OpenLLM-France/wikimedia huggingface dataset:
# Health Education Development/Explain an activity

Increasingly, funding bodies want to know the logic that makes sense of the plan, in narrative form. This is so they can be assured of a greater clarity of purpose in order to provide for increased accountability for scarce funds and resources.
You will develop and submit an individual program-logic narrative for a 'youth mental health first-aid' lesson plan for a two-hour session with a nominated 'vulnerable' group in a tertiary setting using a salutogenic approach.
This assignment builds on skills learned and attitudes developed in the tutorials and allows you to demonstrate higher order thinking in terms of applying what you have learned about lesson planning to a new situation.
You will have plenty exposure to this assignment and what exactly a program logic narrative is.
This assignment should be equivalent to 1100-words. It is due at 9am, 26 May 2014. Assessment comprises 30% of your overall mark.

## Criteria

* Due at 9am, 26 May 2014
* Equivalent to 1100-words.
* Use the information about fonts and margins and so forth from the "What do these marks mean?" document. (Remember the critical essay.)

## Examples

* Example 1 forthcoming (exceptional student work published here)
* Example 2 forthcoming (exceptional student work published here)
* Example 3 forthcoming (exceptional student work published here)
# ICT in Education/Student Activities/Mr. Tak Kean/Class M3/Group1/Group Activities/Assignment 2/Respone to Assignment 2

After having discussed with group members about the topic, the final conclusion of the topic obtained from all members ideas and presentation slide will be uploaded here. Veasna.Chhom>> The final presentation slide for assignment 2 is rolled out. Please check it and be ready for presentation. Download
Go Back to Class M3
# ICT in Education/Student Activities/Mr. Tak Kean/Class M3/Group1/Group Members

| No | Name | Gender | User Name | Personal Link | Group Link | Phone | Email | Role |
| 01 | Buth Mathearo | M | Mathearo.Buth | Wikiversity | Group Blog | (+855) 10 349 330 | mathearo.buth@gmail.com | Leader |
| 02 | Chhorn Elit | M | Chhorn.elit | Account Facebook | Group Blog | (+855) 86 823 938 | chhornelit@gmail.com | Leader |
| 03 | Hor Norin | M | Norin Hor | Wikiversity | Group Blog | (+855) 70 531 130 | norin.hor@gmail.com | Leader |
| 04 | Thai Visal | M | Thai.Visal | Account Facebook | Group Blog | (+855) 69 340 944 | thaivisal@gmail.com | Leader |
| 05 | Chan Monirathanak | M | chan monirathnak | Blog | Group Blog | (+855) 70 959 468 | nightboykk@gmail.com | Member |
| 06 | Chhay Dimang | M | Dimang Chhay | Blog | Group Blog | (+855) 70 365 549 | DimangChhay9@gmail.com | Member |
Go Back to Class M3
# ICT in Education/Student Activities/Mr. Tak Kean/Class M3/Group1/Group Activities/Assignment 2/Share Your Idea Here!

Mathearo.Buth >>> After I read all, I can say there are 2 main points. From slide 8-10, they're about advantages of using IS; and from slide 10-14, they're about Data & Information.
Veasna.Chhom >>> Good idea friend! I think so.
I've just done presentation slide. Please kindly check it and feel free to correct or even add in which point you interested. Download
I do believe that it still exist with mistakes; therefore, please kindly check it and be please to correct.
Veasna.Chhom >>> Here is a new version of presentation slides I've just edited.Click here to download
Veasna.Chhom >>> The final slide is come out. Please download and check it. Download
# ICT in Education/Student Activities/Mr. Tak Kean/Class M3/Group1/Group Activities/Assignment 4

Dear all members,
Please download chapter 2 slide and read it from slide number 18 to 25 by your understanding.
Our group will present on Wednesday, 10.09.2014. After reading individually, please feel free to share your perception about the assignment here.
Thank, <<Veasna.Chhom>>
* /Share Your Idea Here!/
* /Respone to Assignment 4/
Go Back to Class M3
Great job, Veasna! -by Tak
# ICT in Education/Student Activities/Mr. Tak Kean/Class M3/Group2

* Group Member
* Group Activity
# ICT in Education/Student Activities/Mr. Tak Kean/Class M3/Group2/Group Activity

* Assignment 3 (Chapter 2, page 11 - 17)
* System Design
* Assignment 2
* School Discussion
# ICT in Education/Student Activities/Mr. Tak Kean/Class M3/Group1/Group Activities

* /Assignment 2/
* /Group Discussion (Internet, Intranet, Extranet)/
* /Assignment 3/
* /Assignment 4/
# ICT in Education/Student Activities/Mr. Tak Kean/Class M3/Group1/Group Activities/Assignment 2

Dear all members,
Please download chapter 1 slide and read it from slide number 8 to 14 by your understanding.
Our group will present on Wednesday, 06.08.2014. After reading individually, please feel free to share your perception about the assignment here.
Thank, <<Veasna.Chhom>>
* /Share Your Idea Here!/
* /Respone to Assignment 2/
Go Back to Class M3
# ICT in Education/Student Activities/Mr. Tak Kean/Class M3/Group1/Group Activities/Assignment 3

Please download Assignment 3 System Implementation and read it from slide by your understanding. after reading individually, please feel free to share your perception about the assignment here.
Thank, <<Bunthorn.Chhoem>>
# ICT in Education/Student Activities/Mr. Tak Kean/Class M3/Group1/Group Activities/Group Discussion (Internet, Intranet, Extranet)

* Intranet សំដៅទៅលើ Private Computer Network ដែលប្រើប្រាស់ Internet Network Technologies ដើម្បីចែករំលែក Resources នានាទៅក្នុងស្ថាប័នមួយ។
* Extranet សំដៅទៅលើ Private Computer Network ដែលប្រើប្រាស់ Internet Private រឺក៏ Network Connectivity ។ យើងអាចនិយាយបានថា​ វាជាការពង្រីកបន្ថែម Intranet ដើម្បីអោយ Outside Users អាច access ពត៌មានរបស់ស្ថាប័នណាមួយតាមរយៈ Internet។
* Internet សំដៅទៅលើប្រព័ន្ធជាសកលមួយដែលត្រូវបាន access ដោយ Computer Network ជាច្រើន តាមរយៈ Standard Internet Protocol TCP/IP។
លក្ខណៈដូច និង លក្ខណៈខុសគ្នា៖ +លក្ខណៈដូច៖
+លក្ខណៈខុសគ្នា៖
# Oracle Database Administration/Collection
## Oracle Database Administration
### Learning Guide

This learning guide supports the Wikiversity course Oracle Database Administration, available at http://en.wikiversity.org/wiki/Oracle_Database_Administration.

## Overview

Oracle Database Administration introduces Oracle database administration concepts, including database architecture, environment, management, networking, storage, security, maintenance, performance, and backup and recovery.
This course comprises 14 lessons covering Oracle database administration. Each lesson includes a combination of Wikipedia and Oracle readings, YouTube videos, and hands-on learning activities. The course also assists learners in preparing for Oracle Database Administration I certification.

## Preparation

This is a third-semester, college-level course. Learners should already be familiar with Oracle SQL Fundamentals.

## Lessons

* Environment
* Instances
* Network
* Architecture
* Storage
* Undo Data
* Data Concurrency
* User Security
* Database Security
* Maintenance
* Performance
* Moving Data
* Backup and Recovery
* Support

## See Also

* Oracle SQL Fundamentals
* Oracle: Database 2-Day DBA (HTML) (PDF)
* Oracle: Database 2-Day + Security Guide (HTML) (PDF)
* Oracle: Database 2-Day + Performance Tuning Guide (HTML) (PDF)
# Oracle Database Administration/Database Security

This lesson introduces Oracle database security.

## Objectives and Skills

Objectives and skills for the database security portion of Oracle Database Administration I certification include:
* Implementing Oracle Database Security
** Database Security and Principle of Least Privilege
** Work with Standard Database Auditing

## Readings

* Oracle: Database 2 Day + Security Guide

## Multimedia

* YouTube: Security in the Database

## Activities
### Privileges

* Review Oracle: Managing Compliance.
* Use the following query to identify UTL packages that PUBLIC has EXECUTE privileges for: SELECT DISTINCT TABLE_NAME FROM DBA_TAB_PRIVS WHERE GRANTEE = 'PUBLIC' AND TABLE_NAME LIKE 'UTL_%' AND PRIVILEGE = 'EXECUTE' ORDER BY TABLE_NAME;
* Consider revoking EXECUTE access from PUBLIC for all UTL packages, but at a minimum restrict the following: REVOKE EXECUTE ON DBMS_JOB FROM PUBLIC; REVOKE EXECUTE ON DBMS_LOB FROM PUBLIC; REVOKE EXECUTE ON UTL_FILE FROM PUBLIC; REVOKE EXECUTE ON UTL_HTTP FROM PUBLIC; REVOKE EXECUTE ON UTL_SMTP FROM PUBLIC; REVOKE EXECUTE ON UTL_TCP FROM PUBLIC;

### Auditing

* Review Oracle: Audit Trail.
* Enable auditing.
** Use the following queries to enable auditing: ALTER SYSTEM SET AUDIT_TRAIL = DB_EXTENDED SCOPE = SPFILE;
** Stop and restart the database so that the changes take effect using the following queries: shutdown transactional startup
** Audit database connections using the following queries: AUDIT SESSION WHENEVER SUCCESSFUL; AUDIT SESSION WHENEVER NOT SUCCESSFUL;
* Examine the audit log.
** View the audit log using the following query: SELECT * FROM DBA_AUDIT_TRAIL;

## See Also

* Oracle: Administering User Accounts and Security
* Oracle: Keeping Your Oracle Database Secure
* isaca.org: Oracle Database Security Checklist
# Oracle Database Administration/Performance

This lesson introduces Oracle database performance management.

## Objectives and Skills

Objectives and skills for the performance management portion of Oracle Database Administration I certification include:
* Performance Management
** Use Automatic Memory Management
** Use Memory Advisors
** Troubleshoot invalid and unusable objects

## Readings

* Oracle: Database 2-Day DBA Monitoring and Tuning the Database

## Multimedia

* YouTube: Oracle Database Performance Tuning for Admins and Architects

## Activities
### Automatic Memory Management

* Use Enterprise Manager Database Control / Server / Memory Advisors to view and configure Automatic Memory Management.
* Disable Automatic Memory Management.
* View available SGA and PGA settings.
* Enable Automatic Memory Management.

### Memory Advisors

* Use the following queries to view memory advisor values: SELECT * FROM V$PGA_TARGET_ADVICE; SELECT * FROM V$SGA_TARGET_ADVICE; SELECT * FROM V$MEMORY_TARGET_ADVICE;

### Invalid and Unusable Objects

* Use the following query to identify invalid objects: SELECT OWNER, OBJECT_TYPE, OBJECT_NAME FROM DBA_OBJECTS WHERE STATUS = 'INVALID';
* Use the following query to identify unusable indexes: SELECT OWNER, INDEX_NAME FROM DBA_INDEXES WHERE STATUS = 'UNUSABLE';

## See Also

* sql-bench A standalone SQL Benchmark test tools that comes with MySQL.
# Multilinear mapping/Alternating/Definition

Let $K$ be a field, let $V$ and $W$ denote $K$-vector spaces, and let $n\in \mathbb {N}$. A multilinear mapping
    $\Phi \colon V^{n}=\underbrace {V\times \cdots \times V} _{n{\text{-mal}}}\longrightarrow W$
is called alternating if the following holds: Whenever in $v=(v_{1},\ldots ,v_{n})$, two entries are identical, that is $v_{i}=v_{j}$ for a pair $i\neq j$, then
    $\Phi (v)=0\,.$
# Multilingualism

Multilingualism is the use of two or more languages, either by an individual speaker or by a community of speakers.

## Resources

* Multilingualism in Digital World
* Topic:Multilingual Studies
* Wikiversity:Multilingualism
* Wikiversity the Movie/multi-lingual
* Wikipedia:Multilingualism
* Meta:Multilingualism
* Soeitxawe announcement of a scientific conference on multilingualism in Brazil (in Portuguese, needs translation)
# Multilingualism/Multilingualism in Digital World
## Multilingualism in Digital World

Digital world is not a discipline, neither multilingualism or multiculturalism. But when we bring the debate to academy they “naturally” are expected to become part of a knowledge field, and they are often [mis]interpreted as such. At this moment calling them transversal doesn't say much about our immediate interest, or about our actual needs, although it says a lot about the kind of partners that we are interested – just everyone that feels related to it.
“Multilingualism in digital world” needs a multidisciplinary approach (in short, multilingualism is not always for linguists). There is a large spectrum that goes from language acquisition, computer programming, bilingual/multilingual education, free and open software, public policies on ICTs, language revitalization, ethno-disciplines, regional and national recognition of linguistic and cultural heritage, anthropology, data modeling, arts, etc. There is a myriad of areas that could interact with the subject, because at the end we are talking about human values and practices that we don't want to disappear, and we want to enhance multilingualism and multiculturalism in any way that might benefit local languages and local peoples life; and the digital world is full of possibilities to achieve that. In this sense, there are always ethical aspects to be considered.
# Multilinear mapping/Alternating/Introduction/Section
## Definition

Let $K$ be a field, and let $V_{1},\ldots ,V_{n}$ and $W$ be vector spaces over $K$. A mapping
    $\Phi \colon V_{1}\times \cdots \times V_{n}\longrightarrow W$
is called multilinear if, for every $i\in \{1,\ldots ,n\}$ and every $(n-1)$-tuple $(v_{1},\ldots ,v_{i-1},v_{i+1},\ldots ,v_{n})$ with $v_{j}\in V_{j}$, the induced mapping
    $V_{i}\longrightarrow W,v_{i}\longmapsto \Phi (v_{1},\ldots ,v_{i-1},v_{i},v_{i+1},\ldots ,v_{n}),$
is
$K$
For $n=2$, this property is called bilinear. For example, the multiplikation in a field $K$, that is, the mapping
    $K\times K\longrightarrow K,(x,y)\longmapsto xy,$
is bilinear. Also, for a $K$-vector space $V$ and its dual space ${V}^{*}$, the evaluation mapping
    $V\times {V}^{*}\longrightarrow K,(v,f)\longmapsto f(v),$
is bilinear.

## Lemma

Let $K$ be a field, and let $V_{1},\ldots ,V_{n}$ and $W$ be vector spaces over $K$. Let
    $\Phi \colon V_{1}\times \cdots \times V_{n}\longrightarrow W$
be a multilinear mapping, and let $v_{1j},\ldots ,v_{m_{j}j}\in V_{j}$ and $a_{ij}\in K$. Then
    $\Phi {\left(\sum _{i=1}^{m_{1}}a_{i1}v_{i1},\ldots ,\sum _{i=1}^{m_{n}}a_{in}v_{in}\right)}=\sum _{(i_{1},\ldots ,i_{n})\in \{1,\ldots ,m_{1}\}\times \cdots \times \{1,\ldots ,m_{n}\}}a_{i_{1}}\cdots a_{i_{n}}\Phi {\left(v_{i_{1}1},\ldots ,v_{i_{n}n}\right)}\,.$

### Proof

$\Box$

## Definition

Let $K$ be a field, let $V$ and $W$ denote $K$-vector spaces, and let $n\in \mathbb {N}$. A multilinear mapping
    $\Phi \colon V^{n}=\underbrace {V\times \cdots \times V} _{n{\text{-mal}}}\longrightarrow W$
is called alternating if the following holds: Whenever in $v=(v_{1},\ldots ,v_{n})$, two entries are identical, that is $v_{i}=v_{j}$ for a pair $i\neq j$, then
    $\Phi (v)=0\,.$
For an alternating mapping, there is only one vector space occurring several times in the product on the left.

## Lemma

Let $K$ be a field, let $V$ and $W$ denote $K$-vector spaces, and let $n\in \mathbb {N}$. Suppose that
    $\Phi \colon V^{n}=\underbrace {V\times \cdots \times V} _{n{\text{-mal}}}\longrightarrow W$
is an alternating mapping. Then
    $\Phi (v_{1},\ldots ,v_{r-1},v_{r},v_{r+1},\ldots ,v_{s-1},v_{s},v_{s+1},\ldots ,v_{n})=-\Phi (v_{1},\ldots ,v_{r-1},v_{s},v_{r+1},\ldots ,v_{s-1},v_{r},v_{s+1},\ldots ,v_{n})\,.$

### Proof

Due to the definition of alternating and fact, we have
    ${\begin{aligned}0&=\Phi (v_{1},\ldots ,v_{r-1},v_{r}+v_{s},v_{r+1},\ldots ,v_{s-1},v_{r}+v_{s},v_{s+1},\ldots ,v_{n})\\&=\Phi (v_{1},\ldots ,v_{r-1},v_{r},v_{r+1},\ldots ,v_{s-1},v_{s},v_{s+1},\ldots ,v_{n})+\Phi (v_{1},\ldots ,v_{r-1},v_{s},v_{r+1},\ldots ,v_{s-1},v_{r},v_{s+1},\ldots ,v_{n}).\end{aligned}}$
$\Box$
# Multilinear mapping/K/Definition

Let $K$ be a field, and let $V_{1},\ldots ,V_{n}$ and $W$ be vector spaces over $K$. A mapping
    $\Phi \colon V_{1}\times \cdots \times V_{n}\longrightarrow W$
is called multilinear if, for every $i\in \{1,\ldots ,n\}$ and every $(n-1)$-tuple $(v_{1},\ldots ,v_{i-1},v_{i+1},\ldots ,v_{n})$ with $v_{j}\in V_{j}$, the induced mapping
    $V_{i}\longrightarrow W,v_{i}\longmapsto \Phi (v_{1},\ldots ,v_{i-1},v_{i},v_{i+1},\ldots ,v_{n}),$
is $K$-linear.
# Information Technology Planning Management

Information Technology Planning Management (ITPM) is a course run by Savitri Bai Phule University. The course consists of various six different units. It units all the essential topics in relation to ITPM subject.

### Exam Pattern

The paper consists of In-Sem assessment of 30 marks in theory. There is also another 70 marks assessment for End-Semester [[papers]].
For studying, the student should make notes as the reference books do not exactly match with the contents of the book.

## See Also

* Project Management
# Information geometry
### Resources

* Information Geometry: Near Randomness and Near Independence
* Applications of information geometry to interest rate theory

## Further readings

* w:Information geometry
# PlanetPhysics/Quantum Riemannian Geometry

Description: Quantum geometry (or quantum geometries) is an approach (resp. are approaches) to quantum gravity based on either noncommutative geometry and SUSY (the `Standard' Model of current Physics) or modified or `deformed' Riemannian, `quantum' geometry, with additional assumptions regarding a generalized `Dirac' operator, the `spectral triplet' with non-Abelian structures of quantized space-times.
Remarks. Other approaches to Quantum Gravity include: Loop Quantum Gravity (LQG), AQFT approaches, topological quantum field theory (TQFT)/ homotopy Quantum Field Theories (HQFT; Tureaev and Porter, 2005), quantum theories on a lattice (QTL), string theories and spin network models. \\
An interesting, but perhaps limiting approach, involves `quantum' Riemannian geometry in place of the classical Riemannian manifold that is employed in the well-known, Einstein's classical approach to General Relativity (GR).
# PlanetPhysics/Quantum Solitons
## Quantum Solitons

Intitially, optical solitons were introduced as exact soliton and multi-soliton solutions of the semi-classical self-induced transparency (SIT) equations; the SIT equations are defined as descriptions or representations of infinite dimensional, completely integrable Hamiltonian systems. The exact solutions of SIT equations have nonlinear (self-induced) transparency features. The complete integrability leads to nonlinear (NLS) Schr\"odinger equations.
Quantum solitons are defined as solutions of the quantum attractive NLS model that exhibit the physical properties described in ref. . Therefore, the quantum NLS soliton can be regarded as a qubit of quantum information.

### Remarks

The covariant form of the quantum attractive NLS model is the quantum sine-Gordon model. The latter model is also relevant in the context of quantum information and new results have been reported already for large area Josephson junctions. The quantum soliton of the one dimensional attractive NLS model has been claimed to have been observed in a Bose condensed metal vapour ($^{7}Li$, ref.). Detailed calculations seem to suggest that the Bose condensate undergoes a 'collapse' from three to one space dimensions, thus yielding an exact soliton ("quantum soliton solution") of the one dimensional quantum attractive NLS model.
# PlanetPhysics/Quantum Paradoxes 2
## Quantum `Paradoxes'

A paradox is a statement which has either an apparent or a real self-inconsistency (such as "A and non-A"), thus contradicting the logical principle of excluded third (`tertium non datur')
In the early stages of quantum theory development there were at least two suggested paradoxes, one reported by Schr\"odinger and the other reported by Einstein-Podolsky-Rosen. These quantum `paradoxes' are as follows:
1. The `Schr\"odinger cat paradox' in a thought (or `gedanken') experiment that supposedly shows that a "cat is neither alive nor dead" but in a superposition of the so-called `live' and `dead' states. A related version of this `paradox' is the two-slit experiment in which, for example, `an electron passes through two slits at the same time, thus interferring with itself and resulting in a diffraction pattern at the detector behind the two slits'; however, if the electron position is determined before reaching the two slits the diffraction pattern, of course, disappears, as only one electron possible state exists--that which was already measured or observed.
The wave-particle duality proposed by Louis deBroglie, and readily accepted by Albert Einstein, is thought to remove this type of quantum `paradox', although it simply shifts the argument to the quantum logic realm where quantum micro-entitites such as an electron or any other quantum `particle' can simultaneously possess an associated wave (or `character'); the existence of the associated wave of a quantum particle was later elaborated in quantum field theories (QFT) in the form of `virtual photons' that mediate the electromagnetic interactions between charged quantum particles such as electrons, protons, ions, etc.
2. The Einstein-Podolsky-Rosen (or EPR) `paradox' is a thought experiment that reveals the non-local character of quantum theory, and was presented initially as `proof that Quantum Mechanics' is incomplete, because quantum non-locality was proposed to contradict both Special and general relativity theories.
# PlanetPhysics/Quantum Paradoxes and Bell's Inequalities

The following is a contributed topic on known quantum paradoxes

### Quantum Paradoxes and Bell's Inequalities

There are two major known quantum `paradoxes':
* The Scr\"odinger's cat paradox, often expressed as the "Scr\"odinger's cat is neither dead nor alive", but in fact meaning something quite different;
* The EPR `Paradox'; several solutions of the
E.P.R `paradox' have been produced:
a. Interpretations of experiments with polarized laser beams favor nonlocality in quantum systems and in the known, physical Universe thus suggesting that the assumptions of the E.P.R paper are the problem and that there is no paradox;
b. An Unified Local Field Theory (ULFT) also claims to solve the EPR `paradox' by assuming locality--which obviously conflicts the polarized laser beam experiments' interpretations.
# PlanetPhysics/Quantum Symmetry Test
## Quantum Symmetry

Often quantum symmetry is understood in terms of properties of symmetry groups, their representations and related algebras. Quantum groups also possess quantum symmetries which are distinct from those exhibited by classical Lie groups, groups of rotations and Poisson or Lorentz transformation groups. Extended quantum symmetries are also encountered for quantum groupoids, quantum categories, Hamilton algebroids, graded Lie super-algebras, Lie algebroids and quantum systems with topological order.