OpenLLM-France/wikimedia huggingface dataset:
# Educational Technology Innovation and Impact/Edutainment/Educational Geography Games

There is a vast array of Educational Geography Games available to both parents and educationalist aimed at developing and improving the geographical knowledge and awareness of individuals. Games have been created to satisfy the need to make learning fun, in a subject area that at times can become dry or bland games can reinvigorate the learning experience. Games have the advantage of turning repetitive activity that is vital to memory retention into a competitive activity with the possibility of experiencing the winning sensation whilst learning.
The games can provide a fun learning environment for all ages from baby through all the key stages leading to adulthood. Games have been designed to be extremely flexible and can cover complex or simple topics. The games can provide a learning environment that covers specific geographic locations to enhance the learning at a localised level or can be broad enough to cover the countries of the world.
Card games range from the more traditional games like ‘snap’ where two pictures or words that are the same produces a winning combination, to the more modern and probably more complex card game of ‘Top Trumps’. This game of cards comprises multiple ranges of data a covering a range of attributes of a geographical location. Players compare information at random with the highest or best value winning the hand.
Board games invariably contain the element of travel across a country or region taking account of key locations, places of interest and climate. Some more strategic board games involve the capture of territory and enable the player to understand what the economic drivers are within individual countries or areas.
Puzzles can be in picture format or words. Pictures can be used to associate wildlife, plants and landscape to countries of origin. Word searches can provide the learner with a test of memory or logic.
Touch ‘ n ‘ Learn systems can be used from the earliest age to help associate places with names. Young children can make good use of this type of equipment to build up a basic understanding of geography.
Interactive maps allow learners to find out in great detail about specific areas of the globe. Often these are supported by computer software that contains a database of information that can produce very detailed facts to help inform the learning process.
Finally on-line games give the learner the opportunity to pit their skills and knowledge against another player anywhere in the world. A good example of this can be found at Geosense
References:
http://www.educationallearninggames.com/geography-games-us-states-2.asp (accessed 02/05/2006)
http://www.geosense.net (accessed 02/05/2006)
# Educational Technology Innovation and Impact/Multimedia Courseware

* Using Online Demonstrations for Education
* Using Animations for Education
* Using Wireless Networking for Education
* Using PDA's in Education
* Using audio/media players in Education
* Using Electronic Paper for Education
* Using Educational Learning Object Repositories
* Using Laptops for Education
# Educational Technology Innovation and Impact/Multimedia Courseware/Electronic Paper

Electronic paper, e-paper is a technology that let the text on a piece of paper to be re-written. The paper is actually made of organic electronics that use conductive plastic which restrain tiny balls that react to an electric charge, changing the page in much the same way that pixels change on a computer monitor.
Electronic paper was developed in order to overcome some of the limitations of computer monitors. For example, the backlighting of monitors is hard on the human eye, whereas electronic paper reflects light just like normal paper. It is easier to read at an angle than flat screen monitors because it is made of plastic, electronic paper has the potential to be flexible. It is light and potentially inexpensive.
Books with printed pages are unique in that they embody the simultaneous, high-resolution display of hundreds of pages of information. The representation of information on a large number of physical pages, which may be physically turned and written on, constitutes a highly preferred means of information interaction. An obvious disadvantage of the printed page, however, is its immutability once typeset. We are currently developing electronically addressable paper-page displays that use real paper substrates. This effort includes the development of novel electronically addressable Contrast media, microencapsulation chemistry, and desktop printing technologies to print functional circuits, logic, and display elements on paper or paper-like substrates, including interconnecting vias and multi-layer logic.
# Educational Technology Innovation and Impact/Multimedia Courseware/Online Demonstrations

Online demonstrations are particularly useful to show how a piece of software works or how it can be used to instruct or teach in a classroom environment. This usually involves some sort of interaction with the learning experience. As the title of this subject implies the learner has to log onto the web to take part in the learning opportunity.
A good example of this form of learning is through an online demonstration, Macromedia offer live one hour on line demonstrations. The benefit of these short interventions is that they are interactive and the learner can join education experts as they conduct live, online product demonstrations. These demonstrations are aimed at Key Stage 12 and higher education teachers, faculty, staff, and administrators that may wish to use the software as part of their teaching/learning. The software also let’s the learner combine existing learning materials such as text books or hand-outs with real-time interactivity which enables collaborative teaching and learning experiences (Macromedia Website 2006)
The Joint Information Systems Committee (JISC) offer a range of on-line learning resources for education and research purposes. JISC has commissioned a series of five exemplars which demonstrate how Further Education (FE) practitioners can use content found in online resources to support their teaching. Each of the exemplars showcases available electronic resource material for the teacher and it demonstrates how each of these materials can be used to assist in delivering the core syllabus to students/learners (JISC Website 2006)
The following link is the ‘Leisure’ exemplar; http://restricted.jisc.ac.uk/exemplars_fe/exemplars/leisure/index.html
Another good example of online collaborative methods of teaching and learning is through the use of Blogs. These are private web pages which are published by either an individual or a group of individuals. They can be personal journals/diaries and are used to comment on all sorts of topics depending on the interests of the author, often referred to as a Blogger. Most Blogs enable the visitors to post comments and/or suggestions allowing interactivity between the Blogger and the visitors. So from this it can be argued that the exemplars that JISC use, product online demonstrations and Blogs are excellent mediums for online educational purposes.
The following link is extremely useful to view live demonstrations on various e-learning products; http://elearningcentre.typepad.com/whatsnew/
References; www.adobe.com/products/breeze (accessed 27/3/06 www.jisc.ac.uk Joint Information Systems Committee Website (accessed 27/3/06)
# Educational Technology Innovation and Impact/Multimedia Courseware/Educational Learning Object Repositories

The dramatic growth in e-learning has brought about a massive increase in the learning resources that are available on-line. The catalogue of hardware and software packages available to the modern day educator and learner is constantly evolving as each new technology is developed. Learning materials are written by a wide range of practitioners from professional software developers to pupils experimenting with programming, from teachers to parents.
A wide range of these materials are available in the public domain and can be found in a variety of LORs (Learning Object repositories). The learning object can be as small as a paragraph of text or a large as whole programme. It can come in the form of HTML, text files, JAVA, flash or QuickTime movies etc. The LOR has come about as a direct result of the need for these resources to be easily found and reusable.
Much of the resources found in LORs have been substantially researched and reviewed, this can save the new user much valuable time in identifying good quality and effective resource. Some offer a variety of fee based services to support the end user and give added information and instruction on the usage of the resource.
There are a number of LORs that can be directly associated with education and are supported by educational institutions. One such site is MERLOT a free and open resource designed for faculty and students primarily studying Higher education. The links contain online learning material, peer reviews and assignments.
With so many resources available the development of an LOR that looks to standardise the materials and make them available through a standardised learning environment.
# Educational Technology Innovation and Impact/Edutainment/Educational Television Programs for Children

The British Broadcasting Corporation, otherwise known as the BBC brings it to our attention that Education is at the heart of many of children’s programmes aired on TV. For example from Bite-size revision for GCSE students and schools TV to learning through play programmes the BBC argues that it makes learning more enjoyable and relevant to children of all ages (BBC Website 2006)
CBeebies is a good example and has a number of stimulating programmes built around the national pre-school curriculum. It helps pre-school children to play along and learn through watching their favourite characters on screen. Tikkabilla is one good example of this as it encourages children to join in singing, dancing and make-and-do activities grouped around early learning topics such as “where I live” and telling the time. Big Cook Little Cook is another excellent example and is the first pre-school cookery show that teaches children how to make healthy and fun food.
The National Literacy Trust commissioned a study into how educational children’s programmes can benefit a child’s literacy development. The review found that television can enhance many aspects of children's language, particularly for children between the ages of two and five, depending on quality and age-appropriateness of the content, and parent/carer interactions during and after viewing. Educational television, such as Sesame Street, has been found to enhance vocabulary, comprehension and expressive language development in pre-schoolers. It has been suggested in American research that pre-schoolers are not exposed to enough educational television, which can prepare them for school. (Literacy Trust website 2006)
For older children, there are programmes on the CBBC Channel that encourage 6–12 year olds to find things out for fun, exploring their existing interests or even developing new ones. Children are given the chance to explore new hobbies and build on their talents, such as cookery with Planet Cook or art with Smart.
Children with learning difficulties can take advantage of a programme called Something Special. This is designed to offer new and exciting ways to communicate for children with learning difficulties. It uses Makaton and a character called Mr Tumble teaches young children and their parents and carers to sign along to stories, songs and activities, and encourages children of all abilities to play together.
Other programmes such as Grange Hill have helped children understand social issues and the storylines have tackled drugs, rape and teenage pregnancy.
References; http://web.archive.org/web/20050629081745/http://www.bbc.co.uk/thefuture/text/children_bpv.html (accessed 3 May 2006) www.literacytrust.org.uk/pubs/close (accessed 3 May 2006)
# Educational Technology Innovation and Impact/Multimedia Courseware/Animation

Few would dispute the fact that people learn better when they are having fun and that generally learning is more effective when there is enjoyment linked to it. Using animation within education settings can really command the attention of the learner and when learning is presented in a fun, game like way, using sound and movement, then it is often seen as entertainment rather than education or learning. The word animation literally means to breathe life into something and animating topics within education can breathe life into what can sometimes be difficult to understand topics.
Animation within an educational setting can be used to support amongst others the teaching of English, foreign languages, music and mathematics. It is particularly beneficial for science subjects as it can clearly demonstrate how things work in a way that paper based or audio techniques alone could not.
As well as for educational support animation can also be used to educate both children and adults on health issues. Animation can provide general advice and/or create a training programme to educate patients on the effects and treatment of various conditions. Whilst these training programmes are likely to also make use of photographs, audio and video effects, animation will be crucial in creating a product to suit a multi-aged audience. Within the medical profession animation is used to enhance medical training bringing to life difficult topics and creating learning materials for different audiences. There are different animation techniques that can be used such as keeping backgrounds muted so that the main message is clear or to use a more dramatic style that has a lot of action to hold the learner’s attention.[link]
Over the last century there has been much research into and theories developed about how people learn. In 1984 David Kolb created a model based on the different ways that people learn and absorb information [link http://education.academicinfo.net/articles6.html ]. Kolb believed there were four distinct styles of learning and also four distinct types of learners with most people and their learning styles falling into more than one category. Being aware of these learner types and learning styles can help ensure that the animated information presented to a group of learners is likely to be beneficial to the majority by using sound, visual effects and some interactivity.
Within business animation can support the fields of science and engineering who may have need of high quality, dynamic, photo realistic animations. Scientists and engineers already use animation to communicate complex ideas that would be otherwise difficult to visualise.
In summary, computer animation can be used very effectively in all kinds of learning environments to make learning more enjoyable and ultimately more effective by stimulating and enlivening situations.

## References

http://bergen.org/AAST/ComputerAnimation/App_Education/html http://education.academicinfo.net/articles6.html - accessed 04/03/06 http://animation.raremethod.com/solutions - accessed 04/03/06
# Flora of New York/nyis-ref

New York non-native plant invasiveness assessment .
# Flora of New York/iTax-head

| Family | | Common name | G | A | N | S | I | T | M | L | % | NY Rank | NY Tier | NY PRISM Tiers | NY PRISM Tiers | NY PRISM Tiers | NY PRISM Tiers | NY PRISM Tiers | NY PRISM Tiers | NY PRISM Tiers | NY PRISM Tiers | SCA Tier | BW Tier | CBG |
| Genus | Species | Common name | G | A | N | S | I | T | M | L | % | NY Rank | NY Tier | W | F | K | C | S | A | H | L | SCA Tier | BW Tier | CBG |
<noinclude>
# Flora of New York/nynhp-ref

New York Natural Heritage Program. 2024. Online Conservation Guide for {{{2}}}. {{{3}}}, {{{4}}}/{{{5}}}.
# Flora of New York/prohibit-ref

New York State Department of Environmental Conservation Regulation 6 NYCRR Part 575 Prohibited and Regulated Invasive Species
# Flora of New York/refbox

This template is similar to the "end table" template. Changes made here may also need to be made there.
# Flora of New York/nyfa-fam

Troy Weldy & David Werier (2013) New York Flora Atlas. New York Flora Association, Albany, New York.
# Experimental Petrology and Metallurgy/Starting materials
### Preparing starting mixes
#### Synthetic compounds

Caption text :
| Component (mostly oxides) | Added as | Motivation | Notes |
| Na$_2$O | Na$_2$CO$_3$ | Oxide hygroscopic | -- |
| CaO | CaCO$_3$ | Oxide hygroscopic | -- |
| K$_2$O | K$_2$CO$_3$ | Oxide hygroscopic | -- |
| FeO | Fe$_2$O$_3$ | Oxide non-stoichiometric | -- |
| MgO | MgO / Mg$_2$SiO$_4$ | Oxide hygroscopic | -- |
| Al$_2$O$_3$ | Al$_2$O$_3$ | Fire at 1000 C before weighing | -- |
| Cr$_2$O$_3$ | Cr$_2$O$_3$ | Fire at 1000 C before weighing | -- |
| SiO$_2$ | SiO$_2$ | Fire at 1000 C before weighing | -- |
| P$_2$O$_5$ | Ca$_3$(PO$_4$)$_2$ | Very hygroscopic | -- |
| CO$_2$ | Carbonates (see above) | Heat gently before weighing. MgCO3 should be natural magnesite, as excess water is impossible to drive off the structure. | -- |
| H$_2$O | Mg(OH)$_2$, Al(OH)$_3$, PtO$_2$.4H$_2$O | Liquid water difficult to weigh | -- |

#### Decarbonation

* Put powders into a crucible
* Place in 1 atm furnace at room temperature
* Heat slowly (over at least two hours to avoid spitting during decarbonation) to around 200 K above decarbonation temperature.

#### Gas mixing

Pelletisation
Gas mixing with H$_2$-CO or CO-CO$_2$. Make sure there is >20 mol% of both gases to ensure good control of fO$_2$.
# Assembly Types

Much of the material below comes from Kawazoe, Takaaki. "Multianvil Apparatus".

## First stage anvils
### Kawai-type

In the Kawai-type multianvil apparatus (multianvil 6-8 system; Kawai and Endo, 1970), sample pressure is generated by successive compression: 　(1) Hydraulic ram(s) drive six first-stage anvils (via guide blocks). 　(2) The six first-stage anivls compress eight second-stage anvils. 　(3) The second-stage anvils compress an octahedral cell assembly.

#### Split-cylinder type
##### Walker-type

(Walker et al., 1990)

#### Oil reservoir

(Kawai and Endo, 1970)

#### (D)-DIA-type

(Ohtani et al., 1989)
# Experimental Petrology and Metallurgy/Print version

The current, editable version of this book is available in Wikibooks, the open-content textbooks collection, at
https://en.wikibooks.org/wiki/Experimental_Petrology_and_Metallurgy

# Assembly Types

Much of the material below comes from Kawazoe, Takaaki. "Multianvil Apparatus".

## First stage anvils
### Kawai-type

In the Kawai-type multianvil apparatus (multianvil 6-8 system; Kawai and Endo, 1970), sample pressure is generated by successive compression: 　(1) Hydraulic ram(s) drive six first-stage anvils (via guide blocks). 　(2) The six first-stage anivls compress eight second-stage anvils. 　(3) The second-stage anvils compress an octahedral cell assembly.

#### Split-cylinder type
##### Walker-type

(Walker et al., 1990)

#### Oil reservoir

(Kawai and Endo, 1970)

#### (D)-DIA-type

(Ohtani et al., 1989)

#### (D)T-Cup-type
### Cubic-type
## Cell assembly
### Pressure media
### Common Designs
#### 25/18
#### 7/3
# Cell Preparation
# Starting materials
### Preparing starting mixes
#### Synthetic compounds

Caption text :
| Component (mostly oxides) | Added as | Motivation | Notes |
| Na$_2$O | Na$_2$CO$_3$ | Oxide hygroscopic | -- |
| CaO | CaCO$_3$ | Oxide hygroscopic | -- |
| K$_2$O | K$_2$CO$_3$ | Oxide hygroscopic | -- |
| FeO | Fe$_2$O$_3$ | Oxide non-stoichiometric | -- |
| MgO | MgO / Mg$_2$SiO$_4$ | Oxide hygroscopic | -- |
| Al$_2$O$_3$ | Al$_2$O$_3$ | Fire at 1000 C before weighing | -- |
| Cr$_2$O$_3$ | Cr$_2$O$_3$ | Fire at 1000 C before weighing | -- |
| SiO$_2$ | SiO$_2$ | Fire at 1000 C before weighing | -- |
| P$_2$O$_5$ | Ca$_3$(PO$_4$)$_2$ | Very hygroscopic | -- |
| CO$_2$ | Carbonates (see above) | Heat gently before weighing. MgCO3 should be natural magnesite, as excess water is impossible to drive off the structure. | -- |
| H$_2$O | Mg(OH)$_2$, Al(OH)$_3$, PtO$_2$.4H$_2$O | Liquid water difficult to weigh | -- |

#### Decarbonation

* Put powders into a crucible
* Place in 1 atm furnace at room temperature
* Heat slowly (over at least two hours to avoid spitting during decarbonation) to around 200 K above decarbonation temperature.

#### Gas mixing

Pelletisation
Gas mixing with H$_2$-CO or CO-CO$_2$. Make sure there is >20 mol% of both gases to ensure good control of fO$_2$.
# Expert Systems/Components of Expert Systems
## Components of an Expert System

An expert system is typically composed of at least three primary components. These are the inference engine, the knowledge base, and the User interface. We will introduce these components below.

## Knowledge Base

The knowledge base is a collection of rules or other information structures derived from the human expert. Rules are typically structured as If/Then statements of the form:
The antecedent is the condition that must be satisfied. When the antecedent is satisfied, the rule is triggered and is said to "fire". The consequent is the action that is performed when the rule fires.

### Agenda

When rules are satisfied by the program, they are added to a queue called the agenda. The agenda is an unordered list of all the rules whose antecedents are currently satisfied.
Knowledge bases are typically not ordered, because order tends to play very little role in an expert system. Rules may be placed on the agenda in any order, and they may be fired in any order once they are on the agenda.

## Interference Engine

The inference engine is the main processing element of the expert system. The inference engine chooses rules from the agenda to fire. If there are no rules on the agenda, the inference engine must obtain information from the user in order to add more rules to the agenda. It makes use of knowledge base, in order to draw conclusions for situations. It is responsible for gathering the information from the user, by asking various questions and applying it wherever necessary. It seeks information and relationships from the knowledge base and to provide answers, predictions and suggestions the way a human expert would.

### User Interface

A user interface is the method by which the expert system interacts with a user. These can be through dialog boxes, command prompts, forms, or other input methods. Some expert systems interact with other computer applications, and do not interact directly with a human. In these cases, the expert system will have an interaction mechanism for transactions with the other application, and will not have a user interface.

## Other Components

There are other components that are relatively common in an expert system, but are not strictly needed.

## Working Memory

Working memory contains the data that is received from the user during the expert system session. Values in working memory are used to evaluate antecedents in the knowledge base. Consequences from rules in the knowledge base may create new values in working memory, update old values, or remove existing values.

### Explanation Mechanism

The method by which an expert system reaches a conclusion may not be obvious to a human user, so many expert systems will include a method for explaining the reasoning process that lead to the final answer of the system.
# Expert Systems/Backward Chaining
## Backward Chaining

In a backward chaining system, the inference engine selects a goal, and then attempts to find evidence to support or disprove that goal. If a goal is disproved, a new goal is selected and new evidence is searched for to support it.