OpenLLM-France/wikimedia huggingface dataset:
# GeoGebra

GeoGebra is a free mathematics software program especially created for teaching and learning. It was born as a tool that combines characteristics of Dynamic Geometry Systems (DGS) and Computer Algebra Systems (CAS), but later it incorporated a spreadsheet view, a Probability and Statistics view and a 3D Dynamic Geometry view. It is an open source multiplatform software, available in many languages for Windows, Linux, Mac OS, Android, iPad and it has an easy-to-use interface.

## Applications and implications for teaching and learning

According to Brousseau, students’ activity in the Mathematics classroom should be similar to the Mathematician activity. In the classroom, GeoGebra provides an environment for learners to explore, to experiment, to conjecture, which are important activities that sometimes are left aside in detriment of formal algebra activities. On the other hand, it can be used by teachers as an authoring system to create interactive worksheets, simulators, animations and other kinds of resources that improve their teaching activity. This is important, not only for the teaching of Mathematics, but also for the teaching of other sciences. It is also important because it encourages teachers to create their own materials and become authors, and not only consumers of educational software.

## Learning Resources

* Construction of right angled triangle
* GeoGebra/Perspective Drawing on Mirror - (Wiki2Reveal slides)
* Animations
* Equirectangular projection - (Wiki2Reveal slides)

## The learning community around GeoGebra

GeoGebra is also a non-profit community of teachers, programmers and researchers, concerned about the teaching and learning of Mathematics and Sciences. This community is organized into 146 Local GeoGebra Institutes distributed all over the world, coordinated by the International GeoGebra Institute. The possibility of joining this net encourages people from different countries to undertake this project and make this tool increasingly powerful, versatile, and more used in the classrooms.
# Outcome mapping/Preparation

Take a look at the Resources pages and find introductory readings.
# Outcome mapping/Resources

Outcome mapping Nav

## Background Introductory Reading

* Outcome Mapping Learning Community, and for a quick overview:
** Brochure on Outcome Mapping: The Challenges of Assessing Development Impacts.

## Case Studies

See the Case Studies page for a list.
# Outcome mapping/Links

Outcome mapping Nav

## Courses which use or refer to this module

* Social Entrepreneurship
** Valuation
*** Evaluation Framework for Student Social Entrepreneurship
# Outcome mapping/Orientation

This course started as a module of the SSE curriculum under Valuation. Feel free to expand it to become a comprehensive module on Outcome Mapping for more general purposes.
# Outcome mapping/Orientation/more

... more orientation on outcome mapping ...
# Outcome mapping/Preparation/more

additional preparation notes ...
# Outcome mapping/Guidance

* Read about Outcome Mapping
* Discuss it with peers and experts
* Participate in workshops
* Co-facilitate
* Record your learning.
# Outcome mapping/Guidance/more

more guidance on learning about Outcome Mapping ...
# Outcome mapping/Objectives

* Get up to speed with current thinking on programme development methodology
* Learn about one the most effective approaches available, and
** acquire the facilitation and other skills to participate meaningfully in development programmes which use the approach.
# Outcome mapping/Objectives/more

... more on the growth opportunities associated with Outcome Mapping ...
# Monotonous functions/Composition/Parity/Exercise

Let
    $f_{1},\ldots ,f_{n}\colon \mathbb {R} \longrightarrow \mathbb {R}$
be functions, which are increasing or decreasing, and let $f=f_{n}\circ \cdots \circ f_{1}$ be their
composition. Let $k$ be the number of the decreasing functions among the $f_{i}$'s. Show that if $k$ is even, then $f$ is
increasing, and if $k$ is odd, then $f$ is decreasing.
# Mood

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
Although mood, affect, and emotion are often used interchangeably, they are distinct concepts.
Mood is a persistent, diffuse affective state.
Emotion, on the other hand, is stronger in intensity and shorter in duration (Beege, Schneider, Nebel, Häßler, & Rey, 2018; Ulrich, 1983).
# Moodle

Moodle is a free and open-licensed learning management system (LMS) which is copyrighted and trademarked by lead developer Martin Dougiamas, and released under a GFDL license. More about Moodle.

## Learning project

This learning project allows participants to explore how to use Moodle. For hands-on learning you can use http://demo.moodle.org for access to a demonstration install of the latest Moodle software which gives you access to admin, teacher, and student roles.
This learning project could also explore ways to increase constructive interactions between the Wikimedia community and the Moodle community.

## Access levels

The Moodle software allows for several access levels:
| Administrator | Administrators can usually do anything on the site, in all courses. Also, administrators can view the IP addresses of participants. |
| Course creator | Course creators can create new courses and teach in them. If you want the ability to create a course at Wikiversity Moodle site, contact Jan Luca. Course creators have access to the menu shown in the image, right. Course creators can assign other participants the ability to edit the course by setting accounts to function as teachers. |
| Teacher | Teachers can do anything within a course, including changing the activities and grading students. |
| Non-editing teacher | Non-editing teachers can teach in courses and grade students, but may not alter activities. |
| Student | Students generally have less privileges within a course. |
| Guest | Guests have minimal privileges and usually can not enter text anywhere. |
| Authenticated user | All logged in users. |

## Administration block

Course administrators can control many aspects of their site via the Administration block. A full teacher has full control over all settings for a course, including restricting other teachers Choice of course formats such as by week, by topic or a discussion-focussed social format Flexible array of course activities - Forums, Journals, Quizzes, Resources, Choices, Surveys, Assignments, Chats, Workshops Recent changes to the course since the last login can be displayed on the course home page - helps give sense of community Most text entry areas (resources, forum postings, journal entries etc) can be edited using an embedded WYSIWYG HTML editor

## Sandbox server

If you are new to Moodle or if you want to learn how to create and manage a course using Moodle, you are invited to use the http://sandbox.wikiversity.wmflabs.org/moodle/ which runs on the WMFLabs server.

## New to Wikiversity?

Wikiversity is powered by MediaWiki software. Wikiversity can be thought of as an unconventional learning management system. In contrast to Moodle courses, learning resources at Wikiversity are by default open to collaborative development by all Wikiversity participants. If you have previous experience with Moodle but would like to learn about Wikiversity, see Introduction to Wikiversity.

## Activities

* On this page, separate the Wikiversity Moodle Sandbox content from the generic Moodle content.
* Help to improve Introduction to Wikiversity used as a Moodle course at the Wikiversity Moodle server.
# Monopoly (game)
## Discussions of game

* Discussion of game in SPIR608, 2011
# Motivation and emotion/Lectures/Extrinsic motivation and psychological needs

Lecture 04: Extrinsic motivation and psychological needs This is the fourth lecture for the motivation and emotion unit of study.

## Overview

This lecture discusses human motivation in terms of:
* a taxonomy of motivation which includes intrinsic and extrinsic motivation
* psychological needs according to self-determination theory (autonomy, competence, relatedness)
Key question: What is the "secret sauce" for unlocking "intrinsic motivation"?
Take-home messages:
* Intrinsic motivation usually produces better outcomes than extrinsic motivation
* The more complex the task, the more important is intrinsic motivation
* Intrinsic motivation is fostered by conditions which support autonomy, competence, and relatedness

## Outline

Extrinsic motivation and internalisation
* Extrinsic motivation
* Incentives and rewards
* Hidden costs of reward
* Intrinsic motivation
* Cognitive evaluation theory
* Types of extrinsic motivation
* Internalisation
* Amotivation
Psychological needs
* Psychological needs
* Autonomy
* Competence
* Relatedness

## Multimedia

* The surprising science of motivation (Dan Pink, RSA Animate, YouTube) (10:47 min): What are the psychological ingredients for harnessing motivation in the workplace? External motivators such as money are useful, up to a point, but beyond that the work needs to allow for autonomy and be meaningful to engage intrinsic motivation.
* What makes us feel good about our work? (Dan Ariely, TEDx talk, 2013) (10:32 min): Describes several eye-opening experiments which manipulate the way simple tasks are conducted and measure how this affects people's performance and reactions. The amount of control and effort we exert influences how much we value the outcome.

## Readings

* Chapter 05: Extrinsic motivation and internalisation (Reeve, 2018)
* Chapter 06: Psychological needs (Reeve, 2018)

## Slides

* Extrinsic motivation and internalisation (Google Slides)
* Psychological needs (Google Slides)
# Motivation and emotion/Lectures/Historical development and assessment skills

Lecture 02: Historical development and assessment skills This is the second lecture for the motivation and emotion unit of study.

## Overview

This lecture:
* Provides a historical context about the development of psychological motivation and emotion knowledge
* Explains the assessment, including how to:
** use Wikiversity for the:
*** topic development
*** book chapter
** develop a multimedia recording
** complete the quizzes
** access support for completing the assessment exercises
Take-home messages:
* Motivation and emotion has evolved from grand theories to mini-theories which exhibit some common themes
* A wiki is the simplest collaborative platform - anyone can edit to share knowledge

## Outline

Motivation in historical perspective
* Philosophical origins
* Grand theories
* Will
* Instinct
* Drive
* Rise of mini-theories
* Active nature of the person
* Cognitive revolution
* Socially relevant questions
* Contemporary era
* Reemergence of motivation study (1990s)
* Brief history of emotion study
Assessment task skills
* Topic selection
* Topic development
* Book chapter
* Multimedia presenation
* Quizzes

## Assessment examples

See examples of high quality major project submissions for:
* Topic development
* Book chapter + Social contributions
* Multimedia presentation

## Multimedia

* Instinct theory, the power of motivation (CrashCourse Psychology #17, YouTube; 2:09 mins): Introduces motivation by explaining instinct theory
* Drive theory, the power of motivation (CrashCourse Psychology #17, YouTube; 2:09 mins): Introduces motivation by explaining drive theory
* A vision of students today (YouTube; 4:44 mins): Explores some reasons behind why are approaching the assessment this way
* Wikis in plain English (Commoncraft; 3:53 mins) explains the concept of a wiki and how it works
* Wikipedia - An investment for your future; your children's future (YouTube; 4:10 mins) explains the purpose of Wikipedia

## Readings

* Chapter 02: Motivation in historical perspective (Reeve, 2018)
* Assessment
** Topic selection
** Topic development
** Book chapter
** Multimedia
** Quizzes
* Wikiversity skills
* Using generative AI

## Slides

* Historical development (Google Slides)
* Assessment skills (Google Slides)
# Motivation and emotion/Lectures/Brain and physiological needs

Lecture 03: Brain and physiological needs This is the third lecture for the motivation and emotion unit of study.

## Overview

This lecture:
* explains the role of brain structures, neurotransmitters, and hormones in regulating motivational drives
* discusses physiological needs, particularly thirst, hunger, and sexual motivation
Take-home messages:
* The brain is as much about motivation and emotion as it is about cognition and thinking
* We underestimate how powerful biological urges can be as motivational forces when we are currently not experiencing them

## Outline

Motivated and emotional brain
* Neuroscience
* Brain structures
* Subcortical
** Reticular formation
** Amygdala
** Reward centre
** Basal ganglia
** Hypothalamus
* Cortical
** Insula
** Prefrontal cortex
** Orbitofrontal cortex
** Ventromedial PFC
** Dorsolateral PFC
** Anterior cingulate cortex
* Bidirectional
** Neurotransmitters
** Dopamine
** Serotonin
** Norepinephrine
** Endorphins
* Hormones
** Cortisol
** Oxytocin
** Testosterone
** Ghrelin (Part B)
** Leptin (Part B)
Physiological needs
* Needs
* Regulatory processes
* Example physiological needs
** Thirst
** Hunger
** Sexual motivation

## Brain app

Install this free app to explore the location and function of important brain structures:
* 3D Brain (Google Play)
* 3D Brain (Apple Store)

## Readings

* Chapter 03: The motivated and emotional brain (Reeve, 2018)
* Chapter 04: Physiological needs (Reeve, 2018)

## Slides

* Motivated and emotional brain (Google Slides)
* Physiological needs (Google Slides)
# Motivation and emotion/Lectures/Brain and physiological needs/Images
## Images

* Amygdala
* Anterior cingulate cortex
* Anterior Cingulate gyrus
* Apple bitten (hunger)
* Basal ganglia
* Brain stem (area for Reticular formation)
* Hypothalamus
* Hypothalamus
* Insula cortex
* Limbic system
* Nucleus accumbens
* Orbitofrontal cortex
* Prefrontal cortex
* Neuron
* Ventral striatum and nucleus accumbens
* Ventral tegmental area
* Ventromedial prefrontal cortex
* Hypothalamus-damaged mouse
* Synapse and role of neurotransmitters
* Synpase and role of neurotransmitters 2
* Dopamine and serotonin pathways
* Maslow's hierarchy of needs
* Brain icon
# Motivation and emotion/Lectures/Extrinsic motivation and psychological needs/Images
## Images

* Autonomy and relatedness
* Carrot
* Carrot and stick motivation
* Challenge vs. skill
* Intrinsic motivation
* Maslow's hierarchy of needs
* Stick
# Motivation and emotion/Lectures/Aspects of emotion

Lecture 08: Aspects of emotion This is the eighth lecture for the motivation and emotion unit of study.

## Overview

This lecture:
* discusses biological, cognitive, and social psychological aspects of emotion
* considers the potential for affective computing
Take-home messages:
* Biology and cognition work together to generate emotion
* Facial expressions can influence emotional state
* Other people are the source of most of our emotions
* Emotions are contagious
* Computers can increasingly detect and imitate emotion

## Outline

* Biological
* Cognitive
* Social
* Affective computing

## Readings

* Chapter 13: Aspects of emotion (Reeve, 2018)

## Multimedia

* Emotions revealed (KQED QUEST, 2008, YouTube) (11:01 mins): Explains Paul Ekman's work on codifying the intricate ways in which emotions are revealed through facial expressions
* Why we can't not smile (Epic Science, 2014, YouTube) (2:22 mins): Explores unconscious emotional mimicry in relation to smiling
* Meet Sophia, World's first AI humanoid robot (Tony Robbins, 2020, YouTube) (Tony Robbins, 2017, YouTube) (9:55 mins): Tony Robbins interviews an AI robot about life, the universe, and everything

## Slides

* Aspects of emotion (Google Slides)
# Improper integral/x^2-3x+5 over x^4+2x^3+5x+8/1 to infty/Exercise

Decide whether the improper integral
    $\int _{1}^{\infty }{\frac {x^{2}-3x+5}{x^{4}+2x^{3}+5x+8}}dx$
exists.
# Improper integral/sin x over x/0 to infty/Exercise

Decide whether the improper integral
    $\int _{0}^{\infty }{\frac {\sin x}{x}}dx$
exists.
# Improving schools

"Improving schools" here is a header for other articles related to this issue.
# Improper integral/e^(-t)/0 to infty/Exercise

Determine the improper integral
    $\int _{0}^{\infty }e^{-t}dt.$
# Improper integral/x^3-3x+5 over x^4+2x^3+5x+8/0 to infty/Exercise

Decide whether the improper integral
    $\int _{1}^{\infty }{\frac {x^{3}-3x+5}{x^{4}+2x^{3}+5x+8}}dx$
exists.
# Network+/Standards/Change Management

This lesson covers change management.

## Objectives and Skills

Objectives and skills for the change management portion of Network+ certification include:
* Explain the basics of change management procedures
** Document reason for a change
** Change request
*** Configuration procedures
*** Rollback process
*** Potential impact
*** Notification
** Approval process
** Maintenance window
*** Authorized downtime
** Notification of change
** Documentation
*** Network configurations
*** Additions to network
*** Physical location changes

## Multimedia

* Watch YouTube: Change Management Procedures - CompTIA Network+ N10-006 - 5.8.
# Network+/Standards/Equipment Placement

This lesson covers equipment placement.

## Objectives and Skills

Objectives and skills for the equipment placement portion of Network+ certification include:
* Given a scenario, install and configure equipment in the appropriate location using best practices
** Intermediate distribution frame
** Main distribution frame
** Cable management
*** Patch panels
** Power management
*** Power converters
*** Circuits
*** UPS
*** Inverters
*** Power redundancy
** Device placement
** Air flow
** Cable trays
** Rack systems
*** Server rail racks
*** Two-post racks
*** Four-post racks
*** Free-standing racks
** Labeling
*** Port labeling
*** System labeling
*** Circuit labeling
*** Naming conventions
*** Patch panel labeling
** Rack monitoring
** Rack security

## Multimedia

* Watch YouTube: MDF and IDF - CompTIA Network+ N10-006 - 5.7.
* Watch YouTube: Cable and Power Management - CompTIA Network+ N10-006 - 5.7.
* Watch YouTube: Rack Systems - CompTIA Network+ N10-006 - 5.7.
* Watch YouTube: Labeling and Documentation - CompTIA Network+ N10-006 - 5.7.
# Network+/Security/Risk

This lesson covers risk.

## Objectives and Skills

Objectives and skills for the risk portion of Network+ certification include:
* Compare and contrast risk related concepts
** Disaster recovery
** Business continuity
** Battery backups/UPS
** First responders
** Data breach
** End user awareness and training
** Single point of failure
*** Critical nodes
*** Critical assets
*** Redundancy
** Adherence to standards and policies
** Vulnerability scanning
** Penetration testing

## Multimedia

* Watch YouTube: Business Risk - CompTIA Network+ N10-006 - 3.1.
* Watch YouTube: Single Point of Failure - CompTIA Network+ N10-006 - 3.1.
* Watch YouTube: Vulnerability Scanning - CompTIA Network+ N10-006 - 3.1.
* Watch YouTube: Penetration Testing - CompTIA Network+ N10-006 - 3.1.
# Network+/Security/Threats

This lesson covers threats and vulnerabilities.

## Objectives and Skills

Objectives and skills for the threats and vulnerabilities portion of Network+ certification include:
* Compare and contrast common network vulnerabilities and threats
** Attacks/threats
*** Denial of service
**** Distributed DoS
***** Botnet
***** Traffic spike
***** Coordinated attack
**** Reflective/amplified
***** DNS
***** NTP
***** Smurfing
**** Friendly/unintentional DoS
**** Physical attack
***** Permanent DoS
*** ARP cache poisoning
*** Packet/protocol abuse
*** Spoofing
*** Wireless
**** Evil twin
**** Rogue AP
**** War driving
**** War chalking
**** Bluejacking
**** Bluesnarfing
**** WPA/WEP/WPS attacks
*** Brute force
*** Session hijacking
*** Social engineering
*** Man-in-the-middle
*** VLAN hopping
*** Compromised system
*** Effect of malware on the network
*** Insider threat/malicious employee
*** Zero day attacks
** Vulnerabilities
*** Unnecessary running services
*** Open ports
*** Unpatched/legacy systems
*** Unencrypted channels
*** Clear text credentials
*** Unsecure protocols
**** TELNET
**** HTTP
**** SLIP
**** FTP
**** TFTP
**** SNMPv1 and SNMPv2
*** TEMPEST/RF emanation

## Multimedia

* Watch YouTube: Denial of Service - CompTIA Network+ N10-006 - 3.2.
* Watch YouTube: Wireless Network Attacks - CompTIA Network+ N10-006 - 3.2.
* Watch YouTube: Wireless Protocol Attacks - CompTIA Network+ N10-006 - 3.2.
* Watch YouTube: Brute Force Attacks - CompTIA Network+ N10-006 - 3.2.
* Watch YouTube: Session Hijacking - CompTIA Network+ N10-006 - 3.2.
* Watch YouTube: Social Engineering - CompTIA Network+ N10-006 - 3.2.
* Watch YouTube: Man in the Middle Attacks - CompTIA Network+ N10-006 - 3.2.
* Watch YouTube: VLAN Hopping - CompTIA Network+ N10-006 - 3.2.
* Watch YouTube: Compromised Systems - CompTIA Network+ N10-006 - 3.2.
* Watch YouTube: Insider Threats - CompTIA Network+ N10-006 - 3.2.
* Watch YouTube: Zero-day Attacks - CompTIA Network+ N10-006 - 3.2.
* Watch YouTube: Operating System Vulnerabilities - CompTIA Network+ N10-006 - 3.2.
# Network+/Standards/OSI Model

This lesson covers the OSI model.

## Objectives and Skills

Objectives and skills for the OSI model portion of Network+ certification include:
* Analyze a scenario and determine the corresponding OSI layer
** Layer 1 – Physical
** Layer 2 – Data link
** Layer 3 – Network
** Layer 4 – Transport
** Layer 5 – Session
** Layer 6 – Presentation
** Layer 7 – Application

## Readings

* Read Introduction
* Read OSI Components

## Multimedia

* Watch YouTube: Understanding the OSI Model - CompTIA Network+ N10-006 - 5.1.
# Network+/Security/Physical Security

This lesson covers physical security.

## Objectives and Skills

Objectives and skills for the physical security portion of Network+ certification include:
* Compare and contrast physical security controls
** Mantraps
** Network closets
** Video monitoring
*** IP cameras/CCTVs
** Door access controls
** Proximity readers/key fob
** Biometrics
** Keypad/cipher locks
** Security guard

## Multimedia

* Watch YouTube: Physical Security Controls - CompTIA Network+ N10-006 - 3.4.
# Network+/Security/Hardening

This lesson covers hardening techniques.

## Objectives and Skills

Objectives and skills for the hardening techniques portion of Network+ certification include:
* Given a scenario, implement network hardening techniques
** Anti-malware software
*** Host-based
*** Cloud/server-based
*** Network-based
** Switch port security
*** DHCP snooping
*** ARP inspection
*** MAC address filtering
*** VLAN assignments
**** Network segmentation
** Security policies
** Disable unneeded network services
** Use secure protocols
*** SSH
*** SNMPv3
*** TLS/SSL
*** SFTP
*** HTTPS
*** IPsec
** Access lists
*** Web/content filtering
*** Port filtering
*** IP filtering
*** Implicit deny
** Wireless security
*** WEP
*** WPA/WPA2
**** Enterprise
**** Personal
*** TKIP/AES
*** 802.1x
*** TLS/TTLS
*** MAC filtering
** User authentication
*** CHAP/MSCHAP
*** PAP
*** EAP
*** Kerberos
*** Multifactor authentication
*** Two-factor authentication
*** Single sign-on
** Hashes
*** MD5
*** SHA

## Multimedia

* Watch YouTube: Anti-Malware Software - CompTIA Network+ N10-006 - 3.3.
* Watch YouTube: Switch Port Security - CompTIA Network+ N10-006 - 3.3.
* Watch YouTube: Security Policies - CompTIA Network+ N10-006 - 3.3.
* Watch YouTube: Disabling Unneeded Network Services - CompTIA Network+ N10-006 - 3.3.
* Watch YouTube: Using Secure Protocols - CompTIA Network+ N10-006 - 3.3.
* Watch YouTube: Access Lists - CompTIA Network+ N10-006 - 3.3.
* Watch YouTube: Wireless Security - CompTIA Network+ N10-006 - 3.3.
* Watch YouTube: User Authentication - CompTIA Network+ N10-006 - 3.3.
* Watch YouTube: Hashing - CompTIA Network+ N10-006 - 3.3.