OpenLLM-France/wikimedia huggingface dataset:
# Advanced Interactive Media/Other Topics/Worldwide Interactivity
## Worldwide Interactivity

Worldwide interactivity has been simplified and made easily accessible by the internet. Ten years ago, communicating with someone in a different hemisphere was slow and costly. Now, worldwide interactivity has surpassed everyone's expectations. Originally, Marshall McLuhan, a visionary in communications, called his vision of the internet a "Global Village." No one could have imagined how much of a reality that statement would become. The internet's largest most sought after products are interactive. For instance, multiple researchers confirm that dating sites and personal profiles are the most used and accessed sites on the web; thus, allowing the internet to become a large community, where quick communication is possible. Today, people all over the world, are accessible nearly instantaneously, thanks in large part to the internet and personal blog spaces.
The interactive world has even written its own language. An independent research firm confirms that four languages (English, Chinese, Spanish, and Japanese) cover 95% of the global population that uses the internet. Not only has the internet made people accessible, the communication barrier has been bridged.
From eHarmony to the latest video game, people are connecting and interacting. This highway of information is changing quite rapidly; it's becoming more of a train station. As people search for information, they have begun to sit and talk with the people who are traveling on the same train. This interaction will surely grow in the coming years. Forefront technologies, such as Napster and Java-based chat outlets, were innovative at their time and paved the way for technologies that we use today. As technology develops, communication over the internet will continue to rise.
# Advanced Interactive Media/Other Topics/Technorati.com

Blog Searching with TECHNORATI
Technorati’s logo is “Who’s saying what. Right now.” Technorati is a place on the web where a person can search any topic they wish in blog posts, in tags, and in blog directory. Right now Technorati is tracking 73.1 million blogs. According to Technorti.com, there are over 175,000 new blogs everyday and there are 1.6 million posts per day.
In Technorati, a person can start with typing in the search bar something they are looking for. Then, after hitting 'search' in the bar below the top where it says ‘Refine results for “…”’ a person can combine forces. Basically it is a way of narrowing a person’s search. To narrow it even further a user can search with authority. The amount of authority depends on the value of the site the information is coming from. The choices are, any authority, a little authority, some authority, and a lot of authority.
Another feature that Technorati offers is the ability to organize the user’s favorite blogs in one spot on the site. In this spot, they can see who has updated their blogs to keep up with all of their favorites. In order to get this feature, a user needs to just join the site. After joining, Technorati allows a user to type in their favorite URL’s and organize them with descriptive tags such as “college” or “health issues.”
Technorati is a very useful Internet tool that allows a person to search in one place that is specifically about blogging.
http://technorati.com/
# Advanced Interactive Media/Panasonic HD Video Camera

While this camera is not made available to the MMI students for use, the faculty members of ORU affiliated, ETV, contribute footage that they have shot with this camera of the MMI students and their activities.
Product Link: http://panasonic.com/business/provideo/hvx200microsite/index.asp
# Advanced Interactive Media/Problems Encountered And Solved During The Creation Of This Class Project

Some of the first things I heard from students about the process of creating an interactive, immersive, multimedia project were frustrations such as:
1. "I'm not sure what I'm supposed to be doing to get my part of the project finished. I know I'm on the ________ team but it's not clear what we're supposed to be doing right now".
2. "How is this different from other projects we've done in the MultiMedia Institute so far. Is this going to be like creating one of our video pieces, or like making my own web site?"
3. "I have to wait until the Design Team gets their work done before I can get started" - or "I have to wait until the Project Director gives us the navigation outline before I can do my part" - or "I have to wait until the Interactive Team tells us what software they're going to use before I can get started".
It makes sense that students who have never created an interactive team project before are unsure what they are to do to help their particular team accomplish their work. Interactive design is deceiving in that the processes are very similar to those used to make a video documentary or any other piece of conventional, linear media. It's confusing because rules for conventional media are not enough to finish an interactive product.
For example, video components must be planned, shot and edited for either presentation format. Interactive clips must, however, make sense when played out of sequence or all by themselves. Transitions to and from many other non-linear components must be created and, in most cases, video clips will be very short and numerous.
The sequential order for interactive development usually looks like this:
1. Define the end user, time line and budget in detail.
2. Describe and understand all possible environments where the project might be accessed (at a living room desktop computer, integrated with live actors, from a lap top, in a classroom, etc.)
3. Decide what format of media (pictures, video, PDFs, text, VRs, URL links, etc.) will communicate your story the best.
4. Describe (storyboard) for each type of media.
5. Collect media and translate, compress, reformat it into a form that can be read by the final authoring tool (in this case, Adobe's Director software).
6. Create at least one prototype for each kind of media and test it on an end-user's playback device (computer, DVD player, etc.).
7. Author the project, keeping in mind to give users what they expect as well as something they didn't expect that makes the product memorable ("sticky") and effective.
8. Test the product.
9. Debug.
10. Duplicate, if necessary, and distribute.
With this much information it is possible for every team member to tackle their part of the project while giving direction to other development teams.
# Advanced Interactive Media/Other Topics/The New Media Player
## Adobe Media Player

Adobe Systems Inc. has released its new Adobe Media Player and has double use across the techy world. It allows users to playback video content when either online or offline. A preview example of the new player was at the NAB 2007 show, exhibitors were able to witness how the newest media player gives more personal video experiences to users while offering content publishers new abilities "to distribute, track, and build businesses around their media assets." The unveiling of Adobe’s Media Player and its offline multimedia playback versatility has seen amazing reviews by analists and system administrators as technologocal breakthrough, especially since no media players (read: Windows Media Player, Apple Quicktime, and RealPlayer) currently allow for user download, and integration between playback systems. Control is something that media companies desire the most. They are even leery about the release on the web. Adobe Media Player users will be able download it for free, thus gaining access to enhanced Flash playback, download and view content offline, full-screen resolution, viewer ratings and favorite feature that downloads the newest episodes of a user’s favorite Television shows or even podcasts. It will also be able to give users the ability to use the Web’s most popular video formats without browser limitations. Major technological deals are expected in the following months. The beta download of Adobe’s Media Player is scheduled later this year. A free download will come before the close of 2007.
# Algebra/Authors
## Authors

The authors of Algebra include:
* Daniel Ehrenberg
* Anonymous Wikibook Contributors
* H Padleckas has written Algebra/Function Graphing and made contributions to other chapters. Plans to work on other chapters in Algebra about graphics.
* Jaden Mathos
* GoreyCat
# Adventist Youth Honors Answer Book/Arts and Crafts/Currency - Advanced

Currency - Advanced :
| Arts and Crafts General Conference | Skill Level 3 |
| Arts and Crafts General Conference | Year of Introduction: 1998 |
The answers to the Currency - Advanced honor are dependent on the country in which you live. To keep from cluttering up the answers with all these variants, we instead provide separate answer chapters for each country.
Currency - Advanced (Australia) Currency - Advanced (Canada) Currency - Advanced (European Union) Currency - Advanced (India) Currency - Advanced (Indonesia) Currency - Advanced (Philippines) Currency - Advanced (United Kingdom) Currency - Advanced (United States)
If your country is not listed here, please add it. When you create the new page, start by inserting this text:
This will insert the requirements and all the country-invariant answers that have been added to date. You can then start adding the rest of the answers and editing answers we thought were invariant.
You can edit the main template here, but keep in mind that it should only have generally applicable answers (i.e., country-invariant answers).
# Adventist Youth Honors Answer Book/Arts and Crafts/Drawing & Painting

Drawing & Painting :
| Arts and Crafts General Conference | Skill Level 2 |
| Arts and Crafts General Conference | Year of Introduction: 1929 |

## 1. Make a freehand sketch of an animal, showing in values the distribution of color.

In order to complete this requirement, you must have a good understanding of the term "value" as used in drawing and painting. Value is what you see when you convert a colour photo (or scene) to a black and white image, or as some would say, remove the colours. It is the dark shades and light shades that indicate that there were many colours in the scene that the artist is creating. Usually this is used in reference to art mediums that do not include colour such as pencil drawings, charcoal sketches, or pen and ink work.
Here is shown a chart where pencils have been used to match the shades of grey from black to white. A computer was used to generate the grey shades on the left, and various drawing pencils created the "values", numbered 0 to 9 on the right. It is a good exercise to make a number of these charts to get a feel for which pencils to use, and how much graphite to apply to achieve the value you want to apply to the paper.
In this drawing of the cube puzzles, you can see how the top cube is of uniform colour (white). Since the light is coming mostly from the front of the cube, the front is left with a very high value, but the darkest shadows are drawn with a low value (dark pencil).
When the cube is drawn with various coloured sides, you can see that even though the top side (blue) has more light than the red side, it is drawn with a lower value than the shaded red side, because converting the blue colour requires a low value.
The mixed up version really shows how the colours are converted to “values” in the drawing.
To further illustrate, a computer was used to convert this colour photo of a turkey to a grey scale photo. You can see the value numbers as illustrated in the various areas of the photo. When the turkey is drawn with pencils, the values are matched to the values in the grey scale photo.
This is what is meant by “Showing in values, the distribution of colour”.

## 2. Draw a cylindrical object and a rectangular object grouped together a little below the eye, showing proper perspective, light, and shade.

To do this you have to make something like a can of tomatoes or a soda bottle. Also do a rectangular type of thing.
# Adventist Youth Honors Answer Book/Arts and Crafts/Flower Arrangement

Flower Arrangement :
| Arts and Crafts General Conference | Skill Level 2 |
| Arts and Crafts General Conference | Year of Introduction: 1938 |

## 1. Name six perennials and six annuals suitable for indoor flower arrangement.

| Perennials | Annuals |
| Rose Carnation Tulip Chrysanthemum Calla Lily Gaillardia Blanket Flower Statice | Foxglove Zinnia Aster Cosmos Sunflower Snapdragon |

## 2. Name at least three flowers that bloom in the spring or early summer suitable for indoor flower arrangement.

Rose, Daffodil, Statice, Calla Lily, Snapdragon

## 3. Name at least three flowers that do not keep well when cut, and three that do.

Don't keep well: Poppy, Petunia, Morning Glory. Keep well: Rose, Statice, Calla Lily.

## 4. Give six suggestions regarding the cutting of flowers and their aftercare, such as when to cut, how to cut, and how to keep.

1. Cut flower stems with sharp scissors or cutters. 2. Cut stems at 45 degree angle. 3. Cut in morning before sun is hot. 4. Cut in evening before sundown. 5. Place cut flower stems in water as soon as possible. 6. Change the water in the vase daily.

## 5. At what stage of development should roses, gladioluses, and dahlias be cut?

Roses - Cut bud when sepals are opened half way. Gladioluses - Cut when 3/4 of the flowers have opened. Dahlias - Cut when the flower is 3/4 open.

## 6. Give three suggestions on the relation of containers to the flowers used, and three on the relation of arrangement to the room and furnishings.

Containers - Use bowls for short flowers. Use baskets for silk flowers. Use tall vases for tall flowers. Room furnishings - Use large arrangements for table center pieces. Use small arrangements for side or end tables. Flower colors should contrast with the wall colors.

## 7. In flower arrangement, what should be the relation of dark and light shades, large and small flowers, open and partly open flowers?

Use dark flowers in front of light backgrounds. Use light flowers in front of dark backgrounds. Use large flowers as the center focus flowers in an arrangement. Use small flowers as filler flowers in an arrangement near the vase's edges. Use open flowers as the center focus flowers in an arrangement. Use partly open flowers as filler flowers in an arrangement near the vase's edges.

## 9. What are some wild flowers that could be used in arrangements for the home? What combinations of these flowers can be used?

Wildflowers that can be used include wild rose, daisy, blanket flowers, sunflowers and wild sweet peas. Use wildflowers whose sizes and colors complement each other.
# Adventist Youth Honors Answer Book/Arts and Crafts/Currency - Advanced (Template)

Currency - Advanced (Template) :
| Arts and Crafts General Conference | Skill Level 3 |
| Arts and Crafts General Conference | Year of Introduction: 1998 |

## 1. Have the Currency (Coins) Honor

Instructions and tips for earning the Currency honor can be found in the Arts and Crafts chapter.

## 2. Select a coin or note from your collection and present an oral or written report on the historical or other significance of the person(s), place(s), item(s) or symbol(s) found on both sides.

Commemorative coinage would have historical or other significance.
* Here is a link to the world's commemorative coins.

## 3. What are the laws regarding counterfeiting in your country and what devices are used in your nation's currency to prevent it?

Resources on counterfeit deterrence:
* Interpol on counterfeit currency
* Central Bank Counterfeit Deterrence Group

### Anti-counterfeiting measures

Selection from Wikipedia
In the 1980s counterfeiting in the Republic of Ireland twice resulted in sudden changes in official documents: in November 1984 the £1 postage stamp, also used on savings cards for paying television licenses and telephone bills, was invalidated and replaced by another design at a few days' notice, because of widespread counterfeiting. Later, the £20 Central Bank of Ireland Series B banknote was rapidly replaced because of what the Finance Minister described as "the involuntary privatization of banknote printing".
In the 1990s, the portrait of Chairman Mao Zedong was placed on the banknotes of the People's Republic of China to combat counterfeiting, as he was recognized better than the generic designs on the renminbi notes.
In Australia, the original paper decimal currency banknotes introduced in 1966 were eventually replaced with new designs printed on clear polyester film which allowed them to have "see through" sections that are almost impossible to duplicate with a photocopier.

## 4. Attend a meeting of a local coin club and report on your experience. Possible items to consider: a. Level of expertise of members as demonstrated by presentations and dialogues.b. Average general age of attendees. c. Ideas which might help the club extend its collector interest to a wider audience. d. How newcomer friendly is the organization. e. Suggestions on how these people might be reached with the gospel through a manner which they would find attractive.

Search Suggestions
* Coin Collecting at Meetup.com
* Coin Collecting groups on Yahoo! Groups

## 5. Select one of the three categories of your collection as required under the Currency Honor requirements 7 and 8, and increase your collection to include twice the total number of specimens.

Requirements 7 & 8 reproduced below for simplicity

## 6. Add to your collection at least one of the unusual (odd and curious) forms learned about in requirement 1 of the Currency Honor requirements and have in your Currency Honor files, at least a paragraph summarizing how, when and where this item was used as currency.

Requirement 1 reproduced below for simplicity
# A-level Computing/AQA/Paper 2/Fundamentals of computer systems/Relationship between hardware and software

Hardware and Software have a symbiotic relationship, this means that without software hardware is very limited; and without hardware, software wouldn't be able to run at all. They need each other to fulfill their potential.
| Standard hardware components | The relationship between Hardware and Software |
| Hardware of a modern personal computer, can you name all the components? | A layer structure showing the relationship between various layers of software and hardware |
* Exercise: Hardware and Software
* Define Hardware:
* Answer:
* Physical components that make up a computer system.
* Define Software:
* Answer:
* Computer programs and related data that provide the instructions for telling computer hardware what to do and how to do it.
* Give names to all the numbered hardware components above:
* Answer:
* Monitor
* Motherboard
* CPU
* RAM
* Expansion cards / graphics card / sound card / network card
* Power supply
* Optical disc drive
* Hard disk drive
* Keyboard
* Mouse
* Give 2 examples of software:
* Answer:
* Word Processor
* Operating System
* Game
* Spreadsheet
* Virus Scanner
* etc
* NOTE: If you mentioned a brand name such as Windows TM, you get no marks, the exam wants software types meaning you should have written Operating System. After all, for the previous question, you probably didn't answer Nvidia GTX 970 SSC ACX 2.0.
# A-level Computing/AQA/Paper 2/Fundamentals of computer systems/Types of program translator
## Assembler

An assembler translates assembly language into machine code.i. Assembly language consists of mnemonics for machine opcodes so assemblers perform a 1:1 translation from mnemonics to a direct instruction. For example:
LDA #4 converts to 0001001000100100
Conversely, one instruction in a high level language will translate to one or more instructions at machine level.
Advantages of using an Assembler:
Disadvantages of using Assembler:

## Compiler

A Compiler is a computer program that translates code written in a high level language to a lower level language, object/machine code. The most common reason for translating source code is to create an executable program (converting from a high level language into machine language).
Advantages of using a compiler
Disadvantages of using a compiler

## Interpreter

An interpreter program executes other programs directly, running through program code and executing it line-by-line. As it analyses every line, an interpreter is slower than running compiled code but it can take less time to interpret program code than to compile and then run it — this is very useful when prototyping and testing code. Interpreters are written for multiple platforms, this means code written once can be run immediately on different systems without having to recompile for each. Examples of this include flash based web programs that will run on your PC, MAC, games console and Mobile phone.
Advantages of using an Interpreter
Disadvantages of using an Interpreter
* Types of program translator
* Name the three types of program translator and describe what level of language each translates
* Answer:
* Assembler - Low Level (Assembly)
* Compiler - High Level
* Interpreter - High Level
* Why might you want to use a compiler instead of an interpreter?
* Answer:
* A compiler makes faster, more secure code
* Why might you want to use an interpreter instead of a compiler?
* Answer:
* Interpreters allow for code to run on multiple platforms, it allows you to debug and test code without having to re-compile the entire source code
* For a computer game running on a home console, would you use a compiler or an interpreter? Explain why.
* Answer:
* Compiler: as it produces faster code. Also object code that is produced is difficult to read, meaning competitors won't easily be able to steal or users hack the code.
* OR:
* Interpreter (harder to get marks for this): As more and more developers create games for multiple platforms, an interpreted language would allow for code written once to be run on different consoles and even phone platforms
* For a simple learning tool that will be released on the web for school children to use at home, what would be the best choice of translator? Explain why.
* Answer:
* Interpreter : Students will be using different operating systems and hardware at home, so it is necessary to create code that is multi-platform. As it is an educational tool, it probably wouldn't need the speed boost that a compiler would provide.
# A-level Computing/AQA/Paper 2/Fundamentals of data representation
## Fundamentals of Data Representation

Introduction here
* Number systems
* Number bases
* Units of information
* Binary number system
* Information coding system
* Floating point numbers
* Floating point normalisation
* Floating point errors
# A-level Computing 2009/ICT Projects using LAMP

A-level students of Computing and ICT are required to produce a substantial coursework project. The Linux, Apache, MySQL, PHP platform is a sound development platform for projects of this size.
This wikibook will lead you through the development of an A-level project using these tools and advise on the way to present the project for your examiners. The book will develop the example of a local video/DVD rental shop offering an on-line catalog and reservation system for use by its customers and staff. (This is just a thought - we could develop a different example, or even use a live solution off Sourceforge.net).
Proposed chapter titles:
* Setting up your XAMPP server;
* Downloading and installing systems (using rt as an example?);
* Specifying the problem;
* Possible solutions;
* Selecting the best solution;
* Designing in detail;
* Building the database;
* Implementing the PHP front end;
* Testing;
* Documenting your solution;
* Evaluating your solution;
* Possible problems for you to address.
# A-level Computing 2009/ICT Projects using LAMP/Setting up your XAMPP server/XAMPP for Mac OS X

The distribution for Mac OS X contains: Apache, MySQL, PHP & PEAR, SQLite, Perl, ProFTPD, phpMyAdmin, OpenSSL, GD, Freetype2, libjpeg, libpng, zlib, Ming, Webalizer, mod_perl.