OpenLLM-France/wikimedia huggingface dataset:
# COVID-19/Positive Change/Introduction
## Why?

Our heart goes out to all those badly infected with CoVid19 as well as all those put in financial difficulty. We feel immense gratitude and admiration for all hospital workers and researchers. For all of them, it is of course about survival.
And what about the rest of us?
Is all we can do to respect the government measures, suppress our fears and hope it all gets over soon? Hell, no!
Let our guts speak: this unseen and also scary situation is an unprecedented historic opportunity to collectively grow, sense and step into the more beautiful world we would like to live in. Could you ever have imagined a situation, in which:
* Millions of people simultaneously (have to) step out of the hamster wheel of life, that maintains and is the result of a currently crumbling, personally unfulfilling, inhumane, unsustainable system
* Millions of people simultaneously are in a state of inner alert, an energy that we can consciously use to be more fully alive and present in every cell of our bodies
* Millions of people simultaneously feel the essential interdependence, relational nature of us human beings
* Millions of people simultaneously have time to sense, to be, instead of just functioning
* Millions of people simultaneously spend more time with themselves and their close ones, and we don't have our usual "feeling escapes" such as consumption, travel or café visits ;)
* Millions of people simultaneously are reunited intensely with their children and their children’s learning and unfolding process
* Millions of people experience that it is possible to change all of our societal systems (work, transport, education), if there is a sufficiently strong collective need or desire for it
Let’s collectively seize this opportunity! It is the most life-affirming, responsible and also joyous thing we can do right now!
What do you sense in yourself? What insights are you gaining from this unusual situation? How do you want to BE, to show up, from which place do you want to act at this moment, in this world? Given that everything is possible, what world does your heart want to live in? And what is one small step you can do now, to step into this being and contribute to creating this more beautiful world?

## What?

Let us use this historic opportunity to:
* Share corona-related EMERGENCY SUPPORT OFFERS (for emotional, physical, and spiritual help)
* INSPIRE ourselves to start the path towards a more beautiful world
* EMBRACE WHAT IS PRESENT- connect to what is alive within us and our close ones (including fear and anxiety)
* IMAGINE a more beautiful world based on our heartfelt desires
* EXPERIMENT a more beautiful world, one step at a time, one experiment at a time
* SHARE our insights

## How?

* Share any heart-widening resources or information for the 5 categories + share this website link widely
* Absorb what resonates with you from this website and let it pour into your home life
# COVID-19/Sports

If we consider epidemiological requirements and constraints in the context of Public Health we will now touch the topic sports. We address COVID-19 by application of Systems Thinking. A systems thinking approach includes feedback loops impact on other area and domains. In this learning modul we analyse the topic sports on two different levels:
* Sports as activity of citizens, that contributes to Public Health,
* Sports as a business, with a economical objective to keep the business running under the given epidemioligical requirenments and constraints.
The main focus is the contribution of Sports to Public Health.

## Learning tasks

* Doing sports could have an impact on public health (e.g. sports for reduction of cardio-vascular diseases, diabetes, ...). Analyse the positive impact sports and compare that with the requirements and constraints of social distancing.
* Sort the following types of sports by epidemiological risks, if you want to allow doing sports, which type would you allow practice first after a lockdown or would prefer to keep the epidemiological constraints for all types of sports simultaneously and drop all restrictions for sports at the same time.
** Tennis,
** Volleyball,
** Running,
** Gymnastics,
** Football, Soccer, Rugby, ...
** Motocycle Racing, ...
** Sailing, canoeing, ...
* Explain the difference between doing sports as a citizen and dealing with sports as a business! What are the difference and what do have both perspectives in common and discuss that from the angle of Risk Management. Who benefits from decisions and who has to deal with the consequences of decisions and the resulting risks?
* (Workflow Transformation) Assume you are responsible for a sports club with citizens doing sports at sports club and you have at the same time a team that is doing competitions in a national league. Analyse you options for decision making and analyse the consequences of your decision making if all sports club decide in a similar. Assign different types of sports to the students. Decisions of today are visible e.g. 14 days later. Explain the challenges of Risk Literacy for decision makers by the proposed decision making of the learners? Discuss if the decisions were appropriate for the epidemiological situation in your country. How can the learner validate, if there decision making was appropriate for the current situation.
* (Systems Thinking) Analyse the following sentence!
       In the previous month we took care about epidemiology and now we address sports for citizens as a support for other areas of Public Health. Which types of sports must have specific restrictions. Compare positive impact and of the negative impact of these types of sports on the COVID-19 and disease in general.
    Compare consequence of additional lockdown in 6 weeks with current reduction of restrictions. Should sports as business and sports performed by citizens treated in the same way or differently? Explain your suggestions and provide benefits and drawbacks!
# COVID-19/Time Series and COVID-19 Data
## Data Sharing

Data sharing on an international level is important to analyze the epidemiological spread of the communicable disease
* Analyse the Wikipedia updates of COVID-19 and check the history of the article! When was the COVID-19 article establish? When did the community update data in the different languages? Validate the times series data in Wikipedia! Why is checking and quality assurance of the community important for content about COVID-19 in Wikipedia and Wikiversity?
* Analyse the OpenSource OpenLayers and/or Leaflet for visualization of heatmaps and time series. Try to generate a Heatmap with OpenLayers and/or Leaflet based on available data. How can you find data with timestamps and how can you create georeferences for data like "30 new reported COVID-19 infections in Town X". What are other data formats that allow georeferencing of data (see OGC Standards)
# COVID-19/Workflow Transformation/Primary Schools

Beside the consideration of general advice and recommendations of national publich health agencies (like open windows more often to exchange the air inside a room) some school specific workflow transformations can be considered in schools.

## From Epidemiological Recommendation to Implementation

Assume that the epidemiological recommendation from centers of disease control is to keep a minimal distance between childrens in school. National governmental regulations/centres for disease control define the framework for implementations in school. Assume the epidemiological recommendation of keeping spatial distance between children is the epidemioligical recommendation. The implementation in Primary Schools may vary a bit due to the local requirements and constraints.

## Learning Tasks

* (Requirements and Constraints) What is necessary to establish epidemiological risk mitigation in Primary Schools? What are the constraints?
* (Set of Rules - News) Assume children learnt basic principles for improved safety. Is the precautionary principle and a consistent set of rules important, that the children in school feel safe? What is the consequence if children see adults that do not respect those rules! Children are exposed to news directly or indirectly by conversation of with and among adults? High numbers of cases can create fear! How can rules and comprehension of rules mitigate fear or would you prefer as teacher just to communicate the rules without explaining, why the rules are necessary? Distinguish between ages of children!
* (Age and Presentation of Topics) What is the difference between young children and older children to understand epidemiological principles?
* (Risk Management) How could you treat the topic in schools without creating fear? Could you compare the epidemiological measures with principles of safety when children are exposed to traffic on road? What else can you use as examples for the children to explain and compare safety measure (wearing masks) with other safety measures in using tools or technical infrastructure? Collect examples and share them with the Wikiversity community in the following item list:
** knifes, pair of scissors, tools, ...
** children using computers, smartphones, ...

## Images

The following imagss show how distancing on the school yard can be supported by paintings. Measuring the distance is a learning task in mathematics education, so the epidemiological requirements can also be integrated in the learning subjects in school.

### Waiting on a Flower before entering School

Translation: "Bitte auf einer Blume warten" - "Please, wait on a flower"

### Routing at the entrance of Primary School

Routing at the entrance to schoolyard - Support distancing for primary school childrens
Translation: "Herzlich willkommen" - "Cordial welcome"
# COVID-19/Social Distancing

Social Distancing is key to slow down the epidiological spread of the disease.

## Misunderstanding

The wording might be misunderstood in way that people must perserve a social distance to other people. It just means physical distance in face-to-face approach. Talking about notion of "social distance" can be annotated in way, that other means of social contacts (e.g. digital social interaction)
* telephone,
* video conference,
* messsages, ...
must replace the close distance face-to-face interaction. In fact the digital social interaction is useful to avoid isolation of community member in society.

## Learning Tasks

* Identify Workflow Transformation that reduce the speed of epidemiologic spread and improve social interaction.

## Materials

* From National Geographic, a selection of graphs and conclusions about the effects of social distancing practised in the USA during the Spanish Flu (the various cities chose their own social distancing regimes so the results were varied and resemble and resemble experimentation) ~ R.T.G 23:11, 3 April 2020 (UTC)
# Internet Protocol Analysis/Introduction/Terms Flashcards
## Instructions

* Click on the flashcard text to show the answer.
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* Introduction Terms
* An international, non-profit organization founded in 1992 to provide leadership in Internet related standards, education, and policy is the _____. Internet Society (ISOC)
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# Internet Protocol Analysis/Link Layer/Terms Flashcards
## Instructions

* Click on the flashcard text to show the answer.
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* Link Layer Terms
* A computer network that interconnects computers in a limited area such as a home, school, computer laboratory, or office building using network media is a _____. Local Area Network (LAN)
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# Internet Protocol Analysis/Multicast/Lesson Flashcards
## Instructions

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* Multicast Lesson
* NDP defines five ICMPv6 packet types: _____. NDP defines five ICMPv6 packet types: Router Solicitation, Router Advertisement, Neighbor Solicitation, Neighbor Advertisement, and Redirect.
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# Internet Protocol Analysis/Multicast/Terms Flashcards
## Instructions

* Click on the flashcard text to show the answer.
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* Multicast Terms
* An ICMPv6 NDP packet type that routers use to inform hosts of a better first hop for a destination is _____. Redirect
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# Internet Protocol Analysis/Link Layer/Lesson Flashcards
## Instructions

* Click on the flashcard text to show the answer.
* Click on Next Card to show the next flashcard.
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* Link Layer Lesson
* An Ethernet frame includes _____. An Ethernet frame includes destination and source MAC addresses, Ethertype, data, and a frame check sequence.
* Next Card
# Lunar effect

This project explores the idea that the Earth's Moon has an influence on human behavior. These beliefs have a very long history but there are few sources that give a good overview of the topic. Surveys have shown that this belief is still commonplace in contemporary society, despite studies which have found that there is no correlation between the Moon and many indicators of human behavior. One of the goals is to gather information which can be used to improve w:Lunar effect and perhaps also w:Medical astrology.

## History

The term "lunatic" derives from the Latin word lunaticus ("moonstruck") which originally referred mainly to epilepsy and madness as diseases caused by the moon. By the fourth and fifth centuries astrologers were commonly using the term to refer to neurological and psychiatric diseases. Through at least 1700 it was also a common belief that the Moon influenced fevers, rheumatism, episodes of epilepsy and other diseases.
The nativity shown here is an historic example of the belief that lunacy was caused by the position of the Earth's Moon at the time of birth. This author describes how the positions of the planets Saturn and Mars (both of which are considered to be a malefic planet by astrologers) with respect to the Moon are the cause of "diseases of the mind."

## Depictions in art

* An insane man.. engraving by H. Fernell, 1735.
* Lunacy - unrolling letters, a print from One Hundred Aspects of the Moon by Tsukioka Yoshitoshi, 1889.
* Illustration that accompanies "A visit to the lunatic asylum." in a series of poems and essays called The Affectionate Parent’s Gift, 1828
# Lunar Boom Town/Water plant

Humans still need to drink water on the moon!
External Information Resources:
# Lunar Boom Town/sites with information

* http://www.permanent.com/
* http://www.mars.org/
* http://www.seds.org/~spider/mars/mars.html
# Lungs

The lungs are organs contained within the thoracic cavity, and are primarily responsible for oxygenating the bloodstream within the body, while removing carbon dioxide. This process takes place in small sacs called alveoli, where there is a gas exchange between the oxygen inhaled, and the carbon dioxide within the blood.
Your lungs are protected by rib cages, 12 rib cages in fact, and connect to the spinal cord to keep the lungs safe. Below the lungs are the diaphragm, when inhaling, your diaphragm allows the body to inhale the air.

## Into the Lungs

Looking it from the outside, the lungs are squishy and bright pink. But looking into the lungs, they are more! At the bottom of the trachea, they are two large tubes. These tubes are named the bronchi, and one heads left into the left part of the tunnel, while the other goes to the right part of the tunnel. Each main stem bronchus (say: BRONG-kuss) — the name for just one of the bronchi — then branches off into tubes, or bronchi, that get smaller and even smaller still, like branches on a big tree. The tiniest tubes are called bronchioles (say: BRONG-kee-oles), and there are about 30,000 of them in each lung. Each bronchiole is about the same thickness as a hair.
At the end of each bronchiole is a special area that leads into clumps of teeny tiny air sacs called alveoli (say: al-VEE-oh-lie). There are about 600 million alveoli in your lungs and if you stretched them out, they would cover an entire tennis court. Now that's a load of alveoli! Each alveolus (say: al-VEE-oh-luss) — what we call just one of the alveoli — has a mesh-like covering of very small blood vessels called capillaries (say: CAP-ill-er-ees). These capillaries are so tiny that the cells in your blood need to line up single file just to march through them.

## All about Inhaling

When you're walking your dog, cleaning your room, or spiking a volleyball, you probably don't think about inhaling (breathing in) — you've got other things on your mind! But every time you inhale air, dozens of body parts work together to help get that air in there without you ever thinking about it.
As you breathe in, your diaphragm contracts and flattens out. This allows it to move down, so your lungs have more room to grow larger as they fill up with air. "Move over, diaphragm, I'm filling up!" is what your lungs would say. And the diaphragm isn't the only part that gives your lungs the room they need. Your rib muscles also lift the ribs up and outward to give the lungs more space.
At the same time, you inhale air through your mouth and nose, and the air heads down your trachea, or windpipe. On the way down the windpipe, tiny hairs called cilia (say: SILL-ee-uh) move gently to keep mucus and dirt out of the lungs. The air then goes through the series of branches in your lungs, through the bronchi and the bronchioles.
# Lute

Lute is a family of stringed instruments typically having a pear-shaped body, a rounded back, and a decorated sound hole called a Rose. Some specific examples of these instruments are lutes, theorbos, archlutes and others. Although the tunings of the different kinds of lutes vary, similar techniques can be applied to most of them. Lutes are not played with the exactly the same technique that one uses with a modern classical guitar, but some similarities exist nonetheless.

## Holding the Lute

should be relaxed with the thumb on the back and the other fingers in the front by the strings.

## Playing the Lute

    Lutes: Lesson 1 The Intro
    Lutes: Lesson 2
    Lutes: Lesson 3
    Lutes: Lesson 4
    Lutes: Lesson 5

## Playing Theorbo, Archlute, Baroque Lute, and other bass Lutes

    Archlute: Lesson 1
    Archlute: Lesson 2
    Archlute: Lesson 3
    Archlute: Lesson 4
    Archlute: Lesson 5

## Playing the Lute

    Lutes: Lesson 1
    Lutes: Lesson 2
    Lutes: Lesson 3
    Lutes: Lesson 4
    Lutes: Lesson 5

## Playing Theorbo, Archlute, and other bass Lutes

    Archlute: Lesson 1
    Archlute: Lesson 2
    Archlute: Lesson 3
    Archlute: Lesson 4
    Archlute: Lesson 5
# Lunar Boom Town/Volume miner

Background: Due to a lack of atmosphere lunar facilities must be protected from micrometeorites and radiation. This can be accomplished by burying facilities.
Volume miners dig into surface to create useable volume for sell to volume developers.[[Lunar_Boom_Town/Volume_developer]| The material extracted is sold various raw material processers such as an oxygen extractorLunar_Boom_Town/LOX_Domestic_and_Exports] or sold delivered to a customer/developer for berming/burying material.
Startup can be as easy as a shovel and explosives and a regolith hauler. Next phase might add a horizontal drilling machine and a front end loader or backhoe. Largest operators construct and operate large tunnel boring machines.w:Tunnel_boring_machine
As a by product valuable volatiles set free by the mining process would by collected by binding them to liquid salts.
# Lunar Boom Town/Worm Soil Factory

Business Idea:
Topsoil is going to be at a premium on the moon. As much food as possible must be grown locally and CO2 must be recycled into biomass and oxygen.
Lunar regolith is initially not good topsoil. When moisture is added it creates a base (opposite of acidic) mixture which is inimical to plants. (need footnote here, find source) It also has no organic component.
Hence our worm farms. We purchase waste biomass, combine it with lunar regolith in proper proportions, feed it to our worms, then sell the resulting topsoil to plant growers and the extra worms to chicken farms.
Best of all, our worm farms take a lot less excavated space to operate than other full-blown ranches and farms, thus making it ideal for part-time entrepreneurs who work for other people full-time.
Startup costs:
* Excavation of initial space for work beds and airlock to adjoining community corridor or owner's living space.
* Initial supply of worms from Terra.
* Initial biomass - primarily kitchen scraps, possibly human waste compost.
* Hauling of initial sifted lunar regolith
* Water
Design challenges:
* What is the proper mix of lunar regolith and various types of biomass to create various types of topsoil?
* What are the various types of topsoil Lunar Boomtown Businesses and residents will purchase?
Mill:
Oportunity:

## External Information Links

* http://www.sustainability.vic.gov.au/www/html/1656-how-to-build-a-worm-farm.asp
* http://www.prospect.sa.gov.au/site/page.cfm?u=959
* http://www.kidsgardening.com/themes/business8.asp
* http://www.wnyinsurance-quote.com/information-site/html/here_is_what_you_need_to_get_s.html
* A Guide for Educators
* Specialized market as lab specimens? http://www.wormclassroom.org/resources.html
# Luon

According to quantum mechanics energy in physical systems cannot be exchanged in arbitrarily small portions, but is quantised. A single elementary particle is an example for such a quantum. In a many body system energy cannot only be carried by individual elementary particles, but also by their collective movement. The elementary quanta of these collective excitations or "plasma waves" often behave as if they were actual particles themselves and are usually referred to as quasiparticles. Well-known examples of this behaviour are phonons or plasmons. A luon is a hypothetical quasiparticle that can be interpreted as collective excitation of scalar fields in a hot plasma. Since numerous scalar fields appear in many extensions of the Standard Model of particle physics, luons could play a role in the early universe at very high temperatures. However, it is difficult to confirm their existence in nature. The only elementary scalar field the existence of which is supported by experimental data is the Higgs field. The creation of a plasma of Higgs bosons in the laboratory would require temperatures of more than $10^{15}$ Kelvin because of their large mass of 125 GeV. This problem is even more severe for the even heavier hypothetical scalar fields in theories of particle physics beyond the Standard Model.
# ICT in Education/Student Activities/Mr.Tak Kean/Classs M5/Group 4

* '''Group4 Member'''
* '''Group4 Activity'''
# ICT in Education/Student Activities/Mr. Tak Kean/Assignment/Assignment1

On WIKIVERSITY.ORG, every group member need to
* have your own account & login before you can do anything here
* create Pages at least Group Member & Group Activities in your own group of the class
* in Group Activities page, you should post something to discuss & share through your group and class
* in Group Member page, you should create a table with the field like

## Group 1

| No | Name | Gender | User Name | Personal Link | Group Link | Phone | Email | Role |
| 01 | Example Name | M | firstName.lastName | example.com | group example.com | +855-12 | example@gmail.com | Member |
| 02 | Example Name | M | firstName.lastName | example.com | group example.com | +855-88-702 7766 | example@gmail.com | Member |
Deadline:(30-Jul-2014)! By Tak KEAN MIS Lecturer
# ICT in Education/Student Activities/Mr. Tak Kean/Assignment

* Assignment1 (Deadline:30-Jul-2014!)
* Assignment2 (Deadline:05-Aug-2014!)
* Assignment3 (Deadline:08-Sep-2014!)