OpenLLM-France/wikimedia huggingface dataset:
# Internet Protocol Analysis/Subnetting/Terms Flashcards
## Instructions

* Click on the flashcard text to show the answer.
* Click on Next Card to show the next flashcard.
    Log in to hide the Clear the cache of this page? message before each new flashcard.
* Subnetting Terms
* A compact specification of an Internet Protocol address and its associated routing prefix is _____. CIDR notation
* Next Card
# Informal learning activities/STk

* [[wikt:{{{1}}}#{{{2}}}|{{{1}}}]] ({{{3}}})
This sets up a leading item (note the • in the above) in Small Things lists, linking to Wiktionary item {{{1}}} at #{{{2}}}, displaying just {{{1}}}, and {{{3}}} giving the hint.  It is the more complex leader but also bypasses the table of contents.  Use STl for a similar trailing item, STi for a leading item when the link is merely to the English part of the Wiktionary item, or STm for a leading item when the link is to be independent of its display.
N.B. Use STK instead when the item immediately follows a heading so that the otherwise excessive blank space is reduced.
# Informal learning activities/STm

* [[wikt:{{{1}}}|{{{2}}}]] ({{{3}}})
This sets up a leading item (note the • in the above) in Small Things lists, linking to Wiktionary item {{{1}}}, displaying the link as {{{2}}}, and {{{3}}} giving the hint.  It is the most versatile leader in making the link completely independent of its display.  Use STn for a similar trailing item, STi for a leading item when the link is merely to the English part of the Wiktionary item, or STk for a leader to a particular part of the item.
N.B. Use STM instead when the item immediately follows a heading so that the otherwise excessive blank space is reduced.
# Informal learning activities/STnx

Use to join two short lines, with • marking the join where a new line would otherwise be.  Note there are no arguments/parameters.
# Informal learning activities/STj

[[wikt:{{{1}}}#English|{{{1}}}]] ({{{2}}})
This sets up a trailing item (note there is no • in the above) in Small Things lists, linking to Wiktionary as well as displaying and {{{2}}} giving the hint.  It is the simpler trailer and links direct to the English section of Wiktionary to bypass the table of contents.  Use STi for a similar leading item, STl for a trailing item when the link is required to a more particular part of the Wiktionary item, or STn for a trailing item where the Wiktionary link is independent of its display.
# Informal learning activities/STn

[[wikt:{{{1}}}|{{{2}}}]] ({{{3}}})
This sets up a trailing item (note there is no • in the above) in Small Things lists, linking to Wiktionary item {{{1}}}, displaying the link as {{{2}}}, and {{{3}}} giving the hint.  It is the most versatile trailer in making the link completely independent of its display.  Use STm for a similar leading item, STj for a trailing item when the link is merely to the English part of the Wiktionary item, or STl for a trailer to a particular part of the item.
# Informal learning activities/STp

[[wikt:{{{1}}}#English|{{{2}}}]] ({{{3}}})
This sets up a trailing item (no • above) in Small Things lists, {{{1}}} linking to Wiktionary, {{{2}}} displaying for the link, and {{{3}}} giving the hint.  It is a simpler leader that links direct to the English section of Wiktionary to bypass the table of contents.  Use STo for a similar leading item, STl for a trailing item when the link is required to a more particular part of the Wiktionary item, or STn for a trailing item where the link is independent of its display.
# Informal learning activities/STq

[[w:{{{1}}} ({{{2}}})|{{{3}}}]] ({{{1}}})
This sets up a trailing item in Small Things lists, linking to Wikipedia. It is like STs but is used when first part of the Wikipedia link {{{1}}} is also used for the hint. Then ({{{2}}}) is the parenthetic part of the link, and the mystery word is {{{3}}}. This sets up a trailing item (note no • in the above) in Small Things lists, with {{{1}}} ({{{2}}}) linking to Wikipedia, {{{3}}} displaying for the link, and {{{1}}} giving the hint.  It is like STf but is used when the Wikipedia link's prefix ({{{1}}}) doubles as the mystery word.  Thus {{../STq|one|two|three}} gives three (one) where the three displayed links to one (two).  Use STr for a similar leading item.
# Informal learning activities/STi

* [[wikt:{{{1}}}#English|{{{1}}}]] ({{{2}}})
This sets up a leading item (note the • above) in Small Things lists, linking to Wiktionary as well as displaying and {{{2}}} giving the hint.  It is the simpler leader and links direct to the English section of Wiktionary to bypass the table of contents.  Use STj for a similar trailing item, STk for a leading item when the link is required to a more particular part of the Wiktionary item, or STm for a leading item where the link is independent of its display.
N.B. Use STI instead when the item immediately follows a heading so that the otherwise excessive blank space is reduced.
# Informal learning activities/STl

[[wikt:{{{1}}}#{{{2}}}|{{{1}}}]] ({{{3}}})
This sets up a trailing item (note there is no • in the above) in Small Things lists, linking to Wiktionary item {{{1}}} at #{{{2}}}, displaying just {{{1}}}, and {{{3}}} giving the hint.  It is the more complex trailer but also bypasses the table of contents.  Use STk for a similar leading item, STj for a trailing item when the link is merely to the English part of the Wiktionary item, or STn for a trailing item where the link is to be completely independent of its display.
# Informal learning activities/STo

* [[wikt:{{{1}}}#English|{{{2}}}]] ({{{3}}})
This sets up a leading item (note the • above) in Small Things lists, {{{1}}} linking to Wiktionary, {{{2}}} displaying for the link, and {{{3}}} giving the hint.  It is a simpler leader that links direct to the English section of Wiktionary to bypass the table of contents.  Use STp for a similar trailing item, STk for a leading item when the link is required to a more particular part of the Wiktionary item, or STm for a leading item where the link is independent of its display.
# Motivation and emotion/Assessment/Extensions
## Extensions

* Extensions for the Topic Selection exercises are not available. Students unable to submit these assessment item by the due date should withdraw prior to the Census Date.
* Extensions for other assessment exercises will only be granted in exceptional circumstances. Progress on the assessment items is expected throughout the teaching period. Early communication of problems is strongly advised.
* Extensions will not be granted for:
** Workload (e.g., study load and/or paid or voluntary work)—such problems should be anticipated
** Technical problems (e.g., lost/corrupted/damaged storage media, software/internet access problems, and viruses)—keep multiple and regular backups
** Undocumented issues
* Submit extension requests via the online "Extension application form" available in the UCLearn site. Include documentary evidence that covers the length of requested extension.
* Submit a separate request for each assessment item for which extension is sought
* The unit convener will consider the request and advise the outcome. If approved, the new due date will appear in UCLearn.
* For further information about extension requests, see:
** Assessment Policy section 3.19
** Assessment Procedure section 3.167–3.191 on Extenuating Circumstances (Deferred examinations and extensions).
** Assignment extensions
# Motivation and emotion/Assessment/Multimedia/Feedback/2010

This page provides a summary of feedback about the Motivation and emotion student multimedia presentations.

## Marks

The mean mark was 72/100 without late submission penalties and 69/100 after late penalties.

## Example presentations

One good way to get further feedback about the multimedia presentation exercise is to watch some which attained a high grade. Also note that feedback about each presentation can be found on the respective talk pages.
Here's a list of some very good presentations:
* Motivation and dementia
* Overeating
* Ekman's basic emotions
* Motivation and aggression in the workplace
* Neurobiology of aggression
* Happiness
* Depression
* Motivation and mate-seeking behaviour
* Emotion and facial expression
* Paraphilias
* Dieting
* Motivational toxicity

## Marking criteria

Below are some general comments about this exercise.

### Overall

* Overall, the standard varied widely, however none of the presentations submitted on time failed. Presentations ranged from simple bullet-point text and a monotone reading of a script through to highly creative and engaging interview-style presentations.

### Structure and content

* The best presentations focused on presentating a smaller amount of carefully selected content.
* Many presentations tried to present too much in too little time.
* In the general introduction, at the beginning establish what is the topic? Why is it important? What will I learn by watching this?
* Image attributions wer often not included. Most presentations violated copyright by using non-free images and used them without acknowledgement.
* Several presentations did not indicate a copyright license.

### Communication

* Engage the listener by establishing why the topic is important.
* In some presentations the sound was too quiet.
* In many presentations, the narration was too fast.
* In many presentations, the narrating voice could have used greater tonal variation to help arouse and maintain interest.
* Presentations that "took a risk" were often some of the better ones (e.g., by taking a creative approach - e.g., the presenter of the happiness chapter dressed up as a clown).
* Slide animation can be used effectively particularly to reveal bullet points one by one.
* Font colour could be different for key words
* Best to use font types such as Arial to aid clarity and readability.

### Production quality

* Production quality was generally good.
* Avoid clashing background music with voice and vision - it's hard to concentrate on the key point. Some presentations used a short musical intro and conclusion which worked very well.
* Animation of bullet-points can help to focus viewer attention on each point
* Presentations were in the following formats (from most to least): screenr, youtube, archive.org. Youtube was an excellent platform for viewing and disseminating.

### More info

* Some of the commonly repeated feedback is available here: {{Motivation and emotion/Assessment/Multimedia/Feedback/2010}}
# Motivation and emotion/Assessment/Multimedia/Feedback/2021

This page summarises general feedback about the 2021 multimedia presentations. Detailed feedback about each individual presentation is available on its chapter talk page.

## Overall

* The overall quality of presentations was reasonably good, but there was a wide range.
* The best presentations have been tweeted in this thread.
* Some presentations went over time. Content beyond the maximum time limit was ignored for marking purposes. This often meant 0 marks for the Conclusion.

## Overview

* Overviews were often missing or too brief.
* Narrate and show the title and sub-title.
* Provide some context about why the topic is important.
* Consider presenting focus questions.

## Content

* Content was generally well selected.
* There was a bias towards definitional and theoretical material.
* Greater coverage of research and examples would be useful.

## Conclusion

* Conclusions generally did a very good job of reinforcing one or more take-home messages.

## Audio

* Audio communication was generally very good.
* Most presentations were well-paced. Some could have been improved by slowing down.
* Most presentations were well practiced and reasonably smooth.

## Video

* Visual presentation was generally very good.
* Most presentations did a good job of providing a small amount of text in large font per slide, making it relatively easy to read and listen at the same time.
* Some presentations could have been improved by splitting content from a small number of visually busy slides into a larger number of slides each with less visual information.

## Meta-data

* Less than half of the presentations used the full title and sub-title (or an abbreviated version that fits within 100 characters) as the name of the presentation.
* Informative descriptions of the presentation were rare.
* Almost all presentations provided a link to the book chapter and a link from the book chapter to the presentation.

## Licensing

* Some presentations used copyright restricted images without permission - doing so violates copyright law.
* Most presentations indicated a copyright license for the presentation, but only some did so using the licensing field in YouTube settings.
# Motivation and emotion/Assessment/Major project

The major project provides a capstone experience scaffolded into four stages:
* Topic selection
* Topic development
* Book chapter
* Multimedia presentation
This project applies psychological science to real-world problems to produce useful open educational resources.
You can showcase this work in your resume and e-portfolio.
# Motivation and emotion/Assessment/Multimedia/Feedback/2022

This page summarises general feedback about the 2022 multimedia presentations. Detailed feedback about each individual presentation is available on its chapter talk page.

## Overall

* The overall quality of presentations was reasonably good, but there was a wide range.
* The best presentations will be tweeted to the #emot22 hashtag
* Some presentations went over time. Content beyond the maximum time limit was ignored for marking purposes. This often meant 0 or reduced marks for the Conclusion.

## Overview

* Overviews were often missing or too brief
* Narrate and show the title and sub-title (which should match the title and sub-title for the book chapter)
* Provide at least some context about why the topic is important
* Consider presenting focus questions

## Content

* Content was generally well selected
* There was bias towards theoretical material and away from research findings
* Greater use of examples would be useful

## Conclusion

* Conclusions generally did a good job of reinforcing one or more take-home messages

## Audio

* Audio communication was generally very good
* Most presentations were well-paced. Some presentations could have been improved by slowing down.
* Most presentations were well practiced and reasonably smooth

## Video

* Visual presentation was generally very good
* Most presentations did a good job of providing a small amount of text per slide in large font, making it easy to read and listen at the same time
* Some presentations could have been improved by splitting content from a small number of visually busy slides into a larger number of slides each with less visual information

## Meta-data

* Surprisingly few presentations used the full title and sub-title (or an abbreviated version that fits within 100 characters) as the name of the presentation
* Informative, detailed descriptions of the presentation were rare
* Almost all presentations provided a link to the book chapter and a link from the book chapter to the presentation

## Licensing

* Some presentations used copyright restricted images without permission – doing so violates copyright law
* Most presentations indicated a copyright license for the presentation, but only some did so using the licensing field in YouTube settings
# Motivation and emotion/Assessment/Multimedia/How to make a multimedia recording
## Overview

This video explains how to create and publish a multimedia recording, with advice and tips.
Also consult the multimedia presentation guidelines and external links for additional guidance in how to use Screencastify (optional).

## Slides

* How to make a multimedia recording and publish it online (Google Slides)
* Screencastify steps (Google Slides)

## Recording

* How to make a multimedia and publish it online (15 mins)
# Motivation and emotion/Assessment/Multimedia/Due

Week 14 Mon 9am 28 Oct 2024
# Introduction to group theory/Part 2 Subgroups and cyclic groups
## Introduction

We will learn briefly about subgroups and cyclic groups. As per the name suggest "sub" means a part of i.e; heading-subheading ,set- subset etc etc.
So subgroup is a part of a group which forms under the same binary operation as per the group. [ Note: all elements of subgroup must be elements of groups]

## Definition

A non-empty subset H of a group G is said to be subgroup of G if , under the product in G, H itself forms a group.
i.e; $H\subset G$
It should follow all the properties of groups.
* Closure
* Associative
* Indentity
* Inverse
* Commutative (optional)
The following remark is clear: if H is a subgroup of G and K is a subgroup of H , then K is a subgroup of G.

## LEMMA

A non empty subset H of the group G is a subgroup of G if and only if
* $a,b\in H\implies ab\in H.$
* $a\in H\implies a^{-1}\in H.$

## Proof

If H is a subgroup of G , then it is obvious that (1) and (2) must hold.
In order to establish that H is subgroup, all that is needed is to verify that $e\in H$ and that the associative law holds for elements of H .
Since associative law does hold for G, it holds all more so for H, which is a subset of G.
if $a\in H$ , by part 2, $a^{-1}\in H$ and so by part 1 , $e=aa^{-1}\in H$

## LEMMA

A non-empty finite subset H of the group G is a subgroup of G if and only if
1.$a\in H\implies a^{-1}\in H.$

## Proof

The Proof is similar to the one for the previous lemma and left as an exercise for the reader.

## Cyclic Group

A group is said to be a cyclic group , if there exist an element $a\in G$ such that every element of G can be expressed as some power of a.
If G is a group generated by 'a' . we can say that a is a generator of G and all the elements of G can form by some power of a.
G = (a) { Here a is the generator}
# Introduction to group theory/Right cancellation

       Proof
Let $G$ be a group and let $a,b,c\in G$ such that $ac=bc$. Since $c\in G,\exists c^{-1}\in G$ such that $c*c^{-1}=e$. Multiplying $ac=bc$ on each side by $c^{-1}$ we obtain. $ac*c^{-1}=bc*c^{-1}$. Applying the definition of inverses ($c*c^{-1}=e$) we get $a*e=b*e$ Applying the definition of identity we get $a=b$
       Q.E.D.
# Introduction to group theory/Uniqueness of identity proof

       Proof:
Let $G$ be a group, and let $e,e'\in G$ both be identity elements. Then
    $\forall a\in G,(a*e=a=e*a)$ and $(a*e'=a=e'*a)$.
Then since $e,e'\in G$
    $e=e*e'=e'$ and thus $e=e'$.
       Q.E.D.
# Introduction to group theory/Uniqueness of Inverses

       Proof
Let $G$ be a group and let $g,a,b\in G$ such that $a*g=e=g*a$ and $b*g=e=g*b$. Then substituting we obtain $a*g=b*g$. By right cancellation $a=b$.
       Q.E.D.
# Introduction to group theory/Problem 1 solution

       Proof:
Let $G$ be a group such that for all $a,b,c\in G$
    $ac=cb\implies a=b$.
Let $x,y\in G$.
By reflexivity $xyx=xyx$.
Reassociating for clarity $(xy)x=x(yx)$.
By the assumed cross cancellation we may cancel on each side to obtain
    $xy=yx$.
Thus cross cancellation implies commutativity.
       Q.E.D.
# Introduction to group theory/Socks and shoes proof

       Proof
Let $G$ be a group and let $a,b\in G$. Then $(a*b)*(b^{-1}*a^{-1})=a*(b*b^{-1})*a^{-1}=a*e*a^{-1}=a*a^{-1}=e$. Also $(b^{-1}*a^{-1})*(a*b)=b^{-1}*(a^{-1}*a)*b=b^{-1}*e*b=b^{-1}*b=e$. Thus $(ab)^{-1}=b^{-1}a^{-1}$ by definition of inverse.
       Q.E.D.
# Iodal

Iodal is a chemical compound.

## External Links

* Definition of Iodal from Free Online Dictionary
* 1837 report of iodal's discovery
* Iodal HD Drug Information
# Ions

What are Ions? Well they are simply atoms or molecules that have a charge, where they have less or more electrons than they should. There are two types of ions, anions and cations. Anions have more electrons than protons, giving them a negative charge and cations have more protons than electrons, giving them a positive charge. If an ion has unpaired electrons in them, they become very reactive. An example of an ion is sodium, which reacts violently with water. When combined with chlorine it creates table salt. In fact it is so reactive that it has to be stored in a hydrocarbon (e.g. gasoline, kerosene etc.) otherwise it will explode..
* ↑ "WordNet Search - 3.0." Princeton University, Web. 5 Dec 2009. <http://wordnetweb.princeton.edu/perl/webwn?s=ion>.
* ↑ http://dictionary.reference.com/browse/anion
* ↑ http://dictionary.reference.com/browse/cation
* ↑ http://en.wikipedia.org/wiki/Radical_ion
* ↑ http://en.wikipedia.org/wiki/Sodium
# Iranian Nuclear Crisis Timeline

The Iranian Nuclear Crisis Timeline details the events that have led to the contemporary crisis surrounding the Iranian uranium enrichment program.
Please move through the following pages
Iranian Nuclear Crisis Timeline
Up to 2005
· 2006
· 2007
· 2008 :
# NCERT/Textbook Solutions/Class XI
## Subpages

Special:Prefixindex/NCERT/Textbook Solutions/Class XI/
# NSG2IIH

Nursing, 2nd year, Indigenous and Intercultural Health
In this subject you will develop the cultural literacy to work with Indigenous Australians in the health care environment. Health care practitioners are expected to demonstrate cultural responsiveness to meet the requirements of Australian Nursing Midwifery Accreditation Council. Through lectures, tutorials, and assessment activities you will learn key concepts of cultural literacy; health literacy; cultural, historical and social determinants of Indigenous health; intercultural communication strategies; ethical and professional standards for nursing practice; and service evaluation. Your learning will be assessed through online scenarios, individual written assessments and service evaluations.

## Learning Objectives

* Describe what is meant by the concept cultural literacy and health literacy in relation to culturally responsive nursing practice
* Explain how Australian Indigenous health is influenced by culture, history and social determinants of health
* Critically analyse how distinct communication strategies influence intercultural encounters between professionals and patients.
* Analyse how the ethical and professional competency standards of registered nurses and midwives influence the practice of intercultural health care.
* Evaluate a service that provides Australian Indigenous health care to determine the extent to which the service delivers person centred care.

## Assessment
### Individual written acknowledgement of country

* intention is to use Module 1 of the Indigenous Development Action Program when it is complete (anticipated at the end of November)

### Individual written evaluation of services
## Schedule

The following schedule is designed to inform and guide your progress in the assessments. Each week contains a list of materials to study, learning activities to undertake and instructions toward completing an assessment.

### Week one

ILO 1 & 2

### Week two

ILO 2

### Week three

ILO 2 determinants/ risk factors

### Week four

ILO 2 health priority access to care/policy gap/rural and remote/disparities/scope of practice legislation

### Week five

ILO 3 communication strategies/effective means

### Week six

ILO 4 codes how affect specific care delivery

## Communications

This subject development is led by Deb McDonough for La Trobe University's School of Nursing.
* La Trobe Learning Management System
# NCERT/Textbook Solutions/Class VIII
## Subpages

Special:Prefixindex/NCERT/Textbook Solutions/Class VIII/
# NCERT/Textbook Solutions/Class X
## Subpages

Special:Prefixindex/NCERT/Textbook Solutions/Class X/
# NCERT/Textbook Solutions/Class XII
## Subpages

Special:Prefixindex/NCERT/Textbook Solutions/Class XII/
# NCERT/Textbook Solutions/Class X/History

NCERT books are based upon the curriculum/syllabus defined by CBSE. These syllabus are periodically reviewed and revised. The NCERT book for a particular subject is divided into various chapters and every chapter has a set of questions following the chapter. This section provides answers to the questions at the end of each chapter in the History book, India and the Contemporary World-2, for Class-X.

## See Also

* NCERT/Textbook Solutions
* NCERT/Textbook Solutions/Class X/Civics
* NCERT/Textbook Solutions/Class X/Geography

## External Links

* Official website of NCERT
* NCERT textbooks available online