OpenLLM-France/wikimedia huggingface dataset:
# Wireshark/ICMPv6 Time Exceeded

Wireshark is a free and open source packet analyzer used for network troubleshooting and analysis. These activities will show you how to use Wireshark to capture and analyze Internet Control Message Protocol Version 6 (ICMPv6) Time Exceeded traffic.

## Readings

* Wikipedia: Internet Control Message Protocol Version 6 (ICMPv6)

## Preparation

To prepare for this activity:
* Start Windows.
* Log in if necessary.
* Install Wireshark.

## Activity 1 - Capture ICMPv6 Time Exceeded Traffic

To capture ICMPv6 Time Exceeded traffic:
* Start a Wireshark capture.
* Use ping -i 1 2001:4860:4860::8888 to ping one of Google's public IPv6 DNS servers with a hop limit of 1.
* Stop the Wireshark capture.

## Activity 2 - Analyze ICMPv6 Echo Request Traffic

To analyze ICMPv6 Echo Request traffic:
* Observe the traffic captured in the top Wireshark packet list pane. Look for traffic with ICMPv6 listed as the protocol. To view only ICMPv6 traffic, type icmpv6 (lower case) in the Filter box and press Enter.
* Select the first ICMPv6 packet, labeled Echo (ping) request.
* Observe the packet details in the middle Wireshark packet details pane. Notice that it is an Ethernet II / Internet Protocol Version 6 / Internet Control Message Protocol v6 frame. Note if you are using an IPv6 tunnel, your IPv6 packet may be encapsulated inside an IPv4 or UDP packet.
* Expand Internet Protocol Version 6 to view IPv6 details.
* Observe the Hop limit. Notice that the hop limit is set to 1.
* Expand Internet Control Message Protocol v6 to view ICMPv6 details.
* Observe the Type. Notice that the type is Echo (ping) request (128).
* Select Data in the middle Wireshark packet details pane to highlight the data portion of the frame.
* Observe the packet contents in the bottom Wireshark packet bytes pane. Notice that Windows sends an alphabet sequence during ping requests.

## Activity 3 - Analyze ICMP Time Exceeded Traffic

To analyze ICMPv6 Time Exceeded traffic:
* In the top Wireshark packet list pane, select the second ICMPv6 packet, labeled Time Exceeded.
* Observe the packet details in the middle Wireshark packet details pane. Notice that it is an Ethernet II / Internet Protocol Version 6 / Internet Control Message Protocol v6 frame. Again, if you are using an IPv6 tunnel, your IPv6 packet may be encapsulated inside an IPv4 or UDP packet.
* Expand Internet Protocol Version 6 to view IPv6 details.
* Observe the Source. This is the IP address of the router where the hop limit was exceeded.
* Expand Internet Control Message Protocol v6 to view ICMPv6 details.
* Observe the Type. Notice that the type is Time Exceeded (3).
* Observe the Code. Notice that the code is 0 (Hop limit exceeded in transit).
* Observe the fields that follow. Notice that the contents of the request packet are returned with the time exceeded error.
* Close Wireshark to complete this activity. Quit without Saving to discard the captured traffic.
# Risk Literacy/Bath in River

The learning resource addressed a risk literacy in the context of a situation that will not necessary be perceived as a situation in which citizens are exposed to risks.

## Learning Task

The video on the right was taken at the river Rhine Cologne/Rodenkirchen in Germany which shows the impact on the water level when a ship is passing by.
* (Risk Literacy) Analyse the time and position of ship and the impact on the water level when the ship is passing by. When is the most risky time e.g. for small children playing close to the water line at the beach of the river.
** Look a time index 2:00 in the video,
** Compare the situation with time index 4:00 in the video and watch the last part of the video,
** now start to watch the video from the start and try to identify when the you would expect the wave to come from observing the river.
** explain how this relates to risk literacy of parents and children playing at the river and collecting stones or shells when the water is gone.
* (Mathematics) Create graph (x-axis time index of video and approximate water level on y-axis) showing the impact of a ship passing by. 0 is the default water level without ships on the river Rhine. Create a graph with e.g. LibreOffice and CSV2Chart and display your results in this learning resource
* (Risk Mitigation) What can be done to improve risk literacy of people, so that less people will be exposed to dangerous situations when the waves are generated ships on the river especially in summer when people are staying close to the river?
* (Tsunami) Compare the situation at the river with a tsunami at the coast and the risk literacy to "read" unusual tides at the sea shore.
* (Animals as Sensor) Explore scientific literature, that indicated early warning sensors of animals that show an unusual behaviour as an indicator of earth quakes and/or vulcanic eruptions.
* (Other Risks) Collect other risks in summer in conjunctions with a river, that might be addressed. How can risk literacy be addressed that no fear is generated and risk mitigation is performed without impact of enjoying the nature and the river for recreation?
* (Adults and Children) How would you distinguish between adults and children for improvement of risk literacy and how could that be addressed in schools, colleges, teacher training, informations placed at the recreational area?
# Risk Literacy/Real World Labs/web-based exploration/Image Map

The image on the right used polygons and rectangles to create clickable areas on the image. The corresponding Wikipedia article of the visible person is linked to the marked polygons resp. rectangles.
# Risk Literacy/Health
## Learning Task

* Explore Antibiotic Resistance WHO Game and describe how the key message for health risk literacy is embedded in game.
* Explore the concept of Gamification and describe, why it was applied on Antibiotic Resistance. Compare the concept with other learning and capacity building material that create risk awareness.
* (COVID-19) Analyse the COVID-19 pandemic. Explain how different stakeholders contributed to Risk Literacy of the population and how reponse, awareness about COVID-19 led to better preparedness and to transformation of existing workflows into more epidemiological secure workflows and processes. Identify counterforces for this transformation towards more secure workflows and why is it difficult to implement societal and economic changes for a better preparedness?
# University of Canberra/RCC2011/Wikimedia Australia session

A few items briefly touched on during this session were confidential.
Attendees: John Vandenberg, Bilby, LauraHale, SatuSuro, Jutta, .. ?
General things discussed included:
* How Wikimedia Australia determines what projects to fund;
** process and existing proposals
* The structure of Wikimedia Australia's organization;
* Wikimedia Australia's fundraising efforts;
* Running Wiki Academies;
* How to address the needs of diverse populations in Australia's wiki, collaborative learning, history, educational communities.
Beyond that, there was the discussion of Wikimedia Australia's role in helping to run Recent Changes Camp, why they chose to be involved and how they will be involved going forward. Their role in future wiki conferences was also discussed.
The scope of Wikimedia Australia's mission was also clarified and an explanation was provided as to how this differed from the goals and scope of Wikimedia Foundation.
# University of Canberra/RCC2012/Potential participants

This wik page should be read in conjunction with the following link - http://en.wikiversity.org/wiki/University_of_Canberra/RCC2012/Participants
People with an interest in wikis, who might like to hear about RCC2012. Make a note if you've already contacted them.
Institutes:
* Global CCS Institute, Canberra. (openCCS is their wiki-style project.) Contacted --Chriswaterguy 09:08, 26 November 2011 (UTC)
* ASRC - Australian Security Research Centre which runs the Built Environment Climate Change Adaptation (BECCA) Wiki (supported by the Dept of Climate Change and Energy Efficiency). Contacted via both ASRC and BECCA contact email addresses. --Chriswaterguy 09:08, 26 November 2011 (UTC)
Politics/parliament:
Govt:
NGOs:
* Creative Commons Australia - It would be great to have a rep attending. Sent an email Juttavd 05:09, 9 January 2012 (UTC)
* NSW KM Forum (I will send an email Juttavd 21:47, 15 December 2011 (UTC)) ,other Knowledge Management groups ACT, Vic
* Social Media Women (I will send an email Juttavd 21:47, 15 December 2011 (UTC))
* Institute of Metadata Management Sent an email Juttavd 05:09, 9 January 2012 (UTC)
Businesses:
Communities, fan sites, and wiki community people:
* Ask Angela Beesley Starling Contacted --Chriswaterguy 09:29, 26 November 2011 (UTC)
* Wikia HQ - who do they know in Australia?
* Mark Dilley.
* Left notes on Wikipedia meetup pages for Sydney, Melbourne and Canberra. Can we get the organisers to email their mailing lists? --02:52, 27 November 2011 (UTC)
* Wikimedia Australia - have they announced to their list? How about listing on the front page of their wiki?
* Notify participants from RCC2010 and RCC2011. Does someone have an email list?
Educational institutions:
# University of Canberra/RCC2011/WikiCulture

Discussion of the culture at Wikipedia.
There is also a core of people at Wikipedia that make new people welcome.
Important to develop the culture online: purpose, sharing
Start developing a certain culture at wikipedia.
What is the scope of Wikipedia?
Is it about the quality of the articles?
Is there an umbrella wiki culture out there?
There needs to be a culture of forking.
Example: open source software
We don't need wikipedia for a neutral voice. We need them to give us a perspetive on a topic.
Defining scope and principles are important.
# University of Canberra/RCC2011/Wikis for fun

This session involved a lot of drawing on the walls in order to talk about wiki structure. The video linked below provides a summary of what was discussed in that session.
# University of Canberra/RCC2012/Participants
## RCCamp 2012, January 20, 21, 22

Twitter #rcc2012
On the first day, about 16 exchanged ideas in the TEAL room of the new Inspire Centre facility, including delegates from Europe, Thailand, New Zealand, Tasmania, WA, Tasmania, Victoria, Wagga Wagga, Sydney and Queensland.
The camp was run on [Bar Camp] principles. Sessions covered issues such as Systemic Bias, Editor Retention, Stub and Article Deletion, reuse of content, through Translation, particularly scientific content, across Wikipedias (English, Thai, Simple English, etc).
Another session was on the Use of Wikis for Online Consultation on Government Policy. Examples such as Kate Lundy's Public Sphere and Wiki Media's own strategy document were identified. Online Consultation has a Wikipeda Entry
* Interesting day. I still love the whiteboard walls of the University of Canberra's Learning Spaces!!
* Useful GEO Tagging Website (thanks Bidgee) http://tools.freeside.sk/geolocator/geolocator.html
* It would be good to have standard logon across Wikipedia, commons, versity etc.
* Recording planning/lead up to something expected to happen eg Sporting Fixture, Festival or Heritage Festival (15 April 2012)

## Participants

* This wiki should be read in conjunction with -
http://en.wikiversity.org/wiki/University_of_Canberra/RCC2012/Potential_participants

### Definitely

* LauraHale, WM-AU member, APC project
* Chris Watkins (Appropedia:User:Chriswaterguy) from Appropedia. Wiki, open knowledge consultant.
* User:Tom Worthington, Blogger, and ICT Sustainability consultant, and ANU Adjunct Lecturer, interested in blending research and education on-line.
* Juttavd 04:50, 18 November 2011 (UTC) - my plane arrives at 8:30am, so will hopefully make it in time for the start
* John Vandenberg
* Anne Frazer
* Nigel Mitchell
* taweethaも, Wikimedia Thailand
* Jack Greenmaven, for some of it anyway.
* Whiteghost.ink
* Anna-Maria C Sviatko (Saturday and Sunday)
* Wittylama
* Marghanita Wikis for Policy Development & Open Format Video (Friday)
* Steven Zhang
* Sonia
* Bidgee
* Fox
* JJ Harrison

### Likely

* Leigh Blackall
* Marcus McHale
* Nick-D (more a 'possible' than a 'likely', and even then probably only for one day over the weekend)

### No but keep me informed

* James Neill, Uni of Canberra - Away until 30/1
* Sam Wilson
* SatuSuro - keen to see any info links
# University of Canberra/RCC2011/Wikiversity for postgraduate education

This session briefly looked at the Wikiversity PhD portal, Leigh Blackall's concept for using the Wikiversty user space for developing his PhD and Ben Rattray's Sport research pages for university honours students. Discussion focused on the concept of OpenPhD, or to use the PhD criteria to structure a self directed and informal study to PhD standard. Participants became interested in the benefits and pitfalls of informal versus formal pursuit, and whether formal supervision in reality is any better than networking online for supervisory roles and in depth feedback, such as what might be possible through the PhD portal.
# University of Canberra/RCC2012/Potential topics

RCC is an w:unconference, where the sessions during the day are determined by the attendees each morning. This page allows attendees to record their ideas before the first day. There is no guarantee that these topics will be selected to be sessions at the unconference.

## Wikisource

Try and stop me talking about Wikisource -- John Vandenberg

## OTRS

There have been a few workshops on meta:OTRS: WMDE and WMUK (wmuk:OTRS workshop). It would be useful to start a discussion in Australia about this. The issues are broader than Wikimedia, including complaints about wiki content, privacy considerations, etc.
# University of Canberra/RCC2011/Wikisource
## Wikisource
### Participants

    Billinghurst, John Vandenberg, MarkDilley, Jani Patokallio, Marghanita

### Topics

* No notability requirements
* mw:Extension:Proofread Page functionality
* Help:transclusion of 'Page' (physical structure) into logical structure
* page and line breaks in printed edition; discussion about NLA newspapers project, now part of NLA w:trove.
* division of content between language subdomains: English texts go on s:en:Main Page, German texts go on s:de:Main Page, etc.
* author: pages
* s:Wikisource:Translations, inc. s:Bible (Wikisource) (November 2005-) and s:Romance of the Three Kingdoms (April 2006-)
** Jani mentioned w:Humanity Declaration which would be an interesting translation project
# University of Canberra/RCC2012/Participants/Scholarship
## Scholarship information

Wikimedia Australia has allocated $10,000 to grants for attendance to the RecentChangesCamp in Canberra in January 2012. While the dates are not confirmed yet, scholarship applications are open.
The decision can be found in the committee meeting minutes: http://wikimedia.org.au/wiki/Meeting:Committee_%282011-10-16%29#RecentChangesCamp_2012
Anyone can apply by emailing comm[@]wikimedia[.]org[.]au, providing a bit of background about yourself (wiki bio and/or real world bio, as applicable), why you would like to attend, and how much financial assistance you are requesting.
We are especially interested in assisting people from states and nearby countries who, without a grant, would be unlikely to attend due to travel costs. (WA, Tas, NT, NZ, etc)
Preference will be given to members, but please pass this on to non-members who you think would benefit from attendance.
Early applications will be more likely to be successful, as that allows flight costs to be locked in early & more cheaply.
Back to RCC2012 main page...
# The Art of Computer Programming/Mathematical Preliminaries

This page is part of The Art of Computer Programming
Section 1.1 Mathematical Preliminaries is expanded upon in book format by Concrete Mathematics: A Foundation for Computer Science by Ronald L. Graham, Donald E. Knuth and Oren Patashnik.
From the back of the book:
   The subject matter is primarily an expansion of the Mathematcial Preliminaries section in Knuth's classic Art of Computer Programming, but the style of presentation is more leisurely, and individual topics are covered more deeply.
# The Art of Computer Programming/Numbers, Powers, and Logarithms

This page is part of Topic:The Art of Computer Programming
This section contains some notes on notation.
Wikipedia has a more detailed description of decimal expansion. http://en.wikipedia.org/wiki/Decimal_expansion
log 10, log 2 and log e are discussed.
# The Art of Computer Programming

The Art of Computer Programming (sometimes known by its initials TAOCP) is a comprehensive monograph written by Donald Knuth that covers many kinds of programming algorithms and their analysis.
This learning project is intended to provide a place for the discussion of Donald Knuth's the Art of Computer Programming. Discussions also take place on the mailing list at taocprg@lists.ibiblio.org
Please feel free to add notes to this page or (better) make a link to your notes/exercise/questions from the appropriate section of the book below.

## Related Helpful Material

Greek letters
* ↑ Wikipedia: The Art of Computer Programming
# The Art of Computer Programming/Numbers, Powers, and Logarithms/Exercises

This page is part of The Art of Computer Programming.
My (Bakert 20:26, 15 October 2006 (UTC)) notes on these exercises:
1. I thought 1/infinity but that seemed like cheating. The real answer is that there are none - whatever number you think of, it is bigger than the number divided by 2.
2. I said yes but with infinitely many 9s the answer is apparently no, because the decimal expansion would be 0.24.
Knuth is rather sparse on the meaning of decimal expansion. - Luckly there is a pretty good entry in Wikipedia http://en.wikipedia.org/wiki/Decimal_expansion
3. $(-3)^{-3}={\frac {1}{(-3)^{3}}}={\frac {1}{-27}}$
4. To raise something to the 1/3 power means to take the cube root. So to raise something to the 2/3 power means take the cube root of the number and square it. That the power is negative means we need 1/result. So I thought this meant we needed:
${\frac {1}{{\sqrt[{3}]{0.125}}^{2}}}={\frac {1}{.5^{2}}}={\frac {1}{0.25}}=4$
# World War I/Lesson 5 - The Eastern Front

First World War
Back
Course Overview
· Lesson 1 - Introduction
· Lesson 2 - "Europe explodes" - The crisis which lead to World War I
· Lesson 3 - 1914 - The alliances and their agenda
· Lesson 4 - The "Schlieffen Plan" - First weeks of war
· Lesson 5 - The Eastern Front
· Lesson 6 - Inventions during World War I and their effects
· Lesson 7 - War at Sea
· Lesson 8 - The United States in World War I
· Lesson 9 - The Russian Revolution
· Lesson 10 - 1918 - The end of war
· Lesson 11 - The Treaty of Versailles
· Lesson 12 - The importance of World War I in the History of the 20th Century
· Lesson 13 - Conclusion
· Lesson 14 - U.S. Foreign Policy after WWI
Next :
# World War I/Lesson 7 - War at Sea

First World War
Back
Course Overview
· Lesson 1 - Introduction
· Lesson 2 - "Europe explodes" - The crisis which lead to World War I
· Lesson 3 - 1914 - The alliances and their agenda
· Lesson 4 - The "Schlieffen Plan" - First weeks of war
· Lesson 5 - The Eastern Front
· Lesson 6 - Inventions during World War I and their effects
· Lesson 7 - War at Sea
· Lesson 8 - The United States in World War I
· Lesson 9 - The Russian Revolution
· Lesson 10 - 1918 - The end of war
· Lesson 11 - The Treaty of Versailles
· Lesson 12 - The importance of World War I in the History of the 20th Century
· Lesson 13 - Conclusion
· Lesson 14 - U.S. Foreign Policy after WWI
Next :
# World War II

This course is on World War II. It is too broad to cover the entire subject so this class will only be a very general overview. More detailed courses will cover related topics.

## Material

* World War II/Causes of WWII
* Medical experiments at Auschwitz

## Important People

Please see a summary of important people here.

## Terms to Know

Please see the glossary of Terms here.

## Time-line of World War II

Timeline

## Extra Pages

These extra pages are taken directly from the Wikipedia.
# World War I/Lesson 9 - The Russian Revolution

First World War
Back
Course Overview
· Lesson 1 - Introduction
· Lesson 2 - "Europe explodes" - The crisis which lead to World War I
· Lesson 3 - 1914 - The alliances and their agenda
· Lesson 4 - The "Schlieffen Plan" - First weeks of war
· Lesson 5 - The Eastern Front
· Lesson 6 - Inventions during World War I and their effects
· Lesson 7 - War at Sea
· Lesson 8 - The United States in World War I
· Lesson 9 - The Russian Revolution
· Lesson 10 - 1918 - The end of war
· Lesson 11 - The Treaty of Versailles
· Lesson 12 - The importance of World War I in the History of the 20th Century
· Lesson 13 - Conclusion
· Lesson 14 - U.S. Foreign Policy after WWI
Next :
# World War I/The Treaty of Versailles

First World War
Back
Course Overview
· Lesson 1 - Introduction
· Lesson 2 - "Europe explodes" - The crisis which lead to World War I
· Lesson 3 - 1914 - The alliances and their agenda
· Lesson 4 - The "Schlieffen Plan" - First weeks of war
· Lesson 5 - The Eastern Front
· Lesson 6 - Inventions during World War I and their effects
· Lesson 7 - War at Sea
· Lesson 8 - The United States in World War I
· Lesson 9 - The Russian Revolution
· Lesson 10 - 1918 - The end of war
· Lesson 11 - The Treaty of Versailles
· Lesson 12 - The importance of World War I in the History of the 20th Century
· Lesson 13 - Conclusion
· Lesson 14 - U.S. Foreign Policy after WWI
Next :

## Literature

* Treaty of Versailles
* Collection of the key clauses

## Questions

What was the role of the Race Equality proposal?
Why do you think there was harsh terms?
# World War II/Causes of WWII
### Political instability and economic devastation in Europe resulting from WWI

* Worldwide depression
* High war debt owed by Germany et al from the Treaty of Versailles
* High intonation
* Massive unemployment
* Bitterness over Versailles treaty, rhetoric especially focused on re-militarization of The Rhineland by Germany - a direct affront to the treaty.
* Attack of Pearl Harbor Naval base by Japan

### Rise of Facism

* Facism is political philosophy in which total power is given to a dictator and individual freedoms are denied and nationalism and, often, racism is emphasized.
* Mussolini's rise to power
* Fascist dictators included Adolf Hitler (Germany), Benito Mussolini (Italy), Hideki Toji (Japan).
* These dictators led the countries that became known as the Axis Powers.
* The rise of fascism threatened peace in Europe and Asia.

### Threat of Communism

* The Communist international held desires for world domination and Socialism in one country which fueled efforts to impose Comintern rule over primarily East European and North Asian States.
* The Great Purge or "The Great Terror" was the result of insatiable paranoia on Josef Stalins part and it created large degrees of oppression and distrust amongst every state and person in the Comintern, it can be argued that whilst this degree of authoritarian control created great friction in The Soviet Union it also produced a much stronger as well as a more efficient and trustworthy state for Stalin to Control.
* An unexpected and uneasy pact was signed between The Soviet Union and Hitlers Germany after the division of Poland (Late September 1939) between the two States. This was known as the Molotov-Ribbentrop Pact and was a very unexpected move by both parties, this caused a lot of friction throughout Europe as it essentially gave Hitler a free pass to chase his territorial and political ambitions free of imposing Soviet threat.
* After an aggressive offensive against Finland in 1939 ( known as The Winter War) produces moderate success for Stalin, the Soviet Union soon finds itself expelled from the league of Nations mainly through the actions of a USSR friendly President Roosevelt. This expulsion was a result of Soviet aggression and led to tensions not only between the USSR and America but also in Europe as Stalin was quickly being painted as just another dictator in the powder keg.