OpenLLM-France/wikimedia huggingface dataset:
# Mr. Brown & Mr. Danoff's Halloween Lesson 2

Mr. Danoff's Lesson Plan Data (Dates relate to when lesson was administered) :
| Date: | Length (Min): | Location: | Textbook: | Chapter #: | Lesson #: | Topic: | # of Students: | Document Version: |
| c. Late-Oct 2009 | 45 | Student's Classroom | N/A | N/A | Halloween 2 | Halloween | 50 | |
Lesson written and done with Mr. Brown.
Mr. Danoff's FWE Lessons
* Research Center
* Semester One Fall 2009 7A & 8A
* Semester Two Spring 2010 7B & 8B

## Lesson Plan

* Conversation “What do you know about Halloween?”
** Review what they learned last week, see what stuck.
* The Mummy Speech & Questions
* Frankenstein Speech & Questions
* Mr. Brown & Mr. Danoff Recorded Dialogue
* Game - Pictionary

## Lesson Review
### 26 Oct 2009 Notes
#### g7 c1

* The speech did not seem to interest them too much, but they were a very energetic class, so perhaps they wouldn't of bee interested in anything.
* words to define: silver
* I can't decide if monster is an OK term or not for these kids

#### g7 c5

* too energetic

#### g7 c6

* went better, kept their enegry down by speaking quietly ... was surprising actually how much I was able to them under wraps with this method

#### g7 c4

* change the order of the slides
* all the classes thought the pic of mary shelley was the mona lisa
# Mr. Danoff's FWE 8A Lesson 4

Mr. Danoff's Lesson Plan Data (Dates relate to when lesson was administered) :
| Date: | Length (Min): | Location: | Textbook: | Chapter #: | Lesson #: | Topic: | # of Students: | Document Version: |
| | 45 | English Salon | FWE 8A | 3 | 4 | The Sports Club | 25+ | |
Mr. Danoff's FWE Lessons
* Research Center
* Semester One Fall 2009 7A & 8A
* Semester Two Spring 2010 7B & 8B

## Before Class
### Focuses

* Set Skill = "B" Text orientation and identifying context
* Curriculum Statement = "4" Orientation to text
* Specific Skill = "a" Familiarise students wit various exercises/evaluations.

### Learning Outcome

* Students will be able to complete the written exercises by listening for the answers.

### Plan
#### 1 Greeting

* Me "Hello"
* "How are you?" to select students who usually aren't talkative
* Me "What are you going to do for the national holiday?"
* Me "What are you going to do for the mid-autumn festival?
* Me "Do you have any questions for me?"

#### 2 Page 10 Exercise A

* Walk around the room, make sure everyone is working.
* Go over the answers.
** For part A
*** "What letter is number __?"
*** "What sport is number __?"
*** "[sport name] is what number?"

#### 3 P 10 E B

* Call on students and ask them why they make their selections.

#### 4 P 11 E A

* Get volunteers, have the reporter run around the room asking questions.
* Ask questions like "which is blank for helen?"

#### 6 P 12 E A & B

* Boys, girls split then switch.

#### 8 P 13 E A

* I will be reporter.
* Boys, girls split then switch.

#### 9 P 13 EB

* I read only one time.

#### 10 Journal Assignment

[depending on time and energy]
* I think English is important to study, because ...
* I don't think English is important to study, because ...

#### 11 Telephone

* Introduce the race element. Tell them there will be two kinds of winners - race and accuracy.
* Tell the kids they only have 10 seconds to explain to the next person in line.
* Use diagram on the board to explain the game.
* They can only tell the next person at the front of the room.
* Only two teams, have students who are done leave the room.
* Secret messages
** Spicy sausages are most delicious on Saturdays.
** Mr. Orange ordered two omelets for dinner.

#### Extra Time

* Hangman
* Simon Says

## After Class
### Lesson Review Notes

* If I'm gonna do the seating chart, I need to remember faces with names, I cannot expect them to be honest with me.
* Doing the seating chart to start class wasted a lot of time.
* I chose to raise my voice and be a little combative with the kids. With this sort of class where almost everyone is pushing that's sorta necessary.
* These two young ladie would be too of my best students, but slowing down the pace has caused them not to be interested, and speak to eachother.

### What I did well

* Keeping the class moving.

### What I could improve upon

* Not being properly prepared with a seating chart before class began.

### Next Week

* Before class starts, ask the kids if they have their pens?
* Before class, have a better idea of seating charts and things, so I don't waste time.
* Make sure to play a game.
# MDLD/degree (polynomial)

Start=degree (polynomial) Target=Polynomial/1/Degree/Definition
# MDLD/converging (R)

Start=converging (R) Target=Real numbers/Sequence/Limit and convergence/Definition
# MDLD/definite integral

Start=definite integral Target=Compact interval/Riemann integrable/Definite integral/Definition
# MDLD/degrees (polynomial)

Start=degrees (polynomial) See=degree (polynomial) MDLD/degree (polynomial) Target=Polynomial/1/Degree/Definition
# MDLD/converges absolutely (R)

Start=converges absolutely (R) Target=Real series/Absolute convergence/Definition
# MDLD/cosine function (R)

Start=cosine function (R) Target=Trigonometric functions/R/Series/Introduction/Section
# MDLD/cotangent function (R)

Start=cotangent function (R) Target=Tangent and cotangent/Real/Definition
# MDLD/converges (series R)

Start=converges (series R) Target=Real series/Introduction/Section
# MDLD/derivative (R)

Start=derivative (R) Target=Differentiable function/D in R/Via limit/Definition
# MDLD/derivative (point R)

Start=derivative (point R) Target=Differentiable function/D in R/Via limit/Definition
# Motivation and emotion/Textbook/Motivation/Arousal/Are you stressed?

* Experiencing excessive stimulation and overarousal due to stress can be damaging.
* Are you stressed?
* The following quiz can provide an indication as to whether you may be experiencing levels of high arousal. If you score as stressed you may need to seek assistance to prevent further harm.
# Production engineering/Forming

Forming Processes for Production/Manufacturing Engineering
Forming is any process that arrives at an intermediate of final form without the need for any material to be removed by an external process. The main production forming processes are:

#### Casting and Forging

Traditionally casting was the pouring of molten material into a mold. When the material cooled the final shape was available. When the material is injected into the mould under pressure the process is generally referred to as molding.
Instead of a liquid the material in powder for can also be compressed within a mold to form a final solid form. This powder forming process is often referred to as sintering.
Traditionally forging has been the forming of a metal by applying intermittent forces or blows. Generally the metal would be heated, although cold forging could have been used on smaller items.
Currently forging of metals is carried out with the metals both hot and cold. For sheet materials the forging process is generally referred to as pressing or forming. Generally solid forging is applied to metals, but the forming of sheets, rods and tubes etc. is also applied to non metallic materials.
Information on these processes from Wikipedia can be found at:
# Product set/Ordering/Bijection/Exercise

Let $L$ and $M$ denote sets. Show that the mapping
    $\tau \colon L\times M\longrightarrow M\times L,(x,y)\longmapsto (y,x),$
is a bijective mapping between the product sets $L\times M$ and $M\times L$.
# Professional Development for Teachers of Health Professionals

This is a professional development program for teachers of health professionals. Our aim is to aid teachers through a process of developing a subject in a contemporary Australian tertiary educational setting. There is an emphasis on skills and knowledge that promote independent professional teaching practice.

## Objectives

* Understand the requirements of the Australian Qualifications Framework (or equivalent standards body)
* Develop a subject outline that includes a summary, list of objectives, activities, assignments and assessments.
* Design assignments suitable for use in assessing learning outcomes
* Source and produce a range of online educational content and use them with a subject outline to compile a website for the subject

## Modules

* Connect and communicate
* Write a subject outline
* Produce educational content
* Activities, assignments and assessment
* Evaluate teaching practice
The assignments in each of the modules are used to guide and assess your learning. On successful completion of a module you will be awarded a badge for displaying on your email signature, website or networking profile. Our badges are currently issued through Credly.com and Wikiversity.

## Events

We try to host as many face to face events as possible. Our events are announced through the Google+ community Teachers of Health Professionals, video streamed through Youtube, and documented on linked Wikiversity pages.

### Past events

* Using video - 9 May 2014, La Trobe University Bundoora and online at Teachers of Health Professionals
* Ways to connect - 11 September 2013, La Trobe University Albury Wodonga and online at Teachers of Health Professionals
* Blended learning and online teaching - 1 November 2013, La Trobe University Bundoora and online at Teachers of Health Professionals
* Activities, assignments and assessment - 2 August 2013, La Trobe University Bundoora and online at Teachers of Health Professionals
* Open Education - 12 March 2013, La Trobe University, Bundoora and online at Teachers of Health Professionals
* Wikipedia Training Day, Bendigo - 21 February 2013, La Trobe University (Bendigo Campus)

## Communications

Please follow our progress or get in touch with peers or a coordinator, by way of the following communication channels
* email a coordinator: leighblackall@gmail.com
* Google+
* Facebook
* Twitter
# Product set/Two sets/Definition

Suppose that two sets $L$ and $M$ are given. Then the set
    $L\times M={\left\{(x,y)\mid x\in L,\,y\in M\right\}}\,$
is called the product set (or Cartesian product) of the sets.
# Product space/Vector space/Explicit/Exercise

Show that the product space $K^{n}$, for a field $K$, is, with componentwise addition and scalar multiplication, the properties
* $r(su)=(rs)u$,
* $r(u+v)=ru+rv$,
* $(r+s)u=ru+su$,
    $1u=u\,,$
hold.
# Product set/NxN/Real/Exercise

Sketch the product set $\mathbb {N} \times \mathbb {N}$ as a subset of $\mathbb {R} \times \mathbb {R}$.
# Production engineering/Cutting

Cutting is one of the most used production processes. It is used in production of most of product we used in our daily life.
MACHINING
Machining is the process of removing chips from material with the help of hard and sharp edged tools; and thus giving it the desired or required shape. The parts made with machining are within close tolerances and normally good surface finish. But the power required to made a part with machining is maximum in the all forms of conventional manufacturing processes. machining is usually used for finishing process after casting. The machines used for machining are called MACHINE TOOLS. Machine tools are generally powered by electrical motors. Use of gears is also popular for changing speed.
TYPE OF MACHINE TOOLS
Machine tools are of different types on the base of type of surface required to be produce and type of motion given to machine bed and tool. below are some very popular machine tools.
* Lathe Machine
* Milling Machine
* Drilling Machine
* Shaper
* Planer
* Grinder
Computer numerical controlled machines (C.N.C) are very famous in modern industry.
# Production engineering/Joining
## Joining Processes in Production/Manufacturing Engineering

Most final products are produced from an assembly of individual parts. These parts are held together by a number of processes including:

#### Mechanical assembly -

nuts, bolts, screws, pins and rivets being the more common methods.

#### Heat fusion -

welding is the general term when the parts to be joined are heated and fused together. The process applies to metals and non metals.

#### Heat adhesion -

soldering and brazing are the most common metal joining process. Fusion in the welding sense does not take place, but metals are held together by another metal bonding under heat with the parts being joined.

#### Chemical adhesion -

generally known as gluing can be carried out, depending on the process, with or without heat. The process is used for the manufacture of secondary materials, such as fibre reinforced plastics as well as holding metal and non metal parts together. Unlike heat processes this process is suitable for joining different materials together.
# Optical fiber

The optical fiber is a communication channel based on light signals (laser) and the total internal light rifraction.

## How it works

A short introduction about the concepts behind this technology and its use cases.
# Optimal classification/Application Examples
## Flag Recognition

(A flag identification example from Neural Network Identification example.)
Although the following example lacks an intuitive sense of optimization it serves as a good example of how optimization can reduce the number of queries. While the method of optimal classification is highly beneficial for reducing the number of queries required for manual identification, automated identification may be better served by use of a neural network.

### Flag overlay grid

Designated areas (characteristics) for sampling background colors (states) of all flags (elements).

### Systematic query

Starting with area "A" the query begins by asking for the color in this area of the flag. Suppose we have in our possession the flag of the Netherlands. The answer to the first query in regard to area "A" is RED which would remove 2/3 of the flags from further consideration. The next query for the color in area "B" would be RED which would serve to eliminate none of the remaining flags. In fact, since the colors in columns "D", "E" and "F" are the same for each remaining flag, we would not be able to eliminate any remaining flags until column "G" where the color BLUE would provide a unique answer to the final necessary query. Here all remaining flags except the flag of the Netherlands would be eliminated from further consideration. It would therefore take a minimum of seven queries using the systematic query method to establish the identity of the flag in our possession as belonging to the Netherlands.

### Minimized query

The results of optimization are shown above and include a listing of the theoretical and empirical percentages. The original characteristic sequence is indexed in the bottom row. Starting with area "G" the query begins by asking for the color in this area of the flag. Suppose we have in our possession the flag of Ireland. The answer to this first query would be GREEN. The next query is for the color in area "F" to which we would answer ORANGE. Since no other flags have this combination of GREEN and ORANGE in these areas our query can end here. The minimized query algorithm has optimized the order of characteristics and minimized the number of queries that are required to identify the flag. (Please note that there may be more than one optimal solution.)
# Opportunity Cost

Opportunity cost is the value of the next best alternative forgone as a result of making a decision. Opportunity cost is a function of scarcity. Because of scarcity, people are faced with trade-offs in how they use their limited resources. For example, devoting the scarce resource of time to study economics means less time devoted to sleep. If, from an individual perspective, studying economics and sleeping are the two best alternatives for spending a given hour of time, then the cost of each can be expressed as the value of the other. So, an hour spent studying economics has an opportunity cost of one hour of sleep. As in the above example, opportunity cost is a convenient way to express the value of an item or course of action that has no explicit monetary cost or price.

## Opportunity Cost vs. Accounting Cost

Though the concept of opportunity cost is used in financial applications such as capital budgeting, it is not used in accounting or in financial reporting. Accounting uses the concept of historical cost for valuation purposes.
# Operations management

Operations management may be defined as the design, operation, and improvement of the production system that creates the firm’s primary products and services Operations Management can include anything from room setup of chairs and tables of venues and events to IT and A/V equipment setup. we can also say that "Operation management is the set of activity converted goods or services through inputs to output." Operations management takes in the efficient administration, measurement, analysis and supervision of the effective operational processes within an organization. Included are product and facility management, service, purchasing, warehousing, inventory and quality control, logistic, transportation and distribution.
Operations classes typically cover:
* Operations/Production management also includes various steps or functions. This Functions of Production management must be followed in a sequence so that there would be proper functioning of all the functions.
* Supply chain management, in particular the Newsvendor model
* Six Sigma and other quality management concepts
* Risk pooling-that is, the managerial significance of the fact that when you combine two processes the deviation increases by the square of the summation (because variances are additive, standard deviations are not). Risk pooling is often the root cause of economies of scale.
* Queuing theory which is helpful if you want to optimize business processes.
* Management Information Systems
* Action Management - the management of operational "actions" that drive a business
* Operations strategy, project management, process measurement and analysis, facility capacity and location decisions, forecasting quality control and operations planning.
* Quantitative aspects such as inventory management, aggregate and material requirement planning, linear programming, just-in-time systems, statistical process control, waiting-line models, scheduling, financial aspects of project management and capacity utilization
* Dimensions of logistics, procurement and supply chain management, global logistics, managing inventory flow, warehousing decisions, transportation management, third-party logistics and supply chain performance measurement.
Location decisions need to be included operations management.
# Optimal classification

Optimal classification refers to any method of classification, which inexclusively minimizes the number of queries necessary to identify a particular element within a bounded class.

## Notes and References

* ↑ Although classification elements and attributes and decision actions and conditions may employ tables and trees there are important differences in how each is defined. A classification table or tree is defined by having an element with at least one attribute with at least one value and may have more than one element, attribute or attribute value but may not have more than one element per rule. On the other hand, a decision table or tree may have more than one condition per rule, more than one state per condition and more than one action per rule.
* ↑ A bounded class is a collection of elements defined by the same finite group of attributes.

## Specific applications

* Artificial Neural Networks
** Compute minimum number of hidden nodes
** Minimize training time
* Dynamic classification of publications
* Soil taxonomy
# Sine/Cosine/Important values/Exercise

Show that the sine function and the cosine function have the following values.
a)
    $\sin {\frac {\pi }{4}}=\cos {\frac {\pi }{4}}={\frac {1}{\sqrt {2}}}\,.$
b)
    $\cos {\frac {\pi }{3}}={\frac {1}{2}}\,.$
c)
    $\sin {\frac {\pi }{3}}={\frac {\sqrt {3}}{2}}\,.$
# Sine/Determine 1034871th derivative/Exercise

Determine the $1034871$-th derivative of the sine function.
# Sine/R/Series/Addition theorem/Exercise

Prove the addition theorem
    $\sin(x+y)=\sin x\cdot \cos y+\cos x\cdot \sin y\,$
for the sine using the defining power series.
# Sine and cosine/Monotonicity behavior/Fact/Proof/Exercise

Prove that the real sine function induces a bijective, strictly increasing function
    $[-\pi /2,\pi /2]\longrightarrow [-1,1],$
and that the real cosine function induces a bijective, strictly decreasing function
    $[0,\pi ]\longrightarrow [-1,1].$
# Sine and cosine/R/Properties of periodicity/Fact

The sine function and the cosine function fulfill in $\mathbb {R}$ the following periodicity properties.
* We have $\cos {\left(x+2\pi \right)}=\cos x$ and $\sin {\left(x+2\pi \right)}=\sin x$ for all $x\in \mathbb {R}$.
* We have $\cos {\left(x+\pi \right)}=-\cos x$ and $\sin {\left(x+\pi \right)}=-\sin x$ for all $x\in \mathbb {R}$.
* We have $\cos {\left(x+\pi /2\right)}=-\sin x$ and $\sin {\left(x+\pi /2\right)}=\cos x$ for all $x\in \mathbb {R}$.
* We have $\cos 0=1$, $\cos \pi /2=0$, $\cos \pi =-1$, $\cos 3\pi /2=0$, and $\cos 2\pi =1$.
* We have $\sin 0=0$, $\sin \pi /2=1$, $\sin \pi =0$, $\sin 3\pi /2=-1$, and $\sin 2\pi =0$.
# Sine/Cosine/Bounds/Exercise

Show that $-1\leq \sin x\leq 1$ and $-1\leq \cos x\leq 1$ holds for all $x\in \mathbb {R}$.
# Sine and cosine/Monotonicity behavior/Fact

The real sine function
bijective, strictly increasing function
    $[-\pi /2,\pi /2]\longrightarrow [-1,1],$
and the real cosine function induces a bijective, strictly decreasing function
    $[0,\pi ]\longrightarrow [-1,1].$
# Sine and cosine/R/Properties of periodicity/Fact/Proof

Due to the circle equation
    $(\cos z)^{2}+(\sin z)^{2}=1\,,$
we have ${\left(\sin {\frac {\pi }{2}}\right)}^{2}=1$, hence $\sin {\frac {\pi }{2}}=1$, because of the reasoning in the proof of fact. From that we deduce, with the help of the addition theorems, the relations between sine and cosine as mentioned in (3), e.g.
    $\cos {\left(z+{\frac {\pi }{2}}\right)}=\cos z\cos {\left({\frac {\pi }{2}}\right)}-\sin z\sin {\left({\frac {\pi }{2}}\right)}=-\sin z\,.$
Hence it is enough to prove the statements for cosine. All statements follow from the definition of $\pi$ and from (3).
# Secure Infrastructure Specialist

Secure Infrastructure Specialist (sometimes referred to as the CompTIA Triad) is a 'specialist'-level Stackable Certification in the CompTIA Cybersecurity Career Pathway, made up of the A+, Network+, and Security+ certifications.
This resource is primarily meant as a convenient aggregation of the content found in those 3 resources. Other study tools that aid in studying for the triad are welcome.

## Objectives

See the list of all objectives.
# Secure Shell

Secure Shell (SSH) is a cryptographic network protocol for operating network services securely over an unsecured network. The best known example application is for remote login to computer systems by users. One of the most popular implementation is OpenSSH.

## Readings

* Wikipedia: Secure Shell
* Wikibooks: OpenSSH and Wikiversity OpenSSH

## Multimedia

* Add links to relevant demonstration videos here ...

## Activities

* Understand differences between telnet and SSH
* Understand steps needed to create an SSH connection and implications