OpenLLM-France/wikimedia huggingface dataset:
# Sustainable Development Goals/SDG10

Reduced Inequalities - Reduce income inequality within and among countries.

## Learing Task

* Define the notion of "Equality" and "Inequality".
* Provide examples when your definition of equality is violated.
* What counter-measures against inequality do you suggest and what are the challenges you can already identify?
# Sustainable Development Goals/SDG13

Climate Action - Take urgent action to combat climate change and its impacts by regulating emissions and promoting developments in renewable energy
Nations and other parties negotiating at the UN have highlighted the links between the post-2015 SDG process, the Financing for Development process to be concluded in Addis Ababa in July 2015, and the COP 21 Climate Change conference in Paris in December 2015.
In May 2015, a report concluded that only a very ambitious climate deal in Paris in 2015 will enable countries to reach the sustainable development goals and targets. The report also states that tackling climate change will only be possible if the SDGs are met. Further, development and climate are inextricably linked, particularly around poverty, gender equality, and energy. The UN encourages the public sector to take initiative in this effort to minimize negative impacts on the environment.
This renewed emphasis on climate change mitigation was made possible by the partial Sino-American convergence that developed in 2015-2016, notably at the UN COP21 summit (Paris) and ensuing G20 conference (Hangzhou).
# Sustainable Development Goals/SDG1

No Poverty - End poverty in all its forms everywhere
* Extreme poverty has been cut by more than half since 1990- however, more than 1 in 5 people live on less than $1.25 a day
* Poverty is more than lack of income or resources- it includes lack of basic services, such as education, hunger, social discrimination and exclusion, and lack of participation in decision making.
* Gender inequality plays a large role in the perpetuation of poverty and its risks; They then face potentially life-threatening risks from early pregnancy, and often lost hopes for an education and a better income.
* Age groups are affected differently when struck with poverty; its most devastating effects are on children, to whom it poses a great threat. It affects their education, health, nutrition, and security. It also negatively affects the emotional and spiritual development of children through the environment it creates.

## Learning Task

* Explore strategies to reduce or eliminate poverty (e.g. activities performed by Government, Non-Government Organisations (NGOs), individual activities).
* Collect constraints and living conditions that increase poverty? (e.g. war, ...)
* Explain, what can you do to reduce poverty in the world - collect options and access the feasibility!
* Explore the concept of Collaborative Mapping and the impact of Humanitarian Open Streetmap Team HOT on SDG1.
* Explain the link between elimination of poverty and access to sustainable energy!
# Sustainable Development Goals/SDG11

Sustainable Cities and Communities - Make cities and human settlements inclusive, safe, resilient and sustainable.

## Learning Task

* Evaluate the link between SDG3: good health and Wellbeing and SDG11: Sustainable cities and human settlements by listing aspects for SDG3-SDG11-link (e.g. air pollution and respiratory diseases - see WHO)
* Analyse other SDGs and populate the link between them with examples that are relevant for your region!
* How can you measure, that your town or village is supporting sustainability in the context of SDG11?
* Telemedicine is medical support via teresstial or satellite communication. Explain how telemedicine supports sustainable cities and communities! Compare rural and urban areas according to telemedicine application and identify what is needed locally beyond telemedicine to sustainable to rural communities. What are the benefits of urban areas!
* (Scientific Hackathon) Explore the concept of a Scientific Hackathon. Create a topic for a Scientific Hackathon that has sustainable cities and communities as objective.
* (Reach People) Explain why reaching people and creating awareness is a key element for risk management of global challenges?
# Sustainable Development Goals/Open SDG Course

Open SDG Course consists of units to all SDGs and cross-cutting topics. The course content will be designed with the Open Community Approach and certified with Open Badges.

## Target Group

* Teachers that want to set up a course about sustainability at schools, colleges, ...
* Lecturers at universities that want to provide an elective course option about sustainability e.g. in a master course on
** environmental science or
** systems analysis and systems design

## Learning Task

* Explore the concept of Open Badges to certify accomplished course objectives. The digital badges are issued complementary to paper certificates. Explore ways of introduction of Open Badges at your school, college or university.
* The Open SDG Course can be integrated in many master courses or subjects (e.g. economics, medicine, agriculture, architecture, production, logistics, ...). Explain how authors must design and adapt the course material, so that course content is most comprehensive for the students.
* Analyse the concept of Badge Alliance and an Open Master Programme that is distributed between many universities and uses e-Learning and blended learning to support a distributed Open Masters Programme and minimizes the Carbon Footprint of such a Masters Programme (minimize air travel or production of Greenhouse Gas in general)
# Sustainable Development Goals/SDG14

Life Below Water - Conserve and sustainable use the oceans, seas and marine resources for sustainable development.
The United Nations Ocean Conference of 2017 sought to find ways and call for the implemention of Sustainable Development Goal 14.

## Learning Task

* Explore the generation of Microplastics and explain how plastics affects health and enviroment!
# Sustainable Development Goals/Projects

Wikiversity is a learning environment and provides the possiblity to share and build on knowledge. Share your humanitarian ideas for projects and document your "lessons learnt". Make cross-reference to other project with similar approaches.

## Structure of SDG Project
### Abstract

The abstract describes the basic idea of project.

### SDG Reference

Describe how your project is linked to specific SDGs (e.g. "in this project we focus on health service delivery in very remote areas"). Furthermore use categories for your project page as well to assign an SDG (e.g. SDG3) to your project. This helps other authors and readers to identify and find similar approaches and learn from them.

### Learn from Failure and Errors

Failure and Errors are often regarded as a negative fact and we like to report about successes. Nevertheless if errors and failure are not documented we may reproduce errors and failure all over again (see reproducibility).

### References / Rationals

Add scientific references to your approach in project or propose a scientific assessment, that performs an analysis of the approach. These scientific references create trust that this approach in a project can be successfully replicated if specific local and regional requirements and constraints are considered (e.g.

## List of SDG Projects

* Save the Children
# Sustainable Development Goals/SDG-Tagging
## Tagging of Sustainable Activities

* (Sustainability Day at Schools) Organize a sustainability day at schools. The aim is to discover possible activities at your school that contribute to the sustainability with the infrastructure at schools, organisation, companies. If this activity is carried out, one or more logos for the corresponding sustainability goals will be attached to the respective location and the print out with the SDG logos will be visible at the location where the activity was initiated. E.g. a acitivity describing the reduction of plastic waste was performed, how water was saved by installation of specific toilets or how energy saving was implemented. The students first analyse the Lazy Mans Guide to Saving the World of the United Nations.
The notice (activity paper for sustainability day sheet) is created for specific location in the building. It contains usually contains the following elements.
   * Title of activity with level 1,2,3 or 4)
   * SDG logos for the activity. Description of what was done at this point before the introduction of the activity.
   * Changes by Activity: Description of what had changed with the activity at this point.
   * Quantification: Was the activity measured, counted, calculated, modeled to quantify the savings and the potential of the activity?

## Mapping Activities for SDGs

* (Markers on a Map) Explore the OpenSource HTML5 Tool to create markers on a map - Markers4Map and create a mapping task. (see example map with two markers - click on marker for further sample information).
* Compare Markers for SDG with the activity of SDG-tagging in schools. What are similarities and differences?

## Upscaling the Sustainability Days

* Successful implementation of activities and problems of the implementation can be documented here as lessons learned. Useful material can be stored in GitLab-Repository and linked as resources here?
* Translation of this learning resource resources for Sustainability in Spanish, French, ... and adapted the learning resource to the specific requirements and constraints of the UN member states, e.g. learning resources might be designed differently for Southern Africa in comparision to Asia!

## Licensing of SDG Logos

The licencing of SDG logos allows the tagging of learning resources that target specific goals. SDG-Tagging is a collaborative process and joint activity of the community. Assignment needs Systems Thinking because some impacts to goals are systemically connected and the learning resource shows the systemic link (e.g. bio-fuel could have a global negative impact on greenhouse gas emission if tropical rainforest is destroyed to harvest palm oil for the bio-fuel).
# Sustainable Development Goals/SDG12

Responsible Consumption and Production - Ensure sustainable consumption and production patterns. With a circular economy (see logo) the life cycle does not end with dumping the waste, In a regenerative system the resource input and waste, pollution of the environment, and energy leakage are minimized by slowing, closing, and narrowing energy and material recycling loops. This can be achieved through
* long-lasting design instead of Planned Obsolescence,
* maintenance,
* (easy) repair e.g. with a modular open and transparent design,
* Reuse, Recycling or Upcycling. This is in contrast to a linear economy which is a 'take, make, dispose' model of production.
* remanufacturing,
* refurbishing.

## Learning Task

* Analyze your own life style. Where are possibilities to reduce waste and what are the causes why we do not reduce the waste and move towards a circular life cycle of products.
* Explain how Food Security is connected responsible consumption and production!
# UTPA STEM/CBI Courses/Human Anatomy and Physiology

cardiac cycle
cardiovascular system
# UTPA STEM/CBI Courses/Gravity and Atmospheric Pressure

Course Title: General Chemistry II
Lecture Topic: Gravity and Atmospheric Pressure
Instructor: Frank Dean
Institution: The University of Texas Pan American

## Backwards Design

Course Objectives
* Primary Objectives- By the end of the challenge the students will be able to:
** Use the equation P = h x d x g
** Understand the meaning of each of the variables in the equation.
* Sub Objectives- The objectives will require that students be able to:
** Understand the interaction of the density of a liquid with the force of gravity to explain the actual height of the column of liquid that is supported by the atmospheric pressure.
* Difficulties- Students may have difficulty:
** Understanding how the units for height, density, and the force of gravity combine to be equivalent to units of pressure
* Real-World Contexts- Ways that students can use this material in the real world:
** In an application to or in an interview with NASA for an internship or a work-study program
Model of Knowledge
* Concept Map
** Predicting the height of a column of a particular liquid supported by atmospheric pressure
** Identifying the device that can be used to measure atmospheric pressure
** Identifying how the device will be used to measure atmospheric pressure
* Content Priorities
** Enduring Understanding
*** text
*** text
*** text
** Important to Do and Know
*** Review the calculation for the pressure exerted on a column in the atmosphere
*** Review the density of various liquids
*** Review the reason for the units associated with the force of gravity
** Worth Being Familiar with
*** text
*** text
*** text
Assessment of Learning
* Formative Assessment
** In Class (groups)
*** Students will assemble into groups
** Homework (individual)
*** Each student will write a report outside of class incorporating their own understanding of the solution after the work in groups.
* Summative Assessment
** An in-class quiz will individually test students over their ability to clearly describe the method of measuring the force of gravity on Mars.

## Legacy Cycle

OBJECTIVE
By the next class period, students will be able to:
* 1234567
* text
* text
The objectives will require that students be able to:
* text
* text
* text
THE CHALLENGE
A group of astronauts takes an experiment to Mars to measure the force of gravity there. They know that on earth the pressure of the atmosphere will support a column of liquid of a certain height. How can they use this concept to calculate the Martian gravitational constant?
GENERATE IDEAS
text
MULTIPLE PERSPECTIVES
text
RESEARCH & REVISE
text
TEST YOUR METTLE
text
GO PUBLIC
text

## Pre-Lesson Quiz

* question
* question
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## Test Your Mettle Quiz

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# UTPA STEM/CBI Courses/Introduction to Mechanical Engineering

Topics
Engineering Estimation
Process Improvement
# UTPA STEM/CBI Courses/Graphics/Pictorial Sketching

Course Title: Engineering Graphics
Lecture Topic: Pictorial Sketches
Instructor: Greg Potter
Institution: UTPA

## Backwards Design

Course Objectives
* Primary Objectives- By the next class period students will be able to:
** text
** text
** See this nice picture.
* Sub Objectives- The objectives will require that students be able to:
** text
** text
* Difficulties- Students may have difficulty:
** text
** text
* Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
** text
** text
Model of Knowledge
* Concept Map
** text
** text
** text
* Content Priorities
** Enduring Understanding
*** text
*** text
*** text
** Important to Do and Know
*** text
*** text
*** text
** Worth Being Familiar with
*** text
*** text
*** text
Assessment of Learning
* Formative Assessment
** In Class (groups)
*** text
*** text
** Homework (individual)
*** text
*** text
* Summative Assessment
** text
** text

## Legacy Cycle

OBJECTIVE
By the next class period, students will be able to:
* text
* text
* text
The objectives will require that students be able to:
* text
* text
* text
THE CHALLENGE
text
GENERATE IDEAS
text
MULTIPLE PERSPECTIVES
text
RESEARCH & REVISE
text
TEST YOUR METTLE
text
GO PUBLIC
text

## Pre-Lesson Quiz

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## Test Your Mettle Quiz

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# Wireshark/IPv4 local

Wireshark is a free and open source packet analyzer used for network troubleshooting and analysis. These activities will show you how to use Wireshark to capture and analyze local IPv4 traffic.

## Readings

* Wikipedia: IPv4

## Preparation

To prepare for this activity:
* Start Windows.
* Log in if necessary.
* Install Wireshark.

## Activity 1 - Capture Local IPv4 Traffic

To capture local IPv4 traffic:
* Start a Wireshark capture.
* Use ping <default gateway address> to ping the default gateway address.
* Stop the Wireshark capture.

## Activity 2 - Analyze Local IPv4 Outbound Traffic

To analyze local IPv4 outbound traffic:
* Observe the traffic captured in the top Wireshark packet list pane. Look for traffic with ICMP listed as the protocol. To view only ICMP traffic, type icmp (lower case) in the Filter box and press Enter.
* Select the first ICMP packet, labeled Echo (ping) request.
* Observe the packet details in the middle Wireshark packet details pane. Notice that it is an Ethernet II / Internet Protocol Version 4 / Internet Control Message Protocol frame.
* Expand Ethernet II to view Ethernet details.
* Observe the Destination field. This should contain the MAC address of your default gateway. You can use arp -a to confirm.
* Observe the Source field. This should contain your MAC address. You can use ipconfig /all or getmac to confirm.
* Observe the Type field. Notice that the type is 0x0800, indicating IP.
* Expand Internet Protocol Version 4 to view IP details.
* Observe the Source address. Notice that the source address is your IP address.
* Observe the Destination address. Notice that the destination address is the default gateway IP address.

## Activity 3 - Analyze Local IPv4 Inbound Traffic

To analyze local IPv4 inbound traffic:
* In the top Wireshark packet list pane, select the second ICMP packet, labeled Echo (ping) reply.
* Observe the packet details in the middle Wireshark packet details pane. Notice that it is an Ethernet II / Internet Protocol Version 4 / Internet Control Message Protocol frame.
* Expand Ethernet II to view Ethernet details.
* Observe the Destination field. This should contain your MAC address.
* Observe the Source field. This should contain the MAC address of your default gateway.
* Observe the Type field. Notice that the type is 0x0800, indicating IP.
* Expand Internet Protocol Version 4 to view IP details.
* Observe the Source address. Notice that the source address is the default gateway IP address.
* Observe the Destination address. Notice that the destination address is your IP address.
* Close Wireshark to complete this activity. Quit without Saving to discard the captured traffic.
# Wireshark/IPv6 6in4

Wireshark is a free and open source packet analyzer used for network troubleshooting and analysis. These activities will show you how to use Wireshark to capture and analyze IPv6 6in4 traffic. Note: These activities do not require an IPv6 Internet connection. 6in4 tunnels across IPv4.

## Readings

* Wikipedia: IPv6
* Wikipedia: 6in4

## Preparation

To prepare for this activity:
* Start Windows.
* Log in if necessary.
* Install Wireshark.
* Establish an IPv6 6in4 tunnel.

## Activity 1 - Capture IPv6 6in4 Traffic

To capture IPv6 6in4 traffic:
* Use ipconfig /all to verify that you have an IPv6 tunnel adapter. If not, simply read along to understand the following concepts.
* Start a Wireshark capture.
* Use ping 2001:4860:4860::8888 to ping an Internet host by IPv6 address.
* Stop the Wireshark capture.

## Activity 2 - Analyze IPv6 6in4 Traffic

To analyze IPv6 6in4 traffic:
* Observe the traffic captured in the top Wireshark packet list pane. Type ipv6.addr == 2001:4860:4860::8888 (lower case) in the Filter box and press Enter to select the generated traffic.
* Observe the packet details in the middle Wireshark packet details pane. Notice that it is an Ethernet II / Internet Protocol Version 4 / Internet Protocol Version 6 / Internet Control Message Protocol v6 frame. The IPv6 / ICMPv6 packets are encapsulated inside IPv4 packets and forwarded to a 6in4 IPv6 server for IPv6 forwarding.
* Close Wireshark to complete this activity. Quit without Saving to discard the captured traffic.
# Wireshark/IPv6 Teredo

Wireshark is a free and open source packet analyzer used for network troubleshooting and analysis. These activities will show you how to use Wireshark to capture and analyze IPv6 Teredo traffic. Note: These activities do not require an IPv6 Internet connection. Teredo tunnels across IPv4.

## Readings

* Wikipedia: IPv6
* Wikipedia: Teredo tunneling

## Preparation

To prepare for this activity:
* Start Windows.
* Log in if necessary.
* Install Wireshark.
* Enable Teredo if necessary.

## Activity 1 - Capture IPv6 Teredo Traffic

To capture IPv6 Teredo traffic:
* Use ipconfig /all to verify that you have a Teredo tunnel adapter. If not, simply read along to understand the following concepts.
* Start a Wireshark capture.
* Use ping 2001:4860:4860::8888 to ping an Internet host by IPv6 address.
* Stop the Wireshark capture.

## Activity 2 - Analyze IPv6 Teredo Traffic

To analyze IPv6 Teredo traffic:
* Observe the traffic captured in the top Wireshark packet list pane. Type teredo (lower case) in the Filter box and press Enter to select Teredo traffic.
* Observe the packet details in the middle Wireshark packet details pane. Notice that it is an Ethernet II / Internet Protocol Version 4 / User Datagram Protocol / Teredo IPv6 Over UDP Tunneling / Internet Protocol Version 6 / Internet Control Message Protocol v6 frame. The IPv6 / ICMPv6 packets are encapsulated inside IPv4 / UDP packets and forwarded to a Teredo server for IPv6 forwarding.
* Expand Internet Protocol Version 6 and identify the Source Teredo Port number.
* Modify the Filter box to teredo || udp.port == <Teredo port number>. For example, if the port number was 54321, you would enter a filter of teredo || udp.port == 54321. Then press Enter.
* Observe the IPv6 Teredo traffic.
* Close Wireshark to complete this activity. Quit without Saving to discard the captured traffic.
# Wireshark/IPv6 6to4

Wireshark is a free and open source packet analyzer used for network troubleshooting and analysis. These activities will show you how to use Wireshark to capture and analyze IPv6 6to4 traffic. Note: These activities do not require an IPv6 Internet connection. 6to4 tunnels across IPv4.

## Readings

* Wikipedia: IPv6
* Wikipedia: 6to4

## Preparation

To prepare for this activity:
* Start Windows.
* Log in if necessary.
* Install Wireshark.
* Enable 6to4 if necessary.

## Activity 1 - Capture IPv6 6to4 Traffic

To capture IPv6 6to4 traffic:
* Use ipconfig /all to verify that you have a 6TO4 tunnel adapter. If not, simply read along to understand the following concepts.
* Start a Wireshark capture.
* Use ping 2001:4860:4860::8888 to ping an Internet host by IPv6 address.
* Stop the Wireshark capture.

## Activity 2 - Analyze IPv6 6to4 Traffic

To analyze IPv6 6to4 traffic:
* Observe the traffic captured in the top Wireshark packet list pane. Type ipv6.addr == 2001:4860:4860::8888 (lower case) in the Filter box and press Enter to select the generated traffic.
* Observe the packet details in the middle Wireshark packet details pane. Notice that it is an Ethernet II / Internet Protocol Version 4 / Internet Protocol Version 6 / Internet Control Message Protocol v6 frame. The IPv6 / ICMPv6 packets are encapsulated inside IPv4 packets and forwarded to the 6to4 relay at 192.88.99.1 for IPv6 forwarding.
* Close Wireshark to complete this activity. Quit without Saving to discard the captured traffic.