OpenLLM-France/wikimedia huggingface dataset:
# Linux Administration/Devices and Filesystems/LVM

LVM available in Linux allows manage multiple physical volumes or entire hard disks. It supports among other functionalities:
* Create single logical volumes of multiple physical volumes or entire hard disks
* Add or remove volumes/disk dynamically
* Increase or decrease size of Logical Volumes (LVs)
* Create snapshots
LVM introduces the concept of Volume Groups (VGs) and Logical Volumes (LVs).

## Basic commands

* List Volume Groups:vgs
** vgscan, vgextend, vgdisplay
* List logical volumes: lvs, lvdisplay
* Resize LV:
** lvresize
** lvextend
** lvreduce
* Display commands:
       pvdisplay
       lvdisplay
       vgdisplay
* Create commands:
       pvcreate
       lvcreate
       vgcreate
* Ls commands: pvs, lvs, vgs
* Scan commands: pvscan, vgscan
* PV commands: pvdisplay, pvresize, pvscan, pvcreate or pvcreate -vv
* LV commands: lvcreate, lvconvert
* VG commands: vgdisplay, vgcreate, vgcfgbackup, vgscan
* LVM commands: lvm dumpconfig

### Advanced commands

* lvchange — Change attributes of the Logical Volume Manager.
* lvmdiskscan — Scan for all devices visible to LVM2.
* lvmdump — Create lvm2 information dumps for diagnostic purposes.

## Activities
### Basic

* Read StackOverflow LVMs questions: https://superuser.com/questions/tagged/lvm?tab=Votes
* Configure an LVM Volume with an ext File Sytem: https://access.redhat.com/documentation/en-us/red_hat_enterprise_linux/7/html/high_availability_add-on_administration/s1-lvmsetupnfs-haaa

### Advanced

Before doing these exercises make your you have a backup of your data.
* Convert a Linear Device to a RAID device: https://access.redhat.com/documentation/en-us/red_hat_enterprise_linux/8/html-single/configuring_and_managing_logical_volumes/index#proc_converting-linear-to-raid-configure-manage-raid
# Linux Administration/Devices and Filesystems

This section of the Linux Administration course covers devices and filesystems commands. Lessons include Partitions, Integrity, Mounting, Disk Quotas, Permissions, Links, and File Locations.

## Preparation

Learners should already be familiar with introductory computer concepts, computer support concepts, and computer networking concepts.

## Lessons

* Storage Devices: lsblk
* Partitions: fdisk -l, parted
* Integrity
* Mounting
* Disk Quotas
* Permissions
* Links
* Filesystems types: ext4, brtfs, xfs
* Logical Volume Managers (LVM) and ZFS
* File Locations
* Free and Allocated space: du, du -x, du -hs, df -kh ., cdu
* File information: stat

## See Also

* Linux
* dd utility for copying files
# Linux Administration/Devices and Filesystems/File Locations

This lesson covers file locations.

## Objectives and Skills

Objectives and skills for the file locations portion of Linux+ certification include:
* Find system files and place files in the correct location
** Understand the correct locations of files under the FHS
** Find files and commands on a Linux system
** Know the location and purpose of important file and directories as defined in the FHS
** The following is a partial list of the used files, terms and utilities:
*** find
*** locate
*** updatedb
*** whereis
*** which
*** type
*** /etc/updatedb.conf

## Activities

* Complete the tutorial IBM: Learn Linux, 101: Find and place system files
# Linux Administration/Devices and Filesystems/Integrity

This lesson covers file system integrity. File systems integrity protection capabilities varies depending on filesystem used, ext4 filesystem offers metadata integrity while ZFS offers also full data integrity.

## Objectives and Skills

Objectives and skills for the integrity portion of Linux+ certification include:
* Maintain the integrity of file systems
** Verify the integrity of file systems
** Monitor free space and inodes
** Repair simple file system problems
** The following is a partial list of the used files, terms and utilities:
*** blkid
*** lsblk
*** du
*** df
*** fsck
*** findmnt
*** e2fsck
*** mkfs
*** mke2fs
*** debugfs
*** dumpe2fs: dumpe2fs /dev/sda1 or dumpe2fs /dev/nvme0n1p3 depending on your device
*** tune2fs used to modify file system parameters
**** To modify ext4 for metadata checksums tune2fs -O metadata_csum
**** To disable ext4 metadata checksum: tune2fs -O ^metadata_csum
*** xfs tools (such as xfs_metadump and xfs_info)

## Activities

* Complete the tutorial IBM: Learn Linux, 101: Maintain the integrity of filesystems
* Use sar to collect information about filesystems and inode usage
# Linux Administration/Devices and Filesystems/Disk Quotas

This lesson covers disk quotas.

## Objectives and Skills

Objectives and skills for the disk quotas portion of Linux+ certification include:
* Manage disk quotas
** Set up a disk quota for a file system
** Edit, check and generate user quota reports
** The following is a partial list of the used files, terms and utilities:
*** quota
*** edquota
*** repquota
*** quotaon

## Readings

* Wikipedia: Disk quota

## Activities

* Complete the tutorial IBM: Learn Linux, 101: Manage disk quotas
# Linux Administration/Devices and Filesystems/LVM/Pvs

pvs display information about physical volumes
# Linux Administration/Commands/Processes

This lesson covers process management.

## Objectives and Skills

Objectives and skills for the process management portion of Linux+ certification include:
* Create, monitor and kill processes
** Run jobs in the foreground and background
** Signal a program to continue running after logout
** Monitor active processes
** Select and sort processes for display
** Send signals to processes
** The following is a partial list of the used files, terms and utilities:
*** bg
*** fg
*** jobs
*** kill
*** nohup
*** ps
*** top
*** free
*** uptime
*** pgrep
*** pkill
*** killall
*** screen

## Readings

* Wikipedia: Process (computing)

## Activities

* Complete the tutorial IBM: Learn Linux, 101: Create, monitor, and kill processes
# Linux Administration/Commands/Redirects

This lesson covers streams, pipes, and redirects.

## Objectives and Skills

Objectives and skills for the streams, pipes, and redirects portion of Linux+ certification include:
* Use streams, pipes, and redirects
** Redirecting standard input, standard output and standard error
** Pipe the output of one command to the input of another command
** Use the output of one command as arguments to another command
** Send output to both stdout and a file
** The following is a partial list of the used files, terms and utilities:
*** tee
*** xargs
*** sponge

## Readings

* Wikipedia: Redirection (computing)
* Wikipedia: Standard streams: stdout, stderr and how to redirected them: 2>&1

## Multimedia

* YouTube: Using Linux Stream, Pipes, and Redirects

## Activities

* Complete the tutorial IBM: Learn Linux, 101: Streams, pipes, and redirects
# Journal of Sport and Exercise Studies/Business, Politics and Sport 2011

This is the first edition of the Journal of Sport and Exercise Studies. It is a special online open edition deriving from the essay assignment in the subject Business, politics and sport, held at the University of Canberra in 2011.
There are eleven articles here, chosen from a total of ninety-five articles submitted during the unit. They include some very impressive presentations too.
Two of the articles make compelling cases for new Olympic sports in Cheerleading and Pole Dancing. A further article lauds the potential of Dodgeball. Three articles address important governance issues. Three articles raise ethical issues in sport. One article explores celebrity endorsements in sport. The eleventh article in the journal discusses hooliganism in sport.
Thanks to all those who have offered their work to this edition of the Journal of Sport and Exercise Studies, we hope you're as proud as we are.
Keith Lyons

## Articles

* Making Cheerleading an Official Sport - Gus Gardner
* Sport Celebrity Endorsements - U3017206
* The Intersection of Politics and Business in Rugby Union - Antperry
* The changing landscape of Rugby League in Australia - Josh O'Brien
* The Introduction of Change to National Rugby League - SamN90
* Is Pole Dancing an Olympic Sport? - Caren Hugginson
* A Separate ‘Legal Doping’ Sport Competition - Reece.V
* The Effect of Animal Cruelty Allegations in Sport - Rhiannon Stephens
* Dodgeball: A legitimate sport? - Thomas Purcell
* Sport Ethics Still an Issue - Nathan O'Connor
* Hooliganism in Football - Gauntarchie
# Journal of Sport and Exercise Studies

Welcome to the Journal of Sport and Exercise Studies, a biannual journal, publishing essays, research findings, lab reports, presentations, posters, and fact sheets... well, that's the plan anyway... we don't have anything to show for it yet.
Participants in Business, politics and sport are starting us off, giving us our first edition drawing from their essays and presentations. We're looking forward to receiving outlines from them before the 15 September 2011, and we're expecting to see some interesting, niche, and unusual topics around the theme of where business, politics and sport intersect.
All submissions are open peer reviewed, and the best will feature in our first edition, so stand by...

## Current issues

If you are a group of people researching sport and exercise, why not identify a common topic and get the next issue up?

## Past issues

* Business, Politics and Sport 2011
# Cooking/Riceberry
## Riceberry

Riceberry is a new variety of new organic rice that has been developed in Thailand
by the Rice Science Center of Kasetsart University (KamphaengSaen Campus) since 2012. Rice Berry is a cross-bread of two high quality strains of rice which are Jasmine rice (Jasmine 105) and Black Fragment (Hom nil). Rice Berry can be grown throughout the year, but should raised by organic farming during cold weather.In addition, Rice Berry needs more special care than the other breeds of rice to color-burst the rice grains and get high quality rice.

## Characteristics of Riceberry

The characteristics of Rice Berry has a deep purple color. The rice grains have a long shape and are soft.
| Height | 105-110 cm |
| Age(for harvest) | 130 Days |
| Yield | 300-500 kg per 1600 m² |

## Nutritional properties

The nutritional properties of Rice Berry are that it has a high level of antioxidants such as
* Beta-carotene
* Vitamin-E
* Tannin
* Zinc
* Folate
* Omega3
Moreover, the rice bran and rice bran oil of Rice Berry has many benefits for both patients and healthy people because the rice bran have high antioxidant level
that is suitable for health.
# Coordinate system/Orientation/Point/Exercise

Determine (approximately) the coordinates of the sketched point (the side length of a box represents a unit).
# Coordinate systems/Derivation of formulas/Cartesian from cylindrical unit vectors

From Wolfram Mathworld, we see the following relations:
${\begin{aligned}{\hat {\boldsymbol {\rho }}}&=\cos \phi {\hat {\mathbf {x} }}+\sin \phi {\hat {\mathbf {y} }}\\{\hat {\boldsymbol {\phi }}}&=-\sin \phi {\hat {\mathbf {x} }}+\cos \phi {\hat {\mathbf {y} }}\\{\hat {\mathbf {z} }}&={\hat {\mathbf {z} }}\end{aligned}}$
Hence, by making ${\hat {\mathbf {x} }}$ and ${\hat {\mathbf {y} }}$ the subjects, we get:
${\begin{aligned}{\hat {\mathbf {x} }}&=\cos \phi {\hat {\boldsymbol {\rho }}}-\sin \phi {\hat {\boldsymbol {\phi }}}\\{\hat {\mathbf {y} }}&=\sin \phi {\hat {\boldsymbol {\rho }}}+\cos \phi {\hat {\boldsymbol {\phi }}}\\{\hat {\mathbf {z} }}&={\hat {\mathbf {z} }}\end{aligned}}$
Which was what we wanted to show.
# Coordinate system/Point/Operations/Exercise

Let a point $P=(x,y)$ be given in the plane $\mathbb {R} ^{2}$. Sketch the points
    $(-x,y),\,(x,-y),\,(-x,-y),\,(3x,3y),(-2x,-2y).$
# Coordinate systems/Derivation of formulas/Cartesian from spherical unit vectors

From Wolfram Mathworld, we have the following relations for the unit vectors in a Spherical coordinate system:
${\begin{aligned}{\hat {\mathbf {r} }}&=\sin \theta \cos \phi {\hat {\mathbf {x} }}+\sin \theta \sin \phi {\hat {\mathbf {y} }}+\cos \theta {\hat {\mathbf {z} }}\\{\hat {\boldsymbol {\theta }}}&=\cos \theta \cos \phi {\hat {\mathbf {x} }}+\cos \theta \sin \phi {\hat {\mathbf {y} }}-\sin \theta {\hat {\mathbf {z} }}\\{\hat {\boldsymbol {\phi }}}&=-\sin \phi {\hat {\mathbf {x} }}+\cos \phi {\hat {\mathbf {y} }}\end{aligned}}$
We first write this as a matrix equation:
${\begin{pmatrix}{\hat {\mathbf {r} }}\\{\hat {\boldsymbol {\theta }}}\\{\hat {\boldsymbol {\phi }}}\end{pmatrix}}={\begin{pmatrix}\sin \theta \cos \phi &\sin \theta \sin \phi &\cos \theta \\\cos \theta \cos \phi &\cos \theta \sin \phi &-\sin \theta \\-\sin \phi &\cos \phi &0\end{pmatrix}}{\begin{pmatrix}{\hat {\mathbf {x} }}\\{\hat {\mathbf {y} }}\\{\hat {\mathbf {z} }}\end{pmatrix}}$
We can then find the inverse of the matrix to make ${\hat {\mathbf {x} }},{\hat {\mathbf {y} }},{\hat {\mathbf {z} }}$ the subjects.
${\begin{pmatrix}{\hat {\mathbf {x} }}\\{\hat {\mathbf {y} }}\\{\hat {\mathbf {z} }}\end{pmatrix}}={\begin{pmatrix}\sin \theta \cos \phi &\cos \theta \cos \phi &-\sin \phi \\\sin \theta \sin \phi &\cos \theta \sin \phi &\cos \phi \\\cos \theta &-\sin \theta &0\end{pmatrix}}{\begin{pmatrix}{\hat {\mathbf {r} }}\\{\hat {\boldsymbol {\theta }}}\\{\hat {\boldsymbol {\phi }}}\end{pmatrix}}$
Which was what we set out to show.
# Light in moving media
### Requisites

Relativistic addition of velocities
Refractive index

### Problem

Light moves through a slowly moving medium with refractive index n. That medium moves with a speed v in parallel with the direction of light. What speed will be measured for that light by a rest observer?

### Solution

If we have a medium with refractive index n, the speed of light relative to that medium is c/n.
Using relativistic addition of velocities, we get for the rest observer:
$V={\frac {c/n+v}{1+v/nc}}$
But as $v\ll c$, we can expand that expression in terms of $v/c$:
$V=c{\frac {1/n+(v/c)}{1+(v/c)/n}}$
${\begin{aligned}V&=c{\frac {1/n}{1}}+c{\frac {1\cdot (1)-1/n\cdot (1/n)}{1}}v/c+...\\&\approx {\frac {c}{n}}+c\left(1-{\frac {1}{n^{2}}}\right)v/c\\&={\frac {c}{n}}+v\left(1-{\frac {1}{n^{2}}}\right)\\\end{aligned}}$
The factor $\left(1-{\frac {1}{n^{2}}}\right)$ was known as the Fresnel drag coefficient. It is easily measured with interference experiments.

### Generalization

$v'=V+v/\Gamma ^{2}$
# Lighting Systems Diagnosis and Repair
## find resistance

    can you change a light bulb
# Light and optics/Gallery and resources
### Material removed from the parent page (Light and optics)

This material might be moved back to the parent, depending on how this resource sorts out.
TO understand better you may refer to the VIDEO There are basically 2 types of defects that could be caused by the mirror and lens. For Mirrors the one defect that may happen is known as the Spherical Abberation. For details refer to the VIDEO For Lens the defect is Chromatic Abberation.

## Gallery and comments on the images

There are several different kinds of lenses and mirrors including concave and convex
* Lenses en.svg
* The Golden Gate Bridge refracted in rain droplets.
* Spherical aberration 2.svg
* Lens3b.svg
* Lens3.svg
* Chicago Union Station 1943.jpg This is worth showing and mentioning that you only see the rays of light because of scatter
* File:Myopia and lens correction.svg
* File:Hypermetropia_color.png
* File:Wavefront_Refraction.svg
* File:Interference refraction reflection.png
* File:Reflection_and_refraction.svg
w:File:Hamiltonian_Optics-Rays_and_Wavefronts.png
* As we will see, the droplets form very strong converging lenses, and the object (Golden Gate Bridge)is so far away that we call it at "infinity". According to the thin lens formula, this places the image a short distance in front of the raindrops. And, the images are upside down.
# Global Audiology/Americas/Bolivia

| Home | Africa | Americas | Asia | Europe | Oceania |
| Bahamas | Brazil | Bolivia | Canada | Chile | Guatemala | Mexico | USA |

# References

| | | | Contributors to the original text |
| ADD | NAMES | HERE | Contributors to the original text |
# Google/Web designer

< Web design

## Introduction

On this page we want to share information about Google Web Designer.

## Plan

In the menu of Google Web Designer under 'Help' you can find useful step by step information about Google Web Designer. We don't want to copy this information to this website. What we want to do is make exercises, for example.
# Google/Wikiversity

Wikiversity:Outreach - Some discussion about a Wikiversity Google group.
The Google groups were never very active and there has been no activity in a very long time.
* Archived review
* Web Design
* Archived review
* Psychology
* KTurtle (de)
# Gospel of John (CBS)/Week 1/Study Guide

I have composed the following questions to help you study for the Unit 1 Test at the end of this week. These questions are similar to the ones that will be on the test, and might even be the same. I'd suggest focusing on answering them as if they were test questions, because then you will be more prepared to answer them. You can use the Week 1 talk page to seek assistance with these questions and I will personally answer questions at this week's meeting.
* Who did John write the Gospel for?
* What language was the Gospel written in?
* Why did John choose this language?
* Who is the Word that John references?
* Why did John choose Logos to represent the Word?
* What is the meaning of John 1:3?
* What does John 1:4 say is in the Word?
* Why was John sent?
* Who does the Light give light to?
* Who were the Word's people?
* What happened when he brought his message to these people?
* What does Jesus give to those who accept him?
* What was given through Moses?
* What was given through Jesus Christ?
* What are the people referenced in verse 12 born of?
* Did Jesus exist before he became a human?
* Who is more important, John or Jesus?
* Is Jesus a man or a God?
* Has anyone ever seen God?
* What has the Son done?
# Gospel of John (CBS)/Week 1/Essay

I have decided to offer periodic extra credit opportunities in the form of essay prompts. These essays allow you to demonstrate comprehension of one of the major themes of this unit, without the stress that would come from making it mandatory.
The question for this unit is:
Describe the audience that the Gospel of John was written for. How did John's choice of language and words make it more effective among its intended audience?
You are allowed to post on this week's talk page and seek help. I will be responding to questions placed there, or you can collaborate with others to better understand an answer. However, the submission I receive must be your original work, as I will not tolerate plagiarism. I really have no interest in expelling anyone from this class, so please don't plagiarize someone's else's essay.
Your essay should be written clearly and free of major grammatical and style errors. I recommend Strunk and White's The Elements of Style if you need a resource about formulating your writing. The basic essay format requires an introduction, a body, and a conclusion. Beyond the existence of these three simple sections, there is no prescribed length, number of paragraphs, or word count; as you should focus on quality over quantity. Likewise, you should focus on answering the question over adhering to form.
I will be reading your essay and providing feedback, so my ability to actually read it is important. This assignment must therefore be word processed in a legible font with consistent formatting. You are not restricted to classmates and are free to work with anyone you want when composing your essay.
This essay must be turned into Moodle prior to the Unit 1 test. Click on the assignment marked “Essay 1” and upload your essay as a OpenOffice, Word, or Wordpad document (.odt, .doc, or .rtf). It is your responsibility to get the assignment to me before the deadline. If you are unable to upload the document, send me an email with your essay as an attachment.
# MDLD/limit (function R)

Start=limit (function R) Target=Function/R/Limit/Epsilon/Definition
# MDLD/limits of functions (R)

Start=limits of functions (R) See=limit of function (R) MDLD/limit of function (R) Target=Function/R/Limit/Epsilon/Definition
# MDLD/limit (R)

Start=limit (R) Target=Real numbers/Sequence/Limit and convergence/Definition
# MDLD/limit (real sequence)

Start=limit (real sequence) Target=Real numbers/Sequence/Limit and convergence/Definition
# MDLD/linear

Start=linear Target=Linear mapping/Field/Definition
# MDLD/invertible matrix

Start=invertible matrix Target=Invertible matrix/Field/Definition
# MDLD/kernel (linear mapping)

Start=kernel (linear mapping) Target=Linear mapping/Kernel/Definition
# MDLD/limit (real function)

Start=limit (real function) Target=Function/R/Limit/Epsilon/Definition
# MDLD/limit (series R)

Start=limit (series R) Target=Real series/Introduction/Section
# MDLD/limit of function (R)

Start=limit of function (R) Target=Function/R/Limit/Epsilon/Definition
# Instructional design/CPBL/Introduction

| ID Home Page 1. Objectives 2. Introduction 3. Benefits 4. Principles 5. Practice 6. Reflection | Let's familiarize yourself to CPBL first. By the end of this module, you will be able to define collaborative project-based learning. What is CPBL? Collaborative project-based learning is an instructional method based on constructivist learning theory, in which learners work on an authentic, ill- defined project in a group and demonstrate their understanding by performing the project. In CPBL, learners constantly involve in problem solving in which they apply their content knowledge to address real-world issues. What is really CPBL? Reading about it may not help you much get your head around. Watch the following video to get a sense what is CPBL: PBL, Explained This video is: briefly introducing CPBL. Pay attention to: How it is different from traditional instruction, Why it is good, What are learning outcomes |

## Exercise

Question: Based on the video, which one is INCORRECT about CPBL?
CPBL lets students demonstrate their knowledge by taking a norm-referenced test.
CPBL resembles real-world projects.
CPBL addresses discrepancy between student real life experience and traditional school curriculum.
CPBL helps students build their knowledge and skills such as collaboration, communication, and critical thinking. :
| Previous: Learning Objectives | Next: Benefits of CPBL |
# Instructional design/CARP/Names of CARP Principles: Fill in the Blank
## Part 2 Continued - Names of CARP Principles: Fill in the Blank

Fill in each blank with the name of the design principle that corresponds to the starting letter.
C =
A =
R =
P = :
Click the Next button to proceed.
| ID Homepage | Names of CARP Principles: Fill in the Blank | < Back | Next > |
# Instructional design/CARP/Review
## Part 7 - CARP Review

In this lesson, we covered:
* Description of CARP
* CARP Design Principle Names
* CARP Design Principle Descriptions
* Reasons to Use Each CARP Design Principle
* Application of CARP Design Principles to a Presentation
* Comparing Your Presentation to the Solution
Whether you are creating a presentation or writing a book chapter, the CARP model will improve your training material. Armed with this new knowledge, you can now apply these design principles to your content to make it more engaging, appealing, and effective. Never again fear that boredom will steal your audience's attention away from your presentation!
This completes the lesson.
| ID Homepage | Review | < Back |