OpenLLM-France/wikimedia huggingface dataset:
# The Web Economy/01
## The Web Is The Computer

This is a lesson part of the module The Web Economy out of the Open Source ERP/Executive Diploma course conducted by a private university.

## Topics

* The Internet Is The Computer. Such a phrase was circulated by a global IT entity some time ago during the beginning of the web era.
* Been interconnected into a large mass, peer-to-peer prosuming has created a sum total larger than its individual members and became the new economy.

### Discussion

* Who is the IT entity that coined such a slogan and why?
* What does it mean?
* How does it impact an ordinary user?
* Who benefits most from the web?
* How does it impact brick and mortar conventional businesses and culture?

### Activities

* Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page here to score marks.
* Create or edit sub-pages of course materials within wikiversity.
* Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings.
# The Varanasi Heritage Dossier/Vishalakshi Temple

Detailed description of each heritage Site - Adi Vishvanatha, Vishvanatha, Vishalakshi Kshetra
Vishalakshi temple

### Location

25º 18.591’ North and 83º 00.746’ East.

##### Exact location on a map

Mir Ghat, near Dharmakup, D 3 / 85

#### Area

0.008ha

### Historical/cultural/natural significance

-- Vishalakhi is one among the 51 Shakti Pithas, the sacred sites associated with the body parts of Shiva’s wife, Sati, which fell when the grieving Shiva danced wildly through the country carrying her corpse. In the next life Sati was reborn as the goddess Parvati. Taken as a whole, these pithas comprise the full body of the Goddess. According to the Puranas, it was her eye (aksh) that fell here. 6.Authenticity (as according to article 24 to 34 of operational guidelines): Of course the worship of Vishalashi goes to 12th century, it became more popular seat of attraction by 19th century by the devotees from the south India. The temple has strong connection with people from Tamil Nadu who patronised the renovation of the temple in 1971. Says the Kashi Khanda (70. 17) “Worshipped, heard or seen in Kashi, Vishalakshi fulfils the desires of women and men desirous of the greatest liberation”.
=== Description ===: One can reach the temple by following the Godaulia-Chauk road, then turning to the right from Bansphatak towards the Ganga, and walking through the narrow lane. Not far from Vishvanatha toward the Ganga river is the “Wide-Eyed goddess”, Vishalakhi. There are two other goddess sites in India associated with the symbolic eye: one is Kamakshi, the “Love-Eyed” goddess at Kanchi in Tamil Nadu (South India) and also at Kamaksha in Guwahati, Assam (northeast), and Minakshi, the “Fish-Eyed” goddess from Madurai in the south.

### History and development =

An annual ritualised decoration (shringara) and day of special festivity of Vishalakshi is the third day of the waning fortnight in the Bhadrapada (August-September). This festival is called “Kajali Tij”, “the Black Third”. On this day devotees also celebrate in the nearby temple of another goddess, Vindhyavasini, “Dweller in the Vindhya Mountain”.

### Present state of conservation

There is no such specific organisation to take care of preservation and conservation.

### Specific measures being taken for conserving the specific property

No specific measures are taken to conserve and preserve the monastery, however cleanliness, repairing and white washing are carried at regular basis.

### Ownership

The temple-monastery is administered and managed by the temple trust.
# The Web Economy/04
## Traffic Is King

This is a lesson part of the module The Web Economy out of the Open Source ERP/Executive Diploma course conducted by a private university.

## Topics

* Traffic brings alot of prospective consumers or users. In traditional business shops, traffic is desired and much advertising or attraction is used to pull in the crowds.
* In the Web it seems that a good strategy or spike can make that happen almost overnight. Hotmail was the first global free email that began to dominate most of the users in the world. It created lots of traffic to its www.hotmail.com site. Other successful traffic pullers were Netscape and Yahoo!.
* As traffic becomes so important, spam-like conditions occurs and having your site stated in every email or other site only dilutes and clutters attention.

### Discussion

* Were these dotcoms the first in their field?
* What were the important strategy or features they possess in order to succeed?
* Why did they die out?
* How did those who took their place strategise? Were new tactics used?
* How to ensure we get the right traffic? Give examples of dotcoms and their strategy of getting to the right audience.

### Activities

* Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page here to score marks.
* Create or edit sub-pages of course materials within wikiversity.
* Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings.
# The Web Economy/05
## Content Is King

This is a lesson part of the module The Web Economy out of the Open Source ERP/Executive Diploma course conducted by a private university.

## Topics

* There are some sites that attracts alot of traffic due to its content. They may not be the first movers, but they are visited for their content and soon become tops such as wikipedia.
* Possessing knowledge makes one king. It is the Knowledge economy. Those who does not know cannot really possess content.
* There are those that generate content through networking or a viral community.
* Huge content pools may not appeal to most people. But they possesss a long tail such as in the case of Amazon.com.
* Many are copycats of others' contents. They do not produce or solicit responses and so end up at the bottom of the well.

### Discussion

* Name a site that uses content to attract you.
* How does the site makes you return again?
* Compare and differentiate between such a site with another site that you often visit.
* More and more sites know about the content game. Are there anything new they must do to be better at it?

### Activities

* Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page here to score marks.
* Create or edit sub-pages of course materials within wikiversity.
* Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings.
# The Varanasi Heritage Dossier/Veni Madhava Ghat

Detailed description of each heritage Site - Scindhia Ghat to Pancaganga Ghat
Veni Madhava Ghat

### Location

25º 18.988’ North and 83º 00.082’ East (Veni Madhav Ghat, centre).

##### Exact location on a map

Veni Madhav Ghat

#### Area

    0.187 ha

### Historical/cultural/natural significance

--This is the southern part of the Pancaganga Ghat, and named after famous 10th century temple of Veni Madhava. This ghat is eulogised in the KKh (59.120-121, also 61.243-244). The Veni Madhav temple, which was in ruins since CE 1496, was rebuilt by the king of Amber (Rajasthan) in 1585 together with a palace at Man Mandir Ghat. In 1669-70 the temple was demolished by the order of Mughal emperor Aurangazeb and converted into a mosque. This mosque serves as landmark touching the skyline in the area. The black marble made image of Vishnu has been re-established in the upper storey of the nearby building called Lakshmanabala which attracts hundred of devout Hindu every day, and the number crosses over thousands on the special festive days. The image is considered to be an awakened one, and one among the most notable old images of Vishnu.
=== Present state of conservation ===: Except by the temple organisation taking care of its properties, there are no specific action plans, programmes and strategies for conservation and preservation of the ghats. The temple trust maintains its properties according to their own perspectives.
10.Specific measures being taken for conserving the specific property (if any): It is expected that by the support of active people participation, awareness to save the age-old rich heritage, and development under the Master Plan (and its judiciary control) the ghat heritage will be protected and conserved for the better befit to the society.

### Ownership

The temple related properties along the ghat are owned by the respective trust; the houses and other properties by the inhabitants; and the ghat area is owned by the Municipal Corporation.
# The Web Economy/02
## The Web Changes Everything

This is a lesson part of the module The Web Economy out of the Open Source ERP/Executive Diploma course conducted by a private university.

## Topics

* The 'Internet Changes Everything' is another phrase circulated by another global IT entity some time ago during the beginning of the web era.
* In the real world there is a gap between the Have and Have-Nots. In the virtual world it is the Know and Know-Not. This digital divide still reflects a bias in favour of the west and developed nations versus the emerging economies. So what really changed?
* Poorer nations are still consumers, whereas richer nations are the chief producers of information, content and applications.
* Alvin Toffler regards new wealth as been created from nowhere (cyberspace) and noted that its done through prosuming.

### Discussion

* Who is the IT entity that coined such a slogan and why?
* What has changed and what has not?
* How does it change the software industry?
* Are emerging economies using the web to become info-producers and thriving on it?
* This course is an example of prosuming where the students help create this course as it goes along. Discuss what advantages this novelty has over conventional courses. Do you agree with such a concept for yourself as a student?

### Activities

* Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page here to score marks.
* Create or edit sub-pages of course materials within wikiversity.
* Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings.
# The Web Economy/03
## The Attention Economy

This is a lesson part of the module The Web Economy out of the Open Source ERP/Executive Diploma course conducted by a private university.

## Topics

* As the Web explodes with endless content, the human user has only limited time and attention onto a single window at a time. Even when freely accessing the web, the user can only afford to go from one site to one site but not all at once.
* Many websites or content does not get accessed or popular just because they exist and are easily accessible. The surfers are easily dominated by sticky or popular sites that competes in the Attention Economy.

### Discussion

* What does the term Attention Poverty means?
* What are the top sites that dominates the most users?
* Why do users visit them?
* How can those sites push more value to a user's limited attention?
* How would new sites or startups compete for such users' attention?

### Activities

* Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page here to score marks.
* Create or edit sub-pages of course materials within wikiversity.
* Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings.
# Virtues/Being-values
## Maslow’s Being-values

In studying accounts of peak experiences, Abraham Maslow identified a manner of thought he called "Being-cognition" (or "B-cognition", which is holistic and accepting, as opposed to the evaluative "Deficiency-cognition" or "D-cognition") and values (not specifically virtues) he called "Being-values". He listed the B-values as:
* Wholeness (unity; integration; tendency to one-ness; interconnectedness; simplicity; organization; structure; dichotomy-transcendence; order);
* Perfection (necessity; just-right-ness; just-so-ness; inevitability; suitability; justice; completeness; "oughtness");
* Completion (ending; finality; justice; "it's finished"; fulfillment; finis and telos; destiny; fate);
* Justice (fairness; orderliness; lawfulness; "oughtness");
* Aliveness (process; non-deadness; spontaneity; self-regulation; full-functioning);
* Richness (differentiation, complexity; intricacy);
* Simplicity (honesty; nakedness; essentiality; abstract, essential, skeletal structure);
* Beauty (rightness; form; aliveness; simplicity; richness; wholeness; perfection; completion; uniqueness; honesty);
* Goodness (rightness; desirability; oughtness; justice; benevolence; honesty);
* Uniqueness (idiosyncrasy; individuality; non-comparability; novelty);
* Effortlessness (ease; lack of strain, striving or difficulty; grace; perfect, beautiful functioning);
* Playfulness (fun; joy; amusement; gaiety; humor; exuberance; effortlessness);
* Truth (honesty; reality; nakedness; simplicity; richness; oughtness; beauty; pure, clean and unadulterated; completeness; essentiality).
* Self-sufficiency (autonomy; independence; not-needing-other-than-itself-in-order-to-be-itself; self-determining; environment-transcendence; separateness; living by its own laws).
# Virtues/Cardinal virtues
### The Cardinal Virtues

The four classic Western Cardinal virtues are:
* Temperance: σωφροσύνη (sōphrosynē) — Moderating desire
* Prudence: φρόνησις (phronēsis) — Knowing what to do
* Courage: ανδρεία (andreia) — Overcoming fear
* Justice: δικαιοσύνη (dikaiosynē) — Harmony, balance, equity
This enumeration is traced to Greek philosophy and was listed at least by Plato, if not also by Socrates, from whom no attributable written works exist. Plato also mentions "Holiness".
# Virtual reality

The human brain has evolved to learn most effectively by actively engaging its environment and using all its senses for feedback. Thus it is virtual reality (or virtual simulation) that provides our greatest hope of tapping into human learning potential. The future of learning may indeed be virtual worlds, built to teach and practice anything a human would wish to know. Creating enough virtual worlds to represent the massive Wikipedia databases could only be possible with the "anyone can contribute" philosophy that made Wikipedia so successful. Each section here attempts to address the various challenges faced by the world community if we ever hope to establish Wikiversity's WikiWorlds project as THE way to learn.

## The Hardware

The hardware needs to be cheap and compact enough to be easily brought into people's homes. Ideally, all the components could fit into a package the size of the printer box. Luckily the necessary hardware already exists.
* Video Goggles/Glasses, rather than a large and obtrusive display
* Input Devices that are intuitive and engaging. Note that the motion detection technology in these devices could be used to also track head movements, an important part of allowing the user to turn their head and have the display change. Note the PS3 move may need to be modified to allow input from TWO cameras since virtual reality users will often rotate in their chair away from one camera (see next point).
* Other older existing technologies, including headphones, a microphone (for voice commands and typing), and even a simple swivel chair (to allow the user to rotate in all directions and see all around the virtual world). Of course, even these simple technologies come in varieties especially conducive to VR (for example, this chair)

## The Virtual Worlds

A database of virtual learning worlds. Obviously a wiki community could provide all of the content, and so the real challenge is to program a "world builder" that is intuitive and fun enough for the community to use. One source of inspiration may be the level creator in Little Big Planet, a title for the Sony PS3.

### Learning Principles

Virtual Worlds should focus on using well-established learning principles:
* Free recall is a better way to review than recognition (e.g. short answer versus multiple choice)

## Learning Tasks

* (3D Modelling) Explore the digital tools for creating virtual reality in learning resource about 3D Modelling.
* (3D Objects) A virtual world consists of 3D objects that are placed in the virtual world. A forest that consists of only one type of trees (all trees look the same) provides unrealistic user experience (UX) of the virtual world. Explore concepts of randomizations of objects and surfaces e.g. in Blender.
** (Random Colors) Youtube Video Blender applied on random leaf color or create the [visualisation of a large forest]
** (Random Size and Location) Blender Tutorial: Cut Random Size And Positioned Circular Holes In A Sphere
# Virtualization

Virtualization in computing refers to the act of creating a virtual (rather than actual) version of something, including virtual computer hardware platforms, storage devices, and computer network resources.

## See Also

* KVM
* docker
# Virtues/Aristotle’s Ethics
### Aristotle's Ethics

In the Nicomachean Ethics, Aristotle's best known work on ethics, he presents the idea that we can describe virtues as things which are destroyed by deficiency or excess. Someone who runs away becomes a coward, while someone who fears nothing is rash. In this way the virtue "courage" can be seen as depending upon a "mean" between two extremes. Aristotle goes on to describe several virtues in this form, beginning with courage:
| Concerned with | Mean | Excess | Deficiency |
| fear (phobos) and confidence (tharsos) | Courage (andreia): mean in fear and confidence | First Type. excessive fearlessness has no special name | Cowardly (deilos): exceeds in fear and is deficient in confidence |
| | | Second Type. Rash (thrasus): exceeds in confidence | |
| pleasure (hēdonē) and pain (lupē) | Temperance (sōphrosunē) | Profligacy, dissipation, etc. (akolasia) | scarcely occurs, but we may call it Insensible (anaisthētos) |
| giving and getting (smaller amounts of) money | Liberality (Rackham), generosity (Sachs) (eleutheriotēs) | Prodigality (Rackham), Wastefulness (Sachs) (asōtia) | Meanness (Rackham), Stinginess (Sachs) (aneleutheria) |
| giving and getting greater things | Magnificence (megaloprepeia) | Tastelessness (apeirokalia) or Vulgarity (banausia) | Paltriness (Rackham), Chintziness (Sachs) (mikroprepeia) |
| great honor (timē) and dishonor | Greatness of Soul (megalopsuchia) (Traditional translation "magnanimity". Sometimes "pride".) | Vanity (chaunotēs) | Smallness of Soul (mikropsuchia) |
| lesser honor (timē) and dishonor | no special term in ancient Greek for the right amount of ambition | (Over-)ambitiousness (philotimos) | lack of ambition (aphilotimos) |
| anger (orgē) | Gentleness (praotēs) | Irascibility (Rackham), Irritability (Sachs) (orgilotēs) | Spiritlessness (aorgẽsia) |
| general pleasantness in life | Friendliness (something like philia) | First Type. obsequious (areskos), if for no purpose | quarrelsome (duseris) and surly (duskolos) |
| general pleasantness in life | Friendliness (something like philia) | Second type. flatterer (kolax), if for own advantage | quarrelsome (duseris) and surly (duskolos) |
| truth (alēthēs) | Truthfulness(alētheia) | Boastfulness: pretense as exaggeration (alazoneia) | Self-deprecation: pretense as understatement (eironia, same word as "irony") |
| pleasantness and social amusement | Wittiness (Rackham) Charming (Sachs) (eutrapelos) | Buffoonery (bõmolochia) | Boorishness bõmolochos |
# Virtues/Character Strengths and Virtues
### Character Strengths and Virtues

The Character Strengths and Virtues (CSV) handbook of human strengths and virtues, by Christopher Peterson and Martin Seligman, represents the first attempt on the part of the research community to identify and classify the positive psychological traits of human beings.
The organization of the virtues and strengths in the book is as follows.
* Wisdom and Knowledge (strengths that involve the acquisition and use of knowledge)
** creativity (personified for example by Albert Einstein)
** curiosity (personified for example by John C. Lilly)
** open-mindedness (personified for example by William James)
** love of learning (personified for example by Benjamin Franklin)
** perspective and wisdom (personified for example by Ann Landers): the coordination of "knowledge and experience" and "its deliberate use to improve wellbeing." Many, but not all, studies find that adults' self-ratings of perspective/wisdom do not depend on age. This stands in contrast to the popular notion that wisdom increases with age.
* Courage (strengths that allow one to accomplish goals in the face of opposition)
** bravery (personified for example by Ernest Shackleton)
** persistence (personified for example by John D. Rockefeller)
** integrity (personified for example by Sojourner Truth)
** vitality (personified for example by the Dalai Lama)
* Humanity (strengths of tending and befriending others)
** Love (personified for example by Romeo and Juliet)
** kindness (personified for example by Cicely Saunders)
** social intelligence (personified for example by Robert Kennedy)
* Justice (strengths that build healthy community)
** active citizenship / social responsibility / loyalty / teamwork (personified for example by Sam Nzima)
** fairness (personified for example by Mohandas Gandhi)
** leadership
* Temperance (strengths that protect against excess)
** forgiveness and mercy (personified for example by Pope John Paul II)
** Humility and modesty (personified for example by Bill W., co-founder of Alcoholics Anonymous)
** Prudence (personified for example by Fred Soper)
** self-regulation and self control (personified for example by Jerry Rice)
* Transcendence (strengths that forge connections to the larger universe and provide meaning)
** appreciation of beauty and appreciation of excellence (personified for example by Walt Whitman)
** Gratitude (personified for example by G. K. Chesterton)
** hope (personified for example by Martin Luther King, Jr.)
** humor and playfulness (personified for example by Mark Twain)
** spirituality (personified for example by Albert Schweitzer)
# Physics equations/27-Wave Optics/Q:interference

Equations for this quiz Solutions(pdf) Testbank
This is version A only. Lint errors force the removal of other versions. See special:permalink/2159962
# Physics equations/27-Wave Optics/Q:interference/Testbank

Testbank