OpenLLM-France/wikimedia huggingface dataset:
# Wikiversity Introduction/Intro8
## How can I learn even more about Wikiversity?

* True or false? B is the new C <-- A short lesson about learning at Wikiversity and learning by editing wiki website pages.
Try stuff! Learn by doing. Please make mistakes. If you make your edits in good faith, the worst thing can happen is someone coming along and saying that that is not the way things are standardly done, or that what is being done is outside the scope of the project. However, we try not to bite.
Still not sure about using the edit button? Watch a two minute-long video that offers encouragement to people who are new to editing Wikiversity and other wiki websites. Join the Web 2.0 revolution! Wikiversity uses the Ogg video format --> view Web 2.0 video, 9.3 Mb download. (Help with Ogg video file play.)
See also: Wikiversity computer skills <-- includes a tutorial for how to play Ogg format audio and video files on your computer. Have you checked out that little toolbox there to the left? The What links here tool is nifty!
# Wikiversity Introduction/Intro9
## Things you can get started doing

* Begin the filmmaking courses.
* Add or tweak some notes at a course portal. The School of History is now seeking students! The School of Mathematics is now seeking students: School of Mathematics:Calculus.
* Tweak a random text for readability.
* Create an interesting topic portal.
* Create a random lesson plan.
* Assemble an initial list of links useful to others interested in the topic.
* Add an outline bullet
* Add a factual paragraph or bullet to an article or its associated discussion page.
* Publish an essay question and answer or a term paper at an appropriate location.
* Write a draft quiz regarding a random Wikipedia article or other subject of interest and publish it as an appropriate link in a learning trail.
* Review the standards of educational standards organisations.
* Publish your course notes (Students please note that the copyright of handouts belongs to their creators and permission is required prior to submittal. Personal notes with short quotes compliant with fair use provisions of U.S. Copyright law, short quotes and citations, created to study the course material are very welcome. It is exactly what we wish to edit mercilessly and improve to leave behind published under the GFDL for others to encounter along the learning trails.), lesson plans, topical essays, or reference works for others to review, modify or fork.
* Come discuss how to improve Wikiversity at our current mailing list.

### Keeping track of discussions

How do you know when someone has replied to a comment or a question you left on a Wikiversity discussion page? Be sure to add pages you are interested in to your watch list. Either use the "watch" button or set your user preferences to automatically add pages you edit to your watch list. Periodically check your watch list to keep track of changes to pages you previously edited.
You can also obtain RSS or Atom feeds for changes to any Wikiversity page. Go to the article's history page and use the toolbox link labeled "rss" to subscribe to this feed. See this Wikipedia article for more information.

### Find a course

Browse the learning resources listed at Wikiversity Portals or the various Wikiversity Schools.
# Wikiversity Introduction/Intro6
## Exercises

* Not yet registered? See: Wikiversity:Why create an account.
* Edit your Wikiversity user page and add hypertext links to some Wikiversity pages that are of interest to you. Hint: make a link to this page so that you can keep returning here until you complete this introduction to Wikiversity. See: Making links.
# Wikiversity Law Reports/Adams v Tax Agents' Board

TL;DR: A person or body, other than a court, cannot determine the constitutional validity of legislation purporting to confer authority on that person or body. (In this case, the Tax Agents' Board could not decide that legislation requiring it to strike off a tax agent was invalid.)

## Held

* Unlike a court, an administrative decision-maker cannot decide that they have jurisdiction; it follows that they are incapable of determining that legislation is valid.
* An administrative decision can (and must) observe the limits on its power and in that sense must determine the effect of legislation granting it power, including its constitutional validity.
* An administrative decision-maker is not bound to follow an invalid statute. An invalid statute cannot compel a person to commit unlawful acts.
** This differs from the situation in the United States, where legislation is valid until declared constitutionally invalid by a court.
* However, an administrative decision-maker's jurisdiction can never be said to extend to determining the constitutional validity of legislation. An administrative decision-maker's power to consider the validity of legislation is only incidental to that decision-maker's own acts.
* Therefore, an administrative decision-maker performing a review of another administrative decision-maker's decision cannot consider, as a ground of review, the constitutional invalidity of the legislation under which the original decision-maker purported to act.
* Applying this principle to the present facts, the AAT had no power to consider whether the legislation under which the Board purported to act was invalid.
* Furthermore, the AAT's only powers are to vary the decision, substitute it, or remit the matter to the Board for reconsideration; none of these are possible if the legislation is invalid. Therefore it cannot be sensibly said that the legislation gives the AAT jurisdiction to consider the invalidity of the legislation the Board purported to act under.

## Other publishers' references

* (1976) 1 ALD 251
# Wikiversity Introduction/Intro5
## Explore Wikiversity content

Browse our main subject areas:
* Humanities
* Physical Sciences
* Life Sciences
* Practical Arts and Sciences
* Mathematics
* Engineering and Technology
* Interdisciplinary Studies
* Social Sciences
* Education
* Media
* Professions
* Other portals
Categories. Every Wikiversity learning resource should be in at least one Category. You can browse Wikiversity by category. See: Category:Categories.
Search. Try using the search feature to find learning resources. See: Wikiversity:Searching.
# Wikiversity Introduction/Intro7
## More about Wikiversity

Wikiversity is a wiki-based learning community. Here you can use online courses and also create courses yourself. Also, see more of how Wikiversity supports learning.
Different entry points and rough theory, as well as example forms are also available.
# Wikiversity Law Reports/Adams v Lindsell

* Adams v Lindsell
* 1 B & Ald 681, (1818) 1 B & Ald 681, [1818] EWHC KB J59, 106 ER 250
* Kings Bench, England and Wales High Court
* Law J
* Summary
* This contract law case established the postal rule. If two parties have agreed to communicate by post, then acceptance of an offer becomes effective when the offeree posts a correctly addressed and stamped letter, even the if the post is delayed in reaching the offeror.
* Background
* Lindsell, the defendant, wrote a letter on 2 September, offering to sell some wool to Adams, the claimant, and asked for a reply "in the course of post", but the letter was delayed and did not arrive until 5 September. Adams replied on the same day as receiving the offer but this letter was also delayed in the post. Seven days had passed between the sending of the offer and the receipt of the reply.
* The defendant was unaware of the delay and expected a reply by 7 September. Five days after sending the offer, Lindsell sold the wool to a third party on 8 September, under the assumption that Adams were not interested in it.
* When the expected wool was not delivered, Adams sued for breach of contract. Lindsell argued that the contract could not have formed until they had received the acceptance letter, and they could dispose of the wool before then.
* Held
* The contract was formed at the moment the letter of acceptance was posted, irrespective of how long it took to reach its destination. Law J stated that there was a "fictional meeting of minds" at the post box, which preceded the sale of the wool to the third party.
* Notes
* The full decision on BAILII
# Wikiversity Introduction/Intro4
## Page section navigation

Most pages are divided into multiple sections. To quickly navigate, you can click on a link in the Table of Contents. On this page, the first section is called "Learning objectives" and the Table of Contents is immediately above it.
See the figure to the right on this page.
# The Varanasi Heritage Dossier/Cauki Ghat to Chausatthi Ghat

Detailed description of each heritage Site
* Cauki Ghat and Environs
* Kshemeshvara - Manasarovara and Narada Ghats
* Raja Ghat and Temple compound
* Khori – Pande and Sarveshvara Ghats
* Digpatiya and Causatthi Ghats
⇒ Index
# The Varanasi Heritage Dossier/Dharmakupa Kshetra

Detailed description of each heritage Site - Adi Vishvanatha, Vishvanatha, Vishalakshi Kshetra
Dharmakupa Kshetra

### Location

25º 18.602’ North and 83º 00.728’ East (Dharmakupa, centre) 25º 18.605’ North and 83º 00.696’ East (Vishvabahuka Devi)

##### Exact location on a map

near Mir Ghat, Dharmakupa, D 2 / 15

#### Area

0.026ha

### Historical/cultural/natural significance

-- One can reach the temple by following the Godaulia-Chauk road, then turning to the right from Bansphatak towards the Ganga, and walking through the narrow lane. Coming out from the Vishalakshi temple on the left one finds a gate to the campus of the Dharmakupa, “Well of Dharma”, surrounded by thirty votive shrines and shaded banyan and fig trees. There is Shiva temple of Dharmesha, where the Lord of Death, called Yamaraja or Dharmaraja, received his jurisdiction over the fate of the dead, a power he wields everywhere on earth except in Kashi. Of course, not so popular among the devout Hindus, the Linga of Dharmeshvara (“lord of Moral Order”) is eulogised in the Kashi Khanda as unique, the most powerful. The lord of death, Yama, is considered to be the divine authory for making judgement of a person’s deeds in his/her life. Yama is described as son of Sun god, Surya. This myth clearly indicates the integration of the ancient tradition of sun worshap and its emergence in the Shaiva tradition. Here also is the linga established by mythical king Divodasa before he finally left Kashi. He was described as the supreme king of maintaining the law of nature that resulted to making the land of Kashi holy and divine. All the divinities and their followers were outthrown from the city. Later Shiva sent several groups of the divine beings who got settled in the city. At the climax of the myth, Divadasa installed a linga in memory of this incidence, called Divodasheshvara, lying in a small shrine west of the Dharmakupa. In the same compound are two other ancient and folk goddesses, vis. Vishvabahuka/ Vishvabhuja and Vindhyavasini. There are fragments of ancient images inside the chamber. In the north of Divodasheshvara under a banyan tree is an image of Vata Savitri Devi, representing the goddess of the tree spirit. Till 15th century the area was known for holy trees, where the great yogis were performing meditation. The area was known as Ananadavana (“Forest of the Bliss”). Vata (Ficus Indica) is one among the five sacred tress described in the Rig Vedic literature (ca 1500 BCE), and still continued in healing practices and the living rituals. Vata is associated with Vishnu.

### Present state of conservation

There is no such specific organisation to take care of preservation and conservation, however the temple trust with the cooperation of local people do preservation in their own way.

### Specific measures being taken for conserving the specific property

No specific measures are taken to conserve and preserve the monastery, however cleanliness, repairing and white washing are carried at regular basis by the devout Hindus.

### Ownership

The temples are administered and managed by the temple trust.
# Transwiki:Wikiversity-School of Fire and Emergency Management/Water Rescue Awareness

About the Open Source Learning Project
Awareness Level Water Search and Rescue
Cognitive Applications
Psychomotor Applications
# Transwiki:Wikiversity-School of Fire and Emergency Management/Terrorism
## Terrorism Training

While the eventual goal of this department will be to develop training materials and courses in the area of terrorism response, initially our focus is to develop "credible" resources on terrorist groups and begin building response materials from the international community.
* Federation of American Scientists Terrorism site
* Israeli EMS Resource
* Lessons Learned from Cross-border Medical Response to the Terrorist Bombings in Tabba and Ras-el-Satan, Egypt, on 07 October 2004
* Naval Graduate College's Terrorist Group Profiles
* South Asia Terrorism Portal
* Terrorism Research Center
* United Nations Security Council Counter-Terrorism Committee
* Wikipedia Resource on Terrorism
# Trauma and Neglect: Theory and skills for intervention with individuals/Introduction to contemporary trauma theory and practice with individuals

Module synopsis here..

## Objectives

* Articulate an understanding of the neurophysiology of attachment trauma, and neglect and their implications for human development, health and wellbeing
* Synthesise your understanding of neurophysiology with one of a selected range of theoretical frameworks for understanding the sequelae of trauma and neglect as they present in the therapeutic context.
* Articulate the key requirements of the therapeutic relationship when working with trauma with individuals.

## Assignment

* An in-depth case analysis within prescribed theoretical frameworks (3000 words)

## Topics and activities

* Lectures on Neurophysiology of trauma, attachment theory and other appropriate models
Guided reading
* Lectures providing an overview of "ego-state" models, including Structural Dissociation (Steele, van der Hart and Nijenhuis), Ego-state therapy (Watkins & Watkins), Internal Family Systems (Schwartz), Schema Therapy and Schema Mode Therapy (Young).
* Video demonstration of applied concepts
* Guided reading
* Role play to develop skills in introducing and enacting these models with clients.
* Lectures on the nature of the therapeutic relationship as appropriate to different Attachment styles and especially when working with complex trauma/neglect related phenomena.
* Role-play to develop skills in responding appropriately to different aspects of clients' traumatic experience as they manifest within the therapeutic experience.
* Journalling to assist you with self-reflection
# Trauma and Neglect: Theory and skills for intervention with individuals/Practical interventions for processing trauma with individuals

Module synopsis here...

## Objectives

Demonstrate effective practice with individuals using at least one of the following techniques
* Eye Movement Desensitisation and Reprocessing
* Radical Exposure Tapping
* Schema and Schema Mode Therapy
* Body Centred Therapy
* Other as negotiated
(If you have completed one of these workshops before the beginning of the course within the last 5 years you will be eligible for Recognition of Prior Learning (RPL) on completion of the related assessment as required)

## Assignments

* A theoretical essay or case study relating to your chosen model of study for this module (3000 words)

## Topics and activities

* Participation in workshops on these models to at least level 1 (where more than one level is provided) including:
   * Lectures
   * Required reading
   * Role-play skills practice
   * Live supervised practice
# Trench Warfare
## Trench Warfare

This course will help people understand trench warfare in World War One (primarily) and its sporadic use since then. It will focus mostly on the history of trench warfare in Europe, its effect on tactics and strategy, and how people fought in trenches.

## The Course

The course is as follows:
* Introduction To Trench Warfare
* Life In The Trenches
* Trench Strategy
* Trench Construction
* Trench Geography
Every fortnight a new assignment will be given. There are three assignments for every topic.

## Lesson 1

Trench warfare is where both opposing armies in a battle have static lines of defense. Trench warfare began when there was a revolution in firepower without similar advances in mobility and communications.
Fortification is nearly as old as warfare itself. However, because of the relatively small sized armies and the because the weapons lacked range, it was traditionally not possible to have a defence that defends more than a short defensive line or an isolated point.
In trench warfare, most of the techniques have existed for years in siege warfare. It was the implementation of these techniques between two armies in the field that was new. Julius Caesar in his Gallic Wars describes how the Roman legions created two huge fortified walls around the city at the Battle of Alesia.
The inner circumvallation, which was 10 miles, held in Vercingetorix's forces, while the contravallation kept relief from reaching them. The Romans, in between the two walls, held the ground. The besieged Gauls, who were facing starvation, eventually surrendered with their relief force unable to fully breach the Roman walls. Mind you, the condition of the Roman army was also tenuous, as they themselves were essentially besieged inside their hastily-constructed walls, and food rationing had pushed their men to the brink of exhaustion, too. In the end, it could be said that the superiority of the Roman cavalry over that of the Gallic forces was the decisive factor.
# Trauma and Neglect: Theory and skills for intervention with individuals/Trauma clinical practice

Module synopsis here...

## Objectives

* Engage effectively to conduct work with an individual client who has experienced trauma
* Conduct an assessment of the client's situation and therapeutic needs using at least one of a range of specified theoretical frameworks
* Integrate aspects of your own experience of the therapeutic relationship into your assessment and decisions for intervention with the client.
* Work collaboratively with the client to design and carry out an appropriate plan for intervention
* Synthesise theoretical frameworks with your ongoing reflections on your experience to appropriately manage the therapeutic relationship.
* Demonstrate effective skills in introduing and utilitsing at least one of: EMDR, Radical Exposure tapping, Schema Therapy, Schema Mode Therapy, Internal Family Systems, or other approach as appropriate.
* Develop in your capacity to respond flexibly and skilfully to the individual needs of a range of clients.

## Assignments

* A self-care plan (500 words)
* Meet criteria to satisfy consolidating level on a range of clinical competencies (500 words equiv)
* A case analysis (3000 words)
* A group assignment to design training in a particular aspect of trauma intervention, eg. produce on-line resource, face to face training exercise (equiv 2000 words).

## Topics, activities and resources

* Supervised role-play and discussion within small supervision groups to develop knowledge and skills in:
   * engagement
   * collaborative assessment and goal setting,
   * integration of theoretical frameworks,
   * one of the active models of intervention,
   * reflection on your own experience of the therapeutic relationship,
   * conceptualisation and management of your own and the client's responses within the therapeutic relationship
   * conceptualisation of your own needs for development as a trauma therapist
* Live supervised practice with clients from your own workplace or The Bouverie Centre within small supervision groups to further refine and develop knowledge and skill in the above areas.
* Inquiry-based learning activity to design an on-line and publicly accessible training exercise or resource. Eg; Wikipedia, Facebook, YouTube, etc
# Trauma and Neglect: Theory and skills for intervention with individuals

This subject is a post-graduate and professional level of study divided into three modules. You will focus on contemporary models of conceptualising, assessing and intervening with individuals who have experienced trauma and/or neglect, broadly conceived, including sexual and physical abuse, natural disasters, accidents, school or workplace bullying, war, torture, forced migration, and the impact of serious mental illness. These include models focusing on ego-states, transgenerational/developmental models, and trauma processing. The modules will be offered as face to face or on-line, delivered by The Bouverie Centre or the appropriate training body for that model. Module 3 consists of clinical practice classes where you will work in groups of 6 with a supervisor to practice and refine your skills and knowledge as applied in role-play, discussion and live work using a reflecting team process.

## Modules

* Introduction to contemporary trauma theory and practice with individuals
* Practical interventions for processing trauma with individuals
* Trauma clinical practice
# Travel agency front and back office systems

Almost every travel agency in the world works with a Front Office or Back Office application and in many cases with a single tool that acts both as a Front and Back Office application for the travel agency. The Front part refers to the management and administration tasks and activities that are related to customer. The Back part refers mainly to the accounting related activities of the travel agency sales/purchasing figures.

## Classification Categories

Most travel agencies work with a wide variety of decentralized applications. These applications' usages can be classified into the following categories.
* A website normally considered as a gate way to the upside down
* One or more GDS (Global Distribution Systems)which is used to handle online reservation/booking of mainly Hotel, Flight, Car products from different suppliers
* A Front or Back Office application or a single application that acts as both Front and Back office application which in turn does the following:
** Retrieve information from the GDS
** Combine the information from the GDS with some extra information such as the customer details, passenger/traveller names etc.
** From here, the system can create travel documents such as travel plans, invoices, credit notes and vouchers
Ideally a Front Office application, it ought to be able to communicate with the GDS and at the same time allow the creation and maintenance of the website as well.

## Importance

A travel agency without a Front or Back Office application is most likely not able to do business effectively. It could easily be compared to two people writing a letter where one uses a type writer and the other uses a computer and a word processing application. With the amount of information handling required within a travel agency, and the tight competition between travel agencies within the local or global market, manual management and administration of these tasks is next to impossible without a tool that combines Front Office and Back Office tasks of a travel agency.
Back Office is the Back-bone of a Travel Agency which is equally important to the Front Office Operations. Travel agencies are working with a strict deadlines from IATA for its payments and other related things. For an IATA/SSI Agent, BSP (Billing and Settlement Plan) will be sending the statement of accounts for each fort-night three or four days after that fortnight. The agent has to make the payment to BSP on or before the 1st day of the next fortnight. If he failed to make the payment or make delay in paying three time in a calendar year, their access to issue the ticket will be revoked automatically. And this fortnight cycle will be continuing through-out the year.
So a very good back office system is a must for its survival