OpenLLM-France/wikimedia huggingface dataset:
# Open and Distance Education/MOOC Learner and Learner Support for MOOC Learning
## Introduction

Massive Open Online Course (MOOCs) now is a crucial mechanism for "millions of learners to access semi-formal learning opportunities". MOOCs have triggered the higher education institutions' interest, as well as the that of media which called 2012 the "year of MOOCs". MOOCs would initiate a revolution in educational field by solving many educational problems, especially reducing the educational gap between the most advantaged and the most disadvantaged learners. Currently, there are more than 700 institutions and universities which offer more than 6,850 MOOCs, and these numbers will increase undoubtedly in the future.
MOOC has two different categories: the connectivist MOOCs (cMOOC) which apply the concepts of connectivist learning; and content-based extended MOOCs (xMOOCs) which utilize a more traditional learning method combining video presentations short quizzes and another testing. In this chapter, all of the contents are available to xMOOCs. For giving any successful online education, it is better to for the MOOC providers to understand the nature of MOOC learners and their participation because MOOCs require the learners to self-motivate and self-direct their learning before they give proper learner supports. Around this problem, this chapter mainly introduced who are the MOOC learner and What are the learner supports.

## Table of Contents

MOOC Learner
Learner Support for MOOC Learning
Future Learner Support for MOOC Learning
Conclusion
* ↑ Milligan, C., Margaryan, A., & Littlejohn, A. (2013). Patterns of engagement in massive open online courses. Journal of Online Learning with Technology, 9(2), 149-159.
* ↑ Pappano, L. (2012). The Year of the MOOC. The New York Times, 2(12), 2012.
* ↑ Boyatt, R., Joy, M., Rocks, C., & Sinclair, J. (2014). What (Use) is a MOOC?. In The 2nd international workshop on learning technology for education in cloud (pp. 133-145). Springer, Dordrecht.
* ↑ Kay, J. S., & McKlin, T. (2014, March). The challenges of using a MOOC to introduce absolute beginners to programming on specialized hardware. In Proceedings of the first ACM conference on Learning@ scale conference (pp. 211-212). ACM.
* ↑ Shah, D. (2016). By the numbers: MOOC in 2015. How has the MOOC space grown this years? Get the facts, figures, and pie charts. available at: www. class-central. com/report/mooc-stats-2016/(accessed 20 March 2017).[Google Scholar].
* ↑ Daniel, J. (2012). Making sense of MOOCs: Musings in a maze of myth, paradox and possibility. Journal of interactive Media in education, 2012(3).
* ↑ Milligan, C., Margaryan, A., & Littlejohn, A. (2013). Patterns of engagement in massive open online courses. Journal of Online Learning with Technology, 9(2), 149-159.
# Open and Distance Education/Selected Research on Emerging Technologies in Education

In previous chapters, we have covered the various topics relating to emerging technologies in open and distance education: the evolution and changes made over time, the methods of classifications, the types of emerging technologies, and the methods of evaluation. Emerging technologies in open and distance education will undoubtedly change over the course of the following years as possibilities broaden due to the further development of ICT and any new technologies that may serve as the successor of ICT. New research in the field will then help in identifying the problems that arise and introduce new methods on incorporating and evaluating the new emerging technologies in the educational environments, as it has always did to this day. Below are some of the many research that have been done in emerging technologies in open and distance education.

## Renown Research in Technology in Open and Distance Education

Tony Bates is well-known for his work in the field of technology in education, specifically open and distance education. His website attracts many that are interested in his work, and constantly updated with new research topics in that respective field.

## More Recent Research and Future Prospects on Technology in Open and Distance Education

An article by Ludlow (2015) gives an overview on use of virtual reality (VR) and also briefly mentioned its benefits in distance education.
One book by Yuzer (2014) consists of numerous chapters written by selected authors devoted to distance education and related technologies.
The New Media Consortium (NMC) Horizon Report is an annual report that identifies and describes emerging technologies in education. This report is part of an ongoing research project, the NMC Horizon Project, made possible from collaborative efforts between NMC and EDUCAUSE Learning Initiative (ELI). The 2017 Higher Education edition of the NMC Horizon Report addressed current and future technological trends and topics in higher education. While this current report did cover emerging technology in higher education overall, this particular report identified topics that impact open and distance education as well.
* ↑ Ludlow, B. L. (2015). Virtual reality: Emerging applications and future directions. Rural Special Education Quarterly, 34(3), 3-10.
* ↑ Yuzer, T. V. (Ed.). (2014). Handbook of research on emerging priorities and trends in distance education: Communication, pedagogy, and technology. Hershey, PA: IGI Global
# Open and Distance Education/Evaluating Technologies for Open and Distance Education

There are many ways to evaluate tools and technologies for education. However many of them were borrowed from the field of Information Technology or Information Systems, specifically in Human and Computer Interaction.

## System Usability Scale

The system usability scale is a quick and reliable way of measuring the usability of a website or software. It is a five-point Likert Scale that was developed by Brooke (1996).

## Technology Acceptance Model

The technology acceptance model is a model developed by Davis (1989) that originally showed that Perceived Ease of Use (PEOU) and Perceived Usefulness (PU) can predict the intention of users to use a certain system or software. It was revised several times and is now currently updated to version 3, which addresses the effects of trust and perceived risks upon use of the system in an e-commerce context (Venkatesh & Bala, 2008).

## UTAUT

The unified theory of acceptance and use of technology (UTAUT) is another form of technology acceptance model that was formulated by Venkatesh et al. (2003) This theory has four key constructs to explain the user intentions on using information systems and the user's behavior upon usage: 1) performance expectancy, 2) effort expectancy, 3) social influence, and 4) facilitating conditions.
* ↑ Brooke, J. (1996). SUS-A quick and dirty usability scale. Usability evaluation in industry, 189(194), 4-7.
* ↑ Davis, F. D. (1989). "Perceived usefulness, perceived ease of use, and user acceptance of information technology", MIS Quarterly, 13(3), 319-340.
* ↑ Venkatesh, V., Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions, Decision Sciences, 39(2), 273-315
* ↑ Venkatesh, V., Morris, D. (2003). User acceptance of information technology: Toward a unified view, MIS Quarterly, 27(3), 425-478.
# Ruby on Rails/Getting Started

This section covers the basics for getting and installing Rails.

## Installation

* Install on Windows
* Install on OS X
* Install on Linux
* Is everything installed?
Once you have installed ruby on your system, make sure that RUBY_HOME/bin folder is in path. This would enable you to use ruby and other commands associated from any folder within the shell.

## Concepts

There are certain concepts which are core to how Rails works.
* Don´t repeat yourself
* Model-View-Controller
* Convention Over Configuration

## First Application

Now that Rails is installed, it's time to build something.
* Creating the application
* Running the Server
# Ruby on Rails/Getting Started/Common Errors

Sometimes things just go wrong. Here are some common errors and potential ways to fix them.

## Missing Socket File

If you see the following error:
It means that Rails is looking for the default /tmp/mysql.sock which may not exist. There are several options to fix this:
* Find the correct location of the mysql.sock file and add a socket: option to the database.yml
* Find the correct location of the mysql.sock file and add a symlink from /tmp/mysql.sock
* If you cannot find the mysql.sock file then perhaps MySQL is not running or is installed incorrectly.
# Ruby on Rails/Getting Started/Creating a Rails application
## Using the rails command

On the command line type rails appname replacing appname with the name of your application. This will create a directory called appname and will create the Rails application directory structure under that directory. The appname directory will be called the home directory for the application from here on. Typical list of folders and files in rails application would look like following

## Using SVN

If you are using Subversion another option for creating new Rails apps is to create a fresh Rails app using the rails command, making changes that are common (i.e. add .ignore options for Subversion, set up standard plugins you always use, add database.yml.example, etc) and then commit it to Subversion under something like 'railsapp'. You can then check out into a new directory to construct the Rails app:
# Ruby on Rails/Getting Started/Don´t repeat yourself
## Don't repeat yourself

To help to maintain clean code, Rails follows the idea of DRY, an acronym for Don't Repeat Yourself. The idea behind it is simple: whenever possible, re-use as much code as possible rather than duplicating similar code in multiple places. This reduces errors, keeps your code clean and enforces the principle of writing code once and then reusing it. This also helps lead to an API driven structure whereby internal methods are hidden and changes are achieved through passing parameters in an API fashion. For more information on DRY look at the Wikipedia article
# Ruby on Rails/Examples/HTML4.01

Rails generates XHTML by default. It can be made to generate HTML4.01 that can be validated with The W3C HTML validator.

## DOCTYPE

Layouts begin with the HTML4.01 Strict DOCTYPE:

## ApplicationHelper

application_helper.rb looks something like this:

## Views

Views can then refer to the newly-wrapped helpers:
# Ruby on Rails/Getting Started/Install on Linux
## Install on Linux
### Install or update Ruby

It is important that you get the right version of the language. Versions 1.8.2 and 1.8.4 are recommended. 1.8.3 has problems, and 1.8.5 (the current stable version) runs fine, but you will not be able to use breakpointer for debugging (a very handy tool). So I recommend 1.8.4.
Get it from the official Ruby website
Get it from the SVN repository

#### Debian

For Debian-based systems (Debian, Ubuntu, etc.), your best bet is to type:
This should install the Ruby language interpreter, the RDoc documentation generator, and irb command-line interpreter.

### Install RubyGems

You should be able to obtain RubyGems by going to the Gems Website and clicking the "download" link. Choose the proper archive and install.

### Install Rails

Get to the command-line and type:
# Ruby on Rails/Full Table of Contents

* Getting Started
** Getting Started/Model-View-Controller
* Tools
** Built-In Rails Tools/Generators
* ActiveRecord
** ActiveRecord/Migrations
* ActionController
* ActionView
* ActiveSupport
* Plugins
# Ruby on Rails/Getting Started/Convention Over Configuration
## Convention over Configuration

When starting to work with Rails you will find yourself looking at controllers and lots of views and models for your database. In order to reduce the need of heavy configuration, the team behind Rails has set up rules to ease up working with the application. These rules are not one-way. You may define your own rules but for the beginning (and for your further work, too) it's a good idea to stick to the conventions that Rails offers. These conventions will speed up development, keep your code concise and readable and - most important - these conventions allow you an easy navigation inside your application.
An example should show you how the conventions work together: You have a database table called orders with the primary key id. The matching model is called order and the controller, that handles all the logic is named orders_controller. The view is split in different actions: if the controller has a new and edit action, there is also a new- and edit-view.
# Plastics Molding & Manufacturing/Injection

First, the injection system will inject roughly about 80 % - 95 % into empty cavity mould as fast as it could. The remaining 20 % to 5 % are injected slowly because thermoplastics shrinked when they cooled to prevent any void or bubbles. Finally, clamping system hold the mould until the gating freezes off.
# Plastics Molding & Manufacturing/Moulds for plastic materials
## Mould Materials

The mold itself contains many different kind of steels to form a mould. Here are the near completed list of the mold used.
The following section describes some of the more common materials and the role they play in the making of molds.
* 1020 carbon steel.
The composition of carbon in this steel ranging from 0.12% to 2%. This type of steel increased hardness with increased carbon content but ductility is reduced. This steel is used for ejector plates and ejector retainer plates
* 1030 carbon steel.
The composition of carbon in this steel ranging from 0.27% to 0.34%. This type of steel is used for mold bases, ejector housings, and clamp plates.
* 1040 carbon steel.
This type of steel can be hardened by heat treatment / quenching / tempering to achieved the tensile strength. This type of steel is commonly used for support pillars
* 4130 alloy steel.
This is a alloy steel with chromium and molybdendum as strengthening agent. This type of steel is used primarily for cavity and core retainer plates, support plates, and clamping plates
* 6145 alloy steel.
This is a alloy steel known for toughness and high strength. This type of steel is primary use for this type of steel is for sprue bushings
* 420 stainless steel.
Used in applications requiring exceptional chemical resistance (such as molding PVC resins), this steel is usually supplied in an annealed condition Its primary use is as a steel for cores and cavities.
* P-20 tool steel.
This steel have chromium and nickels to enhasnce hardness and toughness. This provides moderately high hardness, good machinability, and exceptional polishability. It is used primarily for cavities and cores, as well as stripper plates.
* S-7 tool steel.
Shock resistant with good wear resistance This steel is used for interlocks and latches
* O-1 tool steel.
This is a general purpose, oil-hardening steel used for small inserts and cores
* A-2 alloy tool steel.
This steel has good dimensional stability and abrasion resistance, and is used for hobs and slides and is hardened
# Molding system

The mold consists of many different components, but the primary components are the side A and side plates.
The top half is Side A meanwhile the bottom half is Side B
Side A - The half cavity is located here where the plastic materials are injected here running through sprue and gate
Side B - The ejector pin is located here to push the molded parts out from mold
The picture above shows a typical plastic product that are moulded from injection moulding.

## Components in Molding System
### Sprue Bushing

The primary functions is to seal tightly against the nozzle of the injection barrel of the molding machine and to allow molten plastic to flow from the barrel into the mold. There is a tapered hole in the middle of the sprue bushing and that is where the plastic flows through the bushing. The hole is tapered to allow the plastic, after it solidifies, to be removed easily to prepare for the next cycle.
* Sprue bush Type A
* Sprue bush Type B
* Sprue bush Type C
* Sprue bush Type D

### Runner

The molten plastic are directed to the cavity images through channels that are machined into the faces of the A and B plates. These channels allow plastic to run along them, so they are referred to as runners. To save material and cycle time, many molds are built with hot runner systems A runner shaped as full round is ideal case. This is because a circular cross section creates equal pressure in all directions on the plastic molecules, while a non-circular section causes unequal pressure

### Ejector Pins

When the mold opens, the finished part is pushed out by a number of ejector pins shaped like flat headed pins.The ejector will pushes out the products from the mold after cooling phase
* Ejector pin Type A
* Ejector pin Type B
* Ejector pin Type C
* Ejector pin Type D
* Ejector sleeve
# Solar System/Venus

Venus, named after the Roman goddess of love, is often known as the Morning Star or Evening Star. This is because it reaches its brightest just before sunrise or soon after sunset. It is the second closest planet to the Sun, after Mercury. Venus has no moons. Its diameter of 12,104 kilometers (7,521 mi) is 0.95 times that of Earth; Venus is the sixth largest planet and the second largest of the four terrestrial planets. If you were standing on Venus, you would weigh 90% of what you weigh on Earth.

## Orbit

Venus orbits the Sun once every 224.70 Earth-days in the most nearly circular orbit of any planet. Its average distance from the Sun is 0.723 astronomical units (108,200,000 km; 67,200,000 mi) (astronomical units, meaning Earth-Sun distances).

## Rotation

The rotational characteristics of Venus are interesting and unique. It rotates retrograde (that is, in the opposite direction from its revolution around the Sun), so the Sun rises in the west and sets in the east. The only other planet with retrograde rotation is Uranus, but whereas Uranus is tipped over by almost 90°, Venus has only a very slight tilt — the smallest axial tilt of any planet except Mercury. Venus rotates once relative to the stars every 243.02 Earth-days, a rotational period that is far longer than that of any other planet; its equatorial rotational velocity of 6.52 kilometers (4.05 mi) per hour is far slower than that of any other planet. Because of the combination of an orbital period of 224.70 Earth-days and a retrograde rotational period of 243.02 Earth-days, a solar day (noon to noon) on Venus lasts for about 116.8 Earth-days, and it has about 1.9 solar days per orbital period.

## Physical Characteristics

Venus is a rocky planet, similar in size to the Earth. We have little data on its interior but we think it is likely to be similar to Earth (that is, have a distinct core, mantle and crust). Unlike Earth there is no observable plate movement.

## Atmosphere

Venus has an atmosphere comprised of 96.5% carbon dioxide and 3.5% nitrogen. This high level of CO$_2$ creates a "greenhouse effect". The surface atmospheric pressure is nearly 100 times greater than Earth's, equivalent to being 1 kilometer (0.62 mi) underwater on Earth.
The amount of CO$_2$, and the clouds of sulphur dioxide, create a huge greenhouse effect. Venus is hotter than Mercury despite receiving only one quarter of the energy from the Sun that Mercury does. Typical temperatures are 480 °C (896 °F), despite Venus not being the closest planet to Sun.
Venus once had liquid water until the last 800 million years ago.

## The Surface

Most of Venus's surface is smooth plains, with two areas of highlands. The highest mountain, Maxwell Montes, rises 11 kilometers (6.8 mi) above the surface.
# Solitaire card games/Accordion

* Packs: One
* Alternative names: Idle Year, Tower of Babel, Methuselah
* Space: Medium
* Level: Medium
* Chances of winning: About 1 in 100
The object of this game is to compress the entire deck into one pile like an accordion. hence its name.
Deal out cards, one by one, in a row, suppose the first five cards you deal are:
Look for any cards of the same suit or rank either one or three to the left of a card. In the above example, you can move the 2♦ onto the 3♦ as they are of the same suit and next to each other. You can then move the 6♦ onto the 6♠ as the latter is 3 spaces to the left of the former and they are of the same rank. Finally, the 2♦ can be placed on the 6♦ as they are of the same suit. Once you have run out of moves, deal more cards, one by one, until the stock is exhausted. The game is won when all cards are compressed into one pile. But since achieving this is next to impossible when cards are dealt one at a time, it is sometimes considered a win when there are five piles or less at the end of the game.

## Variations

The variation described above in which the cards are laid out one by one, while practical, it also allows an element of surprise as the player does not know the next card to be dealt until all possible plays are exhausted.
In another variant, the cards are spread out in one line. While this variant allows for some tactics to be applied, it can prove to be cumbersome when played with a real deck. For this variant, before you start playing, locate 4 cards with the same rank that are close and near the end of the layout. Try to get the 4 cards to the end of the layout. You do not want to cover them with other cards until the end of your game.

## References

* ↑ Moyse, Alphonse (2013). 150 Ways to Play Solitaire - Complete with Layouts for Playing. Read Books Ltd. ISBN 978-1-4474-8085-3.
# Solitaire card games/Aces and Kings

There are eight foundations in total. Four foundations start with an Ace and build up regardless of suit, the other four start with a King and build down regardless of suit.
The games include two reserve piles of thirteen cards each that can only be played onto the foundations. At the bottom left, there is a stock pile and a waste pile. At the bottom right, there are the four tableau piles of one face-up card each.

## Rules

The cards in the tableau can only be moved to the foundations, making Aces and Kings a difficult game to win. Empty tableau spaces are automatically filled with the top card from the stock pile. After the stock pile is emptied, any card from the waste pile can be moved to the tableau. If necessary, the cards can be transferred from one foundation pile to another. The game is won after all the cards have been moved to the foundations.