OpenLLM-France/wikimedia huggingface dataset:
# Innovation and Entrepreneurship/Experts

* Experts in Creative Teaching & Their Contributions
* This section connects the users of this portal to the extremely creative educators ‎in the field of Innovation and Entrepreneurship. Their contributions on the ‎creative techniques that they have designed and recommend is shared here for ‎educational and non-commercial use. Educators all around the globe are ‎welcome to be a part of this creative group and encouraged to share their ‎creative teaching techniques, recommended readings, favorite educational ‎games etc, in this section.‎
* Peter Kelly
* Dr Peter Kelly
* Senior Lecturer, School of Science, Aalto University
* MBA (University of Notre Dame USA), PhD (London Business School UK)‎
* Peter Kelly is an award winning entrepreneurship educator and practitioner. He ‎obtained is PhD in Entrepreneurship from London Business School (UK) and an ‎MBA from the University of Notre Dame (USA). Over the past 15 years, he has ‎worked with entrepreneurs in Finland, Sweden, UK, Portugal, Russia, Latvia, ‎Estonia, Norway, Switzerland, and Canada. Since arriving in Finland in 1998, ‎Peter has been the driving force behind entrepreneurship education at Aalto ‎University heading up the Helsinki School of Creative Entrepreneurship, an ‎initiative that involved all the Schools and the largest private donor to Aalto ‎University. During 2010, he held an appointment as Professor of Practice at the ‎School of Art & Design where he developed a rapid opportunity prototyping ‎course to explore the intersection between the disciplines of design and ‎entrepreneurship. Dr Kelly was directly involved in the creation of Europe’s ‎first university pre-seed fund and an associated angel network. He is also a ‎business angel.‎
* Peter Kelly's Creative Techniques
* Peter Kelly’s creative exercises focus on generating ideas, team building, creating novelty, ‎and handling surprise by exploring how to make something memorable from a fixed set of ‎inputs in a fun way.‎
* Effectual Coffee By Peter Kelly
* Effectual Drinks By Peter Kelly
* Effectual Meal By Peter Kelly
* Idea Workshop By Peter Kelly
* Mobile Creativity By Peter Kelly
# Innovation and Entrepreneurship/Links

* Links to online interest groups on Web 2.0 and Social Media tools
* ‎1. Social Media group in Cloudworks
* This cloudworks link connects to exemplary groups collaborating to learn and share ideas and ‎experiences in using the Web2.0 tools, social media tools and e-learning technologies. A must see ‎site for educators interested in Web 2.0 tools for ‎teaching.
* ‎2. Educator 2.0‎
* Educator 2.0 is a free social knowledge network for ‎everyone who uses the web to educate people. In this group innovative educators share their ‎knowledge with one another. Classes are held in live online classrooms and can be created by ‎everyone in the community. This is an excellent group to teach and study about the newest ‎technologies and techniques in online education.‎
# IT Security/Cryptography/Concepts

This lesson covers cryptography concepts.

## Objectives and Skills

Objectives and skills for the cryptography concepts portion of Security+ certification include:
    Given a scenario, utilize general cryptography concepts.
   * Symmetric vs. asymmetric
   * Session keys
   * In-band vs. out-of-band key exchange
   * Fundamental differences and encryption methods
   ** Block vs. stream
   * Transport encryption
   * Non-repudiation
   * Hashing
   * Key escrow
   * Steganography
   * Digital signatures
   * Use of proven technologies
   * Elliptic curve and quantum cryptography
   * Ephemeral key
   * Perfect forward secrecy

## Multimedia

* YouTube: Cryptography Overview - CompTIA Security+ SY0-401: 6.1
* YouTube: Symmetric vs. Asymmetric Encryption - CompTIA Security+ SY0-401: 6.1
* YouTube: Public Keys and Private Keys - CompTIA Security+ SY0-401: 6.1
* YouTube: Session Keys - CompTIA Security+ SY0-401: 6.1
* YouTube: Block vs. Stream Ciphers - CompTIA Security+ SY0-401: 6.1
* YouTube: Transport Encryption - CompTIA Security+ SY0-401: 6.1
* YouTube: Non-Repudiation - CompTIA Security+ SY0-401: 6.1
* YouTube: Hashing - CompTIA Security+ SY0-401: 6.1
* YouTube: Key Escrow - CompTIA Security+ SY0-401: 6.1
* YouTube: Steganography - CompTIA Security+ SY0-401: 6.1
* YouTube: Elliptic Curve and Quantum Cryptography - CompTIA Security+ SY0-401: 6.1
* YouTube: Perfect Forward Secrecy - CompTIA Security+ SY0-401: 6.1
# IT Security/Cryptography/PKI

This lesson covers public key infrastructure (PKI).

## Objectives and Skills

Objectives and skills for the PKI portion of Security+ certification include:
    Given a scenario, use appropriate PKI, certificate management and associated components.
   * Certificate authorities and digital certificates
   ** CA
   ** CRLs
   ** OCSP
   ** CSR
   * PKI
   * Recovery agent
   * Public key
   * Private key
   * Registration
   * Key escrow
   * Trust models

## Multimedia

* YouTube: Certificate Authorities - CompTIA Security+ SY0-401: 6.3
* YouTube: Key Revocation - CompTIA Security+ SY0-401: 6.3
* YouTube: Digital Certificates - CompTIA Security+ SY0-401: 6.3
* YouTube: Public Key Infrastructure - CompTIA Security+ SY0-401: 6.3
* YouTube: Key Recovery - CompTIA Security+ SY0-401: 6.3
* YouTube: Public and Private Keys - CompTIA Security+ SY0-401: 6.3
* YouTube: Key Registration - CompTIA Security+ SY0-401: 6.3
* YouTube: Key Escrow - CompTIA Security+ SY0-401: 6.3
* YouTube: Trust Models - CompTIA Security+ SY0-401: 6.3
# IT Security/Access Control/Authentication and Authorization

This lesson covers authentication and authorization.

## Objectives and Skills

Objectives and skills for the authentication and authorization of Security+ certification include:
    Given a scenario, select the appropriate authentication, authorization or access control.
   * Identification vs. authentication vs. authorization
   * Authorization
   ** Least privilege
   ** Separation of duties
   ** ACLs
   ** Mandatory access
   ** Discretionary access
   ** Rule-based access control
   ** Role-based access control
   ** Time of day restrictions
   * Authentication
   ** Tokens
   ** Common access card
   ** Smart card
   ** Multifactor authentication
   ** TOTP
   ** HOTP
   ** CHAP
   ** PAP
   ** Single sign-on
   ** Access control
   ** Implicit deny
   ** Trusted OS
   * Authentication factors
   ** Something you are
   ** Something you have
   ** Something you know
   ** Somewhere you are
   ** Something you do
   * Identification
   ** Biometrics
   ** Personal identification verification card
   ** Username
   * Federation
   * Transitive trust/authentication

## Multimedia

* YouTube: Identification, Authentication, and Authorization - CompTIA Security+ SY0-401: 5.2
* YouTube: Authorization and Access Control - CompTIA Security+ SY0-401: 5.2
* YouTube: Single-factor Authentication - CompTIA Security+ SY0-401: 5.2
* YouTube: Multi-factor Authentication - CompTIA Security+ SY0-401: 5.2
* YouTube: One-time Password Algorithms - CompTIA Security+ SY0-401: 5.2
* YouTube: CHAP and PAP - CompTIA Security+ SY0-401: 5.2
* YouTube: Single Sign-on - CompTIA Security+ SY0-401: 5.2
* YouTube: Federation and Transitive Trust - CompTIA Security+ SY0-401: 5.2
# IT Security/Collection
## IT Security
### Learning Guide

This learning guide supports the Wikiversity course IT Security, available at http://en.wikiversity.org/wiki/IT_Security.

## Overview

IT Security/Collection/Sidebar IT Security is an information technology topic that includes network security, operational security, threats and vulnerabilities, host security, security controls, and cryptography.
This course combines Wikipedia readings, YouTube videos, and hands-on learning activities to assist learners in preparing for CompTIA Security+ Certification.

## Preparation

This is a fourth-semester, college-level course. Learners should already be familiar with introductory computer concepts, computer support concepts, and computer networking concepts.

## Objectives

See the list of all objectives. For specific domains:
* General Security Concepts
* Threats, Vulnerabilities, and Mitigations
* Security Architecture
* Security Operations
* Security Program Management and Oversight
Also see the list of acronyms and the list of technologies.

## Test Details

Exam description:
   The exam will verify the successful candidate has the knowledge and skills required to assess the security posture of an enterprise environment and recommend and implement appropriate security solutions; monitor and secure hybrid environments, including cloud, mobile, and IoT; operate with an awareness of applicable laws and policies, including principles of governance, risk, and compliance; identify, analyze, and respond to security events and incidents.
Number of questions: Maximum of 90
Length of test: 90 minutes
Passing score: 750 (on a scale of 100-900)
Recommended experience:
   A minimum of 2 years of experience in IT administration with a focus on security, hands-on experience with technical information security, and broad knowledge of security concepts.
Exam code: SY0-701
Languages: English, with Japanese, Portuguese and Spanish to follow

## See Also

* Computer Skills
* Internet and Computing Core Certification (IC$^3$)
* Computer Networks
* Exam 98-367: Security Fundamentals
* Computer Security

### CompTIA

* IT Fundamentals
* A+ Certification
* Network+ Certification
# IT Security/Cryptography/Methods

This lesson covers cryptography methods.

## Objectives and Skills

Objectives and skills for the cryptography methods portion of Security+ certification include:
    Given a scenario, use appropriate cryptographic methods.
   * WEP vs. WPA/WPA2 and preshared key
   * MD5
   * SHA
   * RIPEMD
   * AES
   * DES
   * 3DES
   * HMAC
   * RSA
   * Diffie-Hellman
   * RC4
   * One-time pads
   * NTLM
   * NTLMv2
   * Blowfish
   * PGP/GPG
   * TwoFish
   * DHE
   * ECDHE
   * CHAP
   * PAP
   * Comparative strengths and performance of algorithms
   * Use of algorithms/protocols with transport encryption
   ** SSL
   ** TLS
   ** IPSec
   ** SSH
   ** HTTPS
   * Cipher suites
   ** Strong vs. weak ciphers
   * Key stretching
   ** PBKDF2
   ** Bcrypt

## Multimedia

* YouTube: WEP vs. WPA - CompTIA Security+ SY0-401: 6.2
* YouTube: Cryptographic Hash Functions - CompTIA Security+ SY0-401: 6.2
* YouTube: Symmetric Encryption Ciphers - CompTIA Security+ SY0-401: 6.2
* YouTube: Asymmetric Cryptography Algorithms - CompTIA Security+ SY0-401: 6.2
* YouTube: One-Time Pads - CompTIA Security+ SY0-401: 6.2
* YouTube: NTLM - CompTIA Security+ SY0-401: 6.2
* YouTube: Transport Encryption Algorithms - CompTIA Security+ SY0-401: 6.2
* YouTube: Strong vs. Weak Encryption - CompTIA Security+ SY0-401: 6.2
# Linear differential equation/y' is y over t^2/Exercise

Find the solutions to the ordinary differential equation
    $y'={\frac {y}{t^{2}}}\,.$
# Linear endomorphism/R^2/Upper triangular matrix/Exercise

Determine the
eigenvectors and the eigenvalues for a linear mapping
    $\varphi \colon \mathbb {R} ^{2}\longrightarrow \mathbb {R} ^{2},$
given by a matrix of the form ${\begin{pmatrix}a&b\\0&d\end{pmatrix}}$.
# Linear differential equation/y' is y over t/Inhomogeneous part is t^7/Exercise

a) Find all solutions for the ordinary differential equation ($t\in \mathbb {R}$)
    $y'={\frac {y}{t}}\,.$
b) Find all solutions for the ordinary differential equation ($t\in \mathbb {R}$)
    $y'={\frac {y}{t}}+t^{7}\,.$
c) Solve the initial value problem
    $y'={\frac {y}{t}}+t^{7}{\text{ and }}y(1)=5.$
# Linear form/Analysis/Example

Many important examples of linear forms on some vector spaces of infinite dimension arise in analysis. For a real interval $[a,b]$, the set of functions $\operatorname {Map} \,{\left([a,b],\mathbb {R} \right)}$, or the set of continuous functions $C([a,b],\mathbb {R} )$, or the set of continuously differentiable functions $C^{1}([a,b],\mathbb {R} )$ form real vector spaces. For a point $P\in [a,b]$, the evaluation $f\mapsto f(P)$ is a linear form (because addition and scalar multiplication is defined pointwisely on these spaces). Also, the evaluation of the derivative at $P$,
    $C^{1}([a,b],\mathbb {R} )\longrightarrow \mathbb {R} ,f\longmapsto f'(P),$
is a linear form. For $C([a,b],\mathbb {R} )$, the integral, that is, the mapping
    $C([a,b],\mathbb {R} )\longrightarrow \mathbb {R} ,f\longmapsto \int _{a}^{b}f(t)dt,$
is a linear form. This rests on the linearity of the integral.
# Linear function/R to R/Continuous/Exercise

Show that a linear function
    $\mathbb {R} \longrightarrow \mathbb {R} ,x\longmapsto ax,$
is continuous.
# Linear function/Times pi/Eigenvectors/Exercise

Determine the eigenvectors of the function $\mathbb {R} \rightarrow \mathbb {R} ,x\mapsto \pi x$.
# Linear form/Linear system/x+y+z is 0/Exercise

Solve the linear equation
    $x+y+z=0\,.$
# Linear form/Vector/Composition/Remark

Let $K$ be a field, and let $V$ and $W$ denote vector spaces over $K$. For a linear form
    $f\colon V\longrightarrow K$
and a vector $w\in W$, the mapping
    $fw\colon V\longrightarrow W,v\longmapsto f(v)w,$
is linear. It is just the composition
    $V{\stackrel {f}{\longrightarrow }}K{\stackrel {\iota _{w}}{\longrightarrow }}W,$
where $\iota _{w}$ denotes the mapping $s\rightarrow sw$.
# Finite elements/Model problems
## Model problems

Let us look at a couple of model problems.

### Problem 1: First-order homogeneous ODE

The first problem involves a homogeneous first order differential equation and is stated as:
    ${\text{(1)}}\qquad {\begin{aligned}{\text{Find}}~u(t)&~{\text{such that it satisfies}}\\&{\frac {du}{dt}}+u=0,\qquad t>0\\&u(0)=1\end{aligned}}$
The exact solution is
    ${\text{(2)}}\qquad {u(t)=e^{-t}~.}$

### Problem 2: Second-order inhomogeneous ODE

The second problem involves an inhomogeneous second order differential equation and is stated as:
    ${\text{(3)}}\qquad {\begin{aligned}{\text{Find}}~u(x)&~{\text{such that it satisfies}}\\&-{\frac {d^{2}u}{dx^{2}}}+u=x,\qquad x\in (0,1)\\&u(0)=0,\qquad u(1)=0\end{aligned}}$
The exact solution is
    ${\text{(4)}}\qquad {u(x)=x-{\frac {\sinh(x)}{\sinh(1)}}~.}$

### Remarks

Both model problems have exact solutions. However, in most situations, such solutions may be impossible to get because:
* No solution exists since the data are not smooth enough.
* Even if a solution exists, it cannot be found in closed form because of the complexity of the problem.
To overcome these problems, we can do the following :
* Reformulate the problem so that it admits weaker conditions on the solution and its derivatives. Thus the equation no longer needs to be satisfied at all points in the domain. These are called weak or variational formulations.
* Break the domain up into smaller pieces and require the equation to be satisfied at only a few points within each piece.
* Assume that the approximate solution has a known form.
Finite element methods use a weak (or variational) formulation of the original strong problem.
# Inferential statistics decision-making tree

Inferential statistical decision-making tree diagrams provide visual flow-chart style overviews of when to apply various types of non-parametric and parametric statistics, based on the:
* purpose of the analysis - i.e., what is the question?,
* number of IVs and DVs involved, and
* levels of measurement for the IVs and DVs.

## Examples

Download these recommended examples as one file:
* Inferential statistical decision making trees - or separately:
** Statistical decision tree - Version 1 (Corston & Colman, 2000, reproduced in Emtage & Duthy, 2000, p. 8)
** Statistical decision tree - Version 2 (Neill, 2008, based on Howell, 2008)
# Informal learning activities/Aa

Antrctc
This inserts a link to the country or area, in this case Antarctic, into a Places & Buildings or Buildings and Places item.
# Infectious Disease and Public Health

Welcome to the Infectious Disease and Public Health project.

## Content summary

Development of learning materials for public health initiatives.

## Learning materials

Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the lesson (lessons are independent pages in the main namespace) and start writing!
You should also read about the Wikiversity:Learning model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource.
* Telemedicine in French-speaking Africa - RAFT, a network of educational television and telemedicine in French-speaking Africa

### Texts

* b:__Textbook Name___

### Lessons

* Lesson 1: ...

### Assignments
#### Activities

* Activity 1.
* etc.

#### Readings

Each activity has a suggested associated background reading selection.
* Reading 1.
* Study guide:
* Wikipedia article: w: __Article Name__
* etc.
# Infectious diseases

Infectious Disease Medicine
The principles and practice of Infectious Disease Medicine are a late-coming sub-specialty of Internal Medicine and Paediatrics. Traditionally, medical and surgical sub-specialties have been defined by anatomy and pathology in the classification of disease. Infectious Diseases were the clinical subset of Medical Microbiology, a branch or division of Laboratory Medicine, like Haematology, Anatomic Pathology or Biochemistry. In the last century, medical education and practice has been changed by the gradual and overwhelming increase in knowledge of aetiology and pathogenesis - leading to another classification or taxonomy rather than an anatomic, organ-based system, such as cardiology, respirology, gastroenterology, hepatology, rheumatology, neurology and so on, in favour of oncology, or infectious diseases. In the British system, Clinical Microbiology was the laboratory-based practice of microbiology, while in the United States, Infectious Diseases is a bed-side clinical practice and a Division of a Department of General or Internal Medicine.
# Inflation/2 percent/Doubling/Exercise

A monetary community has an annual inflation of $2\%$. After what period of time (in years and days), the prices have doubled?
# Influenza cure research
## Introduction

Influenza pandemic have historically killed hundreds of millions of people and it is conceivable that the latest outbreak of swine flu could do so again.
Some of those researching treatment options consider the others to be rivals and not without reason; whoever cures influenza will receive a great deal of wealth and prestige. If no one cures influenza however, many of us could lose our own lives or those of loved ones, which it would make not seeing any of our rivals succeed a rather hollow victory.
Speculation is to be placed in the discussion page as much as possible; obviously interpretations of experimental results are speculative to some degree and can be included with the data.
Potential cures would fall into six main approaches and it would be most efficient to sort data according to which approach it fits with.

## 1. Restriction Enzymes; and other means of preventing viruses from reproducing after they enter a cell.

Probably a good place to enter any information on influenza genes

## 2. ‘salts’, ‘soaps’ and other things which take advantage of the greater dipoles of virus' protein coats as opposed to the lipid bi-layer surrounding most human cells, in order to make them unable to inject their genes into host cells

Any information on the influenza viral protein coats can be entered here.

## 4. Vaccination.

Technically this would be strengthening the immune system towards a virus, but researches into vaccines focus their attention on the illness to be treated rather than the patient, so it is efficient to give it a separate category.

## 5. Controlled weakening of the immune system

Cytokine storms in which the immune system overreacts to the infection are responsible for a significant portion of flu related deaths. Methods for weakening the immune system enough to prevent that while leaving it strong enough to fight off the virus occasionally can save lives.
# MDLD/field

Start=field Target=Algebra/Field/Direct/Definition
# MDLD/finite-dimensional (fgvs)

Start=finite-dimensional (fgvs) Target=Vector space/Finitely generated/Dimension/Definition
# MDLD/generating system (vs)

Start=generating system (vs) Target=Vector space/Generating system/Definition
# MDLD/exponential functions (R)

Start=exponential functions (R) Target=Real exponential function/Base/Via logarithm/Definition
# MDLD/exponential series (R)

Start=exponential series (R) Target=Exponential series/Real/Definition
# MDLD/function (R)

Start=function (R) Target=Mapping/Definition
# MDLD/fixed points

Start=fixed points See=fixed point MDLD/fixed point Target=Mapping/Fixed point/Definition
# MDLD/function

Start=function Target=Mapping/Definition
# MDLD/functions

Start=functions See=function MDLD/function Target=Mapping/Definition
# MDLD/fixed point

Start=fixed point Target=Mapping/Fixed point/Definition
# New Zealand Law

The New Zealand Law and Practice Examination (NZLPE) is a self-study examination for overseas practitioners who wish to be admitted to practice in New Zealand. This page will provide learning resources for the NZLPE.
Topics to be covered:
* Contract
* Criminal
* Equity
* System
* Property
* Tort
# New Testament (Greek)/Χρήσιμοι σύνδεσμοι

Παρακάτω παρουσιάζεται ένας κατάλογος μερικών χρήσιμων ιστοτόπων για την έρευνα πληροφοριών σχετικά με τα Ευαγγέλια.
* Η ολόκληρη Βίβλος στα ελληνικά, μαζί με πολλά άλλα ελληνικά κείμενα, παρουσιάζονται εδώ. Μπορείτε επίσης να δείτε τα μενού στα αγγλικά.
* Η Βίβλος στα ελληνικά, σε αρχεία mp3, είναι διαθέσιμη σε αυτή τη διεύθυνση: .
* Μια αγγλική μετάφραση της Βίβλου βρίσκεται εδώ. Προσέξτε, μπορεί το ελληνικό πρωτότυπο να διαφέρει λίγο από το κείμενο που μελετούμε εμείς.
* Ο ιστότοπος Perseus έχει μια έκδοση του κειμένου μας στα ελληνικά, με αναφορές σε λεξικά και μορφολογικά εργαλεία. Πατήστε μια λέξη και θα ανοίξει ένα παραθυράκι με τη λέξη και συνδέσμους προς διάφορα λεξικά. Μπορείτε για παράδειγμα να πατήσετε τη λέξη «εὐαγγελίου». Στο παραθυράκι θα δείτε μορφολογικές πληροφορίες για τη λέξη: "noun sg neut gen" (singular neuter genitive case), και τα λεξικά (LSJ, Middle Liddell, κλπ). Αν πατήσετε για παράδειγμα το LSJ, θα δείτε ορισμούς για τη λέξη «εὐαγγέλιον» από το λεξικό Liddell-Scott-Jones. Για άλλα ελληνικά κείμενα μπορείτε να μπείτε στην αρχική σελίδα της ελληνικής συλλογής.
* Ένας άλλος ιστοχώρος παρουσιάζει τη Βίβλο στα ελληνικά με λεξικό, μορφολογικές πληροφορίες και αγγλική μετάφραση εδώ (λεξικό εδώ).
* Λεξικά, γραμματικές κι άλλα βιβλία για την ελληνιστική κοινή βρίσκονται εδώ. Αυτά τα βιβλία είναι παλιά (εκδόθηκαν πριν από το 1920) αλλά μπορεί να είναι χρήσιμα παρ' όλα αυτά.
* Υπάρχουν στο Διαδίκτυο πολλές μελέτες σχετικά με την κατανόηση γραπτού λόγου. Μια καλή εισαγωγή στο θέμα βρίσκεται εδώ: εδώ.
Και κάτι ακόμα...
Γυρίστε πίσω στην αρχή.
# New Zealand Law/Criminal/Accessories after the fact
## Statutory Provisions

Knowing any person to have been a party to an offence:
    (a) receives
    (b) comforts
    (c) assists
    (d) tampers with evidence; or
    (e) actively suppresses evidence
in order to enable that person to:
    (i) escape arrest
    (ii) avoid conviction; or
    (iii) avoid arrest.

## Cases
### R v Mane

* Held
    1. A cannot be convicted as an accessory to murder when A’s act was wholly performed before the actus reus of murder was completed by V’s death. (A’s conduct could amount to some other offence eg. aiding)
    2. If A is charged as an accessory to a homicide by P, it is sufficient if A knew that P was party to “culpable homcide”, which is a necessary ingredient of manslaughter and murder.
    3. Although P pleads guilty to murder, the accessory may be convicted of manslaughter where evidence does not support murder.

### 19. R v Thomson

* Held
    Where the charge is actively suppressing evidence, the evidence need not prove P’s guilt directly or conclusively. Evidence can be part of assortment of facts that in combination lead to the conclusion that P was guilty.