OpenLLM-France/wikimedia huggingface dataset:
# Free education/Free Education MCR/Initial Statement

The University of Manchester is in occupation. We are occupying because we know what five more years of a Tory government means. It means the hopes of millions of young people and workers shattered by cuts and privatisation. There is talk of another rise in tuition fees, funding apprenticeships through 24% cuts to further education, and scrapping the disabled students allowance once and for all.
We know what the market does to education, and we know we need to fight it. We are occupying to reclaim space from the university’s corporate projects—and to use it to educate ourselves freely. The area we are in is being redeveloped into a £50m hotel and “executive education centre”. We are occupying to begin to create a space where we are more than customers, and education is more than a business.
There are currently 30 of us in the Harold Hankins building of Manchester Business School, and whilst we want to welcome everyone into the space for debate and discussion, the university is currently ordering security staff to not allow free access to the occupation, or even allow food to be delivered to us.
We condemn the university attempting to starve us out of the occupation rather than let us use what is supposed to be our own space for our own education. We call management to allow us food and free access. We welcome the solidarity of all students and workers and invite them to join us.
# Free education/Free University of Sheffield/Occupied: INOX Dine, Sheffield SU

The Free University of Sheffield Statement
(3/12/14)
This afternoon we have gone into occupation as part of a nationwide movement against tuition fees, and in favour of free education.
In the UK today we are forced to endure a system in which you are either put off higher education by the prospect of paying £9,000 fees a year, or accept the burden of an amount of debt that you will likely never be able to pay off. We think that this is totally unacceptable and morally abhorrent, and argue that education is a universal human right that should not merely be reserved for the wealthy elite, or for those willing to sell themselves to the banks.
As such, we are issuing the following three demands to the management of the University of Sheffield: 1. Lobby the government to scrap tuition fees 2. Give all members of staff that are employed directly or indirectly by the university a living wage in line with the national standard (as set Loughborough University and the Living Wage Foundation) 3. Halt the privatisation of the services that maintain the university, and in particular the Students' Union
In order to make this point, we have chosen to occupy the Inox Dine restaurant. Inox is designed purely to generate private profit, and is almost universally loathed (by those who know it exists). It is clear that Inox is not intended to improve the student experience; its prices are extortionate and it advertises business lunches and champagne, and yet for some reason it is located in the Students' Union building. We can think of no place on campus that is more painfully representative of the neoliberal degradation of our university, and of education in general.
Rather than merely occupying this space, however, we intend to regenerate it into what it should be, and transform it into a place of learning. For the duration of this occupation, let Inox Dine be known as the Free University of Sheffield. We will be opening up this space to students, academic and non-academic staff, and members of the public to come and take part in organising and attending workshops. These can be anything from practical to academic, and political to apolitical, insofar as they conform to our dedication to providing an education that is non-hierarchical, collectively and directly democratically run, and universally safe and accessible. In doing so, we hope to prove, if only within a limited time and space, that education can be free, and much more equitably run.
If management seek to destroy this occupation, let all bear witness to the fact that they have nothing to do with the genuine provision of education, and are instead its plunderers.
You are warmly invited to join us!
Solidarity to all who believe in an education that is free and fair.
The Free University of Sheffield. Dec 3rd, 2014
# Free education/October6

On October 6th 2015, students began protests against the privatisational sweep in the university. These protests are still ongoing and the university has now closed as management consider student demands
* /Oct6 Callout
* /Wits response to Oct6
# Free education/October6/Oct6 Callout

From 1999 many of South Africa’s public universities began outsourcing the labour of workers on campuses. Thousands of workers who clean university buildings, tend university gardens, cook food in university kitchens, are no longer paid directly by universities, but receive their salaries through private companies contracted by universities to broker and oversee labour on campuses. These companies make substantial profits from acting as ‘middle-men’ in these labour arrangements, profits which are created from driving down workers’ salaries.
When workers lost their direct employment contracts with universities, they not only had their salaries cut by up to 40%, they also lost the benefits they had once received as employees of universities, including the right for their children to attend university for free. They also lost work security. Although workers come to campuses every day to offer work that ensures the smooth running of universities, they have been made into second-class citizens on campuses. High rates of casual work means that jobs are insecure. They cannot petition the university for better working conditions because the university no longer employs them directly. In order for companies to retain their profitable contracts with universities, they have harsh regulations on workers so that university managements are protected from any ‘trouble’ that comes from employing people at tiny salaries with no benefits.
University managements make themselves unaccountable to workers because they argue that workers are no longer their responsibility, they are the responsibility of private companies. But workers spend all of their working days on campuses, traveling vast distances to provide important services to all of us that live and work at universities.
Campus workers are our co-workers and colleagues. They share our daily work space and are an indispensable part of our university communities. Outsourcing undercuts this commonality. It eases the mistreatment of workers and it fails to recognise their presence as vital to campus life.
We demand accountability to workers as integral members of university communities. We demand an end to the outsourcing of workers on campuses in South Africa. We demand that insourcing should be a principled commitment of a decolonised public university.
Join us on October 6 for a national day of action for insourcing on campuses.
Towards a Public African University – Decolonise knowledge, Decolonise institutions, Decolonise labour
* Oct6
* DecoloniseLabour
Topic:Decolonise Knowledge
# Free education/Rhodes Must Fall

Arguably other options were available and could have been considered, including that which was put forward late in the process by retired Judge Albie Sachs whose contribution to the symbolic remaking of what is today Constitution Hill is well recognized.
Decolonizing Knowledge and the Question of the Archive
The movement began on 9th March 2015 with the occupation of Bremner building at University of Cape Town
The protests are continuing with an expanded focus on decolonisation of education and free education - with the slogan Fees Must Fall - and recently Shoprite at Khayelitas Mall was occupied by protesters with the slogan Bread Price Must Fall
see: w:Rhodes Must Fall

## see also

* /reading list
* Free education
* Topic:Decolonise Knowledge

## references

* ↑ http://wiser.wits.ac.za/system/files/Achille%20Mbembe%20-%20Decolonizing%20Knowledge%20and%20the%20Question%20of%20the%20Archive.pdf
* ↑ http://ewn.co.za/2015/03/22/UCT-Students-to-continue-occupying-Bremner-building
* ↑ http://groundup.org.za/article/protesters-occupy-shoprite-demanding-lower-bread-price_3415
# Free education/Free University of Sheffield

2015 Student lead occupation at University of Sheffield.

## Documents

* Occupied: INOX Dine, Sheffield SU The Free University of Sheffield Statement, Dec 3rd, 2014
* Safer Spaces Policy
# Free education/October6/Wits response to Oct6

UNIVERSITIES PRESENTED BY THE ‪#‎OCT6‬ MOVEMENT
The University recognises that outsourcing is one of the key issues that needs to be addressed through its broader transformation plan implemented this year and recognises it as a legitimate national struggle.
In a meeting with the President and several cabinet ministers held this week, the need to insource workers was put on the national agenda by several higher education leaders, including Wits’ Vice-Chancellor, all of whom have the will to put workers on the payroll systems of universities, but who are constrained by the limited resources to manage their respective institutions.
Wits cannot afford to insource without additional income from government. It is not an option to raise student fees by 15% above the normal increase to make up the at least R200 million required annually to insource all workers. Our current budget is under tremendous pressure to provide more financial aid for students, to maintain health and safety standards and to upgrade infrastructure and information technology systems, amongst other priorities. Even if management were to discontinue the system of variable pay, the Distinguished Professors Programme, research incentives and other strategic initiatives, the amounts realised will be far below the costs of insourcing. In addition, we will not do so because it would weaken our competitive academic position and undermine the quality of our academic and research programmes. This is simply not tenable and it is irresponsible for some in our midst to advocate for a course of action that would undermine our strategic objectives that were adopted by both Senate and Council.
However, Wits is one of only a handful of universities to have taken concrete steps to protect those that work on our campus: 1. We have written penalties into our existing contracts that require companies to abide by certain minimum salary thresholds and observe acceptable labour standards. If they fail to do this, we are entitled to cancel our contracts.
2. Some of our academics should be lauded for trying to assist workers to establish co-operatives to compete for contracts and tenders for some of the University’s outsourced services.
3. Wits is exploring partnerships with civil society organisations and unions to launch a national campaign, the goal of which would be to increase subsidies to universities with a view to insourcing all outsourced services that involve vulnerable workers.
The #Oct6 movement is therefore correct that there should be increased investment in universities to address these challenges. Perhaps a way forward in this regard is to take the lead and to work with the University, workers, unions and other partners to lobby government to increase subsidies to public universities. Thank you
Senior Executive Team University of the Witwatersrand 9 October 2015
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/Linear subspace/Closed/Vector space/Exercise/Exercisereferencenumber

Exercise 22.20
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/Linear mapping/Finite dimensional/Change of basis/Fact/Factreferencenumber

Lemma 25.8
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/Linear mapping/Matrix for basis/Surjective and column generating system/Exercise/Exercisereferencenumber

Exercise 25.3
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/Linear mapping/Matrix/Composition/Fact/Factreferencenumber

Lemma 25.5
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/Linear mapping/Matrix to basis/Several properties/Fact/Factreferencenumber

Lemma 25.11
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/Linear mapping/Matrix and basis/Rank/Fact/Proof/Exercise/Exercisereferencenumber

Exercise 26.22
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/Linear mapping/Trigonalizable/Characterization with characteristic polynomial/Fact/Factreferencenumber

Theorem 28.15
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/Linearly independent/Simple properties/Fact/Proof/Exercise/Exercisereferencenumber

Exercise 23.10
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/Linear mapping/Finite dimensional/Eigenvalues bounded by dimension/Fact/Proof/Exercise/Exercisereferencenumber

Exercise 27.20
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/Linear mapping/Kernel/Injectivity/Fact/Factreferencenumber

Lemma 24.14
# Introduction to US History/Deerfield Massacre

Work by: Aaqib A. (December 2021)

## Instructions

After the Deerfield Massacre, Eunice Williams became as famous as her father. Why? She “declined to return . . . and spent the rest of her life among the Indians.” Eunice forgot her English, married a local Indian brave, and raised a family with the Indians. And as if that wasn’t enough, 15 other captives made a similar choice, opting to remain with the French Canadians—and not returning to Deerfield (or any other English Colonial Town).
What does that tell you about life in Deerfield? Why do you think she refused to return to her friends, family, and old way of life?

## Essay

The Deerfield Massacre was a raid perpetrated by French and Indian forces against an English village, named Deerfield, in the winter of 1704 in New England. At around 4am, the Indians (who were the majority perpetrating the attack) set off and damaged property and killed many of the villagers. By 9am, a "numbness" settled over a village that once was thought to be safely protected. 48 villagers were killed and 112 villagers were taken captive. The raid was a part of a series of conflicts that had all involved parties, the English, the French, and the Natives, fighting against each other - decades preceding the French and Indian War from 1754 to 1763.
One of those villagers held captive was Eunice Williams, the daughter of notable town pastor John Williams. Eunice was, fortunately, one of the captives who was able to make it back to French and Indian territory (as captives that were unable to continue the long journey were killed). She was notable in that she refused to return to English land and desired to assimilate with the Indians. Although she maintained contact with her English relatives, she refused any offers to come back to New England despite many negotiations set by John Williams.
Eunice William's refusal to return to her old English way of life implies that life in Deerfield wasn't favorable. The citizens of Deerfield were in New England, the center of mass attacks from the French and Indians. They constantly had to live every second of their life in fear of harm, to which that fear became reality in the winter of 1704. If she were to live with the Indians, she wouldn't have had to live in such fear as she would be away from all the militaristic conflict. In addition, a few of her immediate siblings were killed in the attack (including her mother), so she may believe that the Indians were an adequate "replacement" for her lost family. Her forgetting her English after living her life loyally with the Indians infers that she was young at the time of her capture, so she may have been easily coerced to live with the Indians and agree to their religious views due to her immaturity. After she reached an age of where she was able to make her own decisions, she was married to a local prominent Indian and felt that life as an Indian was more suitable.

### Citations

* "Deerfield Massacre" John Desmos, accessed Dec. 19, 2021.
# IT Security/Access Control/Account Management

This lesson covers account management.

## Objectives and Skills

Objectives and skills for the account management portion of Security+ certification include:
    Install and configure security controls when performing account management, based on best practices.
   * Mitigate issues associated with users with multiple account/roles and/or shared accounts
   * Account policy enforcement
   ** Credential management
   ** Group policy
   ** Password complexity
   ** Expiration
   ** Recovery
   ** Disablement
   ** Lockout
   ** Password history
   ** Password reuse
   ** Password length
   ** Generic account prohibition
   * Group based privileges
   * User assigned privileges
   * User access reviews
   * Continuous monitoring

## Multimedia

* YouTube: Roles and Account Credentials - CompTIA Security+ SY0-401: 5.3
* YouTube: Group Policy - CompTIA Security+ SY0-401: 5.3
* YouTube: Managing Password Policies - CompTIA Security+ SY0-401: 5.3
* YouTube: Privileges - CompTIA Security+ SY0-401: 5.3
* YouTube: User Access Reviews and Monitoring - CompTIA Security+ SY0-401: 5.3
# IT Security

IT Security is an information technology topic that includes network security, operational security, threats and vulnerabilities, host security, security controls, and cryptography.
This course combines Wikipedia readings, YouTube videos, and hands-on learning activities to assist learners in preparing for CompTIA Security+ Certification.

## Preparation

This is a fourth-semester, college-level course. Learners should already be familiar with introductory computer concepts, computer support concepts, and computer networking concepts.

## Objectives

See the list of all objectives. For specific domains:
* General Security Concepts
* Threats, Vulnerabilities, and Mitigations
* Security Architecture
* Security Operations
* Security Program Management and Oversight
Also see the list of acronyms and the list of technologies.

## Test Details

Exam description:
   The exam will verify the successful candidate has the knowledge and skills required to assess the security posture of an enterprise environment and recommend and implement appropriate security solutions; monitor and secure hybrid environments, including cloud, mobile, and IoT; operate with an awareness of applicable laws and policies, including principles of governance, risk, and compliance; identify, analyze, and respond to security events and incidents.
Number of questions: Maximum of 90
Length of test: 90 minutes
Passing score: 750 (on a scale of 100-900)
Recommended experience:
   A minimum of 2 years of experience in IT administration with a focus on security, hands-on experience with technical information security, and broad knowledge of security concepts.
Exam code: SY0-701
Languages: English, with Japanese, Portuguese and Spanish to follow

## See Also

* Computer Skills
* Internet and Computing Core Certification (IC$^3$)
* Computer Networks
* Exam 98-367: Security Fundamentals
* Computer Security

### CompTIA

* IT Fundamentals
* A+ Certification
* Network+ Certification
# IT Security/Access Control/Authentication Services

This lesson covers authentication services from CompTIA Security + certification

## Objectives and Skills

Objectives and skills for the authentication services portion of Security+ certification include:
    Compare and contrast the function and purpose of authentication services.
   * RADIUS
   * TACACS+
   * Kerberos
   * LDAP
   * XTACACS
   * SAML
   * Secure LDAP

## Multimedia

* YouTube: RADIUS and TACACS - CompTIA Security+ SY0-401: 5.1
* YouTube: Kerberos - CompTIA Security+ SY0-401: 5.1
* YouTube: LDAP and Secure LDAP - CompTIA Security+ SY0-401: 5.1
* YouTube: SAML - CompTIA Security+ SY0-401: 5.1

## See Also

* Single Sign-on (SSO)
* Multi Factor Authentication (MFA)
# IT Fundamentals/Software Development/Data Types
## Note

The Python programming language floating point data type is double-precision (15 significant digits). There isn't a technical difference between f and d above as implemented in Python and most other interpreted languages. Compiled languages typically do differentiate between single and double precision floating point values.
There also isn't a technical difference between c and s above as implemented in Python and most other interpreted languages. Compiled languages typically do differentiate between single and double quotes and between one character and a string of characters.

## Try It

Copy and paste the code above into one of the following free online development environments or use your own Python compiler / interpreter / IDE.
* GDB Online
* Ideone
* InterviewBit
* paiza.IO
* Programiz
* PythonTutor
* Python Fiddle
* repl.it
* RexTester
* Trinket
* TutorialsPoint
* Python Online
* Python Playground
* LabEx
# Ivan Illich

Ivan Illich (pronounced [ɪˈvɑn ˈɪlɪtʃ][1]) (Vienna, September 4, 1926 - Bremen, December 2, 2002) was an Austrian philosopher and anarchist social critic. He authored a series of critiques of the institutions of contemporary western culture and their effects of the provenance and practice of education, medicine, work, energy use, and economic development.

## Reading groups

* Deschooling Society.
# Ithkuil/Introduction

Main page — Next lesson
Welcome to the course on learning the Ithkuil language! You may want to browse through the grammar on the official website before beginning here.
Ithkuil is a collective name for four closely related languages created by John Quijada. They are all constructed a priori philosophical languages designed to concisely convey information and express deeper levels of human cognition. The original Ithkuil language was posted in 2004, followed by a revision called Ilaksh in 2007, intended to be simpler and easier to learn, then a third version in 2011, also called Ithkuil, and most recently The New Ithkuilic Language (also called TNIL or New Ithkuil), which is in development as of 2023.
Ithkuil (anglicized from the original Iţkûil, which roughly translates as "hypothetical representation of a language" in the original version) has been created by John Quijada over the course of forty-five years of painstaking work as an experiment in how languages can hypothetically function. Growing public interest and enthusiasm has pushed Quijada to largely revise the language's grammar and phonology to make it easier to learn. There have been many texts written in and about Ithkuil, mostly scattered about the Internet. Colloquially, the 2011 version of Ithkuil is known as 'elartkʰa' and New Ithkuil is known as 'malëuţřait'. This course teaches the most recent version, which is still in development and thus subject to change.
Ithkuil's grammatical categories are structured in matrices with vocabulary to flexibly recognize patterns and relationships between fundamental concepts on the cognitive level. Consonantal and vocalic morphemes are short, carrying a lot of information and functioning in multiple roles with other morphemes. Ithkuil's lexicon contains over 6000 roots, each split into three stems to better distinguish components. The formative represents objects or phenomena that can be considered as gestalts in spacetime, including both nouns and verbs. The morphology allows one to easily communicate evidentiality, subjectivity, and causality. These can also form the morphophonology of grammatical adjuncts. Both of these types of words will be discussed in great detail.
As an example of the density of the language, take the following sentence of 2011 Ithkuil:
   Aukkras êqutta ogvëuļa tnou’elkwa pal-lši augwaikštülnàmbu.
   ‘An imaginary representation of a nude woman in the midst of descending a staircase in a step-by-step series of tightly-integrated ambulatory bodily movements which combine into a three-dimensional wake behind her, forming a timeless, emergent whole to be considered intellectually, emotionally and aesthetically.’
What follows will be a guided tutorial on forming sentences according to Ithkuil IV documentation. It is still a work in progress, but will feature use of the Ithkuil writing systems when complete. When you become frustrated, remember: nobody speaks this language at any level of fluency. Below are communities of learners if you have any questions.
* Reddit
* Discord
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