OpenLLM-France/wikimedia huggingface dataset:
# Wikiversity Introduction/Intro10
## Discussing Wikiversity

For previous discussions see the Meta page on Wikiversity. Since there is now a formal proposal to set up Wikiversity as a new Wikimedia project, try to keep discussions of Wikiversity's scope and goals centralized at Meta. Utilize a #wikiversity-en IRC chat channel as well. If you're interested, you could add your name to the many participants lists, and see who else is involved.
# Wikiversity Introduction/Intro2
## What is a wiki?

A wiki is a type of website that allows users to easily add, remove, or otherwise edit and change the content of the webpages. Wikiversity is a wiki website. Wikiversity webpages have an "edit button" that you are invited to use. Everyone can edit and improve Wikiversity webpages. The openness and ease of editing page content makes a wiki an effective tool for collaborative authoring.
    Q. Where can I learn more about editing Wikiversity webpages?
    A. Click here for an introduction to editing.
    Q. Where can I learn more about wiki?
    A. Click here to learn more about collaborative webpage editing.
    Q. Where can I discuss the contents of the page with other users?
    A. Every wiki webpage has an associated page for discussions. For example, when you are at this page, click the "discussion" button to go to the Talk:Introduction to Wikiversity page where you can ask questions about this webpage. Also: text chat and voice chat.
    Q. How is the content that I contribute to Wikiversity licensed? Who can use it?
    A. Every time you use the "edit button", just below the edit window it says, "You agree to license your contributions under the Creative Commons Attribution/Share-Alike License GFDL." GFDL stands for "GNU Free Documentation License" and is the license that is applied to all the text added by editors to Wikiversity pages. Before you edit Wikiversity pages you should have a basic understanding of the GFDL. See: The GFDL and you.
# Wikiversity Introduction/Intro3
## What is Wikiversity?

Wikiversity is a site for the creation and use of free learning materials and activities. The mission of Wikiversity is to empower people to achieve their educational goals using resources produced by the free culture movement. The goal is to create a community of people on Wikiversity who support each other in their educational endeavors.
See: Wikiversity:About <-- Answers to frequently asked questions about Wikiversity.

### Asking questions

As a new visitor to Wikiversity you probably have many questions. First, try asking at the Colloquium page or at the Wikiversity live chat channel. You can also ask questions that are about this page by editing this page (example) or by editing this page's discussion page. There are also other options for asking questions.

#### Your questions

Ask questions here:
* Hi. is there a way to know when an edit/change I've made gets edited or changed by someone else?
       #Keeping track of discussions (page section, below) mentions the idea of a "watch list". If you have registered a user name and if you are logged in, then at the top of each wiki page there should be a link called "my watchlist". I set my user preferences to add every page I edit to my watchlist. The watchlist is updated to show pages that have been edited. --JWSchmidt 07:13, 26 August 2007 (UTC)
# Network+/Collection
## Computer Networks
### Learning Guide

This learning guide supports the Wikiversity course Computer Networks, available at http://en.wikiversity.org/wiki/Network%2B.

## Overview

Network+/Collection/Sidebar Network+ is a CompTIA computer networking certification that includes computer network concepts, installation and configuration, media and topologies, management, and security.
This resource features a combination of Wikipedia readings, YouTube videos, and hands-on learning activities as a study guide to prepare for CompTIA Network+ Certification.

## Preparation

Learners would be best served by first approaching introductory computer and computer support concepts.

## Objectives

See list of all objectives . For each domain:
* Networking Concepts
* Network Implementation
* Network Operations
* Network Security
* Network Troubleshooting
Also see list of acronyms and technologies .

## Test Details

Exam description:
   The CompTIA Network+ certification verifies that the successful candidate has the knowledge and skills required to:
   * Establish network connectivity by deploying wired and wireless devices.
   * Understand and maintain network documentation.
   * Understand the purpose of network services.
   * Understand basic datacenter, cloud and virtual networking concepts.
   * Monitor network activity, identifying performance and availability issues.
   * Implement network hardening techniques.
   * Manage, configure, and troubleshoot network infrastructure.
Number of questions: Maximum of 90
Length of test: 90 minutes
Passing score: 720 (on 100-900 scale)
Recommended experience:
   CompTIA A+ certification and a minimum of 9-12 months of hands-on experience working in a junior network administrator/network support technician job role.
Exam code: N10-009
Languages: English, Japanese, German, Spanish, (Portuguese to follow)

## See Also

* Computer Skills
* Internet and Computing Core Certification (IC$^3$)
* Exam 98-366: Networking Fundamentals
* Computer Networks
* Internet Protocol Analysis
* Network Administration

### CompTIA

* IT Fundamentals
* A+ Certification
* Security+ Certification

## External Links

* Cybrary: CompTIA N10-009 Network+ Course
* Professor Messer’s CompTIA N10-009 Network+ Training Course
# Network+/Objectives/Network Operations
#### 3.5 Compare and contrast network access and management methods.

* Site-to-site VPN
* Client-to-site VPN
** Clientless
** Split tunnel vs. full tunnel
* Connection methods
** SSH
** Graphical user interface (GUI)
** API
** Console
* Jump box/host
* In-band vs. out-of-band management
# Network+/Operations/Monitoring

This lesson covers monitoring network devices via SNMP Protocol.

## Objectives and Skills

Objectives and skills for the monitoring portion of Network+ certification include:
* Given a scenario, use appropriate monitoring tools
** Packet/network analyzer
** Interface monitoring tools
** Port scanner: nmap
** Top talkers/listeners
** SNMP management software
*** Trap
*** Get
*** Walk
*** MIBS
** Alerts
*** Email
*** SMS
** Packet flow monitoring
** syslog
** SIEM: HP ArcSight, IBM QRadar or Splunk
** Environmental monitoring tools
*** Temperature
*** Humidity
** Power monitoring tools
** Wireless survey tools
** Wireless analyzers

## Multimedia

* Watch YouTube: Using Protocol Analyzers - CompTIA Network+ N10-006 - 2.1.
* Watch YouTube: Network Monitoring Tools - CompTIA Network+ N10-006 - 2.1.
* Watch YouTube: SIEM - CompTIA Network+ N10-006 - 2.1.
* Watch YouTube: Environmental Monitoring Tools - CompTIA Network+ N10-006 - 2.1.
* Watch YouTube: Wireless Tools - CompTIA Network+ N10-006 - 2.1.
# Network+/Objectives
## 1.0 Networking Concepts
### 1.1 Explain concepts related to the Open Systems Interconnection (OSI) reference model.

* OSI model
* Layer 1 - Physical
* Layer 2 - Data link
* Layer 3 - Network
* Layer 4 - Transport
* Layer 5 - Session
* Layer 6 - Presentation
* Layer 7 - Application

### 1.4 Explain common networking ports, protocols, services, and traffic types.

| Protocols | Ports |
| File Transfer Protocol (FTP) | 20/21 |
| Secure File Transfer Protocol (SFTP) | 22 |
| Secure Shell (SSH) | 22 |
| Telnet | 23 |
| Simple Mail Transfer Protocol (SMTP) | 25 |
| Domain Name System (DNS) | 53 |
| Dynamic Host Configuration Protocol (DHCP) | 67/68 |
| Trivial File Transfer Protocol (TFTP) | 69 |
| Hypertext Transfer Protocol (HTTP) | 80 |
| Network Time Protocol (NTP) | 123 |
| Simple Network Management Protocol (SNMP) | 161/162 |
| Lightweight Directory Access Protocol (LDAP) | 389 |
| Hypertext Transfer Protocol Secure (HTTPS) | 443 |
| Server Message Block (SMB) | 445 |
| Syslog | 514 |
| Simple Mail Transfer Protocol Secure (SMTPS) | 587 |
| Lightweight Directory Access Protocol over SSL (LDAPS) | 636 |
| Structured Query Language (SQL) Server | 1433 |
| Remote Desktop Protocol (RDP) | 3389 |
| Session Initiation Protocol (SIP) | 5060/5061 |
* Internet Protocol (IP) types
** Internet Control Message Protocol (ICMP)
** Transmission Control Protocol (TCP)
** User Datagram Protocol (UDP)
** Generic Routing Encapsulation (GRE)
** Internet Protocol Security (IPSec)
*** Authentication Header (AH)
*** Encapsulating Security Payload (ESP)
*** Internet Key Exchange (IKE)
* Traffic types
** Unicast
** Multicast
** Anycast
** Broadcast

### 1.8 Summarize evolving use cases for modern network environments
## 2.0 Network Implementation
#### 2.4 Explain important factors of physical installations.
## 3.0 Network Operations
#### 3.5 Compare and contrast network access and management methods.

* Site-to-site VPN
* Client-to-site VPN
** Clientless
** Split tunnel vs. full tunnel
* Connection methods
** SSH
** Graphical user interface (GUI)
** API
** Console
* Jump box/host
* In-band vs. out-of-band management
# Network+/Operations/Configuration Management

This lesson covers configuration management.

## Objectives and Skills

Objectives and skills for the configuration management portion of Network+ certification include:
* Given a scenario, use appropriate resources to support configuration management
** Archives/backups
** Baselines
** On-boarding and off-boarding of mobile devices
** NAC
** Documentation
*** Network diagrams (logical/physical)
*** Asset management
*** IP address utilization
*** Vendor documentation
*** Internal operating procedures/policies/standards

## Multimedia

* Watch YouTube: Configuration Management - CompTIA Network+ N10-006 - 2.3.
* Watch YouTube: On-Boarding and Off-Boarding Mobile Devices - CompTIA Network+ N10-006 - 2.3.
* Watch YouTube: Network Access Control - CompTIA Network+ N10-006 - 2.3.
* Watch YouTube: Documenting the Network - CompTIA Network+ N10-006 - 2.3.
# Survey research and design in psychology/Tutorials/ANOVA/Advanced
## Design your own ANOVAs

* Using qfsall.sav or any other data, conduct and interpret your own: (including descriptives, graphs, F tests, and follow-up tests as appropriate)
** one-sample t-test
** independent samples t-test
** paired samples t-test
** One-way ANOVA
** Repeated-measures ANOVA
** factorial ANOVA
** Mixed-design ANOVA (or Split-plot ANOVA (SPANOVA))
** ANCOVA
** MANOVA

## Interactions

* Notes on understanding interaction
* Create your own data set for conducting some mock 2-way ANOVA analyses
* Adjust the data and / or ANOVA analyses in order to create the following (include ANOVA results and appropriate graphs):
** No effects
** Main effect A, no main effect B, no interaction
** Main effect A, no main effect B, interaction
** No main effect A, main effect B, no interaction
** No main effect A, main effect B, interaction
** Main effect A, main effect B, no interaction
** Main effect A, main effect B, interaction
** Interaction, no main effects
* If unsure, you can download and try out interactions.sav (dataset), interactions.sps (syntax file), and interactions.spo (output file).

## MANOVA

* Allen & Bennett: Chapter 11 (pp. 141-161)
* data_11_1.sav | sps
* data_11_2.sav | sps

## Calculators

* Power.xls
* Cohensd.xls
* Z table / calculator
# Survey research and design in psychology/Tutorials/ANOVA/Instructor notes
## Timing

Approximate timings:
* General steps - 10 mins
* Assumptions - 10 mins
* Visualising ANOVA - 10 mins
* Error-bar graphs - 10 mins
* Descriptive statistics - 10 mins
* One-way repeated measures - 15 mins
* Mixed design ANOVA - 15 mins
* ANCOVA - 15 mins
* Effect size - 10 mins
* Sample write-up - 5 mins
* Lab report 5 - 5 mins
# Survey research and design in psychology/Tutorials/ANOVA/Visualising ANOVA
## Visualising ANOVA

* View the accompanying screencast:
* Explore Understanding ANOVA visually and try to work out:
** Under what conditions would F be the smallest?
** Under what conditions would F be the largest?
# Survey research and design in psychology/Tutorials/ANOVA/ANCOVA
## ANCOVA

* View the accompanying screencasts:
In this scenario, the dependent variable of interest is the stress levels of university students in three courses (medicine, dentistry, podiatry). Students reported their stress levels at the beginning and the end of an academic year.
* Allen & Bennett: Chapter 10 (pp. 123-140)
** data_10_1.sav | sps
** data_10_2.sav | sps
The underlying research question is "Do stress levels differ between the three disciplines?" - or more precisely, "Are one or more of these disciplines more stressful than other(s)?".
Start off by conducting a one-way ANOVA using the end of year stress levels as the DV and course as the IV.
* Design
** DV = end stress
** IV = Course (medicine, dentistry, podiatry)
However, much of the variance in these stress levels is likely to be due to pre-existing (baseline) stress levels and it may be there are pre-existing differences in stress levels for the cohorts of students who choose medicine, podiatry, and dentistry. Therefore, an ANCOVA would be a preferred analysis (which would introduce beginning of year stress as a CV). In this way, variance associated with pre-existing stress levels (beginning of year stress) is removed from the DV (end of year stress). Any remaining differences in stress levels between the three groups are therefore not due to variations in pre-existing stress levels, but may instead be to do with the stressfulness of the course.
* Design
** DV = end stress
** CV = start stress
** IV = Course (medicine, dentistry, podiatry)
* SPSS - Analyze - General linear model - Univariate - first of all just run this as a t-test (but via ANOVA) without the covariate, to provide a baseline analysis (like running Step 1 of a MLR).
* SPSS - Analyze - General linear model - Univariate - enter DV, IV, and CV and choose options
* Note that the descriptives and graphs are not adjusted by the covariate so are misleading. The F test, p levels and effect size and power etc. are adjusted.
* Results indicate a significant difference in stress levels between the three groups with and without the covariate. However, the group differences are less strong in the ANCOVA.
# Survey research and design in psychology/Tutorials/ANOVA/Effect size
## Effect size

* View the accompanying screencast:
ANOVAs in SPSS can provide the partial eta-square ($\eta _{p}^{2}$; although its labelled as eta-square). $\eta ^{2}$ (which is equivalent of R$^2$ in MLR) needs to be calculated manually from the output. This will help to explain the overall effects.
If you wish to discuss the size of effects between two means, then Cohen's d for each pairwise contrast of interest should be provided.
Calculate and interpret all effect sizes that can enhance understanding of the data in relation to the hypothesis or research question.

### Eta-square

    Percentage of variance explained by one or more IVs
* Eta-square: Calculation of overall $\eta ^{2}$ needs to be done manually.
* Partial eta-square: Calculation is via PASW Analyze - (Type) - Options - Effect size

### Cohen's d

    Standardised mean difference between two means
* Cohen's d: Calculate using a spreadsheet calculator
* Cohen's d.xls

### See also

* Statistical power
# Survey research and design in psychology/Tutorials/ANOVA/Mixed-design ANOVA
## Mixed-design ANOVA

* View the accompanying screencasts:
This dataset and exercise is from Francis (2007)
* Data file: AQUES.sav (not currently available)
* Design: The design is a 2 (birth order) x (2) (reaction time) mixed ANOVA:
** IV (between-subjects) = Birth order (1st/Subsequent)
** IV (within-subjects) = Hand (dominant/non-dominant)
** DV = Reaction time
* Research questions:
** Do reaction times different between first-born and subsequently born people (between-subjects main effect)?
** Do reaction times differ between the dominant and non-dominant hand (within-subjects main effect)?
** Is there an interaction between hand and whether people are first-born for reaction times?
* Descriptive statistics:
** Create a composite score of the within-subjects variable in order to be able to get the marginal total descriptives
** Via Analyse - Descriptives - Means
* Graphing: Clustered bar chart, clustered error-bar chart, and line graphs could be useful, but only present one in a Results section.
* Analysis: Analyze - General Linear Model - Repeated measures - Specify the within-subject factor as Hand with 2 levels, then Define and add First-born as a between-subjects factor - Plots (optional) - Options (Descriptive statistics, Effect sizes, Power, Homogeneity tests)
# Survey research and design in psychology/Tutorials/ANOVA/Descriptive statistics
## Descriptive statistics

* View the accompanying screencast:
* For ANOVA results, report descriptive statistics (M, SD, Skewness, Kurtosis) and n for each cell and for the marginal and overall cells. Usually, this is best done in a table.
** e.g., for a 2 x 2 design, there are four cells (2 x 2 table). The marginal means are also of interest, so a 3 x 3 table is needed.
* Obtain the descriptive statistics using SPSS:
** If you have a within-subjects factor, then compute a total score via Transform - Compute e.g., totalscore = mean(factor1,factor2, etc.)
** Analyze - Means - Compare Means - Put factor1, factor2, and totalscore (if you have one) into the first box, and your between-subjects variable in the between-subjects variable box. In Options, request M, SD, Skewness, Kurtosis, and N. This provides a better output than via Analyze - Explore.
* To obtain histograms for each cell, use Analyze - Frequencies - switch off statistics and switch on histograms via Charts with normal distribution curve. When there is a between-subjects variable, first split the file, then run Frequencies. Remember to switch the split file off afterwards.
* Examining the normality assumption:
** Examine the histograms for each cell:
*** If there is a between-subjects IV, then split the file so that output is sorted by groups
*** Analyze - Frequencies - Put the DV or all within-subjects variables into the r.h. box, then Charts - Histograms - Normal Curve - and run
** Examine the skewness and kurtosis for each cell - are they between -1 and +1? If so and you have at least 20 per cell, ANOVA should be quite robust to these relatively minor departures from normality. This is quite a conservative guideline. Some texts suggest robustness for skewness of between -2 and +2. If the sample data is outside these guidelines, consider whether ANOVA is appropriate.
** Shapiro-Wilk tests of normality can also be used to help examine whether a variable is normally distributed. If the test is significant, it would seem to be unlikely that the data is drawn from a population which has a perfectly normal distribution. However, ANOVA is robust to violation of normality assumptions with large cell sample sizes. Shapiro-Wilk statistics are often significant even when the data is appropriate for ANOVA. So, be aware that Shapiro-Wilks is a particularly sensitive test, especially with large sample sizes. If using this test, accompany the interpretation with your own examination of the skewness and kurtosis for each of the cells. Remember also that the ANOVA assumption is about normality for the data within each cell, thus it would be important to obtain Shapiro-Wilk tests of normality for each cell separately, such as by using split file.
# Survey research and design in psychology/Tutorials/ANOVA/Exercises/Francis

* 3.3 (Analysing Differences)
** Independent samples t-test
** One-way ANOVA
** One-way repeated measures ANOVA
** Factorial ANOVA
** Mixed Design ANOVA
* 5.2 (ANCOVA)
* 5.3 (MANOVA) (not covered in this tutorial; indepth knowledge of MANOVA is not examinable, but understanding when you might/would use MANOVA is important)

### Data files

* AQUES.sav
* Motiv.sav
# Survey research and design in psychology/Tutorials/ANOVA/One-way repeated measures ANOVA
## One-way repeated measures ANOVA

* View the accompanying screencasts:
Imagine you are a marketing analyst for a toy company. The new products department have developed four toys (Allosaurus, Space Shuttle, Kite, Teddy Bear) they wish to promote for Christmas. You arrange for 20 children to play for 5 minutes with each of the four toys and then rate how much they liked each toy out of 10. Which toys are preferred to which other toys? Which toy (if any) has the greatest potential as a best-seller? This is a within-subjects design for which a one-way repeated measures ANOVA is appropriate.
* Kite
* Allosaurus
* Space shuttle
* Teddy bear
* Allen & Bennett: Chapter 9 (pp. 107-122)
** data_9_1.sav | sps
** data_9_2.sav | sps
* Obtain
** Descriptive statistics for each toy
** Histograms for each toy
** Graph the means and confidence intervals: Bar chart, error-bar chart
** One-way repeated measures ANOVA: F, p, and $\eta ^{2}$
# Survey research and design in psychology/Tutorials/ANOVA/Error bar graphs
## Error-bar graphs

Use any dataset from the ANOVA tutorial to:
* Conduct a one-way ANOVA and graphically present the means and confidence intervals using an Error Bar Graph - is this error bar chart consistent with the statistical results?
* Conduct a two-way ANOVA and graphically present the means and confidence intervals using an Error Bar Graph - is this error bar chart consistent with the statistical results?
# Pneumothorax/Hemothorax

A condition in which blood fills the chest cavity. Can cause complications similar to a tension pneumothorax.