OpenLLM-France/wikimedia huggingface dataset:
# Bloom clock project/What's this plant

Bloom clock participants with digital cameras can take pictures of plants that they're unfamiliar with and load the images to Wikiversity for identification.
Suggestions:
* Load images even if they're poor or small (cellphone cameras are fine).
* When the plant is identified, the image might be suitable for uploading to commons if it's good quality and/or commons doesn't already have a photo.
* If there's better photos on commons, we'll just delete the photo and replace its thumbnail with the commons one (it's probably best not to upload low-quality photos to commons).
* We may in the future have quizzes each week to "test your knowledge", using the photos. (See Plant identification for details).
To add a photo just add the following to the bottom of the page, replacing "IMAGENAME" with the name of your photo (don't add [[Image:IMAGENAME]] or Image:Imagename ... just the actual name of the file!)

## December, 2006

What plant is this? :
* Scientific Name
* Symplocarpus foetidus
* Common (English) Name
* Eastern Skunk Cabbage
* Links
* Wikipedia article

## January 2007

Unidentified, from Devon, UK, January.
What plant is this? :
* Scientific Name
* Common (English) Name
* Links

## March 2007

What plant is this? :
* Scientific Name
* Vinca minor
* Common (English) Name
* Periwinkle
* Links
What plant is this? :
* Scientific Name
* Narcissus sp.
* Common (English) Name
* Daffodil
* Links

## April 2007

What plant is this? :
* Scientific Name
* Vinca minor?
* Common (English) Name
* Periwinkle?
* Links
What plant is this? :
* Scientific Name
* Common (English) Name
* Links
# Computer Support/Software Troubleshooting/Mobile Security

This lesson covers troubleshooting mobile security.

## Objectives and Skills

Objectives and skills for the troubleshooting mobile security portion of A+ certification include:
    Given a scenario, troubleshoot common mobile OS and application security issues with appropriate tools.
   * Common symptoms
   ** Signal drop/weak signal
   ** Power drain
   ** Slow data speeds
   ** Unintended WiFi connection
   ** Unintended Bluetooth pairing
   ** Leaked personal files/data
   ** Data transmission overlimit
   ** Unauthorized account access
   ** Unauthorized root access
   ** Unauthorized location tracking
   ** Unauthorized camera/microphone activation
   ** High resource utilization
   * Tools
   ** Antimalware
   ** App scanner
   ** Factory reset/Clean install
   ** Uninstall/reinstall apps
   ** WiFi analyzer
   ** Force stop
   ** Cell tower analyzer
   ** Backup/restore
   *** iTunes/iCloud/AppleConfigurator
   *** Googlesync
   *** OneDrive

## Multimedia

* Watch YouTube: Mobile Device Security Troubleshooting - CompTIA A+ 220-902 - 4.4
# Computer Support/Software Troubleshooting/PC Operating Systems

This lesson covers troubleshooting PC operating systems.

## Objectives and Skills

Objectives and skills for the troubleshooting PC operating systems portion of A+ certification include:
    Given a scenario, troubleshoot PC operating system problems with appropriate tools.
   * Common symptoms
   ** Proprietary crash screens (BSOD/pin wheel)
   ** Failure to boot
   ** Improper shutdown
   ** Spontaneous shutdown/restart
   ** Device fails to start/detected
   ** Missing dll message
   ** Services fails to start
   ** Compatibility error
   ** Slow system performance
   ** Boots to safe mode
   ** File fails to open
   ** Missing NTLDR
   ** Missing Boot Configuration Data
   ** Missing operating system
   ** Missing Graphical Interface
   ** Missing GRUB/LILO
   ** Kernel panic
   ** Graphical Interface fails to load
   ** Multiple monitor misalignment/orientation
   * Tools
   ** BIOS/UEFI
   ** SFC
   ** Logs
   ** System Recovery Options
   ** Repair disks
   ** Pre-installation environments
   ** MSCONFIG
   ** DEFRAG
   ** REGSRV32
   ** REGEDIT
   ** Event viewer
   ** Safe mode
   ** Command prompt
   ** Uninstall/reinstall/repair

## Multimedia

* YouTube: Operating System Troubleshooting - CompTIA A+ 220-902 - 4.1
* YouTube: Operating System Troubleshooting Tools - CompTIA A+ 220-902 - 4.1
# Computer Support/Software Troubleshooting

This section of the computer support course covers software troubleshooting. Lessons include PC operating systems, PC security, mobile operating systems, and mobile security.

## Preparation

Learners should already be familiar with IC$^3$ - Computer Use and Safety.

## Lessons

* PC Operating Systems
* PC Security
* Mobile Operating Systems
* Mobile Security

## See Also

* IC$^3$ - Computer Use and Safety
# Computer Support/Security/Threats

This lesson covers security threats.

## Objectives and Skills

Objectives and skills for the security threats portion of A+ certification include:
    Identify common security threats and vulnerabilities.
   * Malware
   ** Spyware
   ** Viruses
   ** Worms
   ** Trojans
   ** Rootkits
   ** Ransomware
   * Phishing
   * Spear phishing
   * Spoofing
   * Social engineering
   * Shoulder surfing
   * Zero day attack
   * Zombie/botnet
   * Brute forcing
   * Dictionary attacks
   * Non-compliant systems
   * Violations of security best practices
   * Tailgating
   * Man-in-the-middle

## Readings

* Wikipedia: Social engineering (security)
* Wikipedia: Malware
* Wikipedia: Rootkit
* Wikipedia: Phishing
* Wikipedia: Shoulder surfing (computer security)
* Wikipedia: Computer virus
* Wikipedia: Worm (software)
* Wikipedia: Trojan Horse (computing)

## Multimedia

* YouTube: Common Security Threats - CompTIA A+ 220-902 - 3.1
# Computer Support/Security/Wired and Wireless

This lesson covers wired and wireless security.

## Objectives and Skills

Objectives and skills for the wired and wireless security portion of A+ certification include:
    Given a scenario, secure SOHO wireless and wired networks.
   * Wireless specific
   ** Changing default SSID
   ** Setting encryption
   ** Disabling SSID broadcast
   ** Antenna and access point placement
   ** Radio power levels
   ** WPS
   * Change default user-names and passwords
   * Enable MAC filtering
   * Assign static IP addresses
   * Firewall settings
   * Port forwarding/mapping
   * Disabling ports
   * Content filtering / parental controls
   * Update firmware
   * Physical security

## Readings

* Wikipedia: Wireless security

## Multimedia

* YouTube: Securing a SOHO Network - CompTIA A+ 220-902 - 3.7
# Computer Support/Software Troubleshooting/PC Security

This lesson covers troubleshooting PC security.

## Objectives and Skills

Objectives and skills for the troubleshooting PC security portion of A+ certification include:
    Given a scenario, troubleshoot common PC security issues with appropriate tools and best practices.
   * Common symptoms
   ** Pop-ups
   ** Browser redirection
   ** Security alerts
   ** Slow performance
   ** Internet connectivity issues
   ** PC/OS lock up
   ** Application crash
   ** OS updates failures
   ** Rogue antivirus
   ** Spam
   ** Renamed system files
   ** Files disappearing
   ** File permission changes
   ** Hijacked email
   *** Responses from users regarding email
   *** Automated replies from unknown sent email
   ** Access denied
   ** Invalid certificate (trusted root CA)
   * Tools
   ** Antivirus software
   ** Antimalware software
   ** Recovery console
   ** Terminal
   ** System restore/Snapshot
   ** Pre-installation environments
   ** Event viewer
   ** Refresh/restore
   ** MSCONFIG/Safe boot
   * Best practice procedure for malware removal
   ** Identify malware symptoms
   ** Quarantine infected system
   ** Disable system restore (in Windows)
   ** Remediate infected systems
   *** Update antimalware software
   *** Scan and removal techniques (safe mode, pre-installation environment)
   ** Schedule scans and run updates
   ** Enable system restore and create restore point (in Windows)
   ** Educate end user

## Multimedia

* YouTube: Troubleshooting Common Security Issues - CompTIA A+ 220-902 - 4.2
* YouTube: Tools for Security Troubleshooting - CompTIA A+ 220-902 - 4.2
* YouTube: Best Practices for Malware Removal - CompTIA A+ 220-902 - 4.2
# Computer Support/Security/Windows

This lesson covers Windows operating systems security.

## Objectives and Skills

Objectives and skills for the operating systems security portion of A+ certification include:
    Compare and contrast differences of basic Windows OS security settings.
   * User and groups
   ** Administrator
   ** Power user
   ** Guest
   ** Standard user
   * NTFS vs. Share permissions
   ** Allow vs. deny
   ** Moving vs. copying folders and files
   ** File attributes
   * Shared files and folders
   ** Administrative shares vs. local shares
   ** Permission propagation
   ** Inheritance
   * System files and folders
   * User authentication
   ** Single sign-on
   * Run as administrator vs. standard user
   * Bitlocker
   * Bitlocker-To-Go
   * EFS

## Readings

* Wikipedia: File server
* Wikipedia: Security and safety features new to Windows Vista

## Multimedia

* YouTube: Windows Security Settings - CompTIA A+ 220-902 - 3.3
# Computer Support/Software Troubleshooting/Mobile Operating Systems

This lesson covers troubleshooting mobile operating systems.

## Objectives and Skills

Objectives and skills for the troubleshooting mobile operating systems portion of A+ certification include:
    Given a scenario, troubleshoot common mobile OS and application issues with appropriate tools.
   * Common symptoms
   ** Dim display
   ** Intermittent wireless
   ** No wireless connectivity
   ** No bluetooth connectivity
   ** Cannot broadcast to external monitor
   ** Touchscreen non-responsive
   ** Apps not loading
   ** Slow performance
   ** Unable to decrypt email
   ** Extremely short battery life
   ** Overheating
   ** Frozen system
   ** No sound from speakers
   ** Inaccurate touch screen response
   ** System lockout
   * Tools
   ** Hard reset
   ** Soft reset
   ** Close running applications
   ** Reset to factory default
   ** Adjust configurations/settings
   ** Uninstall/reinstall apps
   ** Force stop

## Multimedia

* Watch YouTube: Mobile Device App Troubleshooting - CompTIA A+ 220-902 - 4.3
# English-Chinese/Humans are capable of making abstract ideas and communicating them to others

Humans are capable of making abstract ideas and communicating them to others. Human language can express things that are not present, or talk about events that are not happening at that time.
人类能够表达抽象的想法并将其传达给他人。 人类语言可以表达不存在的事物，或者谈论当时没有发生的事件。
# English-Chinese/Humans like to understand the world

Humans like to understand the world around them. They try to explain things through myth, science and philosophy. Wanting to understand things has helped many humans make important discoveries.
人类喜欢了解周围的世界。 他们试图通过神话，科学和哲学来解释事物。 想要了解事物已经帮助许多人做出了重要的发现。
# English-Chinese/Humans may suffer from various sleep disorders, including dyssomnias such as insomnia, hypersomnia, narcolepsy, and sleep apnea; parasomnias such as sleepwalking and REM behavior disorder; bruxism; and circadian rhythm sleep disorders

Humans may suffer from various sleep disorders, including dyssomnias such as insomnia, hypersomnia, narcolepsy, and sleep apnea; parasomnias such as sleepwalking and REM behavior disorder; bruxism; and circadian rhythm sleep disorders.
人类可能患有各种睡眠障碍，包括失眠，睡眠过敏，发作性睡眠和睡眠呼吸暂停等睡眠障碍; 梦游症和REM行为障碍等异睡症;磨牙症; 和昼夜节律睡眠障碍。
# English-Chinese/Hurry up!

Hurry up! Otherwise you will miss the story about homeless children that is going to be broadcasted on the local news soon!
赶快！ 否则你将错过即将在当地新闻播出的无家可归儿童的故事！
# English-Chinese/Humans are mammals

Humans are mammals. They are also social animals. They usually live in groups. They help and protect each other. They care for their children.
人类是哺乳动物。 他们也是社会动物。 他们通常群居。 他们互相帮助和保护。 他们照顾孩子。
# English-Chinese/Humans like things that are beautiful and like to make art, literature and music

Humans like things that are beautiful and like to make art, literature and music.
人类喜欢美丽的东西，喜欢创作艺术，文学和音乐。
# English-Chinese/Humans use education and teaching to pass on skills, ideas and customs to the next generations

Humans use education and teaching to pass on skills, ideas and customs to the next generations.
人类利用教育和教学将技能，思想和习俗传授给下一代。
# English-Chinese/Human nose

The visible part of the human nose is the protruding part of the face that bears the nostrils. The shape of the nose is determined by the nasal bones and the nasal cartilages, including the septal cartilage (which separates the nostrils) and the upper and lower lateral cartilages. On average the nose of a male is larger than that of a female.
人类鼻子的 可见部分 是 带有 鼻孔的 脸部的 突出部分。鼻子的 形状 由 鼻骨 和 鼻软骨 决定，包括 鼻中隔软骨（分开 鼻孔的 部位）和 上下侧 软骨。平均来说，男性的 鼻子 比 女性的 鼻子 大。
# English-Chinese/Humans use more technology than any other animal on Earth ever has

Humans use more technology than any other animal on Earth ever has.
人类使用的技术比地球上任何其他动物都多。
# English-Chinese/Humanities

The humanities include languages, literature, music, philosophy, politics, history, media, the classics, religion, and the visual and performing arts. Additional subjects sometimes included in the humanities are anthropology, area studies, communications and cultural studies, although these are often regarded as social sciences. It was popular in the Renaissance ages.
人文科学 包括 语言，文学，音乐，哲学，政治，历史，媒体，古典学，宗教 以及 视觉艺术 和 表演艺术。人文科学 有时 包含的 其他 科目 是 人类学，地区研究，传播学 和 文化研究，尽管 这些 科目 通常 被视为 社会科学。它 在 文艺复兴 时期 盛行。
# Conflict resolution

This resource deals with understanding how conflicts take root, and discusses ways to prevent this, as well as how to deal with already created conflicts. This information could be useful for education centres, and schools in conflict zones.

## Personification of evil

In difficult times (ie poverty, famine, ...), radicalist ideas that identify one population group as "the enemy" and personify this population group as the source of all of their current problems gain in popularity. This can be explained in the fact that, by putting the blame in one source, people actually also provide themselves a (non-existant) solution; ie by getting rid of this single population group, they can also make their problems disappear.

## The selfish gene theory

The selfish gene theory says that people are genetically programmed to discriminate people more closely related to them in favor to those that are more distantly related to them (in short, it says that racism is genetically part of all races). Ie this, especially in regards to the choosing of a partner, but also more in general. This, to some extent, explains that in some areas specific population groups can be more easily seen/made to "an enemy". It doesn't fully explain things however, since the mind/spirit itself still controls the body and not the other way around. Hence, the selfish gene theory is just another facilitator of conflict, but not a root cause.

## Solutions
### Eliminating the presence of difficulty

Although they are not the direct cause, the initial problems that allow radicalisation to occur in an area (ie poverty, famine, ...) need to be eradicated. To some extent, AT technology can be helpful in achieving this.

### The relationships we engage in

As a rule of thumb, relationships we engage in are often too radical. The image on the right shows that there are many types of relationships we can engage in; i.e., not only by either being very friendly or violent towards each other, but also to simply refrain from any interaction with the other group at all. This last type of relationship seems the best option in times/locations where/when tension is high.
It seems also useful to not be too radical in any form of relationship at all. Even within peaceful interaction with one another, too radical partnership love (1st love type) can be source of conflict. The other two types of love (sexual urge, being enloved) are then again not an emotion but a fundamental motivation or urge (such as hunger, ...) The three types of love are respectively triggered by the compounds vasopressine, dopamine, and oxytocine in the brains. We must recognise this, and hence force ourselves to not become too radical in partnership love either, as we can not allow the body to lead the mind.
# Conformity

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
# Congestion control uses

Definition: Congestion control is a method used for monitoring the process of regulating the total amount of data entering the network so as to keep traffic levels at an acceptable value. This is done in order to avoid the telecommunication network reaching what is termed w:congestive collapse.
Congestion control mostly applies to the packet-switching networks. A wide variety of approaches have been proposed, however, the "objective is to maintain the number of packets within the network below the level at which performance falls off dramatically."
There are two transport layer protocols where congestion control is implemented;
* Transmission Control Protocol
* User Datagram Protocol
In the TCP there are several congestion control algorithms strategies used:
* slow start
* exponential backoff
# Conflict Resolution

Conflict Resolution
Skills The Conflict Resolution Network (www.crnhq.org) has identified 12 skills which may be relevant to solving any conflict. These are:
1. The win win approach
Identify attitude shifts to respect all parties' needs.
2. Creative response
Transform problems into creative opportunities.
3. Empathy
Develop communication tools to build rapport. Use listening to clarify understanding.
4. Appropriate assertiveness
Apply strategies to attack the problem not the person.
5. Co-operative power
Eliminate "power over" to build "power with" others.
6. Managing emotions
Express fear, anger, hurt and frustration wisely to effect change.
7. Willingness to Resolve
Name personal issues that cloud the picture.
8. Mapping the conflict
Define the issues needed to chart common needs and concerns.
9. Development of options
Design creative solutions together.
10. Introduction to negotiation
Plan and apply effective strategies to reach agreement.
11. Introduction to mediation
Help conflicting parties to move towards solutions.
12. Broadening perspectives
Evaluate the problem in its broader context.
# Confirming accessibility of websites for people with special needs

Web Design → Confirming accessibility of websites for people with special needs
This page is part of the Web Design project. :
From the official document:
    "This unit defines the competency required to ensure that a website is accessible to users with special needs including people with disabilities."
Basically, that means this unit is based on building a website that everybody can use.
You can read more about this unit on the National Training Information Systems Official document for ICAT4183A.
This unit forms part of the following qualifications:

## How this unit will help you

After learning and applying the skills required by this unit you'll be able to demonstrate your skills in:
| ELEMENT | PERFORMANCE CRITERIA |
| 1. Identify accessibility standards | Research and identify specific user groups with particular accessibility requirements Identify general legislated and industry accessibility standards and requirements to understand the wider context of accessibility Identify web development standards and prioritise application Consolidate specific and general standards and requirements into an accessibility checklist for application to website related work |
| 2. Test for accessibility of website | Select and prepare appropriate automatic testing tools and software Run automatic testing tools and based on results, make and document changes Ensure that the text equivalent for every non-text element is present in the website where feasible Verify that all information conveyed with colour is also available without colour Identify all changes in the natural language of a document text Check and ensure that document can be read without style sheets Check and ensure that all priorities identified in the analysis of web development standards are met and completed Test site with different user groups'ensure that the site transforms successfully and maintains accessibility' |
| 3. Test pages | Check and ensure that pages are not dependent on colour and can operate in a monochrome environment Check and ensure that pages are logical and accessible in a text-only environment Verify that pages operate correctly on text-to-speech browser Have the accessibility of the website signed off by an appropriate person as meeting web development standards |
* translate the above elements and performance criteria into plain english and summarise here...

## Ideas for demonstrating this unit

The best way to demonstrate these skills is ...

## Grading

If you are demonstrating this unit as part of a formal course, you might find that the unit is graded (meaning you can not only demonstrate your competence, but can also gain a credit or distinction). Your facilitator may already have set criteria that your college uses. If not, here are some ideas for possible credit/distinction activities that you can discuss with your facilitator:
# Bresenham's line algorithm

The Bresenham line algorithm is an algorithm which determines which order to form a close approximation to a straight line between two given points. It is commonly used to draw lines on a computer screen, as it uses only integer addition, subtraction and bit shifting, all of which are very cheap operations in standard computer architectures.

## Algorithm:

In the following pseudocode sample plot(x,y) plots a point and abs returns absolute value:
# Breton/Breton bases

* Introduction to Breton Breton bases
Your first steps in Breton
Here are the very first sentences of Breton in this course :
Who is it ?
Piv eo ?
Who is ?
It's John
Yann eo
John is
What does John do?
Petra a ra Yann ?
What does John ?
John reads Bremañ (insisting upon the subject : John)
Yann a lenn Bremañ
John reads Bremañ
John reads Bremañ (insisting upon the verb : To read)
Lenn Bremañ a ra Yann
To read Bremañ does Yann
First Breton words
(br)
(en)
IPA notation
Piv
Who
piu
Eo
Is
eo
Yann
John
yañn
Petra
What
petra
Lenn
To read
len
Bremañ
Now (Breton newspaper)
bremañ :
* Verbal group
* In the preceding sentences, we have several verbal groups :
* "eo" : the verb "to be" is used alone in a personal form
* "a ra" : the verb "to do" is used in a personal form with a verbal particle "a" (other verbal particles exist: "e", "o", etc.)
* "a lenn" : the verb "to read" is used in a personal form with a verbal particle "a" as above
* "lenn a ra" : the verb "to read" is used in an impersonal form with an auxiliary verb which is in a personal form "a ra"
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