OpenLLM-France/wikimedia huggingface dataset:
# Legacy computer networks

Computer and Telephone networks have grown at an astounding rate over the last 20 years. As you probably already know, or learned in the earlier courses, TCP/IP and several variations of Ethernet now dominate the bulk of the world's networks. Plenty of other standards, mediums, and protocols existed before these staples emerged however, and they are the focus of this course. Just because the topics of this course are obsolete doesn´t mean you won't find them in the real world. Quite the contrary, there are bound to be pockets of these artifacts just waiting to be found at your next job, so familiarizing yourself with them is in your best interest. You'll likely need to know them too if you are considering trying to gain any of the industry certifications, which are detailed in a later course.

## Lessons

* Obsolete Physical Topologies
** Bus
** Ring
* Obsolete Cabling
* Obsolete Ethernet
* Other Obsolete Standards
** VG Anylan
** Token Ring
# Menomonie, Wisconsin History/Mabel Tainter Theater/dbaumann8

Daniel Baumann (Under Construction) This page will take a look at the power of good quotes.

## Some Quotes
### Stuff
#### Keeping it real.

"Tom? Tom!... I never did see the beat of that boy!"
"For goodness sake please keep it real!"
# Menomonie, Wisconsin History/Mabel Tainter Theater

emistuemke
kbmarie
AmandaVE27
Nicole2334
delandt9139
MabelTainterbyCarissa
FireAlex861
Dumbledore262
mcmahong4680 Grace's project about Andrew Tainter, the theatre, and Mabel Tainter
lnell97
kenziedenise13
# Menomonie, Wisconsin History/Logging

Intro will be migrated here when complete.

## Logging: Individual Projects

Greeneggsngram
Spontaneous_Turtle
# Menomonie, Wisconsin History/Mabel Tainter Theater/AmandaVE27

UNDER CONSTRUCTION
# Motivation and emotion/Book/2015/Emotional manipulation and control within relationships
## Overview

* Introduce your book chapter and provide a roadmap of what will be covered.

## What are emotions?

Brief introduction and definition before getting into emotional manipulation and control.

## What is emotional manipulation and control within relationships?

Potential case study to assist understanding.

## What are the emotional effects of manipulation and control?

Theories/evidence here.

## Conclusion

Summarise key points
# Motivation and emotion/Book/2015/Extrinsic and intrinsic motivation in elite athletes
## Overview

* Brief introduction to your chapter and main points that'll be covered

## Types of Motivation
### Intrinsic Motivation

Intrinsic motivation is described as doing something as a result of doing it rather than for some distinct benefit (Ryan & Deci, 2000). When a person is intrinsically driven, he or she is inspired to engage because of enjoyment or challenge it involves rather than external products, demands, or incentives.
* Self determination theory.

### Extrinsic Motivation

* Definition

## Conclusion

* Sum up main points
# Federal Writers' Project – Life Histories/2021/Summer/105/Section 10

This project is associated with English 105.010 at the University of North Carolina.

## Project

Students in the course have studied the Federal Writers' Project Papers at UNC's Wilson Library. Each student has chosen an individual to research and record on our class website.

## Life Histories

Special:Prefixindex/Federal Writers' Project – Life Histories/2021/Summer/105/Section 10/
Use the following to create a new life history subpage:
# Minerals/Carbonides/Quiz

Apparently graphitic-like carbon particles such as shown in the image on the right have been found in space and brought back to Earth.
Carbonide minerals is a lecture and an article from the school of geology and the radiation astronomy department. It is about solid, crystalline substances that occur in and compose astronomical objects including the Earth. It focuses on materials containing large amounts of carbon that may occur on the surface of or associated with some astronomical objects.
You are free to take this quiz based on Carbonide minerals at any time.
To improve your scores, read and study the lecture, the links contained within, listed under See also, External links, in the {{radiation astronomy resources}} and {{geology resources}} templates. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information using more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* Carbonide minerals are a generic for formation conditions.
# Minerals/Chalcogens/Quiz

Chalcogen minerals is a lecture from the school of geology and the radiation astronomy department. It is about solid, crystalline substances that occur in and compose astronomical objects including the Earth. It focuses on materials containing large amounts of chalcogens that may occur on the surface of or associated with some astronomical objects.
You are free to take this quiz based on chalcogen minerals at any time.
To improve your scores, read and study the lecture, the links contained within, listed under See also and External links, and in the {{radiation astronomy resources}} and {{geology resources}} templates. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information using more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* Chalcogen minerals compose a large percentage of terrestrial objects.
# Minerals/Ices/Black ices

Black ice (congelation ice) "forms as water freezes on the bottom of the ice cover and the latent heat of crystallization is conducted upwards through the ice and snow to the atmosphere."

## Glaciology

Black ice "growth rate is proportional to the rate at which energy is transferred from the bottom surface of the ice layer to the air above."
At the right is a vertical thin section through the black ice of the pond. It shows granular snow ice (top) and columnar black ice (bottom).

## Water ice

"Congelation ice is often referred to as black ice because it has a high optical depth that permits significant light transmission to the underlying water."
The image on the right shows high optical depth and bubbles trapped and frozen under a thick layer of black ice.

## Icebergs

The first image on the right shows that when the polar sea is calm, the underside of icebergs can easily be observed in the clear waters of the Arctic Ocean.
Centered in the image second down on the right is a black ice growler from a recently calved iceberg closing in on the shore at the old heliport in Upernavik, Greenland. Such black ice growlers originate from glacial rifts, or crevasses, filled with melting water, which freezes into transparent ice without air bubbles.
On the left is an image of the surface texture on a black ice growler. There are bowl-like depressions in the surface created by the melting process of sea water.

## Weather

"Meteorological factors such as air temperature, precipitation, wind speed and radiation balance coupled with physical characteristics of the lakes and ice (lake area, depth, volume and fetch; snow depth; ice thickness, type and albedo) lead to complex interactions and feedbacks that affect the timing of freeze-up and break-up (ice cover duration) each year."

## Earth

"Lake ice occurs primarily in the Northern Hemisphere [of Earth], where most of the ice is seasonal: it forms in the autumn, thickens during the winter and melts in the spring."
In Swedish kärnis means "blue ice", whereas the English term is "black ice". Lots of "blue ice" occurs on lakes with clear water over a sandy bottom. At right is an image of black ice (kärnis) on Lake Vättern.
On the left is an image of black ice over a river in Holland.

## Hypotheses

* Black ice indicates slow freezing.
# Minerals/Blues/Quiz

Blue minerals is a lecture and an article from the school of geology and the radiation astronomy department of the school of physics and astronomy.
It is about blue, solid, crystalline substances that occur in and compose astronomical objects including the Earth. It focuses on materials containing large amounts of blue reflecting minerals that may occur on the surface of or associated with some astronomical objects.
You are free to take this quiz based on Blue minerals at any time.
To improve your scores, read and study the lecture, the links contained within, listed under See also and External links, and in the {{radiation astronomy resources}} and {{geology resources}} templates. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information using more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* Blue minerals are a generic for formation conditions.
# Minerals/Ices/Black ices/Quiz

Black ices is a lecture as part of a geology series on mineral ices.
You are free to take this quiz based on the black ices at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{geology resources}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* There is no black ice on Io.
# Minerals/Ices/Brittle ices/Quiz

Brittle ices is a lecture as part of the geology series.
You are free to take this quiz based on the brittle ices at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{geology resources}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* There is no brittle ice on Io.
# Fire and emergency management/Fire and life safety educator I/Education
## Learning Objectives:

Terminal Objectives:
Given a subject, program objective, the intended audience, and related resources, select instructional materials, so that the materials are appropriate to the audience and program objectives.
Enabling Objectives:
Students should know:
* Basic learning characteristics of preschool children, elementary school-age children, secondary school-age children, adults, and senior adults.
* Communication skills.
* Preparing lesson plans with identified learning objectives
* Methods for active participation/involvement.
* Methods of developing and maintainig a positive learnig enviromentfor the student including physical enviroment and student/instructor relationships.
* Proper use and care of audiovisual equipment and materials.
Terminal Objectives:
Given lesson content,time allotments, and identified audience, present a program so that program objectives are met
Terminal Objectives:
Given program objectives, time allotments, and a specified audience, use multiple presentation methods when presenting prepared programs so that the chosen presentation methods are used
Terminal Objectives:
Given a scheduled event, notify the public, so that the location,date,time,topic, and sponsoring agency are included.
Enabling Objectives:
Students should know:
* Local media resources
* Written and oral communication
Terminal Objectives:
Given material, specified audience, and time frame, distribute educational information, so that information reaches the audience within specified time.
Enabling Objectives:
Students should know:
* Legal requirements for the distribution and posting of materials.
# Fire and emergency management/Fire and Life Safety Educator I

Return to School of Fire and Emergency Management
About the Open Source Learning Project
General Requirements
Administration
Planning and Development
Education
Cognitive Applications
Psychomotor Applications
# Fire and emergency management/Fire and life safety educator I/Administration
## Learning Objectives

Terminal Objectives:
Given appropriate forms and formats, document public fire and life safety educational programs, so that all programs are recorded and each element of the form or format is addressed.
Enabling Objectives:
Students should know:
* Written Communicaton
* Report Writing
* Basic Recordkeeping
Terminal Objectives:
Given appropriate forms or formats, prepare written reports, so that all elementsof the format are addresses in the report.
Enabling Objectives:
Students should know:
* Types of educational programs
* Classificstions for programs
* Types of documentation methods and authority having jurisdiction preferred methods
* Purpose of the forms and formats
* Implications of not appropriately documenting programs
Terminal Objectives:
Given a list of events,program requests, preprogram requirements,and time allotments,maintain a work schedule, so that all activities are scheduled and completed without conflict
Enabling Objectives:
Students should know:
* Time management
* Scheduling
* Organizing
* Planning
# Fire and emergency management/Fire and Life Safety Educator
## Fire and Life Safety Educator

* Fire and Life Safety Educator I
* Fire and Life Safety Educator III
* Oklahoma State University Environmental Health and Safety's Fire Safety Page (Excellent resource for Fire Prevention Program Ideas)
# Fire and emergency management/Fire and Life Safety Educator III

About the Open Source Learning Project
General Requirements
Administration
Planning and Development
Education
Cognitive Applications
Psychomotor Applications
# Fire and emergency management/Fire and life safety educator I/Planning and development
## Learning Objectives:

Terminal objectives:
After identifying partners, information and resources should be shared to address current fire and life safety issues, given current fire and life safety issues and to community resources services and organizations.
Enabling objectives:
Students should know:
* Current community resources, services, and organizations
* Current fire and life safety issues
Enabling objectives:
Students should be able to:
* Identify organizations with common fire and life safety goals
* Recognize opportunities for shared effort
# Fire and emergency management/Fire and life safety educator I/General requirements
## Learning Objectives:

Terminal Objectives: The Public Fire and Life Safety Educator I shall meet the JPRS which are defined below.
Enabling Objectives:
Students should have knowledge of:
* Fire Behavior
* Organizational structure, function, and operation
* Human behavior during fire
* Injury causes/prevention
* Community risk, injury prevention strategies, learning theory, eductional methodolgy,
* Standarized fire and life safety messages, natural hazard issues, current homeland
* Security topics, escape planning
* Hazard identification and correction
* Basic fire protection systems and devices
* Emergency reporting
* Firefighter personal protective equipment
* Liability issues
* Public relations
* High risk audiences and behaviors
* Special needs
* Social and cultural trends
* Community resources
* Personal image and professionalism
Enabling objectives:
Students should be able to:
* Communicate orally and in writing
* Manage time
* Multitask
# Informal learning activities/DTxPr

Extra Bits & Thingsː P⇒ R__  O ther initialsː   Ac
 Df  Gi
 Jl  Mo
(«»Pr⇑⇑)
 Su  Vz
• paella (⊂rice)
• pibgorn (pipe) • plat (map)
• prana (energy)
 propfan (engine)
• puce (purplish)
Extra Bits & Thingsː Q__
• quoin (corner)
Extra Bits & Thingsː R__
• racon (responder)
• realia (things) • riata (lasso) • roan (re coat)
# Informal learning activities/DTxDf

Extra Bits & Thingsː D⇒ F__  O ther initialsː   Ac
(«»Df⇑⇑)
 Gi  Jl
 Mo  Pr
 Su  Vz
• dacha (home2 )
• decanter (vessel)
• diadem (crown)
• doab (flat)
• dray (wagon) • ducat (coin)
Extra Bits & Thingsː E__
• écarté (cards)
• elution (wash out)
• enema (cleanser⇓)
• epact (moonish)
• ethane (C2 H6 )
• eyestone (eyefix)
Extra Bits & Thingsː F__
• facet (face)
• fecula (starch)
• fiacre (carriage) • floc (precipitate)
• fraise (ruff )
• fuchsine (dye)
# Informal learning activities/DTxMo

Extra Bits & Thingsː M⇒ O__  O ther initialsː   Ac  Df
 Gi  Jl
(«»Mo⇑⇑)
 Pr
 Su  Vz
• maar (crater)
• microtome (knife )
• mola (shirt) • mufti (clobber )
Extra Bits & Thingsː N__
• naan (flatbread)
 nankeen (cloth)
 narthex (lobby)
• neap (tide )
• niello (alloy)
• nock (∈arrow)
Extra Bits & Thingsː O__
• oche (darts_)
• ogee (curve)
• orchil (dye)
# Informal learning activities/DTxVz

Extra Bits & Thingsː V⇒ Z__  O ther initialsː   Ac
 Df  Gi
 Jl  Mo
 Pr  Su
(«»Vz⇑⇑)
• vair (fur)
• vial (bottle )
Extra Bits & Thingsː W__
• watap (cord)
• williwaw (wind)
Extra Bits & Thingsː X__
• xenon (gas)
Extra Bits & Thingsː Y__
• ylide (molecule)
Extra Bits & Thingsː Z__
• zester (peeler)
# Informal learning activities/DTxGi

Extra Bits & Thingsː G⇒ I__  O ther initialsː   Ac  Df
(«»Gi⇑⇑)
 Jl
 Mo  Pr
 Su  Vz
• gabion (cage )
• geest (terrain) • gilet (vest)
• grad (angle) • gubbins (junk )
Extra Bits & Thingsː H__
• hame (harness)
• heddle (∈loom)
 heft (weight+ )
• hogan (home)
• hyetal (rainy)
Extra Bits & Thingsː I__
• ibrik ([coffee])
• ingle (fireplace)
# Informal learning activities/CzGr

CzchR/Grmny
This inserts a link to two countries, in this case the Czech Republic and Germany, into a Places & Buildings item.
# Informal learning activities/DTxSu

Extra Bits & Thingsː S⇒ U__  O ther initialsː   Ac  Df
 Gi  Jl
 Mo  Pr
(«»Su⇑⇑)
 Vz
• sabot (shoe) • sedile (seat)
• sial (rocks)
• slaw (salad)
• spancel (hobble) • stacte (incense)
• sudatory (sauna)
Extra Bits & Thingsː T__
• tabard (coat)
 tangram (puzzle)
• thill (coal)
• toby (mug )
 tombolo (isthmus)
• trap (rock)
• tuba (horn)
Extra Bits & Thingsː U__
• ulster (coat)
# Informal learning activities/DTxAc

Extra Bits & Thingsː A⇒ C__  O ther initialsː  («»Ac⇑⇑)
 Df
 Gi  Jl
 Mo  Pr
 Su  Vz
• abattis (barrier)
 acajou (cashew )
• adamant (hard)
 agar (jelly)
• albata (AgNi)
 amatol (bang!)
• anelace (dagger)
• aphotic (zone)
• aration (tillage)
• ascot (tie+ )
• atabal (drum)
• auger (borer)
Extra Bits & Thingsː B__
• babka (cake) bascule (bridge)
• beaker (glassware) • bice (pigment)
• bleb (blister)
• boart (♦)
 bollard (post )
• bradoon (snaffle)
• buckram ([book])
Extra Bits & Thingsː C__
• cabane (strut)
• cebiche (food)
• chamfer (edge)
• ciborium (canopy) • coehorn (mortar )
• cran ([herring]) • cuíca (drum)
• cystine (amino acid)
# Informal learning activities/DTxJl

Extra Bits & Thingsː J⇒ L__  O ther initialsː   Ac
 Df  Gi
(«»Jl⇑⇑)
 Mo  Pr
 Su  Vz
• jabot (neckwear) • jiao (money)
Extra Bits & Thingsː K__
• kaftan (cloak)
• kedge (anchor )
 kemp (wool) • korma (curry)
• kukri (knife)
Extra Bits & Thingsː L__
• laager (Ο(wagons) )
• leat (aqueduct)
• lias (strata)
 liniment (balm)
• loden (fabric)
 lorcha (boat) • lucarne (window)
# Linear system/-2x+3y-z+4w and 3z-2w/Find basis/Exercise

Determine a basis for the solution space of the linear system of equations
    $-2x+3y-z+4w=0{\text{ and }}3z-2w=0.$
# Linear system/1/Exercise

Solve the system of linear equations
    $x=5,\,2y=3,\,4z+w=3.$
# Linear system/2x2/Only trivial solution/1/Exercise

Show that the system of linear equations
    ${\begin{matrix}-4x+6y&=&0\\5x+8y&=&0\,\end{matrix}}$
has only the trivial solution $(0,0)$.
# Linear subspace/Orthogonal space in dual space/Definition

For a linear subspace $U\subseteq V$ in a $K$-vector space, we call
    $U^{\perp }={\left\{f\in {V}^{*}\mid f(u)=0{\text{ for all }}u\in U\right\}}\subseteq {V}^{*}\,$
the orthogonal space of $U$.
# International Building Code/When are special inspections not required?

Special inspections are not required:
* For work of a minor nature as approved by the building official.
* For building components unless the desigh invovles the practice of professional engineering or architecture.
* For occupancies in Group R-3 as applicable in Section 101.2 and occupancies in Group U that are accessory to a residential occupance including those listed in Section 312.1.
# International Building Code/Who is prohibited from employing the special inspector?

The special inspectors and testing technicians may not be employed by the general contractor, subcontractors or material suppliers.
# International Building Code/Who is responsible for funding special inspections?

The owner of the project is responsible for funding the expense for special inspections.
# International Building Code/Who is responsible for the employment of the special inspectors?

The owner or the registered design professional acting as the owner's agent.
# International Building Code/What is special inspection?

Special inspection is the monitoring of the materials and the workmanship of the contractor and their employees.
Section 1702 Definitions
"Inspection as herein required of the materials, installation, fabrication, erection or placement of components and connections requiring special expertise to ensure compliance with approved construction documents and referenced standards."
# Motivation and emotion/Book/2010/Depression and motivation/Why questions

* ‘Why’ Questions
* Studies of motivation are based on the central question:
* Why do people initiate, choose or persist in specific actions in certain circumstances?
* Everyday Examples of ‘Why’ Questions:
* “Why does someone not eat the meal you prepared for them?”
* Are they not hungry?
* Do they not like the food?
* Do they not like you?
* “Why does the university student fail their exam?”
* Does the student lack the ability?
* Did they not study enough?
* Were the questions too hard?
* (Weiner, 1992)
# Motivation and emotion/Book/2010/Depression and motivation/Depression assessment tools

* Depression Assessment Tools:
* Depression Self-Report Questionnaire
* http://www.blackdoginstitute.org.au/docs/DMI-10.pdf
* The Hamilton Rating Scale for Depression (clinician-scored measure)
* http://www.servier.com/App_Download/Neurosciences/Echelles/HDRS.pdf
* For further useful information about depression see:
* Black Dog Institute
* http://www.blackdoginstitute.org.au/
* Beyond Blue
* http://www.beyondblue.org.au
* SANE Australia Depression Factsheet
* http://www.sane.org/information/factsheets-podcasts/178-depression