OpenLLM-France/wikimedia huggingface dataset:
# Exercise as it relates to Disease/Exemplar template

PLEASE write a reference of the article you are critiquing at the top of the page.

## What is the background to this research?

* a very brief introduction to what the paper is about,
* how the research fills a gap in existing knowledge,
* and why it is important

## Where is the research from?

* Is the location, or group, in which this research was conducted important to share?
* Do the authors of the research have a track-record/reputation in the field?
* Are there organisational/sponsorship links that may be a conflict of interest/bias the findings?

## What kind of research was this?

* What kind of study was it? Observational, an RCT, a meta-analysis?
* Does the level of evidence from these, and other types of studies, differ?

## What did the research involve?

* Provide a lay summary of what the participants did in the study?
* Was the methodology the best approach?
* What limitations exist related to the important measures taken, or other aspects of the methodology (participant recruitment for instance)?

## What were the basic results?

* What were the important findings?
* How did the researchers interpret the results?
* Do they over-emphasis the implications of their findings?

## What conclusions can we take from this research?

* Provide your own insights on the conclusion (it may not quite be the same as the authors)
* How do the findings align with other research in the area (in particular more recent publications that won't be mentioned in the paper)

## Practical advice

* What real-world implications does this research have? Examples might includes:
** criteria for not exercising,
** recommendations on what exercises to do, how to do them,
** recommendations on monitoring and progressing exercises within specific populations,
** considerations for encouraging physical activity within a specific setting, etc
* Are there other considerations readers should know about before taking on this practical advice? Perhaps health/safety more information/resources?

## Further information/resources

* What further reading may interested readers benefit from?
* What website, or online organisations, offer further information/support to groups that are linked to your assignment?
* Consider the audience you are pitching this information for - are the links appropriate (e.g. links to research papers are probably not appropriate if the information is for patients, but it may be if it is for other allied health professionals)

## References

Add in the references using this code
(if you have done the in-text referencing correctly, it will appear here - check the tips on Moodle for details, or of course the help options in wikimedia (or google it)
And add code in so this below appears (see Moodle - 2. Creating your page and editing tips - please look on this )
# Engineering Handbook/Calculus/Change Variable
## Change Variable

Let x be the integer variable then the change in variable x can be defined as
    $x-x_{o}=\Delta x$
Therefore
    $x=x_{o}+\Delta x$
if there is a function of x f(x) then a change in variable x causes a change in the function as
    $\Delta f(x)=f(x)-f(x_{o})$
Then
    $f(x)=f(x_{o})+\Delta f(x)$
# Engineering Handbook

This book covers the mathematical subjects needed by an engineer including basic trigonometry, calculus and geometry. It covers each at a level of detail suitable for an engineer rather than a specialist in the fields and assumes no prior knowledge beyond basic mathematical skills.
* Mathematics
* Arithmetics
* Geometry
* Calculus
* Engineering
* Physics
# Engineering Handbook/Calculus
## Calculus

* Change Variable
* Derivative
* Limit
* Differentiation
* Integration

## References

* Calculus
# Engineering Handbook/ASCII Table - Control Characters

| Binary | Oct | Dec | Hex | Character |
| 000 0000 | 000 | 00 | 00 | NUL (null character) |
| 000 0001 | 001 | 01 | 01 | SOH (start of header) |
| 000 0010 | 002 | 02 | 02 | STX (start of text) |
| 000 0011 | 003 | 03 | 03 | ETX (end of text) |
| 000 0100 | 004 | 04 | 04 | EOT (end of transmission) |
| 000 0101 | 005 | 05 | 05 | ENQ (enquiry) |
| 000 0110 | 006 | 06 | 06 | ACK (acknowledge) |
| 000 0111 | 007 | 07 | 07 | BEL (bell) |
| 000 1000 | 010 | 08 | 08 | BS (backspace) |
| 000 1001 | 011 | 09 | 09 | TAB (horizontal tabulation) |
| 000 1010 | 012 | 10 | 0A | LF (line feed/new line) |
| 000 1011 | 013 | 11 | 0B | VT (vertical tabulation) |
| 000 1100 | 014 | 12 | 0C | FF (form feed) |
| 000 1101 | 015 | 13 | 0D | CR (carriage return) |
| 000 1110 | 016 | 14 | 0E | SO (shift out) |
| 000 1111 | 017 | 15 | 0F | SI (shift in) |
| 001 0000 | 020 | 16 | 10 | DLE (data link escape) |
| 001 0001 | 021 | 17 | 11 | DC1 (device control 1) |
| 001 0010 | 022 | 18 | 12 | DC2 (device control 2) |
| 001 0011 | 023 | 19 | 13 | DC3 (device control 3) |
| 001 0100 | 024 | 20 | 14 | DC4 (device control 4) |
| 001 0101 | 025 | 21 | 15 | NAK (negative acknowledge) |
| 001 0110 | 026 | 22 | 16 | SYN (synchronous idle) |
| 001 0111 | 027 | 23 | 17 | ETB (end of transmission block) |
| 001 1000 | 030 | 24 | 18 | CAN (cancel) |
| 001 1001 | 031 | 25 | 19 | EM (end of medium) |
| 001 1010 | 032 | 26 | 1A | SUB (substitute) |
| 001 1011 | 033 | 27 | 1B | ESC (escape) |
| 001 1100 | 034 | 28 | 1C | FS (file separator) |
| 001 1101 | 035 | 29 | 1D | GS (group separator) |
| 001 1110 | 036 | 30 | 1E | RS (record separator) |
| 001 1111 | 037 | 31 | 1F | US (unit separator) |
# Engineering Handbook/Force

    ForceFormula Gravity Force$F_{g}=G{\frac {mM}{r^{2}}}$ Motion Force$F_{a}=ma={\frac {mv}{t}}={\frac {p}{t}}$ Elastic Force$F_{s}=F$ $-kx=m{\frac {d^{2}x}{dt^{2}}}$ $-ky=m{\frac {d^{2}y}{dt^{2}}}$ Electrostatic Force$F_{Q}=K{\frac {Q_{+}Q_{-}}{r^{2}}}$ Electromotive Force$F_{E}=QE$ ElectromoMagnetomotive Force$F_{B}=\pm QvB$ ElectroMagnetic Force$F_{E}B=F_{E}+F_{B}=Q(E\pm vB)$
# Engineering Handbook/ElectroMagnetic
## Electric Magnet

Any current conducting conductor has:
* Magnetic poles: The north pole corresponds to positive polarity and the south pole corresponds to negative polarity
* A magnetic field consisting of field lines running from north pole to south pole

## Magnetic Field

1) For a straight line conductor connects to Positive voltage . The Magnetic Field consists of Circular Field Lines counter-clockwise
2) For a straight line conductor connects to negative voltage . The Magnetic Field consists of Circular Field Lines clockwise
3) For a Coil constructed from straight wire with several turns . The Magnetic Field consists of elliptical Field Lines that has

## Electromagnetism

For a Coil constructed from straight wire with several turns . Then
* Magnetic Field Strength
       B = L I
* Magnetic Flux on the turns
       $\phi =NB$
* Magnetic Force .
       F = B l
* Voltage Induced on the Coil .
       $v=L{\frac {dI}{dt}}$
* Voltage Induced on the Turns .
       - epsilon = $N{\frac {d\phi }{dt}}$
# Engineering Handbook/Engineering/ASCII Table - Control Characters

| Binary | Oct | Dec | Hex | Character |
| 000 0000 | 000 | 00 | 00 | NUL (null character) |
| 000 0001 | 001 | 01 | 01 | SOH (start of header) |
| 000 0010 | 002 | 02 | 02 | STX (start of text) |
| 000 0011 | 003 | 03 | 03 | ETX (end of text) |
| 000 0100 | 004 | 04 | 04 | EOT (end of transmission) |
| 000 0101 | 005 | 05 | 05 | ENQ (enquiry) |
| 000 0110 | 006 | 06 | 06 | ACK (acknowledge) |
| 000 0111 | 007 | 07 | 07 | BEL (bell) |
| 000 1000 | 010 | 08 | 08 | BS (backspace) |
| 000 1001 | 011 | 09 | 09 | TAB (horizontal tabulation) |
| 000 1010 | 012 | 10 | 0A | LF (line feed/new line) |
| 000 1011 | 013 | 11 | 0B | VT (vertical tabulation) |
| 000 1100 | 014 | 12 | 0C | FF (form feed) |
| 000 1101 | 015 | 13 | 0D | CR (carriage return) |
| 000 1110 | 016 | 14 | 0E | SO (shift out) |
| 000 1111 | 017 | 15 | 0F | SI (shift in) |
| 001 0000 | 020 | 16 | 10 | DLE (data link escape) |
| 001 0001 | 021 | 17 | 11 | DC1 (device control 1) |
| 001 0010 | 022 | 18 | 12 | DC2 (device control 2) |
| 001 0011 | 023 | 19 | 13 | DC3 (device control 3) |
| 001 0100 | 024 | 20 | 14 | DC4 (device control 4) |
| 001 0101 | 025 | 21 | 15 | NAK (negative acknowledge) |
| 001 0110 | 026 | 22 | 16 | SYN (synchronous idle) |
| 001 0111 | 027 | 23 | 17 | ETB (end of transmission block) |
| 001 1000 | 030 | 24 | 18 | CAN (cancel) |
| 001 1001 | 031 | 25 | 19 | EM (end of medium) |
| 001 1010 | 032 | 26 | 1A | SUB (substitute) |
| 001 1011 | 033 | 27 | 1B | ESC (escape) |
| 001 1100 | 034 | 28 | 1C | FS (file separator) |
| 001 1101 | 035 | 29 | 1D | GS (group separator) |
| 001 1110 | 036 | 30 | 1E | RS (record separator) |
| 001 1111 | 037 | 31 | 1F | US (unit separator) |
# Engineering Handbook/Engineering/Electronic colour codes

| Colour | Significant figures | Multiplier | Tolerance | Tolerance | Temp. coefficient (ppm/K) | Temp. coefficient (ppm/K) |
| Black | – | ×10$^0$ | – | – | 250 | U |
| Brown | 1 | ×10$^1$ | ±1% | F | 100 | S |
| Red | 2 | ×10$^2$ | ±2% | G | 50 | R |
| Orange | 3 | ×10$^3$ | – | – | 15 | P |
| Yellow | 4 | ×10$^4$ | – | – | 25 | Q |
| Green | 5 | ×10$^5$ | ±0.5% | D | 20 | Z |
| Blue | 6 | ×10$^6$ | ±0.25% | C | 10 | Z |
| Violet | 7 | ×10$^7$ | ±0.1% | B | 5 | M |
| Gray | 8 | ×10$^8$ | ±0.05% | A | 1 | K |
| White | 9 | ×10$^9$ | – | – | – | – |
| Gold | – | ×10$^{−1}$ | ±5% | J | – | – |
| Silver | – | ×10$^{−2}$ | ±10% | K | – | – |
| None | – | – | ±20% | M | – | – |
| Any temperature coefficient not assigned its own letter shall be marked "Z", and the coefficient found in other documentation. For more information, see EN 60062. |||||||
# Engineering Handbook/Engineering
## Electrical and Electronic Engineering

* Electronic colour codes
* Standard Wire Gauge
* American Wire Gauge

## Computer Engineering

* ASCII Table - Control Characters
* ASCII Table - Printable Characters
* ASCII Table - Extended ASCII Characters
# Engineering Handbook/Mathematics
## Trigonometry

* Trigonometry

## Calculus

* Integral
* Derivative

## Transformation

* Z Transformation
* Laplace Transformation
* Fourier Transformation
# Florence Earle Coates Guide-Book/R

A Realm of Wonder
Rejected
Renewal
Reproach not Death
Requiem for a Young Soldier
Retrospect
The Return
The Return of Proserpine
Reveille
Rhapsody
Rheims (At the Ruined Cathedral)
Robert Browning
Romance
A Rose
Rouen: In the Prison of Joan of Arc
A Round
A Russian's Prayer for his Horse, before going into Battle (A Paraphrase)
# Florence Earle Coates Guide-Book/T

Tennyson
Thanksgiving (Now gracious plenty rules the board,)
Thanksgiving (Thou that dost save through pain,) (see Giving Thanks)
Their Victory Won
There's a Spot in the Mountains
They live so long
They told me
Thomas Bailey Aldrich (1836–1907)
Though Thou Hast Climbed
Through the Rushes
Through the Window
Time
The "Titanic"—Aftermath
To a Poet
To Alice Meynell
To Britannia
To England
To France (1894)
To Helen Keller
To Henry Mills Alden
To him who found me sleeping, all my soul
To Hope
To Horace Howard Furness (dedication poem from The Unconquered Air, and Other Poems)
To John Luther Long, on seeing his opera "Madame Butterfly" (see To the Author of "Madame Butterfly")
To One in Hospital Pent
To Poverty
To R. R.: On Rereading the "De Profundis" of Oscar Wilde
To Sappho Dead
To the Author of "Madame Butterfly" (On Seeing the Opera)
To the Muse. Lippincott's v. 59 p. 414 (March 1897); 1898 p. 2; 1916 v. 1 p. 3. As "Poetry" in Lippincott's and 1898. Punctuation differences.
* One spot of green, watered by hidden streams,
* Makes summer in the desert where it gleams;
* And mortals, gazing on thy heavenly face,
* Forget the woes of earth, and share thy dreams!
To the Returning Brave (Come home! The Land that sent you forth) (same as Welcome, 1904)
To the Tsar (1890)
To the Victor
To William Butler Yeats
To-day
To-morrow
A Tomb in Tuscany
The Tomb said to the Rose—After the French of Victor Hugo
Too Late
Transition
A Traveller from Altruria (He came to us with dreams to sell—) (same as The Singer, 1916)
True Love
Two Brothers
# Florence Earle Coates Guide-Book/V

Vagrant
A Valentine
Veiled
Vestal
"Victi Resurgunt"
Victory
The Violin
Vita Nuova
# Florence Earle Coates Guide-Book/W

War (In the beginning was I born,)
War (The serpent-horror writhing in her hair,)
Water Lilies
Welcome (Come home! The Land that sent you forth) (same as To the Returning Brave, 1916)
Welcome to Dewey (see Welcome or To the Returning Brave)
When Christ was Born
When You Came
Where Harold Sleeps
The White-throated Sparrow
"Who Knocks?" (see The Return)
Who Walks the World with Soul Awake
Why did you go?
Wings
Winter the Nursery for Spring Flowers (In Memorium on the death of Helen Bell)
Winter's Sovereignty (see Compensation)
Winter-Song
With Breath of Spring
Wouldst Thou Learn?
# Florence Earle Coates Guide-Book/Y

Yesterday
You
The Young Wife
The Young Wife Speaks
Youth and Age
# Florence Earle Coates Guide-Book/S

Saint Theresa
Sappho. Atlantic Monthly v. 65 no. 388 p. 192 (February 1890); 1898 p. 7; 1916 v. 2 p. 12. Punctuation, indentation, and stanza break differences between versions.
* As a wan weaver in an attic dim,
* Hopeless yet patient, so he may be fed
* With scanty store of sorrow-seasoned bread,
* Heareth a blithe bird carol over him;
* And sees no longer walls and rafters grim,
* But rural lanes where little feet are led,
* Through springing flowers, fields with clover spread,
* Clouds, swan-like, that o'er depths of azure swim;—
* So when upon our earth-dulled ear new breaks
* Some fragment, Sappho, of thy skyey song,
* A noble wonder in our souls awakes;
* The deathless Beautiful draws strangely nigh,
* And we look up, and marvel how so long
* We were content to toil for sordid joys that die.
Line 14:—
* —— drudge for sordid joys that die.—[Atlantic Monthly.]
* —— toil for sordid things that die.—[The Reader v. 3 no. 2 p. 198. (January 1904).]
A Secret
Secure
A Seeker in the Night
Self-confident Youth
"The Sense of Tears in Mortal Things"
Serbia
Shakespeare
She will not hear
Siberia
The Singer (He came to us with dreams to sell—) (same as A Traveller from Altruria, 1909)
Sleep
The Smile of Reims
"So War has Begun"
So you love me
A Soldier
Socrates
Song. ("For me the jasmine buds unfold") Harper's Weekly v. 35 no. 1783 (21 February 1891); 1898 p. 11; 1916 v. 1 p. 237.
* For me the jasmine buds unfold
* And silver daisies star the lea,
* The crocus hoards the sunset gold,
* And the wild rose breathes for me.
* I feel the sap through the bough returning,
* I share the skylark's transport fine,
* I know the fountain's wayward yearning,
* I love, and the world is mine!
* I love, and thoughts that sometime grieved,
* Still well remembered, grieve not me;
* From all that darkened and deceived
* Upsoars my spirit free.
* For soft the hours repeat one story,
* Sings the sea one strain divine;
* My clouds arise all flushed with glory,—
* I love, and the world is mine!
Song: "Friendship from its Moorings Strays"
Song: "Her Cheek is Like a Tinted Rose"
Song: "If Love Were But a Little Thing"
Song: "If Love Were Not, the Wilding Rose"
Song: "Love never is too late" (see Love never is Too Late)
Song: "My Love is Fairer than the Tasselled Corn"
Song: "The New-Born Leaves Unfolding Fast"
Song: "Sweet is the Birth of Love"
Song of Life
The song that is forgot
Stanza: "The Voices of All Waters"
The Summer-Time is in the Rose
The Sun-Dial
Suppliant
Survival
# Florence Earle Coates Guide-Book/U

Unbidden
Unconquered
The Unconquered Air
Under the Flag
The "Unfinished" Symphony (To Carl Pohlig)
The Union of the Flags
United
Unpardoned
Unrest (Man that will not be beguiled) (same as Man, That Will Not Be Beguiled, 1916)
Unrest (We trekked our way to the desert,)
# Fluid Mechanics/Compressible Flow

Compressible Flow is that type of Flow in which the density of the fluid changes from point to point or in other words; The Density is not constant for the fluid, thus Mathematically, for Compressible flow ρ ≠ Constant.
# English in Use/External Resources

English in Use :
| General | Contents • Introduction |
| Parts of speech | Articles • Nouns • Verbs • Gerunds and participles • Pronouns • Adjectives • Adverbs • Prepositions, Conjunctions and Interjections |
| Other topics | Orthography • Punctuation • Syntax • Figures of Syntax • Glossary |
| External | Resources |

## Related Wikibooks

* Business English
* English as an Additional Language
* Rhetoric and Composition
* Systematic Phonics

## Related Wikipedia articles

* The parts of speech

## Related public domain books

* Elements of Style by William Strunk, Jr
* The Grammar of English Grammars by Goold Brown, 1851.
* An English Grammar by W. M. Baskervill and J. W. Sewell
* A Grammar of the English Tongue by Samuel Johnson

## Resources for teachers

* Speakmania - Find penpals - For teachers seeking language exchanges for their students
* Wikigogy - A wiki for teachers of English as a second or foreign language
* www.language-exchanges.org - For teachers seeking partner classes for language exchanges
* ObBio.com- At ObBio you can find people who speaks natively the language you are learning and make real-time audio and videoconferences with them via Skype™ in order to practice your conversational skills.
Introduction · About :
| Words: | Articles · Nouns · Pronouns · Verbs · Adjectives · Adverbs · Prepositions, Conjunctions, and Interjections · Verbals |
| Sentences: | Sentences Overview · Basic Components · Phrases · Clauses · Fragments and Run-on Sentences |
| Usage: | Adjective and Adverb Usage · Pronoun Usage · Subject-verb Agreement · Verb Usage |
| Punctuation: | End Marks · Commas · Apostrophes · Quotations · Other Common Punctuation Marks · Less Common Typographical Marks |
| Other key topics: | Time and Date · Capitalization · Spelling · Figures of Syntax · Syntax · Recent Grammar Restructure Attempts |
| Appendices: | Glossary · Q&A · External Resources · Common errors · History · Dictionary · Thesaurus |
# English in Use/Clauses

Clause can be defined as a group of words that carries a finite verb but do not act as a sentence. It acts like a part of a sentence that can not express its meaning without being depended on the other part. as in 'Rahul, who lives in London, is my friend. In the above sentence 'who lives in London' is the part that has to be depended on the part "Rahul is my friend' to expresses its proper meaning. Clauses can be divided into two parts;
* Principal Clause
* Sub-ordinate Clause
Sub-Ordinate Clauses are divided into three parts:
* Noun Clause
* Adjective Clause
* Adverb Clause
# English in Use/Basic Components

English in Use :
| General | Contents • Introduction |
| Parts of speech | Articles • Nouns • Verbs • Gerunds and participles • Pronouns • Adjectives • Adverbs • Prepositions, Conjunctions and Interjections |
| Other topics | Orthography • Punctuation • Syntax • Figures of Syntax • Glossary |
| External | Resources |

## Indirect object

Introduction · About :
| Words: | Articles · Nouns · Pronouns · Verbs · Adjectives · Adverbs · Prepositions, Conjunctions, and Interjections · Verbals |
| Sentences: | Sentences Overview · Basic Components · Phrases · Clauses · Fragments and Run-on Sentences |
| Usage: | Adjective and Adverb Usage · Pronoun Usage · Subject-verb Agreement · Verb Usage |
| Punctuation: | End Marks · Commas · Apostrophes · Quotations · Other Common Punctuation Marks · Less Common Typographical Marks |
| Other key topics: | Time and Date · Capitalization · Spelling · Figures of Syntax · Syntax · Recent Grammar Restructure Attempts |
| Appendices: | Glossary · Q&A · External Resources · Common errors · History · Dictionary · Thesaurus |
# English in Use/Conversation Pieces

English in Use :
| General | Contents • Introduction |
| Parts of speech | Articles • Nouns • Verbs • Gerunds and participles • Pronouns • Adjectives • Adverbs • Prepositions, Conjunctions and Interjections |
| Other topics | Orthography • Punctuation • Syntax • Figures of Syntax • Glossary |
| External | Resources |

## Apologizing

* Excuse me, ...
* Sorry!
* Sorry to interrupt.
* I'm sorry!
* I'm so sorry!
* I'm afraid so.
* I'm afraid not.
* I apologize.
* I do apologize.
* Please forgive me!

## Expressing Surprise

* Wow!
* You've got to be kidding me!
* I don’t believe it!
* That's incredible!
* Is that right?
* You're joking!
* Really?
* Seriously?
* My goodness!
* Oh my!
* Gosh!
* What a surprise!
* Good heavens! (Use sparingly)
* Well, well, well! (Use sparingly)

## Goodbyes

* Good-bye!
* So long!
* See you!
* See you later!
* See you soon!
* See you tomorrow!
* Cheerio!
* Ta-ta!
* Ta-ra!
* I'll be seeing you.
* Good evening.
* Good night.
* Have a good evening!
* Have a good afternoon!
* Come back soon!
* Keep safe!
* Have a safe trip.
* Bye bye
* Toodles!

## Meeting People

* Hello there!
* Pleased to meet you. informal
* Pleased to meet you, {sir or madam}. formal
* It's nice meeting you.
* Finally, we meet!
The following greetings are typically used in formal environments, however, they can also be used for informal environments but be sure not to use sir or ma'am if you know the person well or else it makes the conversation seem a bit too impersonal.
* Good afternoon, {name or sir or madam}
* Good morning, {name or sir or madam}
* Good evening, {name or sir or madam}

## Responding to News or Information

* Good for you!
* I’m sorry to hear that.
* Oh, how lovely!
* Sounds great.
* Yes, I suppose you must be.
* Wow! That sounds exciting.

## Responding to Thanks

* You are welcome
* Don't mention it
* No problem
* It's okay
* It's a pleasure

## Saying: That's Life

* It was just one of those things.
* That’s the way it goes.
* These things happen.
* You know how it is.

## Telephoning

To ask about someone on the telephone
* May I speak to ... , please? (formal)
* Is ... there? (informal)
To leave a message
* Can I leave a message? (informal)
* May I leave a message? (formal)
* Can you ask ... to call me?
To ask someone to repeat something
* Could you repeat that, please? (formal)
* Would you repeat that, please? (formal)
* Pardon?
* Excuse me?
* I'm sorry, I didn't catch that.
Some alternative forms to say "yes"
* Of course.
* Sure.
* Yep.
* Yup.
* Yeah. (informal)
* Uh-huh. (informal)

## Thanking

* Thank you!
* Thanks! (informal)
* Thank you so much!
* Thanks a lot! (if not said with a rising tone, it will often come across as sarcastic, so be careful with this phrase)
* I don't know how to thank you. (extremely thankful, almost always used after a large gift or favor is given)
{{English in Use/Navigation}}
# Foundations and Assessment of Education/Edition 1/Foundations Table of Contents/Chapter 12/Editor Sign-Up Page

* Students...
* To sign up for an editor duty, click "edit this page", and sign your username (using four tildes) directly after the name of the duty you want to claim.
* Remember, each editor duty will be completed by only one student. This means, if a username appears next to a duty, that duty is not available. Please choose another editor duty in this or another chapter.
* EXAMPLE:
* Chapter Introduction PbakerODU (talk) 19:21, 11 May 2009 (UTC)
* This indicates that PbakerODU correctly signed up for this editor duty.

## Editor Duties

Chapter Introduction
Chapter ReviewRburt005 (talk) 16:24, 12 May 2009 (UTC)
Additional Resources Hcogg001 (talk) 16:56, 12 May 2009 (UTC)
* Questions? Refer to How to Use This Book
# Foundations and Assessment of Education/Edition 1/Foundations Table of Contents/Chapter 13

* Student Soapbox

## Technology

Chapter Introduction

## Special Features

Experts Take Sides
In the News
Chapter FAQ
The Scoop From Someone Who Knows

## Content Articles

13.1.2 -- Technology in Education: Help or Hindrance?
13.2.2 -- Educational Applications of Web 2.0
13.3.2 -- Student-Written Text Materials
13.4.2 -- Online Learning and Virtual Schools
13.5.1 -- Teaching Digital Natives
13.6.2 -- The Future of Education

## Concluding Information

Chapter Review
Additional Resources
* CLICK HERE to sign up to be an AUTHOR of this chapter.
* CLICK HERE to sign up to be an EDITOR of this chapter.
* Questions? Refer to How to Use This Book