OpenLLM-France/wikimedia huggingface dataset:
# Digital Circuits/Digital Circuit Types

Digital circuit: A digital circuit is a circuit where the signal must be one of two discrete levels. Each level is interpreted as one of two different states (for example, on/off, 0/1, true/false). Digital circuits use transistors to create logic gates in order to perform Boolean logic. This logic is the foundation of digital electronics and computer processing. Digital circuits are less susceptible to noise or degradation in quality than analog circuits. It is also easier to perform error detection and correction with digital signals. To automate the process of designing digital circuits, engineers use electronic design automation (EDA) tools, a type of software that optimizes the logic in a digital circuit.
The goal of this text is to review the design techniques for digital circuits starting from NAND gates and Boolean Algebra. The end result is a student should be able to design these types of circuits:
* Combinational Logic Circuits directly respond to input change
* Sequential Networks remember the present state and combine with input changes to create a new state
* Synchronous Sequential Network Design (Mealy and Moore) is a method of designing complex sequential logic circuits that only look at inputs at times determined by a clock. This results in circuits with fewer glitches, more predictability but are slower and use more hardware.
* Asynchronous Sequential Network Design is a method of designing complex sequential logic circuits that are very fast, simple and respond to inputs at speeds determined by the devices themselves rather than a clock. They are harder to design but are closer to nature (including to brain operation)
# Educational Technology Innovation and Impact/Assistive Technology/Screen Readers

A screen reader is a software application that attempts to identify and interpret what is being displayed on the screen. This is then presented to a blind user as speech (by text-to-speech) or by driving a Braille display. Screen readers are used by people with little or no functional vision: people with some vision often use screen magnifiers” Besides people with low-vision, people with limited-vision, learning disabilities, mobility impairments, English as a second language, the elderly, and people with reading delays can use text-to-speech technology as an assistive technology.
Screen readers (or speech output systems) are designed to aid blind people give them access to standard computers and software such as word processors, spreadsheets, email, icons, windows and internet browsers. Screen reader have gave people with low vision a very great opportunity to access wide range of information, neuro-processing and the communication ideas that was behind their reach. “However, using a screen reader is, according to some users, considerably more difficult than using Graphical User Interface and many applications have specific problems resulting from the nature of the application (e.g. animations in Macromedia Flash) or failure to comply with accessibility standards for the platform (e.g. Microsoft word and Active Accessibility”
A standard computer whether is laptop or desktop can be personalized by tallying a screen reader, which enable the computer to speak. The screen reader let navigation around the computer screen and presents what is happening on the screen to the user in a significant way using speech output. The computer is used by mingling a standard keyboard and keyboard shortcuts rather than a mouse use the computer.
There are various types of screen readers available and some are more popular in different environments. Some more sophisticated products are designed to work best in an education or employment situation as they can be configured to work with different programs. Others are more for home use as they may offer restricted features in comparison with more expensive screen readers, focusing on word processing, Internet and email.
# Educational Technology Innovation and Impact/Assistive Technologies

* Screen Readers
* Mouse and Keyboard Alternatives
* Mind Mapping Software
* Augmentative Communication Technology
* Screen Magnifiers
* Switch Access Technology
* PDAs to support Dyslexic Students
# Educational Technology Innovation and Impact/Assistive Technology/Speech Recognition Software

Speech recognition software, often referred to as Voice recognition software is very useful for people who are better at speaking than writing. A piece of software that recognises what you are actually saying and transcribes it for you, gone are the days of messy handwriting! Think about it, a computer has no problems with spelling and presents your thoughts and idea's perfectly for you. You would not have to write and then manually type out your thoughts ever again.
Speech recognition is an area that has progressed rapidly over the last few years. However, it still has its limitations. For example the dyslexic website bring it to our attention that in order to use the piece of software people have had to go through an often lengthy process, sometimes taking up to an hour for the software to recognise your own voice (Dyslexic Website 2006)
This process may be appealing to people that have a speech impediment, however, for someone who is an avid or fluent reader this can be a very painstaking way of getting the computer to discriminate between your voice and someone else’s.
We must remember that computers cannot recognise and transcribe a conversation. The text needs to be dictated, which is an art form in itself. The computer cannot recognise "uums" and "ahhs" and so each spoken word must be clearly dictated to the machine.
The more recent dictation software that has been developed by Dragon, who are the world leaders in speech recognition software estimate full stops and commas for the dictator. This is a major breakthrough for speech recognition software users. The most used software being the ‘Dragon Naturally Speaking’, its developers Dragon claim that it allows you to speak up to 160 words per minute whilst maintaining 99% accuracy (Speech Recognition Website 2006)
There are various ways that you can dictate to a computer, for example the most common method used is to dictate directly into your PC using a headset microphone connected into the soundcard or USB. The Dragon product allows complete mobility and users can even dictate into hand held devices such as PDAs or a Tablet PC and then synchronize the mobile device to a PC so the software can transcribe the voice file into a normal text document.
Originally the early versions of speech recognition software were aimed at people with disabilities such as dyslexia. The new pieces of software such as ‘Naturally Speaking’ can create 900 word documents in less than 6 minutes. So the advantages are endless and more and more professions are choosing this purely to increase the efficiency of their business.
References: http://www.speechrecognition.com/dns8.php (accessed 26 April 2006) http://www.dyslexic.com/dictcomp.htm (accessed 26 April 2006)
# Educational Technology Innovation and Impact
## Contents

* Why use Technology in Education
* Multimedia Courseware
* Classroom Technology
* Virtual Learning Environments (VLEs)
* Blogs, Wikis and Online Interaction
* Assistive Technologies
* Computer Assisted Assessment
* Mobile Learning
* Simulation
* Edutainment
# Educational Technology Innovation and Impact/Edutainment/BBC Jam

BBC Jam – Learn, explore and create with the BBC’s fun learning service
In January 2006 the BBC launched a new digital curriculum service known as BBC Jam. It is a free on-line service aimed at five to sixteen year olds and can be accessed either at home or at school. The service aims to offer a learner centred approach to learners least likely to succeed through more traditional learning environments. It aims to do this by providing an innovative combination of curriculum-based activities, video games, audio and animation and includes opportunities for learners to write teen soap storylines in French, and create audio, video and games. Content in maths, English, science, geography, French and business studies is available and materials will build over the next two years. However the launch has not been without its problems. There was concerted opposition to the proposal for a new online curriculum from commercial companies leading to a judicial review sought by educational software companies who argued that the use of state money to fund the BBC's plans would be illegal under European law. In early 2003 an out of court settlement was reached. In 2005, the online content was piloted in hundreds of UK schools. The BBC intends to provide a service that complements the existing marketplace for education services and will exclude teacher focused provision, concentrating more on learner centred activity establishing a dialogue directly with learners rather than teachers and parents. This Learner centred approach is designed to provide learning resources that motivate the learner and make a real difference, both to their personal development and to their understanding of a topic. This approach will provide a complementary educational experience to other forms of learning, and the BBC will exclude covering those areas where it feels that it will be difficult to offer a new or distinctive approach. The Department for Culture and Media and Sport has placed conditions on the range and scope of the learning topics the BBC Digital Curriculum Service can cover and in general the Department requires the service to stimulate, support and reflect the diversity of the UK, to innovate continually and to promote technological and pedagogical experimentation and to be distinctive from, and complementary to, services provided by the commercial sector. Additionally issues of access will need to be addressed and many subjects will have Welsh language versions of the content, and some subjects will also be made available as Scottish Gaelic or Irish Gaelic versions.
References http://www.bbc.co.uk/info/policies/digital_curriculum.shtml (accessed02/05/06) http://www.ltscotland.org.uk/mfle/creativeteaching/BBCdigitalcurriculum.asp (accessed 02/05/06) http://ferl.becta.org.uk/display.cfm?resID=13871 (accessed 02/05/06) http://news.bbc.co.uk/1/hi/education/4655292.stm (accessed 02/05/06)
# Educational Technology Innovation and Impact/Edutainment
## Edutainment

* Game Theory
* Educational Television Programs for Adults
* Educational Television Programs for Children
* Radio Education
* Lego Mindstorms
* BBC Jam
* Educational Software
* Educational Geography Games
* Second Life (educational applications)
# C++ Programming/Chapter Advanced Features Summary

* Templates
** Template Meta-Programming (TMP)
* Standard Template Library (STL)
* Smart Pointers
* Exception Handling
* Run-Time Type Information (RTTI)
# C++ Programming/Chapter Beyond the Standard Summary

* Resource Acquisition Is Initialization (RAII)
* Garbage Collection (GC)
* Design patterns - Creational, Structural and Behavioral patterns.
* Libraries - APIs vs Frameworks and Static and dynamic libraries.
* Boost library
* Optimizing your programs
* Cross-platform development
** Win32 (aka WinAPI) - including Win32 wrappers.
** Cross-platform wrappers
** Multitasking
* Software internationalization
** Text encoding
* Unified Modeling Language (UML)
# C++ Programming/Chapter Object Oriented Programming Summary

* Structures
* Unions
* Classes (Inheritance, Member Functions, Polymorphism and this pointer)
** Abstract Classes including Pure abstract classes (abstract types)
** Nice Class
* Operator overloading
* Standard Input/Output streams Library
** string
# C++ Programming/Chapters
### Chapter 1 : C++ a multi-paradigm language [ print chapter ]

* Introducing C++
* Programming languages
** Programming paradigms - the versatility of C++ as a multi-paradigm language, concepts of object-oriented programming (objects and classes, inheritance, polymorphism).
* Comparisons - to other languages, relation to other computer science constructs and idioms.
** with C
** with Java
** with C#
** with Managed C++ (C++/CLI)
** with D

### Chapter 2 : Fundamentals for getting started [ print chapter ]

* The code - includes list of recognized keywords.
** File organization
** Statements
** Coding style conventions
** Documentation
** Scope and namespaces
* Compiler
** Preprocessor - includes the standard headers.
** Linker
* Variables and storage - locality, scope and visibility, including source examples.
** Type
* Operators - precedence order and composition, , assignment, sizeof, new, delete, (arrays), * (pointers) and & (references).
** Logical operators - the && (and), || (or), and ! (not).
** Conditional operator - the ?:
* Type casting - Automatic, explicit and advanced type casts.
* Flow of control - Conditionals (if, if-else, switch), loop iterations (while, do-while, for) and goto.
* Functions - Introduction (including main), argument passing, returning values, recursive functions, pointers to functions and function overloading.
** Standard C Library - I/O, string and character, math, time and date, memory and other standard C functions
* Debugging - Finding, fixing, preventing bugs and using debugging tools.

### Chapter 3 : Object-Oriented Programming [ print chapter ]

* Structures
* Unions
* Classes (Inheritance, Member Functions, Polymorphism and this pointer)
** Abstract Classes including Pure abstract classes (abstract types)
** Nice Class
* Operator overloading
* Standard Input/Output streams Library
** string

### Chapter 4 : Advanced Features [ print chapter ]

* Templates
** Template Meta-Programming (TMP)
* Standard Template Library (STL)
* Smart Pointers
* Exception Handling
* Run-Time Type Information (RTTI)

### Chapter 5 : Beyond the Standard [ print chapter ]

* Resource Acquisition Is Initialization (RAII)
* Garbage Collection (GC)
* Design patterns - Creational, Structural and Behavioral patterns.
* Libraries - APIs vs Frameworks and Static and dynamic libraries.
* Boost library
* Optimizing your programs
* Cross-platform development
** Win32 (aka WinAPI) - including Win32 wrappers.
** Cross-platform wrappers
** Multitasking
* Software internationalization
** Text encoding
* Unified Modeling Language (UML)
# English-Hanzi/What causes high blood sugar?

Special:search/high blood sugar prefix:English-Hanzi/
A variety of things can trigger an increase in blood sugar level, including:
* stress
* an illness, such as a cold
* eating too much, such as snacking between meals
* a lack of exercise
* dehydration
* missing a dose of diabetes medication, or taking an incorrect dose
* over-treating an episode of hypoglycaemia (low blood sugar)
* taking certain medicines, such as steroid medication
很多 情况 可 引发 血糖 水平 增加，包括：
* 压力
* 疾病，如 感冒
* 吃 得 太多，如 正餐 之间 吃 零食
* 缺乏 运动
* 脱水
* 忘记 服用 糖尿病 药物，或 剂量 不 正确
* 过度 治疗 低血糖
* 服用 某些 药物，如 类固醇 药物
# English-Hanzi/What foods provide vitamin A?

Special:search/vitamin A prefix:English-Hanzi/
Special:search/vitamin prefix:English-Hanzi/
Vitamin A is found naturally in many foods and is added to some foods, such as milk and cereal. You can get recommended amounts of vitamin A by eating a variety of foods, including the following:
* Beef liver and other organ meats (but these foods are also high in cholesterol, so limit the amount you eat).
* Some types of fish, such as salmon.
* Green leafy vegetables and other green, orange, and yellow vegetables, such as broccoli, carrots, and squash.
* Fruits, including cantaloupe, apricots, and mangos.
* Dairy products, which are among the major sources of vitamin A for Americans.
* Fortified breakfast cereals.
维生素A 天然 存在 于 许多 食物，并且 添加 到 一些 食物 中，例如 牛奶 和 谷物。你 可以 通过 吃 多种 食物 获得 推荐量 的 维生素A，包括：
* 牛肝 和 其他 内脏（但 这些 食物 也 含 高 胆固醇，所以 不能 多 吃）。
* 一些 类型 的 鱼，如 鲑鱼。
* 绿叶 蔬菜 和 其他 绿色，橙色 和 黄色 蔬菜，如 西兰花，胡萝卜 和 南瓜。
* 水果，包括 哈密瓜，杏子 和 芒果。
* 乳制品，它 是 美国人 维生素A 的 主要 来源。
* 强化 早餐 谷物。
# English-Hanzi/What causes high blood pressure?

Special:search/blood prefix:English-Hanzi/
Special:search/blood pressure prefix:English-Hanzi/
Special:search/high blood pressure prefix:English-Hanzi/
For most people, there may be no single cause for their high blood pressure. We do not know exactly what causes high blood pressure. We do know that your lifestyle can affect your risk of developing it. You are at a higher risk if:
* you eat too much salt;
* you don’t eat enough fruit and vegetables;
* you are not active enough;
* you are overweight; or
* you drink too much alcohol.
大多数 人 血压高 的 原因 可能 不是 单一 的。我们 不 知道 到底 什么 原因 导致 高血压。我们 知道 生活方式 会 影响 发展 血压高 的 风险。风险 会 更高，如果：
* 吃 太多 盐;
* 没有 吃 足够 蔬果;
* 不够 活跃;
* 超重; 或
* 喝酒 太多。
# English-Hanzi/What foods provide chromium?

Special:search/chromium prefix:English-Hanzi/
Chromium is widely distributed in the food supply, but most foods provide only small amounts (less than 2 micrograms [mcg] per serving). Meat and whole-grain products, as well as some fruits, vegetables, and spices are relatively good sources. In contrast, foods high in simple sugars (like sucrose and fructose) are low in chromium.
铬 广泛 分布 在 食物 供应 中，但 大多数 食物 仅 提供 少量（每 份 少于 2微克[mcg]）。肉 和 全谷物 产品，以及 一些 水果，蔬菜 和 香料 是 相对 好 的 来源。相比之下，单糖（如 蔗糖 和 果糖）含量 高 的 食物 的 铬 含量 较低。
# English-Hanzi/What foods provide vitamin C?

Special:search/vitamin prefix:English-Hanzi/
Fruits and vegetables are the best sources of vitamin C. You can get recommended amounts of vitamin C by eating a variety of foods including the following:
* Citrus fruits (such as oranges and grapefruit) and their juices, as well as red and green pepper and kiwifruit, which have a lot of vitamin C.
* Other fruits and vegetables—such as broccoli, strawberries, cantaloupe, baked potatoes, and tomatoes—which also have vitamin C.
* Some foods and beverages that are fortified with vitamin C. To find out if vitamin C has been added to a food product, check the product labels.
水果 和 蔬菜 是 维生素C 的 最佳 来源。你 可以 通过 吃 各种 食物 获得 推荐量 的 维生素C，包括：
* 柑橘类 水果（如 橙子 和 葡萄柚）和 它们 的 果汁，以及 红色 和 青色 辣椒 和 猕猴桃，有 很 多 维生素C.
* 其他 水果 和 蔬菜 - 如 西兰花，草莓，哈密瓜，烤 土豆，和 西红柿 - 也 有 维生素C.
* 一些 添加了 维生素C 的 食品 和 饮料。要 了解 维生素C 是否 已 添加到 食品 中，请 检查 产品 标签。
The vitamin C content of food may be reduced by prolonged storage and by cooking. Steaming or microwaving may lessen cooking losses. Fortunately, many of the best food sources of vitamin C, such as fruits and vegetables, are usually eaten raw.
食物 的 维生素C 含量 可 通过 长期 储存 和 烹饪 而 减少。蒸煮 或 微波 可以 减少 烹饪 损失。幸运 的 是，许多 最好 的 食物 来源 的 维生素C，如 水果 和 蔬菜，通常 吃 生 的。
# English-Hanzi/What are blood lipids?

Special:search/blood lipid prefix:English-Hanzi/
"Blood Lipids" is the term used for all the fatty substances found in the blood, including cholesterol and triglycerides. Some people have too much cholesterol (fat) in their blood and this increases their chances of having a heart attack.
“血脂” 是 用于 血液 中 被 发现 的 所有 脂质 的 术语，包括 胆固醇 和 甘油三酯。有些 人 在 他们 的 血液 中 有 过多 的 胆固醇，这 增加了 他们 心脏病 发作 的 机会。
# English-Hanzi/What are the symptoms of high blood pressure?

Special:search/high blood pressure prefix:English-Hanzi/
Special:search/hypertension prefix:English-Hanzi/
Hypertension is often referred to as a "silent killer" because even severe uncontrolled high blood pressure usually has no obvious symptoms. However, even when the blood pressure level is only moderately elevated, the patient may have headache, dizziness, or nosebleed. In general, these symptoms do not occur unless the blood pressure changes dramatically or until blood pressure reaches a dangerous level.
高血压 通常 称为 “无声 杀手”，因为 即使 严重 的 不 受 控制 的 高血压 通常 没有 明显 的 症状。然而，即使 当 血压 水平 仅仅 适度地 升高 时，患者 可以 有 头痛，头晕 或 鼻出血。一般来说，这些 症状 不会 发生，除非 血压 急剧地 变化，或 直到 血压 达到 危险 的 水平。
# English-Hanzi/What are triglycerides?

Special:search/triglyceride prefix:English-Hanzi/
Special:search/fat prefix:English-Hanzi/
Special:search/lipid prefix:English-Hanzi/
Triglycerides are another type of fat found in the blood which mainly come from food. After you eat, fats in your food are broken down in the liver into triglycerides. The liver can also convert excess calories (e.g. from drinking too much alcohol, sugar drinks, or eating too much fatty foods or meat) into triglycerides. These fatty triglycerides are released into your blood and are then transported through your body and used as energy or stored as fat.
甘油三酯 是 在 血液中 发现 的 另一种 类型 的 脂肪，主要 来自 食物。吃完之后，你的食物中的脂肪在肝脏中分解成甘油三酯。肝脏还可以将过多的卡路里（例如，从喝太多的酒精，糖饮料或者吃太多的脂肪食物或肉）转化为甘油三酯。这些脂肪甘油三酯释放到你的血液，然后通过你的身体，用作能量或储存为脂肪。
# English-Hanzi/What foods provide calcium?

Special:search/food prefix:English-Hanzi/
Special:search/calcium prefix:English-Hanzi/
Calcium is found in many foods. You can get recommended amounts of calcium by eating a variety of foods, including the following:
* Milk, yogurt, and cheese are the main food sources of calcium for the majority of people in the United States.
* Kale, broccoli, and Chinese cabbage are fine vegetable sources of calcium.
* Fish with soft bones that you eat, such as canned sardines and salmon, are fine animal sources of calcium.
* Most grains (such as breads, pastas, and unfortified cereals), while not rich in calcium, add significant amounts of calcium to the diet because people eat them often or in large amounts.
* Calcium is added to some breakfast cereals, fruit juices, soy and rice beverages, and doufu. To find out whether these foods have calcium, check the product labels.
钙 在 许多 食物 中 发现。你 可以 通过 吃 各种 食物 获得 推荐量 的 钙，包括：
* 牛奶，酸奶 和 奶酪 是 美国 大多数 人 的 主要 钙 来源。
* 羽衣甘蓝，西兰花 和 大白菜 是 丰富 的 植物 来源 的 钙 。
* 你 吃 的 软 骨 鱼，如 罐头 沙丁鱼 和 鲑鱼，是 丰富 的 动物 来源 的 钙。
* 大多数 谷物（如 面包，意大利 面食 和 未 增强 的 谷物）虽然 不 富含 钙，但 在 饮食 中 提供 大量 的 钙，因为 人们 经常 或 大量地 吃 它们。
* 钙 会 添加 到 一些 早餐 谷物，果汁，大豆 和 米 饮料，以及 豆腐。要 确定 这些 食物 是否 添加了 钙，请 查阅 产品 标签。
# English-Hanzi/What can I do to help to lower my blood lipids?

Special:search/blood lipid prefix:English-Hanzi/
There are many things that you can do to help lower the levels of fat in your blood:
* try to eat less fatty foods, especially foods with lots of saturated fat
* if you are overweight then losing a bit of weight can help lower your cholesterol. Try to loose at least a half to one lb (0.5 kg) a week. This might not seem much but over a few weeks it will mount up.
* try to be a bit more active - this will also help you to lose weight
* take the correct medicines, e.g. cholesterol lowering drugs (if your doctor thinks you need them).
有 许多 事情 你 可以 做，以 帮助 降低 你 的 血液 中 的 脂肪 水平：
* 尝试 吃 更少 的 脂肪 食物，特别是 有 大量 饱和脂肪 的 食物
* 如果 你 是 超重，那么 减去 一点 重量 可以 帮助 降低 你的 胆固醇。尝试 每周 至少 减 半磅 至 一磅（0.5 kg）。看来 每 星期 减 得 不多，但 积少成多。
* 尝试 多做 运动 - 这 有助 减肥
* 服用 正确 的 药物，例如 降胆固醇 药物（如果 你 的 医生 认为 你 需要 的话）。
# C++ Programming/Code/Standard C Library/Functions/strcmp
#### strcmp

| Syntax | #include <cstring> int strcmp( const char *str1, const char *str2 ); |
The function strcmp compares str1 and str2, then returns:
| Return value | Explanation |
| less than 0 | str1 is less than str2 |
| equal to 0 | str1 is equal to str2 |
| greater than 0 | str1 is greater than str2 |
For example:
Note that if str1 or str2 are missing a null-termination character, then strcmp may not produce valid results. For a similar (and safer) function that includes explicit bounds checking, see strncmp.

##### Related topics

    memcmp - strcat - strchr - strcoll - strcpy - strlen - strncmp - strxfrm
# C++ Programming/Code/Standard C Library/Functions/strcoll
#### strcoll

| Syntax | #include <cstring> int strcoll( const char *str1, const char *str2 ); |
The strcoll function compares str1 and str2, much like strcmp. However, strcoll performs the comparison using the locale specified by the (Standard C Date & Time) setlocale function.

##### Related topics

    strcmp - strxfrm (Standard C Date & Time) setlocale
# C++ Programming/Code/Standard C Library/Functions/strcpy
#### strcpy

| Syntax | #include <cstring> char *strcpy( char *to, const char *from ); |
The strcpy function copies characters in the string 'from to the string to, including the null termination. The return value is to.
Note that strcpy does not perform bounds checking, and thus risks overrunning from or to. For a similar (and safer) function that includes bounds checking, see strncpy.

##### Related topics

    memcpy - strcat - strchr - strcmp - strncmp - strncpy