OpenLLM-France/wikimedia huggingface dataset:
# Open Conference on Open Education/Introductions and agenda

We met from 9 am in the new LIMS building, on the second floor, room 205. There was tea and coffee, and time to mingle and settle in. The introductory session started at 9.30 am.
Ruth Jelley began the day with some background on how the open conference came about, supported by John Hannon who explained the structure of the day. Both Ruth and John situated where we thought La Trobe University was in relation to open education resources and practices.

## Links

* Live notes (notes summarised below)
* Video recording

## Discussion points

* Australian participation in Open Education Week: Ruth Jelley
* Format of the day's proceedings - how contributions/knowledge will be shared and recorded; the big questions that we hope to address/discuss John Hannon
* What is open? Definitions of open, open vs free access: Ruth Jelley. Background: Jelley, R (2013) OER Literarture Review. See also What is OER? for a quick overview.
* Where we sit with intellectual property policy at La Trobe La Trobe University IP policy :"The University encourages the authors of Teaching Materials to consider making such materials publicly and freely available, e.g., via the internet, or publishing commercially providing that those materials are not subject to a prior third party agreement, such as a contract for the design or delivery of a course or training program."
La Trobe CTLC OER handout (pdf)
# Open Conference on Open Education/Practical steps, getting started

Moving straight out from the round table discussion on Open Educational Resources, this session was meant to be an opportunity for people to get hands on. It resulted in more continued discussion however, with some practical questions and answers

## Links

* Live video recording
* Live notes

## Discussion points

* Sharing experiences of finding and adopting/modifying OERs, or of building OERs - Nick Stone (Health Sciences LTU), Emma Yench (Science, Tech, Eng LTU), Ruth Jelley (Business, Eco, Law LTU).
* Discussion of issues related to finding OERs - what have people tried? Where do they need guidance?
* Exploration of what can be done with existing material that you want to make available openly
* How can libraries help? (Simon and Roderick)
* Demonstration/experimentation of uploading to library e-repository, and discussion of some pitfalls of institutional repositories (Simon, Roderick, Ruth, Leigh)
# LaTeX/Including graphics

To include graphics, e.g. a .jpg file, the basic syntax is \includegraphics. The package graphicx is needed.
# LaTeX/Inserting diagrams
## keywords

    LaTeX, diagrams, pictures, drawing
You may use the picture environment in latex and "programme" the picture with your keyboard like
If you have a picture which is a little more sophisticated, such programming would be a nightmare and you may wish to use your mouse to help. There is a number of free CAD tools for TeX. jPicEdt is one which is easy to install - you would need Java if you haven't got it yet, but the installation of java is straightforward, and you will find it useful in the future anyway.
You can download the .jar file, install it, and draw a picture with it, and save the file (e.g. with the title "jPic-test1.tex") in the same directory of your other .tex files. To embed the picture in your LaTeX/helloworld.tex, simply insert the following code in your helloworld.tex:
or, if you like
And then compile your helloworld.tex as before : type "latex helloworld".
If you get error messages, you may need to remove the offending (and redundant) lines. A typical problem is such a line as "\qbezier(80,80)(80,80)(80,80)" which tries to draw a quadratic bezier curve on the same point, which crashes the compiler.
# LaTeX/Serial letter

A serial letter is used in administrative workflows to create individualized letters to a specific number of people. A serial letter approach in this setting consists at least of 3 main files:
* data file (e.g. CSV-file) which contains specific data, that is inserted in individualized letters to the recipient.
* LaTeX template that contain the letter as static text blocks that are inserted in all letters and the marker command that are replaced with content of data file.
* LaTeX Main Document that performs the iteration over all records (i.e. line) in the data file.

## Data File

Assume we have a data file mydata.db that contains all the addresses of the recipients of the letter.
Every line represents the data for one letter and each entry of a record is separated by a pipe symbol "|". The record separator can be replaced by another symbol. We did not use the comma "," as in comma separated value (CSV) to allow the comma "," also in text fragments as the following example shows.
In general you could used also other separator symbols. Keep in mind that you do not create a conflict with content in stored in the cells of the data file.
The data file above basically represents a table:
Data Table :
| Salutation | Fist Name | Last Name | Street | City Code | City Name | Bonus |
| Mr | Herbert | Miller | A-street 5 | 98765 | A-Town | 321 |
| Mrs | Lisa | Meyer | B-road 67 | 12345 | B-City | 500 |
| Mr | Tom | Smith | C-place 12 | 66666 | C-Village | 220 |

## LaTeX Template File

The LaTeX template file mytemplate.tex in this case is written in standard LaTeX without a header or tail of LaTeX document. The following document shows an example.

## LaTeX Main Document

The LaTeX main document, that performs the iteration over all database records in the mydata.db could look like this:
* \documentclass[12pt]{article}
* \usepackage{german,latexsym,textcomp}
* %---- Define the name of the loaded database in this example "mydata.db"
* \def\databasename{mydata.db}
* %--- Now we define a command the reads a single database line and stores the data in commands
* %--- the database read command is named "\readDBline" and has 6 parameters
* %--- according to the columns of DB
* \def\readDBline#1
\newpage
\fi%---
}} The main document has the following features:
* it defines a database variable in the very beginning, so that the user can easily replace the data source for the serial letter by other data e.g. by mydata2.db.
* the main document defines a counter. With the counter you can create a \newpage command after the second record or you can create a newpage command for name labels every 6th record. In the case set the counter back to 0 when it exceeds the threshold 6:
# Linear system/2x2/Only trivial solution/Determinant/Exercise

Show that a system of linear equations
    $ax+by=0\,$
    $cx+dy=0\,$
has only the trivial solution $(0,0)$ if and only if $ad-bc\neq 0$.
# Linear system/3x+4y-2z+5w/Find basis/Exercise

Determine a basis for the solution space of the linear equation
    $3x+4y-2z+5w=0\,.$
# Linear system/4 variables/Coupling/Exercise

Solve the system of linear equations
    ${\begin{matrix}&+7y&+3z&\,\,\,\,\,\,\,\,&=&4\\x&\,\,\,\,\,\,\,\,&\,\,\,\,\,\,\,\,&+4w&=&9\\&-3y&-5z&\,\,\,\,\,\,\,\,&=&2\\-2x&\,\,\,\,\,\,\,\,&\,\,\,\,\,\,\,\,&+3w&=&3\,.\end{matrix}}$
# Linear system/5 variables/Subsystem/Exercise

Solve the system of linear equations
    $3x-67y+14z-123u-51w=5\,,$
    $8x-11y+12z-27u-65w=51\,,$
    $66x-67y-77z-u+100w=0\,,$
    $8x-11y+12z-27u-65w=-15\,,$
    $-301x+44y+33z-31u-18w=571\,.$
# Linear system/6 variables/Almost not linked/Exercise

Solve the system of linear equations
    $7y=5\,,$
    $4z=8\,,$
    $2u-3v=0\,,$
    $5w=0\,,$
    $6x-3y+2z-11u-v+5w=17\,,$
    $4u-5v=0\,.$
# Linear system/C/Trigonal form/Exercise

Solve, over the complex numbers, the linear system of equations
    ${\begin{matrix}{\mathrm {i} }x&+y&+(2-{\mathrm {i} })z&=&2\\&7y&+2{\mathrm {i} }z&=&-1+3{\mathrm {i} }\\&&(2-5{\mathrm {i} })z&=&1\,.\end{matrix}}$
# Series/R/Cauchy product/Not partial sum/Exercise

Keep in mind that the partial sums of the Cauchy product of two series are not the product of the partial sums of the two series.
# Series/Real numbers/Leibniz criterion/Fact

Let ${\left(x_{k}\right)}_{k\in \mathbb {N} }$ be an decreasing null sequence of nonnegative real numbers.
series $\sum _{k=0}^{\infty }(-1)^{k}x_{k}$
# Series/1 over ak+b/Divergence/Exercise

Let $a,b\in \mathbb {R} _{+}$. Prove that the series
    $\sum _{k=0}^{\infty }{\frac {1}{ak+b}}$
diverges.
# Series/1 over n(n+1)/Converges/Exercise

Prove that the series
    $\sum _{n=1}^{\infty }{\frac {1}{n(n+1)}}$
converges with sum equal to $1$.
# Series/1 over n^k/k above 2/Convergence/Exercise

Let $k\geq 2$. Prove that the series
    $\sum _{n=1}^{\infty }{\frac {1}{n^{k}}}$
is convergent.
# Series/1 over square root k/Divergence/Exercise

Prove that the series
    $\sum _{k=1}^{\infty }{\frac {1}{\sqrt {k}}}$
# Series/R/Cauchy product/1 over n^2 and 1 over n^3/First five members/Exercise

Compute the first five terms of the Cauchy product of the two convergent series
    $\sum _{n=1}^{\infty }{\frac {1}{n^{2}}}\,\,{\text{ and }}\,\,\sum _{n=1}^{\infty }{\frac {1}{n^{3}}}.$
# Motivation and emotion/Hormones

* Cortisol (Wikipedia) - Video (40 secs)
* Testosterone (Wikipedia
* Oxytocin (Wikipedia - Video (2 mins)
* Ghrelin (Wikipedia
* Leptin (Wikipedia
# Motivation and emotion/Evaluation/2021
### Student feedback

Student feedback about this unit in 2021 was positive:
* 96% agreed or strongly agreed that they were satisfied with how the staff in the unit supported their learning (48% strongly agreed)
* 95% agreed or strongly that the unit will help them with my work-related goals (24% strongly agreed).
* 83% agreed or strongly agreed that they were satisfied with the quality of this unit (48% strongly agreed).
* 77% agreed or strongly agreed that they made the most of their opportunities to learn in this unit (27% strongly agreed)
For more information, see detailed summary of student feedback.
# Motivation and emotion/Evaluation/2020
### Student feedback

Student feedback about this unit in 2020 was very positive:
* 100% agreed or strongly agreed that they were satisfied with how the staff in the unit supported their learning (66% strongly agreed)
* 97% agreed or strongly agreed that they were satisfied with the quality of this unit (59% strongly agreed).
* 97% agreed or strongly agreed that they made the most of their opportunities to learn in this unit (48% strongly agreed)
* 96% agreed or strongly that the unit helped them achieve their personal, professional, or educational goals (54% strongly agreed).
For more information, see detailed summary of student feedback.
# Motivation and emotion/Evaluation/2022
### Student feedback

Feedback about this unit in 2022 was positive (n = 23; 17% out of 137):
* 96% agreed or strongly agreed that they were satisfied with the quality of this unit (39% strongly agreed)
* 96% agreed or strongly agreed that they were satisfied with how the staff in the unit supported their learning (39% strongly agreed)
* 95% agreed or strongly that the unit will help them with my work-related goals (24% strongly agreed)
* 77% agreed or strongly agreed that they made the most of their opportunities to learn in this unit (27% strongly agreed)
For more information, see detailed summary of student feedback.
# Motivation and emotion/Image

| Why do we do what we do? | Motivation and Emotion | Why do we feel the way we feel? |
# Motivation and emotion/Evaluation/2018

See detailed student feedback received in 2018.
# Project management/Experimental self communication/Critical thinking and self communication/Goal setting
## Preparation
### Study Venn Diagrams

    Anything beyond very simple personal goals always involves other human beings or mammals or life forms or rocks or other manifestations of the physical universe.

## Personal Goal Setting and Implementation Management

* Identify or brainstorm specific personal goals.
* Identify specific missions, goals or tasks which are related somehow to your attaining your specific goal. First do this individually for each goal. As part of daily prioritization can identify common tasks or tasks which can be worked on concurrently.
* Identify current and possible obstacles. Keep alert for chances to nibble, sidestep or obliterate them as you proceed through the planning and action tasks and work with other people.
* Identify people and organizations who can assist you with achieving your goals or prioritized tasks.
* Figure out what is in it for them. This will undoubtedly involve some intelligence gathering (recruiting, querying) or coordination and possibly mutation or expansion of the original goal set to adequately compensate other participants for their efforts beneficial to your goals. Sometimes phased or interlocked delivery is important. You are trying to accomplish your own or the team's goals and tasks, not be diverted to completing someone elses desires prior to achieving or initating work regarding your own. Sometimes it simply requires a polite request, flowers with a smile, or some reasonable amount of cash.
* Develop a plan or a series of small achievable tasks which when accomplished in the aggregate will achieve the goal. For multiple goals do this for each one and then integrate or prioritize according to personal priorities. Keep in mind priorities may need to shift in accordance with external events or others peoples' goals or desires.
* Specify concrete objective measururable milestones or metrics which can be used to track progress towards the goal.
* Review progress periodically and revise the plan appropriately.
Note: In Total Quality Management philosophy this cycle is often call the PDCA loop. Plan, Do, Collect, Analyse, iterate. The biggest difference is that TQM is often implicitly assuming motivated people and teams and focused on specific business or manufacturing processes. The above goal setting processes is more general and must involve motivating other people and gaining their assistance or cooperation.
# Maritime Health Research and Education-NET/EDUCATION/Education module links/Diploma 1-3: Education in Health Research Methodology/Contribution to UNs 17 Sustainable Development Goals

* Goal 3: Good health and well-being for all workers
* Goal 4: Quality Education
* Goal 5: Gender Equality
* Goal 8: Decent Work and Economic Growth
* Goal 10: Reduced Inequality (Compliance with MLC2006 and the C188)
* Goal 12: Responsible Consumption and Production (Ships’ SOx and NOx emissions)
* Goal 14: Life underwater observations on compliance with good waste management
* Goal 17: Partnerships to Achieve the Goals
# Service Dog/Assistance Dog

assistance dog is a general term for servce dogs. In California numbeted AD tags are issued at the level of local animal control upon provision of an affidavit. (CA Food and Agricultural Code). Private service dog trainers such as Dogs4Diabetics also use this term.
From the USDOJ Addendum to Final ADA Rule on Service Dogs
While some agencies, like HUD, use the term “assistance animal,” “assistive animal,” or “support animal,” these terms are used to denote a broader category of animals than is covered by the ADA.
An example of a medical response dog can be viewed at this epilepsy response recording.
AN example of "grounding" for a neuro-psychiatric condition may be found at this classic video of a bowling excursion saved by the dog.
Back to Service Dog
# Server-Side Scripting/Strings and Files/Python (FastAPI)
## Try It

See Server-Side Scripting/Routes and Templates/Python (FastAPI) to create a test environment.

## See Also

* FastAPI
# Service Dog/Acronyms

AD Assistance Dog
ADA Americans with Disabilities Act
ESA Emotional support animal
PSD Psychiatric service dog
# Server-Side Scripting/Strings and Files/PHP
## Try It

Copy and paste the code above into the following free online development environment or use your own PHP compiler / interpreter / IDE.
* PHPFiddle
* Repl.it
# Server-Side Scripting/Strings and Files/Python (Flask)
## Try It

Copy and paste the code above into the following free online development environment or use your own Python (Flask) compiler / interpreter / IDE.
* Repl.it

## See Also

* Flask
# Service-oriented architecture

Knowledge of Service Oriented Architecture (SOA) will prepare students to work in the real world. Most companies are looking into transforming their architecture to an SOA based architecture these days in order to be able to handle changes in the business without much impact to investements. SOA offers a way to integrate unlike hardware and software ecosystem enabling them to interact across platforms, technology and geography in a standard way. There are also open source projects that provide SOA solutions, for example Apache Tuscany at http://incubator.apache.org/tuscany/. There is plenty of room to innovate and learn in this space to get students ready for the real world.

## Resources

* w: Service-oriented architecture
* Search for Service-oriented architecture at Wikiversity
# Server-Side Scripting/Testing

This lesson introduces software testing, web testing, and using automated tools to test server-side scripts.

## Objectives and Skills

Objectives and skills for this lesson include:
* Understand software testing concepts
* Understand web testing concepts
* Use a software tool to test server-side scripts

## Readings

* Wikipedia: Software testing
* Wikipedia: Web testing
* Wikipedia: Selenium (software)

## Multimedia

* YouTube: Python Selenium Tutorial #1
* YouTube: Python Selenium Tutorial #2
* YouTube: Automation Testing With Selenium and Node.JS

## Activities

Complete the following activities using an existing server-side scripting application or website.
* Review Selenium (software). Complete one or more of the Selenium IDE tutorials.
* Use Selenium IDE to record user interface tests for each server-side script page created for this course.
* Use Selenium IDE to record user interface tests for a web project of your choosing.

## Lesson Summary

* There are two main types of automated testing. Functional testing verifies the business application of a software solution. Non-functional testing confirms additional requirements of the software, including performance, security, and storage efficiency. Different types of tests exist to perform these main testing requirements, such as smoke tests, integration tests, regression tests, security, performance, and acceptance tests.
* Selenium IDE is a complete integrated development environment (IDE) for Selenium tests. It is implemented as a Firefox Add-On and Chrome Extension. It allows for recording, editing and debugging of functional tests.
* Using automated testing tools like Selenium IDE can assist with visually testing responsive web apps by running combinations of browsers, emulated devices, and viewport sizes to check against a visual grid.
* In addition to functionality testing, Visual AI automated testing finds significant visual differences between versions of an application, as opposed to pixel-based comparisons, allowing developers to focus on customer noticeable issues.

## Key Terms
### API driven testing

    A testing framework that uses a programming interface to the application to validate the behaviour under test. Typically API driven testing bypasses application user interface altogether.

### bottleneck

    The capacity to which an applications individual component slows down the whole application

### graphical user interface testing

    A testing framework that generates user interface events such as keystrokes and mouse clicks, and observes the changes that result in the user interface, to validate that the observable behavior of the program is correct.

### unit testing

    A method that instantiates a small portion of an application and verifies its behavior independently from other parts.

### Web Application Performance Tool (WAPT)

    Conducts tests for browser compatibility, operating system compatibility, and performance metrics.

## See Also

* Wikipedia: Unit testing
* Wikipedia: Integration testing
# Service Dog/Alerts

Under US doctrine, a service dog alert is an assistance animal response to assistance animal recognition of a dystonic episode such as onset of an epileptic seizure, a diabetic blood sugar spike or psychiateic decompensatn, agiation or other state which is undesirable in terma of patient welfare. The recognition-response " dyad" distinguishes an animal trained in its'execution front a mere ESA. Some authorities distinguish alert from response, in that the latter pertains to assistance rendered for a Crisis which has begun and is still in process. Theoretically, a third category of recoery can be added, creating a triune service dog task list pertaining to such crises.
# Survey design/Before designing a survey

It can be very tempting to press ahead with designing a survey. But first, be clear about the purpose of the study and the research methodology.
Before designing a survey, develop a research proposal which clearly explains the:
* research purpose
* research questions
* hypotheses
* Research design: Experimental, quasi-experimental, non-experimental
* Sampling method
* Target constructs - operationally define the:
** independent variables
** dependent variables
Have the research proposal peer reviewed and modify as appropriate. Before designing a survey, it is helpful, and generally recommended, to clearly establish a research proposal and to get this proposal peer-reviewed (and/or reviewed by a supervisor). Investment in developing the proposal is generally returned many-fold.
The seven Ps apply to survey design: Prior preparation and planning prevents piss-poor performance.
Poor research results and conclusions emerge from poor data, which is often due to poor survey design. Hence, a well-conducted survey research project should exhibit:
* clarity in the project's purposes (and specific research questions and hypotheses)
* careful development of well-worded questions with appropriate response formats and/or
* a well designed and implemented sampling method
# Survey design/Quantitative data analysis
## t-tests

There are several types of t-tests
* one-sample t-test
* independent/unpaired t-test
* dependent/paired t-test
# Survey design/Types of surveys
## Types of surveys

What are the strengths and weaknesses of the following modes of administration?
| Hard-copy (paper and pencil) | Structured interviews: Face to face |
| Online | Structured interviews: Telephone |
# Survey design/Participants

If you would like to learn how to design a survey as an online participant, then:
* create a Wikiversity account
* Sign your name below
* Email the instructor
Signing up is optional for face to face participants.
Online participants should sign here with four tildes: # ~~~~
# Survey design/Readings

These recommended readings explain survey (questionnaire) design in more detail:

## Online articles

* Author unknown (nd). Smart survey design.
* Creative Research Systems (2008). Survey design: How to begin your survey project.
* Frary, R. B. (1996). Hints for designing effective questionnaires. ERIC Digest.
* Leung, W. (2001). How to design a questionnaire. Student BMJ, 9, 171-216.
* Pollograph (2008). Designing a survey.
* StatPac (c. 2007). Questionnaire design considerations.

## Book chapters

* Fowler, F. J., Jr. (2002). Designing questions to be good measures. In In F. J. Fowler, Survey research methods (3rd ed.) (pp. 76-103). Thousand Oaks, CA: Sage.
** Google Books (Note: pp. 80-81, 87-89, 91-92, 95, 97, 100-102 are missing)
** html (earlier version, full text)
** Or contact the instructor for a full copy
* Nardi, P. (2006). Developing a questionnaire (Ch 4). In Doing survey research: A guide to quantitative methods (2nd ed.). Boston, MA: Pearson. eReserve

## Books

* Alreck, P. L., & Settle, R. B. (2004). The survey research handbook (3rd ed.). Boston: McGraw-Hill/Irwin.
* Backstrom, C. H., & Hursh-César, G. (1981). Survey research (2nd ed.). New York: Wiley.
* De Vaus, D. (2002). Surveys in social research (5th ed.) London: UCL Press.
* Dillman, D. A. (2007). Mail and internet surveys: The tailored design method 2007 Update with new internet, visual, and mixed-mode guide (2nd ed.). Hoboken, NJ: Wiley.
* Frazer, L., & Lawley, M. (2000). Questionnaire design & administration: A practical guide. Brisbane, Australia: John Wiley.
* Tourangeau, R., Rips, L. J., & Rasinski, K. (2000). The psychology of survey response. Cambridge: Cambridge University Press.