OpenLLM-France/wikimedia huggingface dataset:
# Reaktor/Hosts/Cubase
### Snapshot changes to "init" when rendering audio

Q: from Reaktor User Forum: When using a user-created ensemble or synth, when I try to render audio, the preset always reverts to "init" and I'm not able to export an audio file. This also occurs when I push stop on the Cubase transport. However, this thing doesn't happen when using one of the native Reaktor factory ensembles or synths. I've tried just about everything to no avail. The user ensebles are all current versions, and Reaktor is updated to the latest version. Any ideas?
A: Make sure that the inspector in Cubase is set to the snap you want to use
# Reaktor/Hosts/Pro Tools
## Protools

Known Issues
* Protools 7 refuses to play many reaktor modules at present, this is a known bug and Native Instruments are talking to Digidesign to identify the problem and provide a fix.
# Reaktor/Modules/ADSR

An ADSR envelope is a component of many synthesizers, samplers, and other electronic musical instruments.
# Reaktor/Hosts/Tracktion

* Traction is an audio/MIDI sequencer that is working fine with R4.
* it supports Reaktor as a VST & VSTI.
* VST & MIDIin Tracktion.
* Tracktion also supports Multi in/out via the racks.
** Those racks are also useful if you want to use Reaktor as a send fx within traction or if you need to send MIDI to an fx like the R4 libary's Classic Vocoder(for example).
# Reaktor/Modules/Add

This module is used to add signals and numbers together within Reaktor
# Reaktor/Links/DSP

* Digital Signal Processing Wikibook
* The Scientist and Engineer's Guide to Digital Signal Processing by Steven W. Smith, Ph.D - whole book online for free in PDF format
* Physical Audio Signal Processing - Digital Waveguide Modeling Of Musical Instruments And Audio Effects by Julius O. Smith III
* DSP Guru - DSP Guru purpose is to promote resource-sharing among DSP designers
* Music-DSP Source Code Archive
* The DSP Dimension by DSP Guru Stephan M. Bernsee
* comp.dsp news-group FAQ
* FFT realted links
* Theory and Techniques of Electronic Music by Miller Puckette
* musicdsp.org source code archive
* Introduction to digital filters
* ruccas.org
* 101 Science Digital Signal Processing
* Adaptv Signal Processing
* Bores Signal Processing
* Circuit Sage: Analog/RF Design Resources
* Comp.dsp Frequently Asked Questions on Digital Signal Processing
* Digital Signal Processing Group at Rice University
* Digital Signal Processing Tutorial
* Yehar's digital sound processing tutorial for the braindead! Archived
* Digital Filter
* DSP Store Large online DSP Database
* ePanorama Digital Signal Processing Page
* EUASIP Journal on Applied Signal Processing
* FDI DSP Digital Signal Processing Design Guide
* How Do I Learn DSP?
* i2pi DSP Papers
* Introduction to Signal Processing Sophocles J. Orfanidis
* Introduction to Sound Processing by Davide Rocchesso
* Neil's Digital Filter Page
* DSP Algorithms
* Zen Audio Project
# Reaktor/Modules
## Groups of Reaktor Modules

* Panel
* MIDI In
* MIDI Out
* Math
* Signal Path
* Oscillator
* Sampler
* Sequencer
* LFO, Envelope
* Filter
* Delay
* Audio Modifier
* Event Processing
* Auxiliary
* Terminal

## See also

* Modules, Macros, Instruments, Ensembles - what they are?
# Reaktor/Modules/Audio Modifier
## Audio Modifier Modules

* Saturator
* Saturator 2
* Clipper
* Mod. Clipper
* Mirror 1 Level
* Mirror 2 Levels
* Chopper
* Shaper 1 BP
* Shaper 2 BP
* Shaper 3 BP
* Shaper Parabolic
* Shaper Cubic
* Slew Limiter
* Peak Detector
* Sample + Hold
* Frequency Divider
* Audio Table
# Research Methods in Information Science/The historical method

The historical method employs the systematic study of historical facts to explain human political and social behavior. This method uses comparison to recapture details, personalities, and ideas.
"Although there is a difference of opinion regarding acceptance of historical research as a truly scientific research, as it does not permit enough precision and objectivity, yet there is a consensus that historical research has much to contribute in the field of library and information science."
Historical research can be seen as ethically imperative for LIS practitioners.
How the research process might go:
* Identification and delineation of the problem of historical significance;
* Collection of data and information through primary and secondary sources;
* Formulation of a hypothesis, if possible;
* Verifying the gathered data in terms of authenticity of sources and the validity of their contents;
* Organization and analysis of the pertinent data; and
* Presentation of facts in a readable form with proper organization, composition, exposition and interpretation

## Collecting data

Archival materials, newspapers, eyewitness accounts, literary writings, catalogs, non-documents (i.e. archaeological and geological remains)
Primary vs Secondary vs Teriary

## Formulating a hypothesis

Very beneficial in reducing researcher bias. However, these can be very hard to test. Causal hypotheses are particularly important and very hard to test.

## Limitations of the historical method

* A tendency to overrely on limited evidence or on secondary sources
* Argument from silence
* Easy to do overbroad problems
* Easy to read the present into the past

## References

* ↑ Bhatt, R. K.; Bhatt, S. C. (1994). "Application of historical method of research in the study of library and information science: an overview". Annals of library science and documentation. 41 (4).
* ↑ Wiegand, W. A. (1999). Tunnel vision and blind spots: What the past tells us about the present; Reflections on the twentieth-century history of American librarianship. The Library Quarterly, 1-32.
# Research Methods in Information Science/Usability and user experience studies
## Diary studies

There are two types of diary studies:
* Elicitation studies, where participants capture media that are then used as prompts for discussion in interviews. The method is a way to trigger the participant’s memory.
* Feedback studies, where participants answer predefined questions about events. This is a way of getting immediate answers from the participants.

### Advantages

They allow:
* collecting longitudinal and temporal information;
* reporting events and experiences in context;
* determining the antecedents, correlations, and consequences of daily experiences.

### Limitations

* Diary studies might generate inaccurate recall, especially if using the elicitation type of diary studies.
* Interpreting the expressed emotions and experiences is highly challenging. It can require special training in psychology, especially when participants record their experiences in multiple formats (e.g. text and pictures).
* Low control
* User participation tends to decline, especially without investigator involvement.
* Risk of disturbing the action.
* The instrument (e.g. paper format diary) is often disconnected from the evaluated application (e.g. a smartphone app). This leads to situations in which the instrument is unavailable and the user cannot record their experiences.

## References

* ↑ Carter and Mankoff (2005). When participants do the capturing: the role of media in diary studies. CHI '05 Proceedings of the SIGCHI conference on Human factors in computing systems.
* 1 2 Isomursu, Minna; Tähti, Marika; Väinämö, Soili; Kuutti, Kari (April 2007). "Experimental evaluation of five methods for collecting emotions in field settings with mobile applications". International Journal of Human-Computer Studies. 65 (4): 404–418. doi:10.1016/j.ijhcs.2006.11.007.
* ↑ Palen, Leysia; Salzman, Marilyn (2002). "Voice-Mail Diary Studies for Naturalistic Data Capture under Mobile Conditions". Computer supported cooperative work: 87–95.
# Research Methods in Information Science/The case study

Case studies are very common in LIS. They can be very helpful for generating hypotheses.

## Limitations

* Though they can be very suggestive or illuminating, they are not generalizable.
* Strong publishing bias toward positive outcomes
# Research Methods in Information Science/The ethnography

Sandstrom, A. R., & Sandstrom, P. E. (1995). The use and misuse of anthropological methods in library and information science research. The Library Quarterly, 161-199.
Chatman, Elfreda A. "Field Research: Methodological Themes." Library and Information Science Research 6 (1984): 425-38.
# Research Methods in Information Science/The log analysis

Peters, T. A. (1993). The history and development of transaction log analysis. Library hi tech, 11(2), 41-66.
Chapter 1 of http://www.oclc.org/content/dam/research/publications/library/2010/2010-06.pdf
# Research Methods in Information Science/The research survey

Surveys are generalizable and replicable.

## Instrumentation

Knight, G. P., Tein, J. Y., Shell, R., & Roosa, M. (1992). The cross‐ethnic equivalence of parenting and family interaction measures among Hispanic and Anglo‐American families. Child Development, 63(6), 1392-1403.

## Limitations

Surveys can be obtrusive. Survey respondents can be self-selecting.

## Examples

* Ash, J. S. (1999). Factors affecting the diffusion of online end user literature searching. Bulletin of the Medical Library Association, 87(1), 58–66.
# Research Methods in Information Science/Theoretical approaches

Many papers in Library and Information Science take theoretical approaches that synthesizes prior research. Chu (2015) found that almost 40% of the articles published between 2001 and 2010 in the Journal of Documentation represented a theoretical, rather than an empirical method.

## References

* ↑ Heting Chu (2015). "Research methods in library and information science: A content analysis". Library and Information Science Research. Elsevier. 37 (1).
# Research and Practice on Teachnology in Teacher Education
## Research and Practice on Teachnology in Teacher Education

This wikibook is created as a class project in EDS-536 Research and Practice on Technology in Teacher Education Course. Main Page (March 05, 2013)

### Getting to know Technological Pedagogical Content Knowledge (TPACK)
#### TPACK within content areas
##### Computer Teacher Education
#### TPACK and Diffusion of Innovations

Subject: Education
# Pragmalinguistic Peculiarities of English Slogan in Fashion Domain/Appendix

APPENDIX Pragmalinguistic Peculiarities of English Slogan in Fashion Domain
Pragmalinguistic Peculiarities of English Slogan in Fashion Domain :
| Pragmatics of slogan can be realised: | Examples: |
| 1) in semantics of separate words in advertising slogan (one or several) (29): | «Timeless seduction» (Agent Provocateur), «Traditional New England style since 1876» (Bass ), «For successful living» (Diesel), «America’s original jeans since 1850» (Levi’s), «The fashion made in Italy» (Carella), «It’s a process of self-discovery» (Louis Vuitton), «Philosophy of style» (Alberta Ferretti), «Forever Fendi» (Fendi), «New custom fits for women. It’s about shape not size. Curve it!» (Levi’s) , «Hello boys!» (Wonderbra), «Lifts and separates» (Playtex), «Timeless style for timeless occasions» (Phillips -Van Heusen) , «Gift 4 men» (Dsquared2), «Metropolitan casual, designed to eXXcite» (MEXX) , «50 years of fashion and design» (Pierre Cardin) , «60 years of creation» (Pierre Cardin), «Impossible is nothing» (Adidas), «Designed for sport, crafted for life» (Nike), «Everything you need to make yourself» (Nike women), «It’s:my: time. The next face of Benetton could be you» (Benetton), «I am what I am» (Reebok) , «A diamond is forever» (De Beers), «Yes, it’s me» (Losi), «Your fragrance – your rules» (HUGO BOSS), «Eternity moment» - «One moment is enough for changing everything» (Kelvin Clein), Arpege - «She’d love to spend Christmas in Arpege» (Lanvin), «Dolce Vita» – «Еlixir of happiness» (Dior), «Forever different» (Karl Lagerfeld), «Miss Dior Cherie – The luxury of freedom» (Dior) ; |
| 2) based on semantics of imperative, which is advertising slogan (13): | «Be faster!» (Adidas), «Be stupid!» (Diesel), «Just do it!» (Nike), «Let the average man be divine» (Levi’s), «Join fashion!» (Zara), «Be casual!»(FINN FLARE), «Get free!» (Gianfranco Ferre), «Live unbuttoned» (Levi’s), «Let the average man be divine» (Levi’s), «Expect everything» (HUGO BOSS), «Arpege» - «Promise her anything but give her Arpege» (Lanvin), «Run unleashed» (Nike), «Be fast, be seen» (Nike); |
| 3) based on background knowledge implied in slogan (8): | «Universe of fashion» (Chanel), «DKNY» - «Love from New York» (Donna Karan) «The number 1 fragrance by John Galliano» (John Galliano) , «Gucci connect» (Gucci), «Adventure with geometry» (Chloe), «Tree of life» (Etro), «This country wasn’t built by men in suits» (Levi’s), «Chloe loves Japan» (Chloe). |
# Primary Mathematics

This book focuses on primary school mathematics for students, whether children or adults. It is assumed that no calculators are used, to encourage mental arithmetic. A parallel project at Wikiversity is underway to provide teaching tools to parents and educators, whether in traditional or home-schooling environments, at Primary School Mathematics.

## Getting started

* Numbers
* Adding numbers
* Subtracting numbers
* Multiplying numbers
* Dividing numbers
* Prime numbers
* Factors and Primes
* Method for Factoring
* Negative numbers
* Fractions (rational numbers)
* Working with fractions
* Decimals
* Percentages
* Metric system
* Time expressions
* Unit expressions
* Introduction to significant digits
* Powers, roots, and exponents
* Scientific and engineering notation
* Average, median, and mode
* Probability

## Further reading

* Algebra
# Primary Mathematics/Factors and Primes
## Factors and Primes

Factors are numbers that you can multiply together to get another number. For example: 8 and 11 are factors of 88 as 8 x 11 = 88. Similarly, 10 is a factor of 100 as 10 x 10 is 100.
Prime factors are factors which are prime numbers.
Because 2, 5, and 11 cannot be divided by any number but 1 and itself, these numbers are called prime. Prime numbers are an important part of mathematics, and the problem of factoring large numbers into primes remains fundamental to the study of computer science. Factoring a number like 64 often requires more than one step:
# Primary Mathematics/Dividing numbers
## Dividing numbers

When first teaching young children to divide, you may like to try getting a small group together and sharing out a number of objects evenly between them. This will ensure that the students get a clear understanding of the concept of division before moving on to the written process of short and long division.
The process of division should be taught as the reverse of multiplication, again the times tables are needed. The links between addition and subtraction and multiplication and division become important later when the 'opposite' or inverse operation will be needed to solve algebraic problems. Primary teachers can help with later learning by emphasising that division is the undoing of multiplication, as well as pointing children in the right direction for actually doing division.
The simplest division is where the multiplication is known:
(Note that I will write division as fractions - the formating is easier - the two are the same thing, children need to know this; I have met GCSE students, 15 and 16 years old, who were confused about this. The usual line with dots above and below (÷) is normally used for these simple problems.)
Harder are problems where the inverse is not known:
As 98 is greater than 10×2, children are unlikely to know the answer. This is where we introduce long division, which we write like this:
The first step is then to divide 9 by 2, however 2 does not go into 9. We find the highest number less than 9 into which 2 does go (8) and divide it by 2. The remainder (9-8=1) we add to the units as a ten (we have taken 10 away from 90 to get 80, we then add the 10 to the 8 to get 18). Having done this we divide 18 by 2 to get 9. This is often set out like this (more often it is set out as a crossed out 9 with a little 1 squished in by the 8, however this setting out is clearer and much better for harder problems):
The 8 under the 9 is 4×2 and is the lowest multiple of 2 less than 9. As the 9 is in the 10s column it is 90 and the 8 is 80. We then subtract the 80 from the original 98 and divide the resulting 18 by 2.
In a longer example we do the same thing more than once:
This method extends directly to division by larger numbers. For numbers larger than 12 writing out the multiples of the number to the side can be useful - only go up to what is required, calculating more as you need them. It also extends to decimals - just continue after the decimal point, allthough if the number you are dividing by is a decimal you need to multiply both it and the number you are dividing it by by 10 or 100 or 1000 etc. in order to make it an integer (whole number).
# Primary Mathematics/Introduction to significant digits

Significant digits are one crude way to denote a range of values. They apply to measured or estimated numbers where the quantity can vary from the provided value.

### Examples

By default, significant digits are measured by
(Note: The first three examples may have more significant digits depending on context.)
A terminal decimal point can be added to change the meaning of the first three cases:
An additional zero after the decimal point also changes the meaning:
Here we've added another zero after the decimal point:

### Limitations

* Significant digits only allow for ranges where the amount that can be added to the base value and the amount that can be subtracted are the same.
* The value added and subtracted must also be 5 times or divided by a factor of 10.
* Exact values have no error or variation. Thus, $8472.35 will only mean $8472.35.

### Use with scientific and engineering notation

To represent certain ranges, like 2000 ± 50, it's necessary to use either scientific or engineering notation:

### Beyond significant digits

More complex ranges can be represented using the ± sign:
If the plus and minus values are different, the actual range can be listed, or separate plus and minus values can be listed. The range shown to the right of the plus and minus symbol is called an error. In this example, there are two significant digits, and one doubtful digit.
Note that the ± sign shouldn't be confused with the ± operator, which can indicate either an exact addition or subtraction. This will be covered in Algebra.

### Accumulating error

As you perform mathematical operations with numbers, the error also increases.
* When you add or subtract numbers, the ranges are added together.
* When multiplying numbers, the error is converted into a percent of the main value (e.g. 20 ± 1 becomes 20 ± 5%). The percentages the two measurements added together, and the percentage is converted back to reflect the error of the original number.
# Professional and Technical Writing/Documenting Your Sources/Basic Guidelines for Citing Resources
## Basic Guidelines For Citing Resources

Sources are cited in the body of the text as well as at the end of the document. The APA and MLA styles differ in how to format these citations.
* In-text citations must clearly show what information the citation is referring to, which is why they must be put in parenthesis and written inside the period.
Example: On November 8, 2009, the world's largest cookie was made (Smith, 2009).
•To clearly show that a citation is for multiple sentences, it should be put at the end of the first sentence (inside the period). This clearly introduces the citation at the same time the information is introduced.
Example: The topic of cookies and their origins has been studied by John Smith (2009). Cookies are thought to have come from... They were originally used for...
•Citations at the end of a writing should be well organized, and follow all the rules of the citation style. For example, APA style requires citations to be in alphabetical order.
•If information is not available for a complete citation, just skip the part of the citation that you can't find, filling in all areas of information that are available. You should try your hardest to find all information, however, to make your writing most credible.
Example: Author's name is missing and there is not an organization name mentioned, write citation as follows: “The Preparation of Bacterial and Oral Smears, and the Use of Simple Stains.” Microbiology Laboratory. New Jersey: Pearson Education Inc, 2003. 21-30.
# Professional and Technical Writing/Documenting Your Sources/How To Choose The Proper Documentation
## How To Choose The Proper Documentation

There are many different types of documentation formatting, with some being more detailed then others. Different circumstances require different formats.
Many businesses and organizations have a specific documentation style that they want to be used for usability reasons. It is important to use the style specific to organizations when doing business with them to make their jobs easier and therefore make you more valuable in their eyes, which can lead to re-hiring. Many businesses have style guides available that include documentation rules and citation examples.
The American Psychological Association (APA) and the Modern Language Association (MLA) are the two most common documentation style guides that businesses use. Most of the other documentation styles resemble one of these two styles.
# Professional and Technical Writing/Documenting Your Sources/MLA Style Footnotes and Endnotes
## Footnotes and End Notes

Footnotes and end notes are another way to reference information, however it is not recommended use by the MLA or APA guidelines. This type of referencing can be distracting to readers and therefore not encouraged to use. The MLA style does encourage the use of end notes or footnotes for bibliographic notes, which is a way to refer publications of others for your reader to consult.
Here are some examples provided from The Purdue Online Writing Lab
* 1. See Blackmur, especially chapters three and four, for an insightful analysis of this trend.
* 2. On the problems related to repressed memory recovery, see Wollens 120-35; for a contrasting view, see Pyle 43; Johnson, Hull, Snyder 21-35; Krieg 78-91.
* 3. Several other studies point to this same conclusion. See Johnson and Hull 45-79, Kather 23-31, Krieg 50-57.
You may also use footnotes or end notes for explanatory notes, which refers to a brief additional piece of information that might not fight well into the main text.
* 4. In a 1998 interview, she reiterated this point even more strongly: "I am an artist, not a politician!" (Weller 124).

## Numbering Footnotes and End Notes in the Document Body

Footnotes and end notes in the MLA style are shown with an in text superscript number. This number is found at the end of the piece of information being used.
Here is an example:
Some have argued that crimes in the U.S. have been out of control.$^3$
When using footnotes or end notes do not use asterisks (*), angle brackets (<), or other symbols for note reference. The list of footnotes and end notes should correspond to the note reference in the text. When using Microsoft word you can insert footnote and it will automatically insert superscript number and ask to list the reference at the bottom of the page.

## Formatting Footnotes and End Notes
### End Notes Page

When formatting end notes MLA recommends that all the notes be listed on a separate page titled Notes or End Notes. The Notes page should come before a works cited page. The notes themselves should be listed in order and correspond to the number used in the text.

### Footnotes

The footnotes can be found at the bottom of the page there are used on. So if there are four footnotes listed in the text there should be four notes at the very bottom of the page.