OpenLLM-France/wikimedia huggingface dataset:
# 8:00 class/21 June 2007

This is an archive of Wikiversity current events from 21 June 2007.

## Colloquium summary

Short summaries of active discussions at Wikiversity:Colloquium.
* More Online Repositories of courses

## Internet Relay Chat topics of the day

Re-cap of topics discussed in #wikiversity-en.
* External link - what is spam? what is an acceptable link to a commercial website?
* Wikiversity Blog howto
* Wikiversity:Sandbox Server - a way forward?
* MediaWiki Project - threaded discussions

## Email discussions and blogs

Summaries of Email discussions and blogs with relevance to Wikiversity participants.
* Board election

## Recent changes

Recent trends in active editing efforts.
* Combat formations
* School:Advanced General Studies
* Introduction to Web Services
* Crochet
* Nerd Project
* LessonPage:Introduction to FrameForge
* Topic:Premedical Studies
* Topic:Operational Meteorology
* Topic:Science communication
* Web 2.0
* Topic:Klingon/klingons
* Topic:New Media Arts
# 8:00 class/25 June 2007

This is an archive of Wikiversity current events from 25 June 2007.

## Colloquium summary

Short summaries of active discussions at Wikiversity:Colloquium.
* Dynamic page lists - feature now active, see Help:Dynamic page list.
* Page protection at Wikiversity - related link: Wikiversity:Page protection.
* Wikiversity Traditions
* Learning projects

## Internet Relay Chat topics of the day

Re-cap of topics discussed in #wikiversity-en and #wikiversity.
* Video Wikinews
* Planet WikiMedia
* Wikiversity:Custodianship
* Category:Animation
* Help:Dynamic page list
* #wikiversity- Vishal Patel mentions work on a grant proposal related to Wikiversity and bricks-and-mortar universities.

## Email discussions and blogs

Summaries of Email discussions and blogs with relevance to Wikiversity participants.
* Visions of Free Culture by Benjamin Mako Hill. Related link: the vision thing.

## Recent changes

Recent trends in active editing efforts.
* Film scoring for Musicians:Foreground Background
* School:Game Design
* Extraordinary School Project
* Human Democratic News - needs a category
* Education for Americans about the Culture of Arab Israelis Project
* Bloom clock project/2007 part two
* Construction Materials - needs a category
* Operating Systems/x86
* Topic:Energy storage
* Alcoholism - needs a category
* Topic:Science Communication in the UK - needs a category
# 8:00 class/19 May 2007

This is an archive of Wikiversity current events from 17 May 2007

## Colloquium summary

Short summaries of active discussions at Wikiversity:Colloquium.
* Can free media be made easier to use?
* Open key "password" system to help regain lost accounts.
* Wikiversity Junior as a way to boost participation by pre-college educators.

## Internet Relay Chat topics of the day

Re-cap of topics discussed in #wikiversity-en.
* Do we need a K-12 portal?
* Fine tune Wikiversity:Sandbox Server and take the proposal to the Wikimedia Foundation Board of Trustees.
* An Italian Wikiversity was launched.
* Is it time for Portal:Philosophy?
* Advanced Italian

## Email discussions and blogs

Summaries of Email discussions and blogs with relevance to Wikiversity participants.
* Italian Wikiversity - River Tarnell.

## Recent changes

Today's trends in active editing efforts.
* Checking open proxies
* External search added at MediaWiki:Searchnoresults
* School:Astronomy vs School:Physics and Astronomy
* Glossary of musical terms
* Web architecture for Wikis
* Wikiversity:Pre-tertiary portal
* Wikiversity:Threaded discussions with NavFrames with subst
# 8:00 class/24 May 2007

This is an archive of Wikiversity current events from 24 May 2007

## Colloquium summary

Short summaries of active discussions at Wikiversity:Colloquium.
* C++ survey

## Internet Relay Chat topics of the day

Re-cap of topics discussed in #wikiversity-en.
* Help:Userpage, Wikiversity:User page - what is allowed?
* Wikiversity:Featured, Wikiversity:Frequently visited pages
* Do we need "random topics" rather than "random pages"?
* Needed lesson: "How to effectively write a bug report so the developers will listen"
* Turing
* Wittgenstein

## Email discussions and blogs

Summaries of Email discussions and blogs with relevance to Wikiversity participants.
* SWiM 0.1 is out (semantic wiki for mathematics) by Christoph Lange

## Recent changes

Today's trends in active editing efforts.
* Generating dynamic content with MediaWiki
* Learning to learn a wiki way
* Topic:Topics - list of content development projects.
* Systems And Tools Educational Model
* Calculating the square root of x
# 8:00 class/26 May 2007

This is an archive of Wikiversity current events from 26 May 2007. Note: Wikiversity passed 10,000 user accounts today. Other Special:Statistics: getting close to 3,000 "legitimate content pages" and 125,000 page edits.

## Colloquium summary

Short summaries of active discussions at Wikiversity:Colloquium.
* The "-versity problem" - Does "wikiversity" imply college-level learning?
* Javascript and collapsible boxes.

## Internet Relay Chat topics of the day

Re-cap of topics discussed in #wikiversity-en.
* Generating dynamic content with MediaWiki
* Talk:Wiki Campus Radio#Discussion Alexander Hayes
* Template:QOTD
* w:Icecast, Wiki Campus Radio, Wikiversity:Sandbox Server,Topic:SQL.

## Email discussions and blogs

Summaries of Email discussions and blogs with relevance to Wikiversity participants.
* Updated Wikiversity hub

## Recent changes

Today's trends in active editing efforts.
* Conway's Game of Life
* Simple Pendulum (AV)
* Primary ESL - Body Parts
* lessons in Introductory Ancient Greek Language
* Bloom clock project/2007 part one
* Lesson:Mad Max:Butchering midi files
# 8:00 class/22 May 2007

This is an archive of Wikiversity current events from 22 May 2007

## Colloquium summary

Short summaries of active discussions at Wikiversity:Colloquium.
* Changes to the main page - Related links: Wikiversity:Main page design changes, Introduction Overhaul Taskforce, welcome template, Pre-tertiary portal.

## Internet Relay Chat topics of the day

Re-cap of topics discussed in #wikiversity-en.
* Wikiversity:Candidates for Custodianship/HistoryBuff and serial vandalism. Related link: Vandal Fighting.
* w:Captcha use for wiki logins.
* Is it time to use the Wikiversity logo as the favicon for this website or should we wait for a possible color change?
* Topic:Javascript and related computer programming pages/issues.
* Tracking which Wikiversity participants are online.
* Waiting for Single Login
* Category cleanup: Wikiversity:Categories/2007/Week21.

## Email discussions and blogs

Summaries of Email discussions and blogs with relevance to Wikiversity participants.
* A response to “Is Wikipedia Polluting the Web?” by Utkarshraj Atmaram. Some interesting commentary on use of wiki resources by educational institutions.

## Recent changes

Today's trends in active editing efforts.
* Wikiversity:Main page design changes - three specific Main Page issues for discussion.
* Is Wikiversity:Threaded discussions with NavFrames with subst a possible way to have threaded discussions within Wikiversity?
* Wikiversity:Content development
# Australian Vocational Education and Training/ICTWEB502 Create dynamic web pages
## ICTWEB502 - Create dynamic web pages

This unit describes the skills and knowledge required to produce both server and client-side content.It applies to individuals working as web developers who are responsible for creating dynamic pages to provide interaction between the user and the website. They use highly developed technical and analytical skills when developing the user-website interface.

## Objectives
### Elements and Performance Criteria

After studying this unit you will be able to:
* Identify the client and server-side dynamic content
** Review the technical requirements
** Identify the sections of the website, requiring client-side dynamic content
** Identify the sections of the website, requiring server-side dynamic content
** Select the appropriate languages and technology to meet the requirements
* Create the dynamic content
** Create pages using the appropriate languages
** Ensure that the code conforms to current industry best practice and standards
* Test the dynamic pages
** Test the website in a variety of browsers
** Ensure that the required dynamic content functions according to the specified requirements

## Readings

Find links to add to this section on the ntisthis.com links page

## Activities

Before you start make sure you've registered and know , then try these activities:
* Click on the 'Discuss' tab at the top of the page and introduce yourself
* Rewrite one of the Elements or Performance Criteria in the Objectives section in plain language. Imagine that it starts with the words: "After studying this subject I will be able to..." For example a performance criteria that reads: "Work area is prepared to support efficient installation of sewage discharge pipes" is full of puff. It could be changed to read: "Set up a work area for installing sewage discharge pipes"
* Find relevant links and add them to the Readings section. When adding a link use the Edit Summary field to comment on why you chose that link and which objectives it addresses.
* Create and/or link Key Terms to relevant articles in WikiCommons, Wikibooks, Wikipedia or Wiktionary
* Add a quiz question to the Review section. This could be based on any of the objectives, required skills and knowledge or key terms. Or you could base it on information found via the links in the readings section. Here are some tips for writing better quiz questions.
* For bonus marks, write a challenge and add it to the Challenges section.
# Australian Vocational Education and Training/ICAW2002A Communicate in the workplace

if you're stuck for a photo, search on flickrCC
From the official document:
    "This unit defines the competency required to provide limited client support through verbal and non-verbal communication and to effectively communicate with colleagues."
Basically, that means ... (translate above into plain english)
You can read more about this unit on the National Training Information Systems Official document for ICAW2002A.
This unit is a pre-requisite for 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. Establish contact with clients | Receive requests and enquiries from clients in a polite and appropriate manner Use verbal and non-verbal communication to respond to the client requests and enquiries effectively Use appropriate questioning and active listening techniques to understand client needs and determine support requirements Accommodate cultural differences in the workplace |
| 2. Process information | Answer enquiries promptly and appropriately Record information or messages and refer client requests to the appropriate person in accordance with organisational procedures Inform client of the progress of their request or enquiry and advise them of the organisational process for answering their request or enquiry Investigate the organisational follow-up procedure or policy and record follow-up action taken in regard to the client request or enquiry |
* 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:
# Australian Vocational Education and Training/Using a computer operating system

ICAU2231A
From the official document:
    "This unit defines the competency required to configure, use and optimise a computer operating system"
That means that once you've learned and practiced the relevant tasks for this unit, you'll be able to demonstrate all the basic skills you need to use a computer operating system! You'll be able to load the operating system, log in, change a few basic things that you may need to, optimize some parameters to improve performance, and set up devices such as digital cameras and USB drives.
Some of the more advanced things include: use the command line interface to perform some basic tasks such as deleting files, and changing operating system variables. For more details about what you'll be able to demonstrate, you can read the official ICAU2231A Use computer operating systems document online).
You can read more about this unit on the National Training Information Systems Official document for ICAU2231A.
This unit is a pre-requisite for 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. Configuring an operating system | Configure operating system to the working environment, including but not limited to setting variables |
| 2. Using an operating system | Install, upgrade and uninstall application software to suit the working environment Use both the graphical user interface and the command line interface to perform basic tasks |
| 3. Optimising an operating system | Use operating system and third-party utilities Customise the graphical user interface Use techniques unique to the command line interface |
| 4. Supportng input and output devices | Set up input and output devices and check functionality Install drivers as appropriate and check functionality |

## Ideas for learning the required skills

Your class facilitator will provide plenty of activities and class challenges to help you learn the skills required for this unit.
There are also plenty of textbooks that go through the basics of operating a computer – such as the Client Support Essentials form the Tertiary Press Information Technology series. If you'd like a free reference to print, have a go at printing the free book: Basic Computing using Windows (or ask someone to print it for you).

## Ideas for demonstrating this unit

The easiest way for you to demonstrate the required skills for this unit is to sit down with your facilitator and work through a number of scenarios that require you to do the required skills for your assessor to see! Your facilitator may also have tests and/or assignments that you can use to demonstrate your skills for this unit, but you will always be required to demonstrate that it is your work and that you can demonstrate the skills not just once, but on an on-going basis. For this reason, your facilitator will collect evidence (whether it is you demonstrating your skills, or a test or assignment) over a period of time.
# Australian Vocational Education and Training/ICAU3019A Migrating to new technology

From the official document ICAU3019A :
    "This unit defines the competency required to apply skills and knowledge in using new or upgraded technology."
Basically, that means ... (translate above into plain english)
You can read more about this unit on the National Training Information Systems Official document for ICAU3019A.
This unit is 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. Apply existing knowledge and techniques to technology and transfer | Identify situations where existing knowledge can be used as the basis for developing new skills Acquire and use new or upgraded technology skills to enhance learning Identify, classify and use new or upgraded equipment where appropriate, for the benefit of the organisation |
| 2. Apply functions of technology to assist in solving organisational problems | Conduct testing of new or upgraded equipment Apply features of new or upgraded equipment and software within the organisation Use features and functions of new or upgraded equipment Access and use sources of information relating to new or upgraded equipment |
| 3. Evaluate new or upgraded technology performance | Evaluate new or upgraded equipment for performance, usability and against OH&S standards Determine environmental considerations from new or upgraded equipment Seek feedback from users, where appropriate |
* 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:
# Austrian School/Simple economic theory
## Simple economic theory

Let's borrow an idea from the book, Economics for Real People, and say that we have a man named Rick, who is trapped on an Island. The first thing Rick has to do is choose an end: will he stay, leave, or doing something completely different? Let's pretend that Rick is a Jainism follower and it is against his religious principles to harm living creatures. Now, Rick will find a few plants to eat, but will not survive because of the lack of food. Is Rick behaving irrationally? To some schools of economics he is, however, to the Austrian School the simple answer is "no." Rick is following the values he holds highest, which is to follow Jainism.
Now, imagine that, instead of starving to death, Rick decides his end will be to survive. He'll need food, water, shelter, and rest. There is some food scattered around the island, springs of fresh water on parts of the island, and Rick has no shelter. Since Rick must employ yet other means to acquire food, water, shelter, and rest, they become subsidiary ends. Food is a means toward the end of survival, but an end sought by employing the means of rat hunting. The same good can be a means from the vantage point of plan A and an end from the vantage point of plan B.
Rick must now "economize" his time and conserve his resources. He can't hunt for rats all day just to have the meat spoil. Even after choosing to survive, he must now choose how he is to achieve his goal. Economics isn't concerned with how Rick arrives at his values. To economics, it is a given that what is valued more is chosen, and what is valued less is forgotten.
The idea that we choose what we prefer might seem too extreme. For example, you might say "I don't prefer to go to the doctor, but I go anyway." In everyday speech this is fine, but to economics it is much more detailed. By going to the doctor you have weighed your options of not going to the doctor against the costs. The fact that you ultimately decide to go to the doctor implies that you prefer your health to the alternative costs of health issues.
# Australian Vocational Education and Training/ICTWEB501 Build a dynamic website
## ICTWEB501 - Build a dynamic website

This unit describes the skills and knowledge required to analyse and design websites to meet technical requirements.It applies to individuals working as web developers who are responsible for the analysis, design, implementation, and testing of websites.

## Objectives
### Elements and Performance Criteria

After studying this unit you will be able to:
* Define and analyse the technical requirements
** Identify the business requirements and appropriate standards
** Determine and document, the purpose, expectations and functionality of the website
** Analyse the user-interface design requirements, including user needs, design principles and operating systems
* Produce the software design specifications
** Produce a hierarchy of the website showing navigation
** Ensure that the content is logical and accessible to the user
** Produce the prototype of the user interface
** Determine and document, the architectural requirements
** Design the data storage requirements
* Develop the website to the specified design
** Create the software components of the website
** Test the components of the website
** Integrate the components to produce the web application
* Test the web application
** Test the website against the requirements
** Complete and document the design structure
** Obtain client feedback and adjust web applications as appropriate

## Readings

Find links to add to this section on the ntisthis.com links page

## Activities

Before you start make sure you've registered and know , then try these activities:
* Click on the 'Discuss' tab at the top of the page and introduce yourself
* Rewrite one of the Elements or Performance Criteria in the Objectives section in plain language. Imagine that it starts with the words: "After studying this subject I will be able to..." For example a performance criteria that reads: "Work area is prepared to support efficient installation of sewage discharge pipes" is full of puff. It could be changed to read: "Set up a work area for installing sewage discharge pipes"
* Find relevant links and add them to the Readings section. When adding a link use the Edit Summary field to comment on why you chose that link and which objectives it addresses.
* Create and/or link Key Terms to relevant articles in WikiCommons, Wikibooks, Wikipedia or Wiktionary
* Add a quiz question to the Review section. This could be based on any of the objectives, required skills and knowledge or key terms. Or you could base it on information found via the links in the readings section. Here are some tips for writing better quiz questions.
* For bonus marks, write a challenge and add it to the Challenges section.
# Austrian School/Application of Austrian School
## Forethought

The Austrian School insists on asking the question "if this policy is implemented, will it have the effects you intend?" instead of "should this policy be implemented?" As such, the School is based on principles and practical application.

## Austrian School solutions

Austrian Economics emphasizes free market capitalism, as both morally correct and practically applicable. All students of the Austrian School agree that the Market shouldn't be forcibly regulated by any body or entity, such as the State or a government. They say in a true free market environment the Market is self-regulating. For example, let's say we have Bob and Fred. Both sell children's toys, however Bob's products are tainted with lead paint, while Fred's are not. An independent review board doing a study on the most popular toys discovers the lead paint in Bob's product and reports this to consumers. Obviously parents don't want a child playing with Bob's toys, so either he has to redesign his product to remove the lead or he'll go out of business. From this point forward it would mostly likely end a business if a company sells toys tainted with lead. Thus, the Market has regulated that lead children's toys are unwanted.
While the Austrian School agrees on the free market, the role of government varies. This lesson will present the later views of the Austrian School. Many earlier students of the School spoke of an extremely limited government, however the later students, such as Murray Rothbard, promoted anarcho capitalism.