OpenLLM-France/wikimedia huggingface dataset:
# System development/Modelling/Concepts/Person

Concept Person can be found in almost all domains: CRM (CustomerContact), HCM (System development/Modelling/Concepts/Employee), etc.

## Properties

| Sequence | Property name | Datamodel | Datatype | Dutch |
| 0 | Person type | PersonType | Text | Persoonstype |
| 1 | First name | FirstName | Text | Voornaam |
| 2 | Last name | LastName | Text | Achternaam |
| 3 | Middle name | MiddleName | Text | |
| 4 | Displayed name | DisplayedName | Text | Weergegeven naam |
| 5 | Organization | Organization | Text | Organisatie |
| 6 | Phone number | PhoneNumber | Text | Telefoonnummer |
| 7 | Email address | EmailAddress | Text | E-mailadres |
| 8 | Date of birth | DateOfBirth | Date | Geboortedatum |
| 9 | Social Security Number | SSN | Text | Burgerservicenummer (BSN) |
| 10 | Notes | Notes | Text | Opmerkingen |
# System development/Modelling/Concepts/Project

* Domain: Project management
* Wikipedia: Project
A project is a collaborative enterprise, that is carefully planned to achieve a particular aim. The word project comes from the Latin word projectum from projicere, "to throw something forwards". This use of "project" changed in the 1950s when several techniques for project management were introduced.

## Properties

| Sequence | Property name | Datamodel | Datatype | Dutch |
| 1 | Program | Program | Reference to Program | Programma |
| 2 | Project name | ProjectName | Text | Projectnaam |
| 3 | Project status | ProjectStatus | Reference to ProjectStatus | Projectstatus |
| 4 | Project phase | ProjectPhase | Reference to ProjectPhase | Projectfase |
| 5 | Start date | StartDate | Date | Startdatum |
| 6 | End date | EndDate | Date | Einddatum |
| 10 | Project owner | ProjectOwner | Text | Projecteigenaar |
| 11 | Project manager | ProjectManager | Text | Projectmanager |
| 20 | Duration (worst case) | DurationWorstCase | Text | |
| 21 | Duration (most likely) | DurationMostLikely | Text | |
| 22 | Duration (best case) | DurationBestCase | Text | |
# System development/Modelling/Concepts/Organizational unit

* Domain:
* Index: organizational unit
# System development/Modelling/Concepts/Organization

* Domain: HCM
* See also: Organization

## Properties

| Sequence | Property name | Datamodel | Datatype |
| 1 | Name | OrganizationName | Text |
| 2 | | LegalName | Text |
| 3 | | OrganizationType | Reference to OrganizationType |
| 4 | | PhoneNumber | Text |
| 5 | | PhoneNumberFinAdministration | Text |
| 6 | | ChamberOfCommerce | Text |
| 7 | | VATNumber | Text |
| 8 | | IBAN | Text |
| 9 | | Address | Text |
| 10 | | Zipcode | Text |
| 11 | | City | Reference to City |
| 12 | | Country | Reference to Country |
# System development/Modelling/Concepts/ProjectDocument

* Domain:
* Wikipedia:

## Properties

You could also add the following attributes: Deadline, DocumentOwner, Link to intranet.
| Sequence | Property name | Datamodel | Datatype | Dutch |
| 1 | Project | Project | Reference to Project | Project |
| 2 | FileName | ProjectDocumentName | Text | Bestandsnaam |
| 3 | File | File | File | Bestand |
| 4 | Version | Version | Text | Versie |
| 5 | Status | ProjectDocumentStatus | Reference to ProjectDocumentStatus | status |
| 6 | Actionholder | ActionHolder | Reference to Person | Actiehouder |
# System development/Modelling/Concepts/OrganizationType

In version 1.0 of most cases you can work with data items Organization and OrganizationType instead of creating data items for Customer, Supplier, etc.

## Best practices

* In most cases you will start with an one-to-many relation between Organization and OrganizationType. In reality it's a many-to-many-relation. If necessary you can add this in version x.x.
# Alternatives to partying

The following statistics show that the number of teens partying and driving under the influence is alarming and they need to be aware of other options for their weekend activities.
* According to the Missouri Student Survey conducted by the Missouri Institute of Mental Health (MIMH), almost 30% of Missouri students indicated they drank in the past 30 days. In Clay County, 20% to less than 30% of the students in the county reported drinking in the past 30 days.
* According to the MSS, 22.1% of students in Missouri indicated they were a passenger in a vehicle which was being driven by someone who was drinking alcohol and around 14% of the students, 16 or older, said they had driven while drinking in the past 30 days.
* According to the 2004 Traffic Safety Compendium, 10.2% of the fatal accidents involving teens were attributed to alcohol consumption by the driver and 3.3% of the total crashes involving teens were attributed to alcohol consumption. For Clay County, 2.5% or 28 teens were involved in drinking and driving traffic accidents. This ranked them as number eight for alcohol related teen driving accidents.
If you are going to party, party RESPONSIBLY. Irresponsibility has consequences, often undesirable ones.

### Effect of alcohol on the body

* Impaired judgment is one of the first things to happen after drinking
* Impairment of reaction time
* Weaving from side to side; inability to stay on path or road
* Diminished ability to perceive details in an object in motion (blurry vision)
* Motor skills are lessened
* Impairment of processing hazards/info.
* Limited ability to respond to emergency situations in car
* Steering, braking, & speed control are also impaired

### Alternatives to Partying

On a Friday night you and your friends are trying to find something to do and someone from your school tells you that there is a party going on out at one of your friend’s house. What do you do: take a chance at the party and maybe end up getting busted or worse get in a car wreck that could change your life forever? Well, if you do not want to take those chances, here are just a few suggestions for those of you who would rather be safe than sorry.
* If you just want to have a relaxing night at home with some friends then hop right over to anyone of the video stores located in your town or near your town and rent some movies. Maybe you’re into video games? Well, most rental places care a variety of video games. Sit around and play Halo on the Xbox or Mario Galaxy on the Wii. Order a couple of pizzas and catch up on the latest gossip from school.
* Everyday Fun
   * Dinner & movie
   * Dinner & shopping
   * Bowling
   * Skating
   * Running
   * Hanging out at home watching movies
* Self development
   * Judo
   * Aikido
   * Qigong
   * Taichi
   * Kravmaga
   * Yoga
   * Creating art
# Altruism

* This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
* Altruism refers to helping others without thought of cost or reward to one's self.
Examples
What is altruism? Consider the following examples and what they may suggest or illustrate about altruism. Feel free to discuss.
Boy begging in Agra, India
The photographer writes that "this guy broke my heart. I was already homesick for my own little boys, and then he came up and smiled and signed how hungry he was." → What would you do?
Another person replies that "there are highly organised profesional agencies operating in and around Bombay that teach children the art and science of begging. This guy you see may own a mobile phone and in another 20 years he would own at least 10 boys like these to do what he does today...Beggers are directed to beg in wealthier towns for short periods and return back to their hometown after about 6 months of service. A beggar boy like the one you see above earns roughly Rs 500 a day. ($11). Tax free."
 → Now what do you think? When do you help? When do you not help? And why - or why not? read more...
The Bridge Builder
...The builder lifted his old gray head. 
"Good friend, in the path I have come," he said, 
"There followeth after me today 
A youth whose feet must pass this way. 
This chasm that has been naught to me 
To that fair-haired youth may a pitfall be. "
"He, too, must cross in the twilight dim;
Good friend, I am building the bridge for him.
from The Bridge Builder by Will Allen Dromgoole 
Worker Bees and Queens Bees
Eusocial bees are commonly cited as providing classic examples of altruistic animal behaviour. However, this is debatable because the bees' behaviour still appears to favour genetic kin selection (because the Queen's offspring are more genetically related to worker bees than their own offspring)
Kurt Hahn on Rescue and Service
"...The passion of rescue reveals the highest dynamic of the human soul.
...The experience of helping a fellow man in danger, or even of training in a realistic manner to be ready to give this help, tends to change the balance of power in a youth's inner life with the result that compassion can become the master motive.
...I regard it as the foremost task of education to insure the survival of these qualities: an enterprising curiosity, an undefeatable spirit, tenacity in pursuit, readiness for sensible self denial, and above all, compassion."
See also
Altruism (Wikipedia)
Compassion (Wikipedia)
Empathy
Prosocial behaviour
References
↑ Bookrags.com
External links
What is altruism? (altruists.org)
Altruism (jtneill/del.icio.us)
Gorilla saving a kid (youtube video; 1 min) :
# Alternating series/Leibniz criterion/Coffee in student flat/Exercise

In a shared flat for students, Student 1 prepares coffee and he puts the amount $x_{1}$ of coffee in the coffee filter. Then Student 2 looks horrified and says: "Do you want us all to be already completely awake“? and he takes the amount of coffee $x_{2}<x_{1}$ back out of the filter. Then Student 3 comes and says: "Am I in a flat of sissies“? and he puts back an amount of coffee $x_{3}<x_{2}$
in it. So it goes on indefinitely, alternating between putting in and taking out smaller amounts of coffee from the coffee filter. How can one characterize if the amount of coffee in the filter converges?
# Alternating unit fractions/2 to 1 exchange/Convergence/Divergent reordering/Exercise

We consider the alternating series of the unit fractions $\sum _{n=1}^{\infty }x_{n}$ with
    $x_{n}=(-1)^{n+1}{\frac {1}{n}}\,,$
so
    $1-{\frac {1}{2}}+{\frac {1}{3}}-{\frac {1}{4}}+{\frac {1}{5}}-{\frac {1}{6}}+{\frac {1}{7}}-{\frac {1}{8}}+{\frac {1}{9}}\cdots ,$
which converges.
a) Show that the reordered series
    $1+{\frac {1}{3}}-{\frac {1}{2}}+{\frac {1}{5}}+{\frac {1}{7}}-{\frac {1}{4}}+{\frac {1}{9}}+{\frac {1}{11}}-{\frac {1}{6}}\cdots ,$
converges.
b) Give a reordering of the series which diverges.
# Anishinabe/Culture/The Anishinabe and the land part I
### Assignments

* Read Introduction to Anishinabe Culture and History, Chapter 2 and answer discussion questions in your notebook.
# Anishinabe/Culture
## Introduction to Anishinabe culture

The goal of this course is to give the informal learner at high-school level or above an introductory glimpse of Anishinabe culture. It is a very basic overview of traditional language, religion, foods, medicine, music, clothing, tools, travel and more, based on the Introduction to Anishinabe Culture and History at our sister project, Wikibooks.
* Prerequisites: none
* Course affiliation: School of Ethnology, North American division, Anishinabe department
* Course source: Introduction to Anishinabe Culture and History
* Primary course contact: Trinity507

### Required/suggested materials

A notebook for discussion questions. No textbooks required, though it may be helpful to print out sections of the Wikibooks textbook.

## Lessons
### Lesson 1

Lesson 1 is a very brief introduction to the history of the Anishinabe and their native lands, to put the culture into better perspective. For more in-depth coverage of the history of the Anishinabe, please see the courses page.

### Lesson 2

Lesson 2 is an overview of the relationship between the Anishinabe and the land: a basic introduction to the natural resources used by the Anishinabe for food, transportation, tools, lodging, medicine and clothing.
# Anishinabe/Course plan
## Anishinabe studies

As follows is a recommended course sequence for obtaining a comprehensive education on the culture and history of the Anishinabe people. Many of these courses are still under construction; completion status is indicated by the symbols to the right of course titles. Note: Wikiversity is not an accredited institution, and finishing this course sequence will not provide any recognized accreditation outside of Wikiversity.

### Required prerequisites

* Introduction to Anishinabe culture
* Introduction to Anishinabe history

### Cultural electives

Students must pick three (3) of the following, and may specialize in a certain area if they wish:
# Anishinabe/Culture/A brief history/Extra credit
## Extra credit essays

When you have completed the extra credit assignment for this lesson, please link to it here. Please read Wikiversity's essay guidelines before posting.
# Anishinabe/Bookshelf
## Anishinabe Bookshelf

Welcome to the Anishinabe bookshelf of the North American division library! This is an organization of relevant resources about the Anishinabe people on the web, on the other WikiProjects, and in the real world. Please check your resources for quality before you list them below!

## Course source textbooks (Wikibooks)

* Introduction to Anishinabe Culture and History

## Other resources
### Web resources

* An Introduction to Ojibway Culture and History
* Ojibwe History
* Ojibwa
* Native Languages of the Americas: Chippewa (Ojibway, Anishinaabe, Ojibwa)

### Books

Books are organized first by subject and then alphabetically by author's surname.

#### Culture

* Chippewa Customs by Frances Densmore (Publications of the Minnesota Historical Society). ISBN 978-0873511421
* Ojibway Ceremonies by Basil Johnston (Bison Books). ISBN 978-0803275737
* Kitchi Gami: Life Among the Lake Superior Ojibway by Johann G. Kohl (Borealis Books). ISBN 978-0873511728

#### History

* The Diary of Bishop Frederic Baraga: First Bishop of Marquette, Michigan (Wayne State University Press). ISBN 978-0814322956
* Night Flying Woman: An Ojibway Narrative by Ignatia Broker (Minnesota Historical Society Press). ISBN 978-0873511674
* Ojibwa Chiefs, 1690-1890: An Annotated Listing by John A. Ilko (Whitston Publishing Company). ISBN 978-0878754625
* History of the Ojibway People by William W. Warren (Borealis Books Reprint). ISBN 978-0873511629

#### Language

* A Dictionary of the Ojibway Language by Frederic Baraga (Borealis Books). ISBN 978-0873512817
* A Concise Dictionary of Minnesota Ojibwe by John D. Nichols and Earl Nyhom (University of Minnesota Press, 1995). ISBN 978-0816624287

#### Mythology

* The Bear-Walker: And Other Tales by Basil Johnston (Royal Ontario Museum). ISBN 978-0888544155
* Ojibway Heritage by Basil Johnston (Bison Books). ISBN 978-0803275720
* Ojibway Tales by Basil Johnston (Bison Books). ISBN 978-0803275782

### Other

* Mille Lacs Indian Museum & Trading Post 43411 Oodena Drive Onamia, MN 56359-2259 (320) 532-3632
# Anishinabe/Stream
## Anishinabe learning stream

Welcome to the learning stream of the Anishinabe department! This stream is a discussion of learning resources and a way for those interested in the Anishinabe culture to coordinate learning. Please list your name below along with your level of interest and expertise if you are interested in participating.

### Participants

* Trinity507 extremely interested in the Anishinabe culture - I've visited many museums and done a lot of research.
* your name here!
# Answers

1) Similarities or differences in the languages being learned. If all languages being learned are similar in structure then it would be easier for the simultaneous multilingual because the rules would be similar and there would be less confusion. For the successive multilingual the primary language would have a minor influence in affecting subsequent languages. Neural organisation: since all languages were learned within the critical period we would assume that similar neural structures would be activated regardless of language or sequence of language acquisition. Different tasks however would activate different neural regions, but we would see the same populations activated in a similar task whether the individual was a simultaneous or successive multilingual. Language interference: a simultaneous multilingual is at a higher risk for confusing the languages learned at the same time. This is because early in development there is a steep learning curve for a new language and proper organisation of the rules pertaining to a particular language can get mixed up if many languages are learned simultaneously. A successive multilingual is less at risk because they learn different languages successfully, therefore the structure of one language is developed before establishing a new language structure. The simultaneous bilingual is more likely to develop one structure to accommodate all the learned languages since they are acquired simultaneously.
2)
# Anishinabe/Culture/A brief history
## Lesson 1: A Brief History
### Assignments

* Read Introduction to Anishinabe Culture and History, Chapter 1 and answer discussion questions in your notebook.
* See the American Indians and Alaska Natives in the United States map of the North American division map room and locate United States Anishinabe reservations. You may use appendix 1 of the textbook for the names of reservations and bands.

### Extra credit

* Write an essay expanding on your answer to one or several of your discussion questions. When you are finished, please email the essay to one of the course tutors for critique and correction and/or post it to this lesson's extra credit page.
# Amateur radio/Unidirectional propagation antenna

A unidirectional propagation antenna is an antenna that has a propagation pattern in only one direction. Unidirectional propagation antenna are good for communicating with someone or something when you know where the station is. The following are examples of these.

## Radar antennas

Radar antennas are type of unidirectional propagation antenna.

## Yagi-Uda antennas

This kind of antenna is also a unidirectional propagation antenna.

## Satellite dishes

A satellite dish is a unidirectional propagation antenna that we see a lot. They are usually used to communicate with satellites hence the name "satellite dish"
# Amazon Web Services/AWS CodePipeline

AWS CodePipeline is a continuous delivery service released in July 2015.
# Amazon Web Services

Amazon Web Services (AWS) is one of the biggest on-demand cloud computing platforms. Amazon offers more than 90 services spanning a wide range including computing, storage, web and mobile application development services, networking, database, Internet of Things services and data analytics. Two of the most popular include Amazon Elastic Compute Cloud (EC2), Amazon Simple Storage Service (S3) and Amazon Relational Database Services (RDS). Others include: Amazon Elastic MapReduce (EMR), AWS Config, Amazon Cloudwatch (monitoring) and AWS Cloudtrail (Auditing).
Amazon cloud environment can be managed from AWS page or using a AWS command line tool.

## List of AWS services and products

For a complete list of AWS products, you can visit the AWS services wikipedia page. This tutorial here will include:
* AWS Command Line Tool (CLI), a unified tool to manage your AWS services
* AWS Identity and Access Management (IAM)
* CloudFormation AWS Infrastructure as a code service.
* AWS Cloudtrail
* Amazon Cloudwatch (monitoring) and Cloudwatch Logs (since July 2014), which can stream logs to AWS Elasticsearch
* AWS Inspector, released in October 2015
* Amazon MemoryDB for Redis
* Amazon Elastic Compute Cloud (EC2)
* Amazon Simple Storage Service (S3), a storage service with unlimited file storage
** AWS Glacier (08/2012), cold data solution
* Amazon Virtual Private Cloud and VPC Flowlogs since October 2015
** AWS Privatelink since November 2017
* Elastic Container Service (ECS)
* Elastic Container Registry (ECR), available since December 2015 with tagging support from December 2018
* Amazon Elastic MapReduce (EMR)
* AWS Elastic Kubernetes Service (EKS), since May 5, 2018.
* AWS Certificate Manager (ACM) to provisioning and managing SSL/TLS certificates, available since June 2016.
* AWS Systems Manager, since November 2017
* AWS Elasticsearch, since October 2015
* AWS Tag Editor
* AWS Management Console
* AWS Data Migration Services (DMS)
* AWS Backup, since January 2019.
* AWS CodePipeline, a continuous delivery service available since July 2015
* AWS CodeDeploy, available since November 2014 and including Blue/Green deployments since November 2018.
* AWS Lambda
* AWS Step Functions since December 2016.
* AWS Secrets Manager since April 2018
* AWS Fargate for running containers
* AWS Elastic Beanstalk orchestration service offered since 2011
* AWS Simple Email Service (SES) Simple Email Service
* AWS ElastiCache, managed, Redis or Memcached-compatible in-memory data store
* AWS Sagemaker, machine learning service
* AWS IoT Greengrass, open-source IoT service for edge computing

## AWS Cloud Practitioner

For an overview of AWS services, users can take the AWS Cloud Practitioner, a course which covers entry-level understanding of the Amazon Web Services (AWS) cloud infrastructure and related concepts.
# Amazon Web Services/AWS Command Line Tool (CLI)

The AWS Command Line Interface, abbreviated as AWS CLI, is a unified tool to manage your AWS services. With AWS CLI, you can control multiple AWS services from the command line and automate them through scripts.

## Installation and configuration

Install on Linux:
sudo apt-get -y install awscli
Check the installed awscli version (also to confirm the installation): aws --version
To configure your AWS CLI access: aws configure or aws configure --profile your-new-profile-name.
You will be prompted to enter a username and password. Configuration will be saved in directory $HOME/.aws/ in files credentials and config.
Execute aws configure list to view your actual configuration. If you execute for the first time will be something like:

## AWS EC2 commands

Before starting to use AWS CLI, you will need to configure IAM policies for your user.
* Get a list of EC2 instances:
    aws ec2 describe-instances
* Get a list of EC2 instances and filter Name, Id and Status:
    aws ec2 describe-instances | egrep 'InstanceId|"Name":|"Value":|PublicIp'
* Create or run an instance
    aws ec2 run-instances
* Start an EC2 instance:
    aws ec2 start-instances --instance-ids i-08cf893bbcfd7dc46 (Use your own instance-id)
* Stop an EC2 instance:
    aws ec2 stop-instances --instance-ids i-08cf893bbcfd7dc46 (Use your own instance-id)
* Show Relational Database Service (RDS) instances:
    aws rds describe-db-instances
* Query and display EC2 metadata: ec2metadata (Distributed in cloud-guest-utils package at least in Debian)

## AWS S3 commands

* List your buckets: aws s3api list-buckets
* List your buckets in all regions:
* aws s3 ls
    If you do not have permisssions you will get the following error:
       An error occurred (AccessDenied) when calling the ListBuckets operation: Access Denied
* aws s3 ls your_bucket_name
* aws --profile your_profile_name s3 ls your_bucket_name (You can also use a profile to define your credentials)
* aws s3 cp
* Size of a Bucket: aws s3 ls --summarize --human-readable --recursive s3://bucket-name/

## AWS IAM commands

* aws iam list-users
    If you do not have permisssions you will get the following error:
       An error occurred (AccessDenied) when calling the ListUsers operation: User: arn:aws:iam::146910341356:user/MY_USERNAME is not authorized to perform: iam:ListUsers on resource: arn:aws:iam::146910341356:user/
* aws iam list-user-policies --user-name USERNAME

## AWS Security commands

* Authorizing Inbond Traffic from anywhere to TCO port 80
    aws ec2 describe-instance-attribute --instance-id YOUR_INSTANCE_ID --attribute groupSet
    aws ec2 authorize-security-group-ingress --group-id YOUR_GROUP_ID --protocol tcp --port 80 --cidr 0.0.0.0/0

## AWS ECS commands

* aws ecs list-clusters

## AWS Config service commands

* aws configservice get-status

## See Also

* AWS CLI GitHub
* DevOps/Ansible: Manage AWS infrastructure using Ansible
* aliyun, Alibaba Cloud Computing CLI
* IBM Cloud CLI