OpenLLM-France/wikimedia huggingface dataset:
# ICT in Education/Student Activities/Mr. Tak Kean/Assignment/Assignment3

MIS-Chapter02: Information System in Organization Please read & discuss by group and share to the class what your group have learned from your topic. The presenter will be selected randomly from each group.
* Group3: Read & prepare your own slide from slide 05 to slide 10
* Group2: Read & prepare your own slide from slide 11 to slide 17
* Group1: Read & prepare your own slide from slide 18 to slide 25
* Group4: Read & prepare your own slide from slide 26 to slide 31
(Deadline:08-Sep-2014!) By Tak KEAN, MIS Lecturer
# ICT in Education/Student Activities/Mr.Tak Kean/Classs M5/Group 4/Members

| No | Name | Gender | Phone | E-mail |
| 01 | Sorn Sam ET | M | 0976313314 | sornsamet9291@gmail.com |
| 02 | Seng Sokharath | M | Example | Example |
| 03 | So Chanmonita | F | Example | Example |
| 04 | So Phearithsamrithputhi | M | Example | Example |
| 05 | Sok Ravy | M | 069 210 443 | RavysokIT@yahoo.com |
| 06 | Sok Seiha | M | Example | Example |
| 07 | Tahi Bunthen | M | Example | Example |
| 08 | Tang Hoyleang | M | Example | Example |
| 09 | Uy Chanphisa | M | Example | Example |
| 10 | Vann Vuthy | M | Example | Example |
| 11 | Yi Sothearath | M | Example | Example |
| Example | Example | Example | Example | Example |
| Example | Example | Example | Example | Example |
| Example | Example | Example | Example | Example |
| Example | Example | Example | Example | Example |
# ICT in Education/Student Activities/Mr. Tak Kean/Assignment/Assignment2

MIS-Chapter01: Introduction to Information System Please read & discuss by group and share to the class what your group have learned from your topic?
* Group1: Read from slide 08 to slide 14
* Group2: Read from slide 15 to slide 16
* Group3: Read from slide 17 to slide 22
* Group4: Read from slide 23 to slide 32
(Deadline:05-Aug-2014!) By Tak KEAN, MIS Lecturer
# ICT in Education/Student Activities/Mr. Tak Kean

3 Classes of IT Year4 are selected for the Case Study >>Select each of the following classes to see their activities:
* Class M1
* Class M3
* Class M5
* For the (Class Forum), please click the Discuss this page under each page!
* Download MIS Lectures:
>>Chapter01 >> Download more Chapters here
Dear everyone, please respect the following conditions:
* Responsibility – You take responsibility for your edits (since we only host your content).
* Civility – You support a civil environment and do not harass other users.
* Lawful Behavior – You do not violate copyright or other laws.
* No Harm – You do not harm our technology infrastructure.
* Terms of Use and Policies – You adhere to the below Terms of Use and to the applicable community policies when you visit our sites or participate in our communities.
Go to Kean Tak
# ICT in Education/Student Activities/Mr. Tak Kean/Class Forum/MIS Docdument

Go to MIS-Lecture-Slider
# Computer Support/Hardware

This section of the computer support course covers hardware. Lessons include BIOS, motherboards, RAM, expansion cards, storage, CPUs, interfaces, power supplies, components, displays, connectors, and peripheral devices.

## Preparation

Learners should already be familiar with IC$^3$ - Computer Hardware.
** Hardware Module 1
*** Motherboards
*** CPUs
*** BIOS and UEFI
*** RAM
*** Expansion Cards
*** Storage
*** Power Supplies
** Hardware Module 2
*** Interfaces
*** Displays
*** Connectors
*** Peripheral Devices
*** Media
** Hardware Module 3
*** Multifunction Devices
*** Print Technologies
*** Printer Maintenance
*** Components

## See Also

* IC$^3$ - Computer Hardware
* Computer hardware and software
* Caring for computer hardware
* Hardware
* Operating computer hardware
# Computer Support/Hardware/Displays

This lesson covers displays.

## Objectives and Skills

Objectives and skills for the displays portion of A+ certification include:
    Compare and contrast types of display devices and their features.
   * Types
   ** LCD
   *** TN vs. IPS
   *** Fluorescent vs. LED backlighting
   ** Plasma
   ** Projector
   ** OLED
   * Refresh / frame rates
   * Resolution
   * Native resolution
   * Brightness/lumens
   * Analog vs. digital
   * Privacy/antiglare filters
   * Multiple displays
   * Aspect ratios
   ** 16:9
   ** 16:10
   ** 4:3

## Readings

* Wikipedia: Video
* Wikipedia: Computer monitor
** Wikipedia: Liquid-crystal display
*** Wikipedia: Thin-film-transistor liquid-crystal display
*** Wikipedia: Backlight
** Wikipedia: Plasma display
** Wikipedia: Projector
** Wikipedia: OLED
** Wikipedia: Refresh rate
** Wikipedia: Display resolution
** Wikipedia: Lumen (unit)
** Wikipedia: Plasma display
** Wikipedia: Monitor filter
** Wikipedia: Display aspect ratio

## Multimedia

* YouTube: An Overview of Display Device Types - CompTIA A+ 220-901: 1.10
* YouTube: Display Specifications - CompTIA A+ 220-901: 1.10
# Computer Support/Hardware/Components

This lesson covers components.

## Objectives and Skills

Objectives and skills for the components portion of A+ certification include:
    Given a scenario, select the appropriate components for a custom PC configuration, to meet customer specifications or needs.
   * Graphic / CAD / CAM design workstation
   ** Multicore processor
   ** High-end video
   ** Maximum RAM
   * Audio/Video editing workstation
   ** Specialized audio and video card
   ** Large fast hard drive
   ** Dual monitors
   * Virtualization workstation
   ** Maximum RAM and CPU cores
   * Gaming PC
   ** Multicore processor
   ** High-end video/specialized GPU
   ** High definition sound card
   ** High-end cooling
   * Home Theater PC
   ** Surround sound audio
   ** HDMI output
   ** HTPC compact form factor
   ** TV tuner
   * Standard thick client
   ** Desktop applications
   ** Meets recommended requirements for selected OS
   * Thin client
   ** Basic applications
   ** Meets minimum requirements for selected OS
   ** Network connectivity
   * Home Server PC
   ** Media streaming
   ** File sharing
   ** Print sharing
   ** Gigabit NIC
   ** RAID array

## Readings

* Wikipedia: Workstation
** Wikipedia: Gaming computer
** Wikipedia: Home theater PC
** Wikipedia: Thin client
** Wikipedia: Fat client
** Wikipedia: Home server

## Multimedia

* YouTube: Designing Custom Computer Systems - CompTIA A+ 220-901: 1.9

## Activities

http://pcpartpicker.com/ Design your own custom computer configuration
# Computer Support/Hardware/Connectors

This lesson covers connectors.

## Objectives and Skills

Objectives and skills for the connectors portion of A+ certification include:
    Identify common PC connector types and associated cables.
   * Display connector types
   ** DVI-D
   ** DVI-I
   ** DVI-A
   ** DisplayPort
   ** RCA
   ** HD15 (i.e. DE15 or DB15)
   ** BNC
   ** miniHDMI
   ** miniDin-6
   * Display cable types
   ** HDMI
   ** DVI
   ** VGA
   ** Component
   ** Composite
   ** Coaxial
   * Device cables and connectors
   ** SATA
   ** eSATA
   ** USB
   ** Firewire (IEEE1394)
   ** PS/2
   ** Audio
   * Adapters and convertors
   ** DVI to HDMI
   ** USBAtoUSBB
   ** USB to Ethernet
   ** DVI to VGA
   ** Thunderbolt to DVI
   ** PS/2 to USB
   ** HDMI to VGA

## Readings

* Wikipedia: Digital visual Interface
* Wikipedia: DisplayPort
* Wikipedia: RCA connector
* Wikipedia: D-subminiature
* Wikipedia: BNC connector
* Wikipedia: HDMI
* Wikipedia: Mini-DIN connector
* Wikipedia: VGA connector
* Wikipedia: Digital visual Interface
* Wikipedia: YPbPr
* Wikipedia: Component video sync
* Wikipedia: RF connector
* Wikipedia: Serial ATA
* Wikipedia: USB
* Wikipedia: IEEE 1394
* Wikipedia: PS/2 port
* Wikipedia: Audio and video interfaces and connectors
* Wikipedia: Adapter (computing)

## Multimedia

* YouTube: Display Connectors and Cables - CompTIA A+ 220-901: 1.11
* YouTube: HDMI, DisplayPort, VGA, and DVI as Fast As Possible
* YouTube: Device Connectors and Cables - CompTIA A+ 220-901: 1.11
* YouTube: Adapters and Converters - CompTIA A+ 220-901: 1.11
# Japanese I/Vocabulary
## Basic Japanese Vocabulary

* Intro
* Nouns 1
* Verbs 1
* Adjectives 1
* Numbers 1
* Time
* Case Markers
* Postpositions
* Question Words
# Japanese I/Vocabulary/Case Markers

These are to be placed after a word to indicate case.
* wa（は） - topic marker
* ga（が） - subject
* (w)o（を） - direct object
* mo（も） - "also" (substitutes for wa, ga, or wo)
* no（の） - possessive (reverse "of"), question mark (plain)
* na（な） - marks an adjective
* de（で） - "by means of", "in"/"at" for actions
* ni（に） - indirect object, "in"/"at" for existence
* to（と） - "and", object of "say" or "think"
* ya（や） - "and" for a list
* (h)e（へ） - destination "to"
* ka（か） - question mark (polite)
# Japanese I

* Please help develop and classify this resource
* Learn how you can develop this resource to teach participants about Japanese I. Choose a subject, education level, and resource type to classify the resource by. You may learn more about the topic to help you develop and classify the resource from:

## Lessons

* Japanese I/Vocabulary
* Japanese I/Do It Yourself
# Japanese I/Vocabulary/Adjectives 1

* chiisai（ちいさい / 小さい） - small
* ookii（おおきい / 大きい） - large
* samui（さむい / 寒い） - cold
* atsui（あつい / 熱い / 暑い） - hot
* ii, yoi（いい、よい / 良い） - good
* warui（わるい / 悪い） - bad
* atarashii（あたらしい / 新しい） - new
* furui（ふるい / 古い） - old
* yasashii（やさしい / 易しい） - easy
* muzukashii（むずかしい / 難しい） - difficult
* oishii（おいしい） - delicious
* mazui（まずい） - awful (taste)
* takai（たかい / 高い） - high, expensive
* yasui（やすい / 安い） - cheap
* hikui（ひくい / 低い） - low
* hiroi（ひろい / 広い） - wide
* semai（せまい / 狭い） - narrow
* nagai（ながい / 長い） - long
* mijikai（みじかい / 短い） - short
* omoshiroi（おもしろい / 面白い） - interesting, amusing
* ureshii（うれしい / 嬉しい） - happy
* kanashii（かなしい / 悲しい） - sad
* sabishii,samishii（さびしい、さみしい / 寂しい、淋しい） - sad, lonely
* tsumaranai（つまらない） - boring
# James Cameron and Color

James Cameron's Avatar contains specific color palettes that aided in the creation of his world of Avatar. James Cameron created the world of Avatar and reached his audience by blending colors that appealed to the eye visually, as well as choosing colors that would elicit responses.

### Color Palette For Avatar: Explanation

Avatar contains blues and greens primarily. Colors can have the power to evoke emotions in an audience. The yellow and oranges found in sunrises can evoke the feeing of happiness, energize an audience or even lift an audience's mood, just to give an example.

### Other Colors & Associations

* Purple, like the kind found on the mystical plants that the main characters in Avatar wander through and touch, is seen as a color that can "represent magic, peace and power".
* Red, much like the red found on the Great Leonopteryx that Jake Sully used to claim the final victory, can represent a "deep need or want inside people to take action". This sentiment rang true for Jake Sully, as his Leonopteryx helped the Navi clan decide to help him in his fight against the Sky People.
* Green, similar to the pale green skin of the Navi in Avatar: The Way of Water , could represent "peace, rest, and security". This idea would make sense due to the Navi enviornment, as well as the fact that they were a safe and untouched Navi clan that provided sanctuary to Jake Sully and his family.

### Family Significance & Color and Mood

Avatar and Avatar The Way of Water emphasize family as a community. In the first film, Jake Sully is a loner that is accepted into the bright, new world of Pandora. The Indigo and California blues that appeared on screen created a calming sensation as he was accepted into an interconnected family. The Way of Water is similar due to the calm and wonderful feeling of enduring the impossible task of protecting a family. See links below for more information about James Cameron's work Titanic (1997) See below for more information about how colors in movies can affect mood. Yellow in Film
# Jamovi

This statistics resource is a "stub". Learn how you can help Wikiversity to develop it.
jamovi is a free and open source statistical software build on the R platform.
Many educational institutions are transitioning from teaching statistics using proprietary statistical software, such as SPSS, to free and open software such as jamovi.
# Literature/1993/Ellis

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Authors

    University of Sheffield

## Abstract

Describes the use of a variety of similarity coefficients in the measurement of the degree of similarity between objects that contain textual information, such as documents, paragraphs, index terms or queries. The work is intended as a preliminary to future investigation of the calculations involved in measuring the degree of similarity between structured objects that may be represented in graph-theoretic forms. Discusses the role of similarity coefficients in text retrieval in terms of: document-query similarity; document-document similarity; co-citation analysis; term-term similarity; and the similarity between sets of judgements, such as relevance judgements. Describes several methods for expressing the formulae used to define similarity coefficients and compares their attributes. Concludes with details of the characteristics of similarity coefficients: equivalence and monotonicity; consideration of negative matches; geometric analyses; and the meaning of correlation coefficients.

## Wikimedia

* w: Information retrieval

## Chronology

* Ellis, David; Jonathan Furner-Hines & Peter Willett. (1993). "Measuring the degree of similarity between objects in text retrieval systems," Perspectives in Information Management 3(2): 128-149. Available at: http://works.bepress.com/furner/8 $^{[^]}$
# Literature/1994/Brodie

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Wikimedia

* w: Memetics

## Chronology

* Brodie, Richard (1994). Virus of the Mind: The New Science of the Meme. Hay House, 2004. $^{[^]}$
* Brodie, Richard (1993). Getting Past OK: The Self-Help Book for People Who Don't Need Help, Hay House, 2009.
** "... why money and success didn't make me happy."
# Literature/1992

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Subpages

* Literature/1992/Bartz $^{[^]}$
* Buckland, Michael (1992). "Emanuel Goldberg, Electronic Document Retrieval, and Vannevar Bush's Memex." Journal of the American Society for Information Science, vol. 43, no. 4 (May 1992), pp. 284-294. $^{[^]}$
* Literature/1992/Clarke $^{[^]}$
* Literature/1992/Davies $^{[^]}$
* Literature/1992/Dreyfus $^{[^]}$
* Literature/1992/Fukuyama $^{[^]}$
* Literature/1992/Knuth $^{[^]}$
* Literature/1992/Meadows $^{[^]}$
* Literature/1992/Newell $^{[^]}$
* Literature/1992/Rossman $^{[^]}$
* Literature/1992/Wright $^{[^]}$
# Literature/1993

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Subpages

* Literature/1993/Anderson $^{[^]}$
* Literature/1993/Andreessen $^{[^]}$
* Literature/1993/Blackburn $^{[^]}$
* Literature/1993/Drucker $^{[^]}$
* Literature/1993/Goertzel $^{[^]}$
* Literature/1993/Harrison $^{[^]}$
* Literature/1993/Heylighen $^{[^]}$
* Literature/1993/Jones $^{[^]}$
* Literature/1993/Kauffman $^{[^]}$
* Literature/1993/Kuhlthau $^{[^]}$
* Literature/1993/Laszlo $^{[^]}$
* Mayne, Alan J., ed. (1993). World Brain: H. G. Wells on the Future of World Education. London, UK: Adamantine Press. $^{[^]}$
* Literature/1993/McCarthy $^{[^]}$
* Literature/1993/Pask $^{[^]}$
* Literature/1993/Rayward $^{[^]}$
* Literature/1993/Rossman $^{[^]}$
* Literature/1993/Tully $^{[^]}$
# Literature/1994

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Subpages

* Literature/1994/Brandom $^{[^]}$
* Literature/1994/Crick $^{[^]}$
* Literature/1994/Goertzel $^{[^]}$
* Literature/1994/Greenfield $^{[^]}$
* Literature/1994/Gross $^{[^]}$
* Literature/1994/Leonard $^{[^]}$
* Literature/1994/Penrose $^{[^]}$
* Rayward, W. Boyd (1994). "Visions of Xanadu: Paul Otlet (1868-1944) and Hypertext." Journal of the American Society for Information Science 45(4): 235-250. $^{[^]}$
* Literature/1994/Spivak $^{[^]}$
* Literature/1994/Steier $^{[^]}$
* Literature/1994/Tipler $^{[^]}$
* Literature/1994/Walker $^{[^]}$
# Literature/1992/Sterling

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Wikimedia
### w: The Hacker Crackdown

| w: Operation Sundevil w: GURPS Cyberpunk | w: Electronic Frontier Foundation |

## Chronology

* Sterling, Bruce (1992). The Hacker Crackdown: Law And Disorder On The Electronic Frontier. London: Bantam Books. $^{[^]}$
# Door access/Howard Community College/Fall2012/p2-550-muc
### Problem Statement

What is the final, negotiated problem statement?

### Team Members

Choudhary Wilson Walke

### Summary

Put an overall, short one paragraph summary here.

### Poster

Put a graphic in wikimedia, include the graphic here or link to it here. The graphic should be suitable for creating a traditional project poster.

### Story

Tell a detailed story of the project. Describe how split up, what the obstacles were, what testing was done, what informal decisions were made, what assumptions were made, what the results were.

### Decision List

List all formal decisions made with links to their documentation such as a decision tree or decision matrix.

### Material List

    1. List materials used, quantity, size, cost.
    2. Describe what needs to be purchased in the future to continue working on this project.

### Software List

You installed different software packages or used already installed software. Describ the programs here.

### Time

Put one number here. Hours. Total hours that everyone worked on the project. Do not estimate. Do not talk about it. ADD.

### Tutorials

All projects create new tutorials of technical details future participants are going to want to know. They are going to be separate pages that are linked to here.

### Next Steps

List specific details, advice, describe the current problems that the next team faces associated with the project here.
# Dotted whole notes

A dotted whole note equals 6 beats,but it all depends what time signature you playing a dotted whole note in. In a 6/4 time signature a dotted whole note would equal 6 beats. But in a time signature with the denominator of 8 the value of a dotted note changes.
In a time signature with the denominator of 8 every note goes up by half. For example, in 6/8 an eighth note, which equals half of a beat, equals one beat in a 6/8 time signature or any other time signature with the denominator of 8. A quarter note equals 1 beat in a 4/4 or 2/4 or any other time signature with a denominator of 4. But in a denominator of 8 time signature, a quarter note equals two beats, because it goes up by half of its value. So where would you use a dotted whole note in 6/8 time signature? You can't, because the change in the value of the dotted whole note won't be able to equal out the number of beats in a 6/8 time signature. So it's best to use a dotted whole note in 12/8 time signature, because a dotted whole note would equal 12 beats in a time signature with the denominator of 8. If you are confused about how music notation works, then I'd suggest that a good foundation needs to be laid out about music notation and reading theory. Some good links would be musicresources.com, pianonanny.com, or try googling and searching for some good music theory websites.
# Dotted Whole Notes

A dotted whole note equals 6 beats. It all depends what time signature you playing a dotted whole note in. In a 6/4 time signature a dotted whole not would equal 6 beats. but in a time signature with the denominator of 8 the value of a dotted note changes.
In a time signature with the denominator of 8 every note goes up by half. For example, in 6/8 a eighth note, which equals half of a beat, equals one beat in a 6/8 time signature or any other time signature with the denominator of 8. A quarter note equals 1 beat in a 4/4 or 2/4 or any other time signature with a denominator of 4. But in a denominator of 8 time signature, a quarter note equals two beats, because it goes up by half of its value. So where would you use a dotted whole note in 6/8 time signature? You can't, because the change in the value of the dotted whole note won't be able to equal out the number of beats in a 6/8 time signature. So it's best to use a dotted whole note in 12/8 time signature, because a dotted whole note would equal 12 beats in a time signature with the denominator of 8. If you are confused about how music notation works, then I'd suggest that a good foundation needs to be laid out about music note and reading theory. Some good links would be musicresources.com, pianonanny.com, or try googling and searching for some good music theory websites.
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# Dr. Gerald M. Edelman

Dr. Gerald M. Edelman
BOOKS by this Author
* Auditory Function: Neurobiological Bases of Hearing
* The Brain
* Bright Air, Brilliant Fire: On the Matter of the Mind
* The Cell in Contact: Adhesions and Junctions as Morphogenetic Determinants
* Cellular Selection and Regulation in the Immune Response
* Consciousness: How matter becomes Imagination
* Dyamic Aspects of Neocortical Function
* How we Know
* Mindful Brain
* Cortical Organization and the Group-Selective Theory of Higher Brain Function
* Molecular Bases of Neural Development
* Molecular Determinants of Animal Form
* Molecular Machinery of the Membrane
* Morphoregulatory Molecules
* Neural Darwinism
* The Remembered Present
* Scientific Quests and Political Customs
* Second Nature: Brain Science and Human Knowledge
* Synaptic Function
* Topobiology: An Introduction to Molecular Embryology
* A Universe of Consciousness: How matter becomes Imagination
* Wider than the Sky: The Phenomenal Gift of Consciousness
# Dot-matrix methods

Template:Bioinformatics

## Overview

A dot matrix picture provides a global picture of local similarities between two sequences. They are appropriate:
* for comparing large sequences (several 1000 residues)
* if one does not know in advance whether two sequences share detectable similarity or which parts of the sequences are related to each other.
They are useful for:
* detection of repeats within protein sequences
* detection of shared domains between protein sequences

## Exercise

We propose the use of this free and public java applet to familiarize yourself with, and try out plotting a dot-matrix:
http://myhits.isb-sib.ch/cgi-bin/dotlet
Once the applet has loaded you should press the "Input" button and insert the protein sequences of your choice. A good database, with a big collection of protein sequences, is SwissProt. But for this exercise we will provide you with three ready pastable protein sequences:
In the dialog box that appears you should, firstly, insert a brief name in link with the protein to simply remember which protein is which and, secondly, copy-paste one of the protein sequences proposed above, or one found in the SwissProt database. Be careful when copy-pasting to not include the first line describing the protein and start your selection only on the first amino-acid letter.
Now, press the "OK" button; the dialog box should blank permitting you to repeat the process with an other sequence. Indeed, unless you want to compare one sequence with itself, which is not very interesting and only produces recurrence plots, you should have a second sequence loaded too.
Finally press the "Compute" button to actually draw the plot and explore it.

## Questions

Do any of these proteins seem related to each other? What are the common regions? Does this make sense with the deduced repeat and domain architectures that are annotated in the SwissProt database for these three proteins (links provided)?
http://www.expasy.org/uniprot/LCK_HUMAN
http://www.expasy.org/uniprot/NCK1_HUMAN
http://www.expasy.org/uniprot/VAV_HUMAN