OpenLLM-France/wikimedia huggingface dataset:
# Java Platform, Enterprise Edition/Java EE Glossary
## A

Applet - Runs inside the Web browser

## C

Common Gateway Interface or CGI

## E

Enterprise Java Beans Entity Bean

## J

JavaServer Page or JSP - A page of html that contain java codes, which runs on the Server and creates an html page, which is send to the Client browser

## M

Message Bean - messages that are send between tiers of a multi tiered application Multi-tiered Architecture

## S

Servlet - Java Class that runs in the Server and creates a web page in response to a request from a client browser
Servlet Container - A specialized web server that supports Servlet execution. [[[w:Servlet_container#Servlet_containers|More..]]]
Session Bean - A kind of Enterprise Bean that keep track of an internet session between the client and the server

## T

Tier - A layer in the Multi-tiered Architecture
# ICT in Education/Change Projects/2015C Ethiopia ICT Integration in Teaching and Learning

Title of the change project :ICT Integration to teaching and Learning
Change agent :Mekonnen
Email :mekonnen1997@yahoo.com
Name of the organisation :Addis Ababa University
Country :Ethiopia
Started date :
Status (finished/ongoing) :
1. Background of the project (problem):
•Addis Ababa University is making efforts to move the university education to meet international standards in provision of high-quality teaching, learning, research and services.In order for the University to become competitive globally and to create foundation for the knowledge economy, the system needs to be improved significantly.There is considerable interest from the government for Universities to create links with industries.The government has set its second five years growth and transformation plan which will be effective from 2015-2020.In implementing this plan, the government demands from the university greater contributions through research and human power production.To meet its goals, currently, Addis Ababa University has changed its old curriculum to the new modular based curriculum with the aim of changing the teaching method from a teacher centered (lecture-based instruction) to student centered and interactive learning methods.In order to implement the new modular curriculum and achieve learner contentedness and interactive learning, Addis Ababa University has already recognized the role of integrating ICT to other teaching and learning methods.In Ethiopian schools in general and in Addis Ababa University in particular, integration of ICT to teaching learning process is almost none existing or it is at its infant stage.
•Integration of ICT to teaching learning process may include the use of the combination of the following ICT tools:
–The use of computers or laptops for education
–The use of digital videos
–Digital libraries(e-books and electronic publications)
–The use of Internet and e-mail facilities for educational purposes,
–The use of educational Games and simulations, and etc.•In Ethiopia, there are 31 universities and most of these universities are new with less than 10 years of ages. The new universities when compared with the older ones lack resources and particularly they have lack of experienced professors. Currently, Ethiopia is building 10 additional universities in different parts of the country. These universities will also face shortage of staffs.Staff distribution among universities close to Addis Ababa, the capital city and other universities is not the same
2. Objectives :
The general of objective of this change project is to produce video lectures of distinguished professors and make them available to all university students of the country using learning management tool
3. Stakeholders :
4. List of Activities :
5. Expected result ;
6. Actual result :
7. The Project organisation :
Last Updated :
# ICT in Education/Change Projects/2015C Bangladesh Web-based Science Resources

Title of the change project : 'Web-based Science Resources collection and implementation in Science class teaching in secondary institutes'
Change agent : Mohammad Ataur Rahman
Email : ataurttc@gmail.com
Name of the organisation : Teachers Training College, Rajshahi.
Country : Bangladesh
Started date : 01.01.2016
Status (finished/ongoing) : on going
1. Background of the project (problem): The government of Bangladesh have made a plan to establish Information and Communication Technology (ICT) as the main vehicle of socio-economic development. To implement this plan, the ministry of education of Bangladesh established a large number of multimedia classroom in secondary level educational institutions including school and Madrasah, although effectively integrating ICT into teaching and learning systems is much more complicated than providing multimedia classroom. Traditional approaches to education system have been challenged by new and innovative approaches based on computer and Internet technology. Now web is more easy and resourceful area for education. If a teacher is incorporated with the web then he/she will be a more resourceful and update teacher. But most of the secondary school teachers are not efficient enough to utilize this modern technologies for their professional development which is the precondition for quality education. To make them familiar with these technologies, an intensive training on web-based science resources is significantly required. Through this training, the secondary school teachers will be able to operate the ICT tools and web sites and will be familiar with the internet facilities so that many updated science teaching concepts and materials will be available for them. Eventually their professionalism will be developed and quality education will be ensured. The aim of this project is to introduce, use and implement web based science resources in their classroom.
2. Objectives : The specific objectives of the project are following. By ending of this project the teachers of secondary education will be able to
3. Stakeholders : ·
4. List of Activities :
5. Expected result ;
· Demonstrate the use of internet technologies
· Navigate the internet and access to other web resources
· Define, locate, select, organize, present and assess online learning environment
· Integrating emerging technologies in teaching learning
· Utilize presentation software’s and digital recourses to support instruction
· Design and develop instructional materials
· Integrate technological, pedagogical and content knowledge
6. Actual result :
7. The Project organisation :
Last Updated :
# ICT in Education/Change Projects/2015C Afghanistan Tapash information technology in education

Title of the change project : Afghansitan Tapesh Information Teachnology in Education
Change agent :Ahsan Ullah Tapesh
Email :ahsan.tapash1@gmail.com
Name of the organization : Tapesh Information Technology
Country :Afghanistan
Started date :1/15/2015
Status (finished/ongoing) :
1. Background of the project (problem):
2. Objectives :
•The Education offers distinctive academic programs that are intended to meet the needs of culturally diverse and educationally high caliber students.
3. Stakeholders :Self
4. List of Activities :
A. offer easily available student-centered services..
B. implement state-of-the-art practices, using learning-ICT Tools
C. Technology and the most modern learning resources.
5. Expected result ;
6. Actual result :
7. The Project organisation :
Last Updated :
# Informal learning activities/ETm

EstTmr
This inserts a link to the country or area, in this case East Timor, into a Places & Buildings or Buildings and Places item.
# Informal learning activities/ES

ESlvdr
This inserts a link to the country or area, in this case El Salvador, into a Places & Buildings item.
# Informal learning activities/EdcFrr/Bg

{{{1}}}
This provides a simple way of getting a larger font for {{{1}}}.
# Informal learning activities/EdcFrr/Clr

{{{2}}}
This gives {{{2}}} the color #{{{1}}}.
# Informal learning activities/EC

EChnl
This inserts a link to the country or area, in this case the English Channel, into a Places & Buildings item.
# Informal learning activities/EdcFrr/BG

{{{1}}}
This provides a simple way of getting a larger bold font for {{{1}}}.
# Informal learning activities/Dm

Dnmrk
This inserts a link to the country or area, in this case Denmark, into a Places & Buildings item.
# Informal learning activities/EE

EErp
This inserts a link to the country or area, in this case Eastern Europe, into a Places & Buildings item.
# Informal learning activities/Ec

Ecdr
This inserts a link to the country or area, in this case Ecuador, into a Places & Buildings item.
# Incomitant Strabismus/Module 1: Clinical Investigations of Incomitant Strabismus
## Enquiry overview

This enquiry will introduce students to the various clinical investigations utilised in assessing a patient with incomitant strabismus.
Upon completion of this module you will be able to safely perfrom clinical invistigations pertinent to patients with incomitant strabismus and to interpret, evaluate and synthesise the clinical outcomes in developing a diagnosis.
Below are the clinical outcomes of an orthoptic examination of Miss Jones who is experiencing diplopia. Miss Jones' clinical investigation will be utilised as the basis for developing your skills in this enquiry.

## Patient Case Study

Miss Jones, aged 28, presents to an orthoptic clinic c/o intermittent, vertical diplopia. This is worse on left gaze and is improved with her head tilted to the left. 1/52 ago she suffered a headache, dizziness and vomiting on waking. Soon after, she developed diplopia, unsteadiness and vertigo.
GH: L sided brainstem CVA has been diagnosed.
POH: nil, suffers from occasional migraines. No glasses.
Obs: AHP head tilt L of 10-15 deg.
VA: R. 6/6 N5 L. 6/6 N5 Sn.
| CT: | sm R HT/HT'. h.f. |
| | with AHP: R H/H' c good rec. |
| OM: | RIO2+ RSO1- |
| | L obliques seem OK |
| | mod. V pattern |
| PCT: (6m) (FL) | 5∆ BD | | 18∆ BD |
| | 3∆ BD | 8∆ BD | 14∆ BD |
| | 2∆ BD | | 12∆ BD |
| BHTT: (6m) | On R tilt: R/16∆ BD (FL) |
| | On L tilt R/2∆ BD (FL) |
Torsionometer: 4 deg. excyclo
Fundus: NAD

## Topics and Learning Materials

This module is divided into 6 parts. Work through each individual section as per your timetable.
Part 1: Assessing Ocular Movements
Part 2: Measuring Strabismus
Part 3: Parks 3 Steps & BHTT
Part 4: Assessing Torsion
Part 5: Mapping Ocular Deviations
Part 6: Assessing Diplopia and BSV
# Incomitant Strabismus

In this subject, students will build on concepts presented in Binocular Vision & Refraction, Concomitant Strabismus and Neuro-ophthalmology and Eye Movement Control. Students will develop an understanding of the aetiology, investigation, diagnosis, and management of incomitant strabismus and associated sensory consequences. Using an enquiry based learning program; students will integrate theoretical concepts with practical instrumentation and clinical techniques to apply optical, orthoptic, medical and surgical management for various types of strabismus in an evidence based medical context with multidisciplinary provisions (incorporating ophthalmology, neurology, radiology and endocrinology). This subject will equip students to progress to the Orthoptic Clinical Practice subjects.

## Intended Learning Outcomes

* Demonstrate an apprpriate use and application of discipline specific instrumentation to investigate incomitant strabismus and sensory consequences.
* Integrate information obtained from a case history and the results of a clinical investigation to differentially diagnose inconcomitant strabismus.
* Use evidence to devise a management plan and explain the prognosis for a patient diagnosed with inconcomitant strabismus.

## Assessment

The assessment for this subject is as follows:
Two 30 mininute (mid-semester) written examinations (30%)
10 minute Practical/VIVA examination (End of Semester) (15%)
2.5 hour (end of semester) written examination (55%)
Hurdle Requirement: Both the practical examination overall and the 2.5 hour written examination must be passed in order to gain a pass in this subject.

## Topics & Schedule

Module 1: Clinical Investigations of Incomitant Strabismus Module 2: Neurogenic Palsies Module 3: Mechanical & Myogenic Strabismus

## Learning Management System

Students enrolled in this subject are directed to the Incomitant Strabismus Learning Management System website.

## Acknowlegments

This Wikiversity subject website has been developed by Dr Konstandina (Connie) Koklanis (BOrth(Hons), PhD) in consultation with Educational Designer Leigh Blackall. Thanks go to previous La Trobe University staff in the Discipline of Orthoptics for their contribution to the material in this subject, including Associate Professor Zoran Georgievski, Dr Julie Green, Linda Santamaria and Danielle Thorburn.
# JavaScript Programming

JavaScript, often abbreviated as JS, is a high-level, interpreted programming language that conforms to the ECMAScript specification. It is a programming language that is characterized as dynamic, weakly typed, prototype-based and multi-paradigm.
Alongside HTML and CSS, JavaScript is one of the core technologies of the World Wide Web. JavaScript enables interactive web pages and is an essential part of web applications. The vast majority of websites use it, and major web browsers have a dedicated JavaScript engine to execute it.
This course comprises 16 lessons on JavaScript programming. Each lesson includes a combination of Wikipedia and Internet-based readings, YouTube videos, and hands-on learning activities. The entire course can be downloaded in book form by selecting Download Learning Guide in the sidebar.

## Preparation

This is a second-semester, college-level course. Learners should already be familiar with introductory web development concepts, including HTML and CSS, and have advanced or proficient-level computer skills.

## Lessons

* Introduction
* Variables and Expressions
* Functions
* Events
* Conditions
* While Loops
* For Loops
* Arrays
* Date and Time
* Objects
* DOM and BOM
* Dynamic HTML
* Forms and Security
* AJAX and JSON
* Libraries and Frameworks
* Node.js REST API

## See Also

* Computer Programming
* JavaScript
* Exam 98-382: Introduction to Programming Using JavaScript
* Wikipedia: JavaScript
* DoFactory: JavaScript Tutorial
* JavaScript.Info
* Stackify: JavaScript Tutorials
* Microsoft: Web Development for Beginners
* Mozilla: JavaScript Tutorials
* Grasshopper App
# Last mile problem

Last mile problem came up in the context of delivery of goods and services . It is regarded as a problem because the costs of the last mile delivery occupy a major fraction of the total costs of delivery. In this learning resource we detach the last mile problem from a pure problem of logistics and delivery.
The "last mile" is regarded as general challenge for reaching people e.g. in context of Capacity Building and Risk Management. You can have well developed Open Educational Resources for improving Risk Literacy (e.g. in the context of Global Health), but if the risk mitigation approach does not reach the vulverable communities then it will not have an impact on risk mitigation.
If we detach the "last mile problem" to the limited context of logistics and transportation then language barrier can be the last mile problem, due to the fact, that uptake of risk mitigation strategies is not possible.

## Learning Tasks

* Look at first at the last mile problem in the context of logistics (lack of proper infrastructur, costs for delivery for the last mile, access to relevant resources, ...)
* Compare an economic responses to the last mile problem with humanitarian response to last mile problem - e.g.
** replace cost for delivery by car and a driver by delivery by drones the delivery of the product by the company and the cost reduction for delivery has priority
** replace the delivery to a rural remote community by Capacity Building that allows the production within a vulnerable community to cover the needs for the product (e.g. instead of buying bread and deliver it, it might be option to bake bread in the community and provide economic opportunities for small vulnerable communities.
* Compare economic approaches to address the last mile problem with humanitarian approaches to the last mile problem. What do have both approaches in common and what are the differences.
* Explain how Collaborative Mapping and User-Driven Innovation could support the solving humanitarian approaches to the last mile problem (see Humanitarian Open Streetmap).
* Explain how social problem increase the last mile problem.
# Informal learning activities/Mr

Mrv
This inserts a link to the country or area, in this case Moravia, into a Places & Buildings item.
# Informal learning activities/MwB

* {{{1}}}  [[w:{{{1}}} {{{2}}} {{{3}}}|{{{2}}}]] {{{4}}}  ({{{5}}})
This sets up a simple item in Men & Women lists, where {{{1}}} {{{2}}} {{{3}}} are the forename, quasisurname and surname of the person, {{{4}}} is the century of their life, and {{{5}}} is the hint to their main role.
# Informal learning activities/MwC

Discarded
# Informal learning activities/Mrc

Mrc
This inserts a link to the country or area, in this case Morocco, into a Places & Buildings item.
# Informal learning activities/MwE

* {{{1}}}  [[w:{{{2}}}|{{{2}}}]] {{{3}}}  ({{{4}}})
This sets up an item in Men & Women lists, where {{{1}}} {{{2}}} are the forename and surname to be displayed, {{{2}}} is the link to Wikipedia, {{{3}}} is the century of their life, and {{{4}}} is the hint to their main role in life.
# Informal learning activities/Mp

Msptm
This inserts a link to the country or area, in this case Mesopotamia, into a Places & Buildings item.
# Informal learning activities/Mwb

* {{{2}}}  [[w:{{{1}}} {{{2}}} {{{3}}}|{{{3}}}]] {{{4}}}  ({{{5}}})
This sets up a simple item in Men & Women lists, where {{{1}}} {{{2}}} {{{3}}} are the forename, quasimidname and surname of the person, {{{4}}} is the century of their life, and {{{5}}} is the hint to their main role.
# Informal learning activities/Mwc

* {{{1}}}  [[w:{{{1}}} {{{2}}} {{{3}}}|{{{2}}}]] {{{4}}}  ({{{5}}})
This sets up a simple item in Men & Women lists, where {{{1}}} {{{2}}} are the forename and surname, and {{{3}}} more of the name, {{{4}}} is the century of their life, and {{{5}}} is the hint to their main role.
# Informal learning activities/Mt

This is empty (hence Mt) to avoid inserting a link to a country or area, because unknown, into a Places & Buildings item.
# Informal learning activities/MwA

* [[w:{{{1}}} {{{2}}} ({{{3}}})|{{{1}}}]] {{{2}}}  {{{4}}}  ({{{5}}})
This sets up a simple item in Men & Women lists, where {{{1}}} and {{{2}}} are the surname and given name of the person, {{{3}}} a qualifier, {{{4}}} is the century of their life, and {{{5}}} is the hint to their main role.
# Indigenous and Intercultural Health/Intercultural Self-Assessments

Intercultural Competence Self-Assessments
- 2x 30 minutes in Week 1 & Week 11
- Brief notes identifying strengths, improvement areas & strategies
- 500 words equivalent total
# Indigenous and Intercultural Health/Introduction

Doing this subject will raise your awareness of how culture can impact on health and health care. You will develop intercultural knowledge and skills, increasing your confidence and competence work effectively with Indigenous and other Australian cultural groups.
Culture shapes how we all think, feel and behave, much of it at a subconscious level. It also shapes human systems such as health care institutions which then reflect societies' dominant cultural values. Therefore, raising self-awareness about the influence of our own cultural background is an essential first step in developing intercultural competence. Knowledge of some key cultural concepts will help you to develop communication and other skills needed for effective health and social care.
While this subject has a major focus on Indigenous cultures, the first module also includes other culturally distinct Australian communities.
Case examples include Australians whose backgrounds are:
* 'Confucian heritage' cultures (such as China and Vietnam)
* Indian, and
* East African (including the 'Horn' countries)
You will be supported to examine your own and others' attitudes to Australia's diverse cultures, develop knowledge of cultural respect and safety, and to reflectively apply practical skills.
This subject includes a balance of topics that applies to:
* All intercultural encounters ('Culture-General'), and
* Particular cultural groups ('Culture-Specific'), with a major focus on Indigenous health and wellbeing.
This subject is being developed through a collaboration between the School of Nursing and Midwifery and the Faculty of Health Sciences at La Trobe University. A combination of online, face-to-face and community-based experiential learning and assessment activities are used.
Some of the Aboriginal and Torres Strait Islander materials for this subject have been developed in partnership with Victorian Aboriginal Community Controlled Health Organisation (VACCHO).
Notes on key terms:
* Here ‘Indigenous’ refers to Aboriginal and Torres Strait Islander Australians. Although the terms are often used interchangeably, many Indigenous groups prefer the term 'Aboriginal' or regional names such as Koori (in south eastern Australia), Noongar (in south western Australia) and Murri (in Queensland). The best way of knowing the most appropriate term in a particular context is to politely ask!
* 'Health’ is used broadly to include social, spiritual, cultural and community wellbeing.
Quick Quiz 1
# Indigenous and Intercultural Health/Online learning activities

1. Online Learning Activities
Preparation, reading & completion of online activities (2 hours per week )(500 words equivalent, 10% of total)
Intercultural Competence Self-Assessments
- 2x 30 minutes in Week 1 & Week 11
- Brief notes identifying strengths, improvement areas & strategies
- 500 words equivalent total (10%)
Note: Assessment 2: Workshop Activities relies on successful completion of online activities beforehand.
# Journals

This research resource is a "stub". Learn how you can help Wikiversity to develop it.
Journals can be used to disseminate and share knowledge.
| On Wikiversity Journal of Sport and Exercise Studies WikiJournal of Business and Economics WikiJournal of Humanities WikiJournal of Medicine WikiJournal of Science Wikiversity Law Review About journals Ledger (journal) - Peer-reviewed academic journal covering research on all aspects of cryptocurrencies and blockchain technology, including mathematics, computer science, engineering, law, economics and philosophy. By field Northern Arizona University/Environmental Ethics/Journals Psychology/Journals Computational Linguistics/Journals | See also Dominant group/Journals Free online peer reviewed journals Open access journals Scientific journal (Wikipedia) List of scientific journals WikiJournal External links Open access business journals BUSINESS AND ECONOMICS RESEARCH JOURNAL |