OpenLLM-France/wikimedia huggingface dataset:
# IT Fundamentals

IT Fundamentals introduces computer hardware, computer software, databases, networking, security, and software development.
This course comprises 15 lessons covering IT fundamentals. Each lesson includes a combination of Wikipedia readings, YouTube videos, and hands-on learning activities. The course also assists learners in preparing for CompTIA IT Fundamentals certification.
This entire Wikiversity course can be downloaded in book form by selecting Download Learning Guide in the sidebar.

## Preparation

This is a college-level introductory computer support course. Learners should already be familiar with introductory computer concepts.

## Lessons
### Current Lessons

Current lessons targeting IT Fundamentals exam FC0-U61:
* Introduction
* Devices
* Components
* Peripherals
* Operating Systems
* Applications
* Database Concepts
* Database Use
* Networking
* Internet
* Security Concepts
* Security Practices
* Software Development
* Troubleshooting
* Business Continuity

## See Also

* Digital Literacy
* Computer Support
* Internet Fundamentals
# Conway's Game of Life

* Conway's Game of Life Glider Gun
In this learning project we explore Conway's Game of Life. The game involves an (infinite) two-dimensional grid with black and white squares, which may be represented as 1 and 0. One may think of them as "live cells" or "dead cells". The grid evolves. The evolution rule is as follows:
* All cells evolve simultaneously
* Each cell has eight neighbours
* An alive cell with two or three neighbours continues to live. Otherwise it dies.
* A dead cell with exactly three neighbours will become alive.
From these simple forms it is possible to create stable and recursive patterns, such as the Gosper Glider Gun (illustrated).
The Game of Life is a prototypical example of a cellular automaton, an automatic machine of cells. It has attracted the interest of researchers in diverse fields. Patterns in Conway's Game of Life have been shown to be capable of emulating a universal Turing machine.
For more details and context, see w:Conway's Game of Life.

## Try your hand

You may try your hand on the following (finite!) 10x10 toroidal model of the Game of Life by:
* pressing the "edit this page" button on the top of the page and
* then the "Save page" button below the editing window.
(If it doesn't seem to work, there may be a cache problem. Try [http://https://en.wikiversity.org/ title=Conway's_Game_of_Life&action=purge purging it] or editing it again. )
* it may look like this after saving
# Convergent power series/R/Taylor series/Coincidence/Fact/Proof

That $f$ is infinitely often differentiable, follows directly from fact by induction. Therefore, the Taylor series exists in particular in the point $0$. Hence, we only have to show that the $n$-th derivative has $c_{n}n!$ as its value. But this follows also from fact.
# Convergent series/Not absolutely convergent/Alternating series of unit fractions/Value/Example

A convergent series does not in general converge absolutely, the converse of fact does not hold. Due to the Leibniz criterion, the alternating harmonic series
    $\sum _{n=1}^{\infty }{\frac {(-1)^{n+1}}{n}}=1-{\frac {1}{2}}+{\frac {1}{3}}-{\frac {1}{4}}+{\frac {1}{5}}-\ldots \,$
converges, and its sum is $\ln 2$, a result we can not prove here. However, the corresponding absolute series is just the harmonic series, which diverges due to example.
# Convergent series in 0 1/Riemann-integrable function/Series of integrals to a n/Exercise

Let $\sum _{n=1}^{\infty }a_{n}$ be a convergent series with $a_{n}\in [0,1]$ for all $n\in \mathbb {N}$ and let $f\colon [0,1]\rightarrow \mathbb {R}$
    $\sum _{n=1}^{\infty }\int _{0}^{a_{n}}f(x)dx$
# Converting a 2nd degree polynomial to a perfect square

Ok, I honestly couldn't come up with a better name for this lesson.
Let's do it:
We have a second degree polynomial:
$ax^{2}+bx+c$
and we want to find a change of variable that transforms it to a perfect square:
$\left(\alpha x+\beta \right)^{2}$
Of course, for the transformation to exist, the polynomial's coefficients must have 1 degree of freedom! We will assume it is so. Expanding the expression we get:
$\left(\alpha x+\beta \right)^{2}$
$=\alpha ^{2}x^{2}+2\alpha \beta x+\beta ^{2}$
$\equiv ax^{2}+bx+c$
Identifying the coefficients we get:
$\alpha \equiv {\sqrt {a}}$
$\beta \equiv {\sqrt {c}}$
And the condition (for which we required the degree of freedom):
$b=2\alpha \beta =2{\sqrt {ac}}$
$b^{2}=4ac$

## Further interpretation of the condition obtained

Notice that the condition is equivalent to saying the determinant of the polynomial is equal to 0. When a polynomial's determinant was 0, the polynomial has a double root. Note this is just what we asked for when equating it to $\left(\alpha x+\beta \right)^{2}=\alpha ^{2}\left(x+{\frac {\beta }{\alpha }}\right)\left(x+{\frac {\beta }{\alpha }}\right)$. (A double root is present at $x=-{\frac {\beta }{\alpha }}$)
# Convolution

A convolution between two signals, $x(t)$ and $y(t)$, is an operation defined as follows:
    $x(t)*y(t)=\int _{-\infty }^{+\infty }x(\tau )y(t-\tau )d\tau$
The process of convolution is very useful in the time domain analysis of systems, because we can fully describe a system by its impulse response. Let's consider the following system which operates on an input as $O\{\}$, having characterized its impulse response by $o(t)$:
    $x(t)\longrightarrow {\begin{array}{|c| }\hline O\{\}\\\hline \end{array}}\longrightarrow y(t)$
    $y(t)=O[x(t)]$
    $y(t)=x(t)*o(t)$
Put into other words, the output of a system in an instant $t$ can be written as a linear combination of past and future instants of the input and its impulse response:
    $y(t)=\int _{-\infty }^{+\infty }x(\tau )o(t-\tau )d\tau$

## Discrete Convolution

In discrete time there is no continuous time $x(t)$ but finite samples $x[n]$.
So the integral can be rewritten as a sum:
    $(x*y)[m]=\sum _{n=-\infty }^{\infty }x[m-n]*y[n]$
To understand the convolution of finite length signals better, let's look at an example with the signals $x=[1,2,3]$ and $y=[6,9]$.
Note that the length of the output signal has the length $N+M-1$ where $M$ is the length of $x$ and $N$ the length of $y$.
# Cookie moon phases activity

Creating phases of the moon with Oreo cookies (or similar chocolate sandwich cookies with white icing) is a good activity for many age groups. For pre-school children, it can be used to teach basic phases of the moon, and for older students, it can help them remember how the moon proceeds around the Earth with respect to the Sun. This activity is covered in many places, such as the NASA spaceplace website.
The worksheet provided below has 4 simple stages of the moon designed to be overlaid with cookies, and shows the procession of the moon around the Earth. Alternatively, you can have students make their own charts.

## Materials

* Package of Oreos or similar
* A childsafe knife
* Oreo moon phases worksheet
* Printer paper
* A Printer

## Directions

* Optional: Print out the moon phases worksheet
* Separate the two halves of the cookie by twisting them
* Use the knife to shape the icing in the shape of the phases of the moon.
* Place cookies over the spots in the worksheet. Or, create your own chart.
# LMCC/Social Phobia
## Epidemiology

* lifetime prevalence rate ~ 16%
* Female: Male = 1.5: 1
* Begins in early childhood and adolescence
* can lead to significant psychiatric comoribidy including depression, anxiety disorders, substance abuse and eating disorders
* often underrecognized by family practitioners

## History

* fear of being humiliated or embarassed in social or performance situations
** include: public speaking, eating, drinking, writing, public restrooms, speaking on the telephone, social gatherings
* the fear is recognized as excessive/unreasonable
* the avoidance, anticipation and distress interfere significantly with social and occupational functioning
* often presents with somatic complaints of insomnia, fatigue, palpitations, chest pain, shortness of breath, dizziness, trembling of hands, sweating, blushing and GI complaints

## Physical

* hyperhidrosis, tremor, blushing, stuttering, hypertension and tachycardia
* must do a thorough mental status examination

## Management

* cognitive behavioural therapy
* exposure therapy (most firmly established therapeutic maneuver)
* cognitive restructuring
* social skills training

### Pharmacology

* effective treatments include MAOI, anxiolytics and SSRIs (drug of choice due to effectiveness and lack of significant side effects)
# LMCC/Sinusitis

* inflamation of mucous membranes in the nasal cavity and paranasal sinuses
* fluid within these cavities or the underlying bone

## Etiology

* divided into
** acute: < 4 weeks
** recurrent: 4 or more episodes per year lasting at least 10 days
** chronic: > 12 weeks
* common pathogens are S. pneumoniae, H.influenza, M.catarrhalis

## Risk Factors

* medical conditions: respiratory infections, allergic rhinitis cystic fibrosis or immunodeficiency
* anatomic: deviated septum, polyps, adenoid hypertrophy, tumour
* irritants: environmental, tobacco smoke, air pollution, chlorine
* iatrogenic: topical decongestant overuse, cocaine, trauma

## History

* recent URTI
* nasal congestion/discharge
* fascial pain/swelling
* maxillary toothache
* fever
* headache worse with bending over
* poor response to decongestants

### Acute Sinusitis Score

1 point each for:
* Maxillary toothache
* history of purulent nasal discharge
* poor response to decongestants
* abnormal transillumination
* purulent secretions
** 0-1 sinusitis unlikely
** 2-3 order x-ray (Water's view)
** 4-5 likely sinusitis, no x-ray needed, treat with antibiotics

## Physical

* swelling and erythema over symptomatic area
* tenderness on palpation of paranasal sinuses
* periorbital swelling
* nasal speculum exam: hyperemia, edema, crusts, purulence, polyps
* tranillumination
** to evaluate frontal and maxillary sinuses
** of no diagnostic value in children, marginal in adults
** 55% with +'ve radiologic findings have abnormal transillumination
** must be in complete darkness

## Investigations

* radiography only when diagnosis of sinusitis is in doubt
* all patients with pronounced frontal headaches should have radiograph performed
* CT scans are not routineley used for diagnosis

## Management

* acute: 40% will recover spontaneously

### Pharmacology

* 1st line: amoxicillin x 10 days or TMP-SMX if penecillin allergy
* 2nd line: Amoxil/clavulin, clarithromycin, ceflacor, cefixime

### Adjunct therapy

* saline nasal spray with humidification
* topical or systemic decongestants; for short term use only
* antihistamines are contraindicated
* nasal corticosteroid spray for chronic sinusitis

### Referal to ENT

* failure of 2nd line therapy
* >3 episodes/year
* development of complications (ie. mucoceles, orbital extension, meningitis, intracranial abscess, venous sinus thrombosis)
# LMCC/Stress Management

* make a list of stress sources
* modify the environment and events to decrease stress
* advise reduction/elimination of caffeine
* encourage a balanced exercise program
* other strategies
** progressive deep muscle relaxation
*** tense muscle group for 10-15 seconds then relax, observing the difference
** autogenic training
*** use mental imagery to induce a feeling of heaviness and warmth
** diaphragmatic breathing
*** breath slowly and deeply from the abdomen
# Informative Writing/Lesson 8 - What effects have our improvements had?

In this lesson we will...
* Submit our Wikipedia entry.
* Decide how well we worked throughout this unit.
* Think about anything we might have done differently.
* Discover how to make changes or improvements to our entry.
# Informative Writing/Lesson 3 - Finding out what we are looking for.

In this lesson we will...
* Gather relevant information.
* Work effectively as a team.
* Cite our sources.
# Informative Writing/Lesson 4 - What have we found?

In this lesson we will...
* Share the information we have gathered.
* Decide on the quality of this information.
* Check what a Wikipedia entry needs to be successful.
* Decide the best way to organise our information.
# Informative Writing/Lesson 7 - How can we improve?

In this lesson we will...
* Make the changes we identified in the last lesson.
* Complete our entry.
* Check our entry against the Five pillars of Wikipedia.
# Informed consent

Informed consent is related to ethics and medicine. This area is for learning and research related to informed consent.

## Discussion questions

* Why is informed consent important?
* How can doctors and medical professionals best obtain informed consent?
* What should be the consequences for not fulling collecting informed consent?
# Informative Writing/Lesson 6 - Can we improve this?

In this lesson we will...
* Share the completed sections of our entry.
* Make a list of any changes that we need to make.
* Check our progress so far.
# Informed Commitments/Children Require Care

Children require care. In addition to providing suitable prenatal nutrition and other forms of prenatal care, this includes meeting the child’s physiological needs for suitable water, food, shelter, sanitation, caring touch, sleep, medical care, and safety, along with the psychological needs of autonomy, competency, and relatedness. Childcare specialists, such as those at the evolved nest, extend this basic list to include play, attention, community, stability, connections to nature, and others. Children’s rights describe additional rights and protections.
Children are not responsible for their birth; the couple choosing to conceive and bring the child to term are responsible. Therefore, each child deserves adequate care.
How will this care be provided? Options include the birth parents, grandparents, extended family members, adoptive parents, foster care, communal care, or wards of the court.
While each of these options have their advantages and disadvantages, we make a case here for prepared parenting.
Prepared parenting recognizes that it is wise to be adequately prepared before taking on the many responsibilities of parenting.
This begins by taking care of yourself, physically, emotionally, and financially, now and for the next 18 years or so that it will take to raise a child.
Because two parents are often better than one at caring for the child’s needs, it is helpful to maintain a harmonious committed relationship throughout the child’s developmental years.
Preparing for parenting often requires significant time and may require postponing pregnancy until you have attained the required emotional maturity and financial stability. Comprehensive and effective sex education and ready access to birth control make it easier to delay pregnancy until you are adequately prepared to care for a child.
As children develop, they strive to make the transition from dependent to independent. This makes it especially important to meet their psychological needs.
The Self-determination theory identifies basic requirements of mental health leading to peoples' inherent growth tendencies and their innate psychological needs. These needs are:
These needs are met in various ways as each person develops in their own way and at their own pace.
Balancing these needs is especially difficult during the adolescent years. Adolescents often experiment to find the limits of their competence, relatedness, and autonomy. Risk taking, in various forms, may become prevalent. It is wise for caretakers to allow adolescents to experiment with and learn from a variety of activities while emphasizing the need to stay safe.
There are many ways we can care for children. Prepared parenting is one wise choice.
# Infrared Spectroscopy
## Infrared Spectroscopy

Infrared spectroscopy (IR spectroscopy) is the subset of spectroscopy that deals with the infrared region of the electromagnetic spectrum. It covers a range of techniques, the most common being a form of absorption spectroscopy. As with all spectroscopic techniques, it can be used to identify compounds or investigate sample composition. Infrared spectroscopy correlation tables are tabulated in the literature. The electomagnetic spectrum represents all the different types of discovered radiation on and around our planet. Infrared spectroscopy uses radiation from the infrared section of the electromagnetic spectrum. The infrared radiation interacts with molecules vibrational energy levels or dipole moments. Molecules have a fixed vibrational energy level or dipole moments, that are specific to that particular molecule. On interaction with infrared radiation these molecules move to a higher vibrational energy level. In infrared spectroscopy the molecule absorbes a certain quantum of infrared energy according to its molecule mass, and the composition of the atoms within the molecule (such as the bonds in the molecule and the environments of other bonds within the molecule). A detector then detects the amount of IR absored by the sample and a graph is produced by a computer that can then be interpreted and the structure of the compound under observation can be determined.
IR thermal imaging can sometimes be used to detect cancerous tumours as there is an area in a cancerous tumor that emits more IR radiation than the surrounding tissue.

## Background and Theory

The infrared portion of the electromagnetic spectrum is divided into three regions; the near-, mid- and far- infrared, named for their relation to the visible spectrum. The far-infrared, approximately 400-10 cm$^{-1}$ (1000–30 μm), lying adjacent to the microwave region, has low energy and may be used for rotational spectroscopy. The mid-infrared, approximately 4000-400 cm$^{-1}$ (30–1.4 μm) may be used to study the fundamental vibrations and associated rotational-vibrational structure. The higher energy near-IR, approximately 14000-4000 cm$^{-1}$ (1.4–0.8 μm) can excite overtone or harmonic vibrations. The names and classifications of these subregions are merely conventions. They are neither strict divisions nor based on exact molecular or electromagnetic properties.
Simple diatomic molecules have only one bond, which may stretch. More complex molecules have many bonds, and vibrations can be conjugated, leading to infrared absorptions at characteristic frequencies that may be related to chemical groups. For example, the atoms in a CH$_2$ group, commonly found in organic compounds can vibrate in six different ways: symmetrical and antisymmetrical stretching, scissoring, rocking, wagging and twisting.
# Informative Writing/Lesson 5 - What can we make from this?

In this lesson we will...
* Arrange our information into an entry.
* Check all our sources.
* Check that our spelling is perfect.
# Instructional design/Rapid Prototyping/Strengths and Weaknesses

| ID Homepage | 1. Lesson Overview | 2. What is RP? | 3. When to use RP | 4. RP Techniques | 5. Building an RP Plan | 6. Strengths and Weaknesses of RP |

## Conclusion

Now that you have experience designing a Rapid Prototyping plan, it's time for us to draw conclusions about your experience. What are the strengths of using Rapid Prototyping in your design process? What are the weaknesses? Post your ideas here and comment on others in this forum.
You have completed this Rapid Prototyping lesson. Congratulations!
| Back | Next |
# Instructional design/Rapid Prototyping/When to use

| ID Homepage | 1. Lesson Overview | 2. What is RP? | 3. When to use RP | 4. RP Techniques | 5. Building an RP Plan | 6. Strengths and Weaknesses of RP |

## The Goals of Rapid Prototyping

   * Efficiency: In the traditional design model, the final summative evaluation might uncover a need to make major changes to the instruction. At this point, the designers must go back to the beginning and seemingly "start from scratch." Using Rapid Prototyping, however, these issues would be identified and resolved much earlier in the process, preventing wasted time and resources. This increased efficiency may result in lowered costs via fewer wasted resources and less time.
   * Stakeholder and Designer Satisfaction: Since all stakeholders, from the learners and financiers to the designers, are involved throughout the rapid prototyping process, all parties' needs are met.
   * Effective Instruction: If all stakeholders are satisfied with the final instruction, the opportunity for effective, successful instruction has been maximized to best ability of the stakeholders and designers.

## When should we use Rapid Prototyping?

You should implement Rapid Prototyping techniques if:
   * complex factors must be considered, which may include tasks requiring intense levels of problem-solving, organizational constraints in time and money, or where predicting an instructional outcome is difficult.
   * traditional ISD has produced unsatisfactory results.
   * the designer is unfamiliar with the instructional context, including the learners, clients, and/or environment.

## When should we not use Rapid Prototyping?

You should not implement Rapid Prototyping techniques if:
   * an inexperienced designer is working with little supervision. "Designers unfamiliar with the discipline required to perform thorough front-end analysis and formative evaluation could actually prolong the process by repeated, unconstructive model building."
   * the scope of the project is undefined or appropriate resources are not available.

### Section Review

Before continuing, let's verify that you understand when to appropriately use Rapid Prototyping techniques. For each question below, select whether you should implement Rapid Prototyping techniques based on the given condition(s). Answer at least 4 correctly before continuing.
Once you have answered 4 questions correctly, proceed to the next page.
| Back | Next |
* ↑ Tripp, S., & Bichelmeyer, B. (1990). Rapid prototyping: An alternative instructional design strategy. Educational Technology Research and Development, 38(1), 31-44.
* ↑ Jones, M., Li, Z., & Merrill, M. (1992). Rapid prototyping in automated instructional design. Educational Technology, 30(8), 42-47
# Instructional design/Rapid prototyping plan

| ID Homepage | 1. Lesson Overview | 2. What is RP? | 3. When to use RP | 4. RP Techniques | 5. Building an RP Plan | 6. Strengths and Weaknesses of RP |

## Introduction

Have you, as a designer, ever had to worked under strict time, budget, and quality constraints? Of course, we've all dealt with these struggles. Managers and clients often establish high demands, pushing us to be the best designers possible. At times, it probably seems impossible to work within such confines. What if there were a design framework with which we could not only meet these constraints, but flourish within them?
Ladies and gentlemen, prepare to embrace your new best friend: Rapid Prototyping.

## Key Learning Objectives

At the completion of this lesson, you will be able to:
* Develop a rapid prototyping plan, given a scenario.
* Define “rapid prototyping.”
* Identify an example of rapid prototyping.
* Match a prototyping method with its key characteristics.
* Differentiate strengths and weaknesses of rapid prototyping.
* State the procedure for developing a rapid prototyping plan.
Click the Next button to continue.
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# Instructional design/R2D2/Segment 7: Conclusion

R2D2 Navigation
* Segment 1: Introduction to R2D2
* Segment 2: R2D2-The Four Phases Overview
* Segment 3: Phase 1 (Reading)-Verbal/Auditory and Phase 2 (Reflecting)-Reflective/Observational
* Segment 4: Phase 3 (Displaying)-Visual and Phase 4 (Doing)-Hands-On
* Segment 5: Activities per phase
* Segment 6: Your thoughts...
* Segment 7: Conclusion (You are here)