OpenLLM-France/wikimedia huggingface dataset:
# Educational Technology Innovation and Impact/Why use Technology in Education/Linguistic Intelligence

Linguistic Intelligence
“Linguistic intelligence is the ability to use languages to excite, please, convince, stimulate or convey information, http://www.cookps.act.edu.au/mi_ling.htm. Linguistic intelligence involves not only ease in producing language, but also sensitivity to the nuances, order and rhythm of words.
From a very early age we have all been encouraged to develop the art of communication. Even if we do not consider ourselves to be particularly talented, we have at least learned sufficient so as to interact fairly successfully with others. There are however, individuals who have developed their linguistic skills to the point where it becomes an art. They have the ability to write and talk fluently, utilising a broad vocabulary to express the precise meaning of what they wish to convey and they can speak almost melodically with changing intonations and rhythms of sound to express feelings and promote memory.
“ Language, the chief product of linguistic intelligence, is surprisingly flexible. The deaf can learn language, and people can learn to read language through totally different symbol-processing systems—through a sound-oriented system of syllables (like our alphabet) or through a visually oriented system of ideograms (like Chinese symbols). Studies indicate that syllables and ideograms are processed in entirely different areas of the brain, yet the linguistic intelligence can successfully make use of either method of encoding. It is characteristic of intelligence, in Gardner's view, to appropriate whatever faculties or senses it needs, without being entirely dependent upon any of them. Gardner's linguistic intelligence includes qualities of both left and right hemispheric processing of language—both language in the linear sense and language in the enfolded, holistic sense. The linguistic intelligence appears to be a combination of several differently evolved systems—expressive gesture, intonation, the cognitive abilities of naming and classifying, and syntactical parsing”
Characteristic of linguistic intelligence:
“A deep understanding of words and sensitivity to the literal and figurative meaning of words, high developed oral and written communication skills, knowledge of grammar rules and when it is appropriate to disregard those rules, knowledge of the many different uses for languages, such as persuasion, information, or pleasure” http://www.arches.uga.edu/~hmt/webwrite/linguistic.htm
Possible career interests:
Journalist, writer, teacher, lawyer, politician, translator, poet, actor, comedian, orator novelist, and speechwriter.
Exercises to strengthen linguistic intelligence
“The advantages of developing ones Linguistic Intelligence further are many. We use language to explain, persuade, sell, argue, speak publicly, describe, write and so on” Activities that can aid to improve Linguistic Intelligence are: learn a new word every day, write poems and stories, do puzzles and crosswords, learn about neuro-Linguistic Programming and use computer to write letters and emails.
# Educational Technology Innovation and Impact/Why use Technology in Education/Logical-Mathematical Intelligence

Logical Mathematical Intelligence
Logical Mathematical Intelligence is one of the most securely documented intelligences. Piaget [1] describes the intelligence as the ability to handle objects, moving to the ordering of the objects and grows into the ability to think formally about relationships without objects. One of the simplest forms of the application of logical mathematical intelligence is counting.
The use of this intelligence is demonstrated in the form of problem solving but not necessarily mathematical problems; it involves the act of selecting key points of information in a logical systematic sequence. Thus the investigation and analysis of data leading to results can assist in underpinning the understanding, not just taking the information on face value [2].
The use of Logical Mathematical Intelligence in the form of the usage of reasoning skills to unravel a mystery has been the trade mark of many of the worlds leading detectives. Other professions [3] that demonstrate the ability to use Logical Mathematical Intelligence are physicists, computer programmers and accountants, famous people with a high level of Logical Mathematical intelligence include; Albert Einstein and Bill Gates.
Many authors demonstrate their ability to make best use of Logical Mathematical Intelligence when composing a novel. The structure of the novel is planned, research is conducted and data collected and analysed before presenting in a logical sequence often being changed or re-written to suit the writers and readers needs.
Children’s games have been created and refined over the centuries to assist in the development of Logical Mathematical Intelligence. These include mathematical puzzles, strategic war games even word association type games all of which can be found throughout the civilised world.
The most recent example that has attained almost euphoric status is a mathematical puzzle designed to stimulate Logical Mathematical Intelligence called ‘Sudoku’[4]. The aim of the puzzle is to enter numbers 1 trough to 9 in a grid. The grid is usually 9 x 9 in size separated into smaller grids of 3 x 3 also called regions. The rules that govern the placement of the individual numbers are that you must only have one occurrence of a number in any given column, row and region. Some numbers are already placed in the grid these are called the givens. The more difficult puzzles require the use of Logical Mathematical Intelligence and can seldom be accomplished by scanning alone.
References:
[1]Gardner, H. (1983) Frames of Mind: The Theory of Multiple Intelligences. Basic Books - New York.
[2] www.longleat.net/ggrow/7in/logical.html (accessed 02/05/2006)
[3] www.inspiring-breakthrough.co.uk/learning-styles/mathematical-logical-learning.htm (accessed 02/05/2006)
[4]www.en.wikipedia.org/wiki/Sudoku (accessed 02/05/2006)
# Educational Technology Innovation and Impact/Why use Technology in Education/Multiple Inelligences

Multiple Intelligences is a theory advanced by Howard Gardner in his work 'Frames of Mind. The theory of multiple intelligences'.
[Image:http://www.infed.org/images/people/gardner.jpg]
# Educational Technology Innovation and Impact/Why use Technology in Education/Intrapersonal Intelligence

INTRAPERSONAL INTELLIGENCE There are 8 learning styles or intelligences as researched and published by Howard Gardner: Musical, Kinaesthetic, Mathematical / Logical, Visual / Spatial, Linguistic, Interpersonal, Intrapersonal and Naturalist
File:8-smarts.jpg
Picture taken from: http://www.multi-intell.com/
Gardner's Definition:
Intrapersonal intelligence, (self smart) refers to having an understanding of yourself, of knowing who you are, what you can do, what you want to do, how you react to things, which things to avoid, and which things to gravitate toward. We are drawn to people who have a good understanding of themselves because those people tend not to screw up. They tend to know what they can do. They tend to know what they can’t do. And they tend to know where to go if they need help.
http://www.chariho.k12.ri.us/curriculum/MISmart/intra.htm
Intrapersonal intelligence is the ability to gain access to understand one's inner feelings, dreams and ideas. This form of intellect entails the ability to understand one's own emotions, goals and intentions.
Although it is difficult to assess who has this capacity and to what degree, evidence can be sought in students' uses of their other intelligences - how well they seem to be capitalizing on their strengths, how cognisant they are of their weaknesses and how thoughtful they are about the decisions and choices they make.
Their Skills include: Recognizing their own strengths and weaknesses, reflecting and analyzing themselves, awareness of their inner feelings, desires and dreams, evaluating their thinking patterns, reasoning with themselves, understanding their role in relationship to others
The two personal intelligences are, perhaps, the hardest to observe and at the same time, are the most important to success in any societal domain.
Technology can be used to facilitate learning in each intelligence area. There is no "right way" to integrate intelligences or technology into the classroom. The key is to provide the most effective learning environment for students
These "self smart" people learn best through metacognitive practices such as getting in touch with their feelings and self motivation. They are able to concentrate and be mindful. Provide tools to help students "think about their thinking" through writing, diagramming, or recording ideas.
Roles: They are good at setting and pursuing goals and assessing work. They are good at working independently toward a group goal.
Technology Tools • Computer-based journaling • Concept maps (Inspiration and Kidspiration) - idea webs • Problem solving software - self paced software • Internet research - self paced • Word processing - brainstorming, diaries, journals • Video projects - record personal ideas • Multimedia portfolios
http://eduscapes.com/
# GCSE Computer Science/Security

* Specification link
* Show understanding of the need to keep data safe from accidental damage, including corruption and human errors - 2016 CIE Syllabus p14
* Specification link
* Show understanding of the need to keep data safe from malicious actions, including unauthorised viewing, deleting, copying and corruption - 2016 CIE Syllabus p14
* Specification link
* Show understanding of how data are kept safe when stored and transmitted - 2016 CIE Syllabus p14

## Internet Security

* Specification link
* Show understanding of the need to keep online systems safe from attacks including denial of service attacks, phishing, pharming and human errors - 2016 CIE Syllabus p14
* Specification link
* Describe how (this knowledge) can be applied to real-life scenarios including, for example, online banking, shopping - 2016 CIE Syllabus p14
# GCSE Computer Science/Storage

* Specification link
* Show understanding of the difference between: primary, secondary and off-line storage and provide examples of each - 2016 CIE Syllabus p13
* Specification link
* Describe the principles of operation of a range of types of storage device and media including magnetic, optical and solid state - 2016 CIE Syllabus p13
* Specification link
* Describe how these principles are applied to currently available storage solutions - 2016 CIE Syllabus p13
* Specification link
* Calculate the storage requirement of a file - 2016 CIE Syllabus p13
# GCSE Computer Science/String handling
## String Length

This function is used to find the length of any string you pass it, counting all the characters, including the spaces.
Example:
The code
       someText = "Gary had a little lamb"
       Print(Length(someText))
Produces
       22
# GCSE Computer Science/Subroutines

When people start writing programs they often repeat the same lines of code at several places in a program. We can avoid this by using subprograms. Subprograms also called subroutines, functions or procedures.
# GCSE Computer Science/Serial and parallel data transmission

* Specification link
* Show understanding of what is meant by transmission of data - 2016 CIE Syllabus p10
* Specification link
* Distinguish between serial and parallel data transmission - 2016 CIE Syllabus p11
* Specification link
* Distinguish between simplex, duplex and half-duplex data transmission - 2016 CIE Syllabus p11
* Specification link
* Show understanding of the reasons for choosing serial or parallel data transmission - 2016 CIE Syllabus p11
* Specification link
* Show understanding of the need to check for errors - 2016 CIE Syllabus p11
* Specification link
* Explain how parity bits are used for error detection - 2016 CIE Syllabus p11
* Specification link
* Show understanding of the use of serial and parallel data transmission, in Universal Serial Bus (USB) and Integrated Circuit (IC) - 2016 CIE Syllabus p11
# GCSE Computing

This is a book about GCSE Computing. It aims to fit in with the OCR GCSE Computing syllabus but is not endorsed by OCR. It should be useful as a revision guide or to find alternative explanations to the ones in your textbook. If you haven't heard of GCSEs then this book probably won't be of much interest to you but you can find out about them at Wikipedia.
If any part of this book is unclear or even wrong then please post a comment on the discussion page or simply fix it yourself! In particular, please say if the book assumes any knowledge or skills which not all GCSE Computing students have.

## Course Structure

The course contains three units. All units must be completed to be awarded the GCSE Computing. The available units are:
* Computer systems and programming (Sep 21, 2009)
* Current trends in computing (Sep 21, 2009)
* Programming Project (Sep 21, 2009)
# GCSE Computing/Components of a Computer System
## What you need to know

This topic introduces computer systems and provides a foundation for the remaining topics in this unit. Candidates should develop a mental model of a computer system which comprises hardware and software and in which:
* data is input and converted into the computer’s internal representation by input devices
* the data is processed
* the results of the processing are converted from the computer’s internal representation and output by an output device
* the data may be stored for later use or transmitted to another computer system while it is still in the computer’s internal representation.
This model applies to the personal computer, but candidates should be aware of how it also applies to equipment which uses computer technology

### Candidates should be able to

(a) define a computer system (b) describe the importance of computer systems in the modern world (c) explain the need for reliability in computer systems (d) explain the need for adherence to suitable professional standards in the development, use and maintenance of computer systems (e) explain the importance of ethical, environmental and legal considerations when creating computer systems.

## Introduction

A complete Computer System can have many different components. What components are used will depend on what the computer system is designed to do. However all components can be divided in to two different types:
* Hardware
* Software
Hardware refers to any component that has a physical presence. If you can touch it then it is hardware. This can include things like the CPU, hard-drive, printer, mouse and so on. Software refers to computer programs which control how the hardware behaves. Some examples of software includes Operating System, word processors, databases, games and utilities.
# GLPK/Node.js

Node.js is an application platform based on server side JavaScript.

## Node-glpk

Node-glpk is a handcrafted language binding to access the GLPK library from NodeJS. It is subject to the Mozilla public license 2.0 .

### Installation

The package is installed using the npm package manager.
# GLPK/OCaml

OCaml is the main implementation of the Caml language, extending Caml with an object oriented layer. Caml is a strongly-typed functional programming language from the ML family.

## Ocaml-glpk

Package ocaml-glpk developed by Samuel Mimram provides a OCaml language binding for GLPK. This binding is published under the GNU General Public License. The project homepage is http://ocaml-glpk.sourceforge.net/.
The code uses an obsolete API. There has been no development activity after 2010-07-02 (as observed on 2012-05-02). Probably GLPK 4.44 is supported.
To give an indication of the status of this project, the maintainer advises: "The bindings are not fully complete. If you need a specific function just tell me and I'll add it as soon as possible."

## References

* ↑ "The Caml Language". INRIA. 2011. Retrieved 2012-05-02.
# GLPK/OptimJ

OptimJ is a Java based modeling language with powerful abstractions for bulk data processing. The language is supported by programming tools and language-aware editing under the Eclipse environment.
# GLPK/Modeling Logical Constraints

Logical constraints involving binaries can be modelled as follows
# GLPK/Modeling Lower and Upper Bounds
## Bounds on constraints

The GLPK presolver (as of version 4.45) cannot eliminate or combine duplicate rows. Therefore, in order to reduce the row count and hence the solution time, linearly dependent constraint equations should be manually combined. For example:
can be replaced by:

## Bounds on variables

Placing lower and/or upper bounds on optimization variables can either be set on definition or achieved through dedicated constraints. Be aware that variables in MathProg are unbounded unless subsequently qualified or restricted (unlike their API counterparts, which are zeroed by default).

### Dedicated constraints

Bounds on variables can be readily implemented using dedicated constraints.
Take, for instance, a ramp variable, symmetrically restricted by the max_ramp_rate parameter:
The presolver will automatically eliminate constraints containing one variable only and use that information instead to tighten the bounds on that variable — on solution however, the process is reversed and the primary and dual values for the original constraint are duly determined. Alternatively, if the presolver is not deployed, it is advisable to at least reduce double constraints to a single constraint in order to lessen the model size. The above example can thus be recast:

### Variable bounds

Bounds on variables may also be set when defining the variable in question. This is usually the preferred way to model such restrictions.
The previous ramp rate example can thus be achieved:

### Comparison

The performance difference between the two methods is negligible for small models, but may be significant for larger models. The following table summaries the relative advantages of each method:
| Dedicated constraints | Variable bounds |
| possibly simpler to conceptualize  dual value available for analysis | speed up due to reduced number of constraint equations  less memory consumption |

## Notes

    1.^ There is a proposal to add this feature to the GLPK presolver .
# GLPK/Obtaining GLPK

This page explains how to download, verify, and unpack the latest GLPK distribution. This will give you access to the GLPK documentation and source code, but not to binaries — the mainline project does not provide precompiled files. Download and unpack instructions are also provided in appendix A of doc/glpk.pdf from the official GLPK documentation.
GLPK is distributed as a tarball — this is a collection of files and directories that are packed using tar and then, in this case, compressed with gzip.
The generic 0.00 version string (used below) should be replaced with the actual version string.

## Download instructions

Experience shows it may take a day or so for new releases to propagate to all GNU FTP mirror sites. Check the main GNU FTP site if you don't find the latest release on a mirror site.

### Web browser

Open your web browser and proceed as follows:
* find a suitable GNU FTP mirror
* navigate to the glpk directory
* download the latest glpk-0.00.tar.gz tarball to your machine.
And optionally, if you wish to verify the integrity of this tarball using gpg or similar:
* download the associated glpk-0.00.tar.gz.sig OpenPGP signature file to your machine.

### wget utility

These instructions are for Linux. Other systems may also offer the wget command-line utility.
Download the latest GLPK tarball to a directory within your user space. The base URL indicated can be changed for nearby mirror, if you wish:

## Verify the tarball (optional)

Performing integrity checks on the downloaded tarball is optional, but nonetheless recommended. You should also try to obtain your GLPK tarball directly from a GNU mirror site and not through some other route.

### Windows

Open source software Gpg4win (GNU Privacy Guard for Windows) can be used to check the integrity of the tarball.
First, check for gpg:
Then verify the tarball:
If that fails, import the missing public key (you will need an internet connection):
And then repeat the previous step.

### Linux

If you also downloaded the associated OpenPGP signature file and have the gpg privacy utility installed, then you can check the integrity of the tarball.
First, check for gpg:
Then verify the tarball:
If that fails, import the missing public key (you will need an internet connection):
And then repeat the previous step.

## Unpack the tarball
### Windows

To unpack the tarball you need a decompression program. The open source software 7-Zip can be used for this purpose.

### Linux

It may be convenient to create a dedicated subdirectory within your user space and move the GLPK tarball to there. From the command-line:
In any case, unpack the tarball. You will need a tar + gzip compatible decompression utility. From the command-line:
The official GLPK documentation is in subdirectory doc.

## What next

Instructions for building and installing GLPK are given elsewhere:
* Windows
* Mac OS X
* Linux
* Solaris.

## Old versions

The download mirrors usually contain the last ten or so releases. If looking for seriously old versions of GLPK, try:
* ftp.gnu.org/old-gnu/glpk
* mirrors.arsc.edu/gnu/glpk
# GLPK/Octave

GNU Octave is a high-level language and environment for numerical computing. The language is mostly compatible with Matlab. But whereas Matlab is proprietary, Octave is a GNU project released under the GNU GPL license. Octave itself is written in Octave and C++.
Octave ships with an integrated version of GLPKMEX, a Matlab MEX interface to the GLPK library. Octave therefore, unlike Matlab, does not require that each user undertake a dedicated build of GLPKMEX. The original GLPKMEX code and the GLPK wrapper for Octave were written by Nicolò Giorgetti. But now the Octave/GLPK interface code is part of the Octave project.
As of April 2011, development of the Octave/GLPK interface had lagged behind that for the Matlab GLPKMEX bindings. In particular, the Octave/GLPK interface does not include improvements added by Niels Klitgord and still makes use of deprecated calls. Again, as of April 2011, the Octave developers have plans to align the Octave/GLPK wrapper with the current API set and to add new features. Please see this glpk-help thread and this octave-maintainers thread for more information.

## Background material

Tommi Sottinen’s course notes on operations research and GNU Octave
provide an excellent introduction to the use of GLPK and Octave. More specifically, these notes contain:
* a simple implementation of the simplex method in Octave
* examples based on the native Octave function glpk
* a custom wrapper to glpk named stu_lp_solver ("simple to use LP solver")
* examples based on the above

## References

* ↑ Sottinen, Tommi (2010). Operations research with GNU Octave. ORMS1020 course notes. Department of Mathematics and Statistics, University of Vaasa, Finland. http://lipas.uwasa.fi/~tsottine/or_with_octave/or_with_octave.pdf.
# GLPK/Output to GMPL data file

It may be desirable to output the result of a computation to a GMPL data file to use is as the input for another optimization. The example below shows how this can be accomplished using the printf command.