OpenLLM-France/wikimedia huggingface dataset:
# POGIL

Process Oriented Guided Inquiry Learning (POGIL) is a student-centered, group-learning instructional strategy and philosophy developed through research on student learning. POGIL activities follow a learning cycle of exploration, concept invention, and application, and have a strong basis in constructivism.

## Lessons

* Introduction
* How to Create a POGIL

## Practice

To create a POGIL page based on an example template, enter the title in the following box:

## Examples and Supporting Pages

Special:Prefixindex/POGIL/

## See Also

* Constructivism
* Wikipedia: POGIL
* POGIL.org: References
* CS-POGIL: Computer Science
* Carleton: Process-Oriented Guided Inquiry Learning
# POGIL/Introduction

This lesson introduces typical POGIL activities, process skills, characteristics, and elements.

## Activities

POGIL activities:
* use self-managed student teams with instructor facilitation
* guide students through exploration
* apply one or more targeted process skills

## Process Skills

The seven targeted POGIL process skills are:
* Assessment
* Critical Thinking
* Communication (Oral and Written)
* Information Management
* Management
* Problem Solving
* Teamwork

## Characteristics

POGIL activities are implemented using four core characteristics and four common attributes.
The core characteristics of a POGIL implementation are:
* students working collaboratively, typically in groups of 3 to 4 students
* students using activities designed as POGIL activities
* students working on the activity during class time
* student-centered learning, with instructors as facilitators
The common attributes are:
* students have assigned roles
* activities are a first introduction to the topic
* students are not expected to have any prior exposure to the subject
* groups should be able to complete critical thinking questions during a 40 minute activity, but would work on exercises or problems later on their own

## Elements

The elements of a typical POGIL activity include:
* Title
* Overview
* Prerequisites
* Learning Objectives
* Model
* Guided Inquiry Questions
* Exercises
* Problems
* Self-Assessment
# Network+/Architecture/Media

This lesson covers media (cabling and connectors)

## Objectives and Skills

Objectives and skills for the media portion of Network+ certification include:
* Install and properly terminate various cable types and connectors using appropriate tools
** Copper connectors
*** RJ-11
*** RJ-45
*** RJ-48C
*** DB-9/RS-232
*** DB-25
*** UTP coupler
*** BNC coupler
*** BNC
*** F-connector
*** 110 block
*** 66 block
** Copper cables
*** Shielded vs unshielded
*** CAT3, CAT5, CAT5e, CAT6, CAT6a
*** PVC vs plenum
*** RG-59
*** RG-6
*** Straight-through vs crossover vs rollover
** Fiber connectors
*** ST
*** SC
*** LC
*** MTRJ
*** FC
*** Fiber coupler
** Fiber cables
*** Single mode
*** Multimode
*** APC vs UPC
** Media converters
*** Single mode fiber to Ethernet
*** Multimode fiber to Ethernet
*** Fiber to coaxial
*** Single mode to multimode fiber
** Tools
*** Cable crimpers
*** Punch down tool
*** Wire strippers
*** Snips
*** OTDR
*** Cable certifier

## Readings

* Read Introduction.
* Read Wikipedia: Registered jack.
* Read Wikipedia: BNC connector.
* Read Wikipedia: F connector.
* Read Wikipedia: D-subminiature.
* Read Wikipedia: Patch panel.
* Read Wikipedia: 110 block.
* Read Wikipedia: Optical fiber connector.
* Read Wikipedia: Networking cables.
* Read Wikipedia: Twisted pair.
* Read Wikipedia: Coaxial cable.
* Read Wikipedia: Optical fiber cable.
* Read Wikipedia: Plenum cable.
* Read Wikipedia: Fiber media converter.
* Read Wikipedia: Broadband over power lines.
* Read Wikipedia: Crimp connection.
* Read Wikipedia: Punch down tool.
* Read Wikipedia: Wire stripper.
* Read Wikipedia: Optical time-domain reflectometer.
* Read Wikipedia: Cable tester.

## Multimedia

* Watch YouTube: Copper Connectors- CompTIA Network+ N10-006 - 1.5.
* Watch YouTube: Copper Cabling - CompTIA Network+ N10-006 - 1.5.
* Watch YouTube: Straight-Through, Crossover, and Rollover Cables - CompTIA Network+ N10-006 - 1.5.
* Watch YouTube: Fiber Connectors - CompTIA Network+ N10-006 - 1.5.
* Watch YouTube: Fiber Cables - CompTIA Network+ N10-006 - 1.5.
* Watch YouTube: Media Converters - CompTIA Network+ N10-006 - 1.5.
* Watch YouTube: Network Cabling Tools - CompTIA Network+ N10-006 - 1.5.
# Network+/Architecture/Implementation

This lesson covers network implementation.

## Objectives and Skills

Objectives and skills for the network implementation portion of Network+ certification include:
* Given a set of requirements, implement a basic network
** List of requirements
** Device types/requirements
** Environment limitations
** Equipment limitations
** Compatibility requirements
** Wired/wireless considerations
** Security considerations

## Multimedia

* Watch YouTube: Implementing a Basic Network - CompTIA Network+ N10-006 - 1.12.
# Network+/Architecture/Remote Access

This lesson covers remote access.

## Objectives and Skills

Objectives and skills for the remote access portion of Network+ certification include:
* Compare and contrast the use of networking services and applications
** VPN
*** Site to site/host to site/host to host
*** Protocols
**** IPsec
**** GRE
**** SSL VPN
**** PTP/PPTP
** TACACS/RADIUS
** RAS
** Web services
** Unified voice services
** Network controllers

## Readings

* Read Wikipedia: Virtual private network.
* Read Wikipedia: TACACS.
* Read Wikipedia: RADIUS.
* Read Wikipedia: Web service.
* Read Wikipedia: Unified communications.
* Read Wikipedia: Wireless LAN controller.

## Multimedia

* Watch YouTube: VPN Connections - CompTIA Network+ N10-006 - 1.2.
* Watch YouTube: VPN Protocols - CompTIA Network+ N10-006 - 1.2.
* Watch YouTube: TACACS and RADIUS - CompTIA Network+ N10-006 - 1.2.
* Watch YouTube: Remote Access Services - CompTIA Network+ N10-006 - 1.2.
* Watch YouTube: Web Services - CompTIA Network+ N10-006 - 1.2.
* Watch YouTube: Unified Voice Services - CompTIA Network+ N10-006 - 1.2.
* Watch YouTube: Wireless LAN Controllers - CompTIA Network+ N10-006 - 1.2.
# Network+/Architecture/Devices

This lesson covers network devices.

## Objectives and Skills

Objectives and skills for the devices portion of Network+ certification include:
* Explain the functions and applications of various network devices
** Router
** Switch
** Multilayer switch
** Firewall
** HIDS
** IDS/IPS
** Access point (wireless/wired)
** Content filter
** Load balancer
** Hub
** Analog modem
** Packet shaper
** VPN concentrator

## Readings

* Read Wikipedia: Networking hardware.

## Multimedia

* Watch YouTube: Common Network Devices - CompTIA Network+ N10-006 - 1.1.
* Watch YouTube: Intrusion Detection and Prevention Systems - CompTIA Network+ N10-006 - 1.1.
* Watch YouTube: Content Filters - CompTIA Network+ N10-006 - 1.1.
* Watch YouTube: Load Balancers - CompTIA Network+ N10-006 - 1.1.
* Watch YouTube: Packet Shapers - CompTIA Network+ N10-006 - 1.1.
* Watch YouTube: VPN Concentrators - CompTIA Network+ N10-006 - 1.1.
# Network+/Architecture/Infrastructure

This lesson covers network infrastructure.

## Objectives and Skills

Objectives and skills for the infrastructure portion of Network+ certification include:
* Differentiate between network infrastructure implementations
** WAN
** MAN
** LAN
** WLAN
*** Hotspot
** PAN
*** Bluetooth
*** IR
*** NFC
** SCADA/ICS
*** ICS server
*** DCS/closed network
*** Remote terminal unit
*** Programmable logic controller
** Medianets
*** VTC
**** ISDN
**** IP/SIP

## Readings

* Read Wikipedia: Wide area network.
* Read Wikipedia: Metropolitan area network.
* Read Wikipedia: Local area network.
* Read Wikipedia: Wireless LAN.
* Read Wikipedia: Personal area network.
* Read Wikipedia: Industrial control system.
* Read Wikipedia: SCADA.
* Read Wikipedia: Videoconferencing.

## Multimedia

* Watch YouTube: Network Infrastructures - CompTIA Network+ N10-006 - 1.7.
# Network+/Architecture/Addressing

This lesson covers network addressing.

## Objectives and Skills

Objectives and skills for the network addressing portion of Network+ certification include:
* Given a scenario, implement and configure the appropriate addressing schema
** IPv6
*** Auto-configuration
**** EUI 64
*** DHCP6
*** Link local
*** Address structure
*** Address compression
*** Tunneling 6to4, 4to6
**** Teredo, miredo
** IPv4
*** Address structure
*** Subnetting
*** APIPA
*** Classful A, B, C, D
*** Classless
** Private vs public
** NAT/PAT
** MAC addressing
** Multicast
** Unicast
** Broadcast
** Broadcast domains vs collision domains

## Readings

* Read Wikipedia: IP address.
* Read Wikipedia: IPv6.
* Read Wikipedia: Classful network.
* Read Wikipedia: CIDR notation.
* Read Wikipedia: Classless Inter-Domain Routing.
* Read Wikipedia: Subnetwork.
* Read Wikipedia: IPv4 subnetting reference.
* Read Wikipedia: Private network.
* Read Wikipedia: Network address translation.
* Read Wikipedia: MAC address.
* Read Wikipedia: Multicast.
* Read Wikipedia: Link-local address.

## Multimedia

* Watch YouTube: Binary Math - CompTIA Network+ N10-006 - 1.8.
* Watch YouTube: An Overview of IPv6 - CompTIA Network+ N10-006 - 1.8.
* Watch YouTube: IPv6 Address Configuration - CompTIA Network+ N10-006 - 1.8.
* Watch YouTube: IPv6 Interoperability - CompTIA Network+ N10-006 - 1.8.
* Watch YouTube: IPv4 Classes - CompTIA Network+ N10-006 - 1.8.
* Watch YouTube: Classless Inter-Domain Routing - CompTIA Network+ N10-006 - 1.8.
* Watch YouTube: IPv4 Addresses and Subnetting - CompTIA Network+ N10-006 - 1.8.
* Watch YouTube: APIPA - CompTIA Network+ N10-006 - 1.8.
* Watch YouTube: Unicast, Multicast, and Broadcast - CompTIA Network+ N10-006 - 1.8.
* Watch YouTube: Broadcast Domains and Collision Domains - CompTIA Network+ N10-006 - 1.8.
# New Zealand Pilot License/Air Law

There are two related subjects for the New Zealand Pilot Licenses:
* Commercial
* Private
# New Zealand Pilot License

This is a list of resources related to the New Zealand Pilot License.

## Private Pilot License

* Subject 2: Flight Radiotelephony
* Subject 4: Air Law
* Subject 6: Air Navigation and Flight Planning
* Subject 8: Meteorology
* Subject 10: Human Factors
* Subject 12: Aircraft Technical Knowledge

## Commercial Pilot License

* Subject 16: Air Law
* Subject 18: Flight Navigation General
* Subject 20: Meteorology
* Subject 22: Flight and Aircraft Performance
* Subject 26: Aircraft Technical Knowledge
* Subject 34: Human Factors
# New Zealand Law/System/Transport Ministry v Payn

Transport Ministry v Payn (1977) CA
* Drunk P had an accident with a parked car, walked to his nearby home and started drinking
* Police showed up and asked for a breath test, but he told them to leave
* Police got instructions and came back, asked again and proceeded to arrest him
* Second visit was a trespass, since they were speciﬁcally told not to come
* Did the Transport Act permit trespass for it’s enforcement?
Held:
* Act was silent on this matter
* The right of quiet enjoyment of property is important
* Second visit was illegal
# Islam/Wahhabism

Wahhabism is a term used to describe a movement of Islamic reform based on the teachings of Muhammad ibn Abd al Wahhab (1703–1792). The term "Wahhabi" (Wahhābīya) is rarely used by members of this group. The term they use to describe themselves is "muwahhidun", translating as "unitarians." Wahhabism accepts the Qur'an and hadith as fundamental texts, interpreted upon the ("Book of Monotheism"), and the works of the earlier scholar Ibn Taymiyya (1263–1328). The Wahhabis see their role as a movement to restore Islam due to innovations, deviations, heresies and idolatries.
There are many practices that they believe are contrary to Islam, such as:
* Praying at tombs (see mawlid and urs)
* Invoking any prophet, Sufi saint, or angel in prayer, other than God alone
* Celebrating annual feasts for the birth of Muhammad or Sufi saints (see mawlid and urs)
* Wearing charms, and believing in their healing power
* Innovation in matters of religion (e.g. new methods of worship) - Bid‘ah
In 1811 their was a Wahhabi uprising in Arabia during which the extremist Wahhabis destroyed anything they considered idols, up to and including the tombs of sufi saints. They only did not destroy the tomb of the prophet himself. They continue to act as the conservative core of Islam.
# Islamic political thought/Ibn Khaldun

Ibn Khaldun is integral to Islamic political thought by way of his theories on reforming society. Khaldun’s conclusion was that societal reform was integral within the Islamic world, and that it could be achieved personally or through advising a prince in power on ruling with wisdom. Eventually Khaldun decided that he was not personally allured by the opportunities of power, and instead focused on teaching, despite multiple incidences of taking the position of Judge in Cairo. Overall, his experiences allowed him to amass a wide body of historical knowledge as well as political knowledge, providing him with the perspective needed to write at length about knowledge, history, and social change.
Also crucial to Islamic political theory were his contributions on moral and immoral forms of authority—he made clear a hope for the continuity of the position of Deputyship. Khaldun is also responsible for making use of the Circle of Power ideals. He called the world a garden that encompassed the necessary components of well-being for an Islamic public, taking into account not only those in power, but also the people they were defined to serve. This set the precedent for policies like low taxation and generous stipends. He considered the state a natural and essential accompaniment to humans. However, he also stated that humans were only obligated to the state if it was governed under the Shari’a law- a thought that aligned itself with a Sunni perspective. Overall, Khaldun’s Prolegomena makes the argument that dynastic patterns will continually repeat themselves, and based historically on this information, he could infer the manifestations of specific characteristics of the modern state that would apply. He also provided a new perspective on the development of a modern society, emphasizing asabiyya (group feeling) as a mechanism for positive achievement, and explaining primitive society as the starting point for establishing the state and empire. Black’s description of asabiyya emphasizes both the importance and neglect of this intellectual concept as well as all of Khaldun’s work.
# Islam/Spirituality

Tasawwuf or Sufism is a mystic and spirituality tradition within Islam that encompasses a diverse range of beliefs and practices dedicated to Divine love and the cultivation of the elements of the Divine within the individual human being. Practitioners of this tradition are known as "Sufis" generally, though some senior members ofbo follow.
Sufism has been defined as a type of knowledge by the great Sufi masters. Shaykh Ahmad Zarruq, a 15th century Sufi who wrote The Principles of Sufism, defined Sufism as "a science whose objective is the reparation of the heart and turning it away from all else but God." Ibn 'Ajiba, one of the best known Sufi masters, defined Sufism as "a science through which one can know how to travel into the presence of the Divine, purify one’s inward from filth, and beautify it with a variety of praiseworthy traits."

## Mandatory reading

* Al-Mukashafat al-Qulub attributed to Imam al-Ghazali
* Malfuzat of Imam Ahmad Raza Khan Barelwi al-Qadiri
# Islam/Sunni Islam

The Sunni, the largest group in Islam, and the largest religious denomination in the world.. In Arabic, as-Sunnah literally means "principle" or "path." The sunnah, or the behavior of Muhammad is described as a main pillar of Sunni doctrine. They believe...
* The first four caliphs (leaders) of the Muslim community were the rightful successors to Muhammad.
* That God has not specified the leaders of the Muslim community after Muhammad, and that the leader has to be elected.

### Difference

Sunni and Shi'a Muslims differ on the legitimacy of the reigns of the Khulfa-e-Rashideen, the first four Caliphs. The Sunnis follow the Caliphates of all four, while the Shi'ites recognize only the Caliphate of Ali. This schism occurred following the death of 'Umar.
According to Sunni beliefs, Muhammad gave no specific directions as to the choosing of his successor when he died. At this time there were two customary means of selecting a leader: some had hereditary leaders such as Sultans or Kings, whilst some were appointed by the Ulema. There is no proof in the scriptures of the need of a Caliphate in Islam, however Al-Qaeda aims to establish a worldwide Caliphate through their Jihadism.
While Sunni and Shia Islam differ sharply on the conduct of a caliph and the right relations between a leader and a community, they do not differ on the underlying theory of stewardship.
In the initial stages the latter way of choosing leadership prevailed among the leading companions of Muhammad. Abu Bakr was elected as the first caliph or successor to Muhammad, with the other companions of Muhammad giving an oath of allegiance to him. The Persian citizens thought that Ali, Muhammad's cousin and son-in-law, should have succeeded him. However the appointment of the next two caliphs varied from the election of Abu Bakr. On his deathbed, Abu Bakr appointed Umar as his successor without an election by the community of scholars. Umar also altered the way his successor would be found. Before he was assassinated, Umar decided that his successor would come from a group of six. This group included Ali and Uthman, another companion of Muhammad. These six would have to establish from among themselves Umar's successor. Ultimately Uthman was chosen as Umar's successor, becoming the third Caliph. After the assassination of Uthman by the troublesome Persians, Ali was elected as the fourth Caliph.

## Background Research

* Shias believe God chose Ali to be Muhammad's successor, infallible, the first caliph (khalifa, head of state) of Islam. Muhammad, before his death, designated Ali as his successor.

## Footnotes

* ↑ Religious Diversity and Children's Literature: Strategies and Resources, ‎Sandra Brenneman Oldendorf - 2011, p 156
# Islam/Sufism and Islamic Mysticism

Sufism is a mystic tradition with individual schools within Islam. The term encompasses a diverse range of beliefs and practices dedicated to Allah, divine love and the cultivation of the heart.
"Sufism" has been defined as a type of knowledge by the great Muslim Sufi masters and schools of Sufism exist each tracing their ancestry and beliefs to a distinct master. These individual schools are especially important with relation to Islamic law both civil, legal as well as sharia in general.
Of particular renown among the Sufi's is the Shayke Rumi who wrote poetry and advocated connection to the divine through whirling in circles.
# Open Conference on Open Education/Recommendations

* Leigh Blackall's suggestion to the Open Education Working Group
* Discussion paper to La Trobe University
* Suggestions to La trobe University's "Funding Future Ready"
* Intellectual Property - proposed policy and procedures for Australian research and education
# Open Dialogue

The Open Dialogue approach is both a philosophical/theoretical approach to people experiencing a mental health crisis and their families/networks, and a system of care, developed in Western Lapland in Finland over the last 30 years or so. In the 1980s psychiatric services in Western Lapland were in a poor state, in fact they had one of the worst incidences of ‘schizophrenia’ in Europe. Now they have the best documented outcomes in the Western World. For example, around 75% of those experiencing psychosis have returned to work or study within 2 years and only around 20% are still taking antipsychotic medication at 2 year follow-up.
Remarkably, Open Dialogue is not an alternative to standard psychiatric services, it is the psychiatric service in Western Lapland. This has afforded a unique opportunity to develop a comprehensive approach with well-integrated inpatient and outpatient services. Working with families and social networks, as much as possible in their own homes, Open Dialogue teams help those involved in a crisis situation to be together and to engage in dialogue. It has been their experience that if the family/team can bear the extreme emotion in a crisis situation, and tolerate the uncertainty, in time shared meaning usually emerges and healing is possible. Open Dialogue has drawn on a number of theoretical models, including systemic family therapy, dialogical theory and social constructionism.

## Videography

* OPEN DIALOGUE: an alternative Finnish approach to healing psychosis
* Ανοιχτός Διάλογος: Μια εναλλακτική Φινλανδική προσέγγιση στη Θεραπεία της Ψύχωσης
# Open Data/Wikibook on Open Data

The Institute of Metadata Management has asked The Centre for School Leadership, Learning and Development to develop an annotated list of 10 or 15 open data initiatives, explaining how they work and include examples of where their data has been reused. We are aiming to collect information on a wide enough range of projects so as to report on problems of definition around the term "open data". This Wikiversity page documents our progress in this project, and we blog our progress here

## Stage 1: Set up

Set up a Wikibook and a Wikiversity space for this project. The Wikiversity space is used planning and developments, the Wikibook will become the published product of the project. Our objective at this stage is to try and recruit interest from volunteers in these Wikimedia Foundation project communities, as well as engage critical friends, including the people editing the Wikipedia page on Open data, and begin forming an initial list of significant projects that are investigating, developing, undertaking and/or promoting ‘open data’ initiatives. Our initial thoughts are to include examples of open data initiatives in government, research institutes and independently run projects.
We ambitiously need to finish this stage by the end of May 2012, please add your suggestions to be included on the draft list, to the discussion page thread on this wiki, for stage 1.

## Stage 2: Survey

Collect information on open data projects using this survey. Make the survey open access for anyone to enter information on a project. Follow up and check the information provided. Use this information to inform the development of a final list to include in a report. Design the survey so that it collects information that may be useful for other open data information services.

## Stage 3: Final list

Seek feedback from representatives of each of the listed initiatives, to check if the information is accurate and fair. Try and collect interviews to add to the information about each of the initiatives.
Start developing graphics and layout for the Wikibook
This stage needs to be completed by mid September 2012

## Stage 4: Report

Prepare a written report as a front cover to the Wikibook, and present the project to Meta2012. Include a video or audio recording of the presentation on the Wikibook.
Finish this stage by end of September.
# Open Education for a Better World

Open Education for a Better World (OE4BW) is an international online mentoring program supporting the development and implementation of freely accessible modules and resources for online education on topics with social impact according to the UN Sustainable Development Goals (SDGs).

## Resources

Special:Prefixindex/Open Education for a Better World/

## See Also

* Open Education for a Better World
* OE Global: Open Education for a Better World
# Open Education Week 2013

Wikiversity planning space for events relating to Open Education Week.

## Tuesday 12 March

* La Trobe University Open Conference 9-4pm Australian Eastern Standard Time