OpenLLM-France/wikimedia huggingface dataset:
# Corrupting a flash game

This experiment documents how the mid-2000s Adobe-Flash-based video game "Harry the Hamster 2: The Quest for the Golden Wheel" by CITV behaves when corrupted by changing bytes in the SWF (Shockwave Flash Object) file, which can be done using any hex editor (or "byte editor") software.
The game is exactly 1191736 bytes (hexadecimal: 0x122F38 bytes) in size. It still starts when truncated down to 1191727 bytes. One less byte however, and the preloader stops at 99%. But when appending a null byte, it starts again. The only observable difference is that the flash movie does not loop from the beginning anymore when clicking on "Play" in the context menu.
When changing the byte at position 0x122DDF (close to end) from B3 to A3, the squeaking wheel sound at "Well Done! screen is muted. Changing byte 0x100753 from D4 to D5 causes the game not to be able to start anymore. Changing byte 0x50000 from 09 to 08 does not seem to affect anything. After changing byte 0x30000 from 9F to 9E, the game still runs well. Changing byte 0x20000 from 94 to 95 still has no effect. Changing "94 51 81 30" to "00 00 00 00" at the same position causes the game to refuse to start at all. "95 51 82 30" still works.
At byte position 0x15000, funny things happen. When changing 4D to 4E the game still works, but changing 0x15001 from AF to AE causes the title screen animation to freeze. At 0x15000, "00 AE", "00 AF", "4D A0", and "4F AF" return to loading screen that indicates "100%", after playing a part of the title menu animation. "01 AF" and "4E AE" work fine. "01 B0" and "4D B0" crash the game immediately. Every value between "4D A1" and "4D AE" gets stuck on title screen animation. "4D 00": also gets stuck on title screen. "5D 00": same. "9D 00": same. "FF 00": crash.
When changing byte 0x14ECC from 5E to 5F, the game works fine. "5E C3" to "5F C4": works. 0x25000: A3 to A7: Works. A3 C9 to A7 F9: works. 0x3000 (near the beginning): 53 to 54: crashes when pressing "how to play" or "start game". And with 52: glitch on "how to play" screen. And 00: glitching deterioated. And "53 36" to "00 00": crash. "00 35": works. "53 35", "53 00", "52 37", and "52 00" crash. Setting byte 0x2FFF from 2F to 2E: game works. "2F 00": crash. "2F 4E": works. Byte 0x2000: "40" to "3F": glitch on "start game" button. 0x1000: "A9" to "A8": only "how to play" crashes, but normal gameplay works. When changing 0x1100 from D0 to CF, the appearance of a glitch on top right changed a bit. It appears that decreasing bytes is less likely to crash the game than increasing. Changing byte 0x1200 from 15 to 14: said glitch is larger. Changing 0x1300: 73->72: glitch changed once again.
Now we go into territory dangerously close to the beginning. When changing 0x500 from E3 to E2, the game crashes. E3 to E4: crashes too. At 0x600, 50 to 4F: crashes. At 0x700, AA to A9 works, but crashes when trying to pick up the in-game "passport" item, but not the snail shell item. However, this crash might have been caused by an earlier byte change.
# Corporate social responsibility/Projects
## Projects

In the table below you can find some projects learning group CSR started.
| Projects | Month | Product owner | Scrum master | Team |
| RuralWeb/football portal | Q4 2013 | Richmond | Tim | ? |
| RuralWeb/wiki-training | Q1 2014 | Inemarie | Tim | ? |
| semantics | Q1 2014 | Tim | ? | |
| technology research | Q1 2014 | ? | ? | Tim |
| improving websites/ making beautiful websites | Q1 2014 | Cheryl | Tim | Inemarie, Kim, Lonneke, Richmond |
| RuralWeb/how we do projects | Q1 2014 | Tim | Inemarie | ? |
| Free Laptop | | | | |
# Cosine(A/3)

* Figure 1: Graph of $\cos(3A)=4\cos ^{3}(A)-3\cos(A)$
* This formula and/or graph are usually used to calculate $\cos(A)$ if $\cos(3A)$ is given.
* The cosine triple angle formula is:
* $\cos(3\theta )=4\cos ^{3}\theta -3\cos \theta .$ This formula, of form $y=4x^{3}-3x$, permits $\cos(3\theta )$ to be calculated if $\cos \theta$ is known.
* If $\cos(3\theta )$ is known and the value of $\cos \theta$ is desired, this identity becomes:
* $4\cos ^{3}\theta -3\cos \theta -\cos(3\theta )=0.$ $\cos \theta$ is the solution of this cubic equation.
* In fact this equation has three solutions, the other two being $\cos(\theta \pm 120^{\circ }).$
* $\cos(3(\theta \pm 120^{\circ }))=\cos(3\theta \pm 360^{\circ })=\cos(3\theta ).$
* Perhaps the simplest solution of the cubic equation with three real roots depends on the calculation of
* $\cos {\frac {A}{3}}.$ The two are mutually dependent.
* This page contains a method for calculating $\cos \theta$ from $\cos(3\theta )$
* that is not dependent on:
* calculus,
* the solution of a cubic equation, or
* either value of $\theta$ or $3\theta .$

# Background

* Testing with sequences of different lengths indicates that, if sequence contains $N$ terms, result is accurate to
* $0.6N$ places of decimals.
* In this example the sequence contains $20$ terms and result is accurate to $12$ places of decimals.

# Implementation

* # python code
* from decimal import *
* getcontext.prec = 100
* def cosQuarterAngle (cos4A) :
* cos4A = Decimal(str(cos4A))
* cos2A = ((cos4A+1)/2).sqrt
* return ((cos2A+1)/2).sqrt
* def cosAplusB (cosA,cosB) :
* cosA,cosB = [ Decimal(str(v)) for v in (cosA,cosB) ]
* sinA = (1 - cosA*cosA).sqrt
* sinB = (1 - cosB*cosB).sqrt
* v1 = cosA*cosB
* v2 = sinA*sinB
* return v1 - v2, v1 + v2
* def cosAfrom_cos3A(cos3A) :
* cos3A = Decimal(str(cos3A))
* if 1 >= cos3A >= -1 : pass
* else :
* print ('cosAfrom_cos3A(cos3A) : cos3A not in valid range.')
* return None
* if cos3A == 0 :
* # 3A = 90 , return cos30
* # 3A = 90 + 360 = 450 , return cos150, 30+120
* # 3A = 90 + 720 = 810 , return cos270, 30-120 = -90
* cos30 = Decimal(3).sqrt/2
* return cos30, -cos30, Decimal(0)
* cos60 = Decimal('0.5')
* if cos3A == 1 :
* # 3A = 0 , return cos0
* # 3A = 360 , return cos120, 0+120
* # 3A = 720 , return cos240, 0-120
* return Decimal(1), -cos60, -cos60
* if cos3A == -1 :
* # 3A = 180 , return cos60
* # 3A = 180 + 360 = 540 , return cos180, 60+120
* # 3A = 180 + 720 = 900 , return cos300, 60-120 = -60
* return cos60, Decimal(-1), cos60
* cosA = cosQuarterAngle (cos3A)
* next = cosQuarterAngle (cosA)
* count = 0
* while(next != 1):
* cosA = cosAplusB (cosA,next) [0]
* next = cosQuarterAngle (next)
* count += 1
* print ('count =',count)
* cos120 = -cos60
* return (cosA,) + cosAplusB (cosA,cos120)
* Result is accurate to about half the precision. For example, if precision is set to $100,$ result is accurate to approximately $50$ places of decimals, and is achieved with about 81 passes through loop.
# Instructional design/Learner analysis/what when why/demographics/cognitive/physiological
## Intro to Learner Analysis Worksheet - physiological (2 minutes)

Understanding physical challenges that your learners face is critical to building a learning environment that supports their needs. One considerations IDs sometime miss are the hidden challenges learners experience. Some of these are listed in the chart below. Taking into consideration the physiological needs of students affects what type of activities are chosen, presentation of content, and access to student services.

## POSSIBLE DATA SOURCES

Below are possible sources for the collection of physiological information about students:

### IDs only -

* Surveys
* Enrollment documents
* Previous instructors
* Student records
* Disclosure documents
* Job descriptions

### IDs who also teach -

* Observations
* Personal interactions with students
* Surveys
* Enrollment documents
* Previous instructors
* Student records
* Disclosure documents
* Job descriptions

## POSSIBLE DESIGN IMPLICATIONS

| Category | Design Implications |
| Emotional | When confronted with problematic situations, learners will habitually respond in ways that they have shaped from experience or natural tendencies. Design scaffolded presentations and activities to promote deep processing of concepts. |
| General Health | If basic needs are not being met, it may have negative impacts on student motivation and engagement. Provide flexibility in course activities if possible, create a supportive and aesthetically welcoming and calming environment. Build a learning community of support. this may include local or campus resources that can assist students with food, shelter or health related assistance. |
| Environmental | Accommodations will need to be implemented based on learner needs and type of sensitivity. The amount of sound, video, screen time required, may need to be adjusted. |
| Physical Disabilities | Collaborate with Disability Services to ensure learner needs are identified and met. Provide accessible content, add additional support people into the course if needed. Adapt or provide alternative activities to accommodate user needs. |

## TEST YOUR KNOWLEDGE!

(select all that apply)

### Move to Page 6: Intro to Learner Analysis Worksheet: Affective/Social

Home: Learner analysis‎‎ | What,When & Why‎ | Demographics | Cognitive‎ | Physiological‎ | Affective | Analyzing Student Records‎‎ | Lesson Summary
# Instructional design/Learner analysis/what when why/demographics/cognitive/physiological/affective
## Intro to Learner Analysis Worksheet - Affective/Social (2 minutes)

While not always obvious, the affective/social characteristics of learners can make or break a design's success. These can include a student's self-image, past experiences that shape the student's perception of the lesson, and other considerations listed below. These affect the motivational elements you choose to include and access to student supports.

## POSSIBLE DATA SOURCES

Below are possible sources for the collection of affective/social information about students:

### IDs only -

* Previous instructors
* Resume or CV
* Employment records
* Student records
* Personality inventories

### IDs who also teach -

* Observations
* Personal interactions with students
* Previous instructors
* Resume or CV
* Employment records
* Student records
* Personality inventories
* Pre-class surveys

## POSSIBLE IMPLICATIONS

| Category | Design Implications |
| Attitude toward course | Instructions should be clear and supportive reinforce positive and lessen negative perceptions and biases. |
| Motivation Level | Structure activities that will interest learners. Make content relevant and demonstrate value of participation and engagement. Support (feedback, nudges, etc) should be staged throughout the course to maintain social presence. |
| Attitude toward self | Provide time/stress management support resources to reduce anxiety. Scaffold activities so that learners do not get overwhelmed. Confident learners need to be engaged and motivation maintained. Determine level of learner control over activities and content. |
| Relationships | Design instruction to keep students actively engaged (active learning, Problem/Inquiry based learning activities, etc.) Provide multiple modalities of content presentation (visual, textual, auditory) Activities/support should address needs of independent/dependent learners. |
| Interest | Design interactions and activities that align with learners interests. Interest should be maintained throughout the course by presenting new challenges and opportunities for learners to engage in new ways. |

## TEST YOUR KNOWLEDGE...

(select all that apply)

### Move to Page 7: Analyzing Student Records

Home: Learner analysis‎‎ | What,When & Why‎ | Demographics | Cognitive‎ | Physiological‎ | Affective | Analyzing Student Records‎‎ | Lesson Summary
# Instructional design/Learning objectives/Alternate Version 3

| Instructional Design | ID Learning Objectives | < Back | Page 3 of 4 | Next > |

## Helpful Questions when writing Conditions

The intent of adding conditions to a learning objective is to provide clarification about what the learner must do and how they will accomplish the performance. Therefore, conditions should not specify what leads up to the performance or what must be done prior to the behavior.
When deciding how to word conditions some questions that will help to describe the conditions are:
   * What tools, resources, and job aids will the learner be allowed to use?
   * What will the learner not be allowed to use?
   * Under what conditions will the desired performance occur?

## Non-Examples of False Conditions

One common error when writing learning objectives is to include instructional activities, teaching strategies, or classroom events that precede the performance of the learner. But a learning objective is concentrated on what the "learner" must do and how they will do it. It is not focused on an instructor's performance.
For example:
* After listening to the instructor's presentation, the learner will be able to describe Ohm's Law.....
* After reading the chapter on electrical currents, the student will be able to explain Ohm's Law.....
* Given adequate practice, the student will be able to solve Ohm's Law
The conditional phrases "After listening to this presentation.." ,"After reading the chapter on electrical currents...", and "Given adequate practice" do not describe the resources or environment that will be provided to the learner in the performance of the actual behavior. The phrases describe what leads up to the behavior which is the teacher's performance or an instructional activity.
A better example to the previous objectives would be:
* Given a worksheet with a list of electrical laws, the learner will be able to circle Ohm's Law....
* Given the voltage and resistance of an electrical circuit, the student will be able to solve for the current (using Ohm's Law)....

## Non-Examples of Unclear Conditions

Another common error in writing learning objectives is a lack of specifics and clear guidance when creating the conditions phrase. Remember, one of the key points in adding conditions is to clarify any misunderstanding concerning the performance.
For example:
* Given a book, the student will be able to diagnose a problem in a Volkswagen air conditioning system.
* Given a dictionary, the student will conjugate 10 verbs in French.
A better example provides more description about the condition.
* Given the Volkswagen-issued technical manual, the student will be able to diagnose a problem in a Volkswagen air conditioning system.....
* Given an English-French dictionary, the student will conjugate 10 verbs in French.....

## Practice and Feedback

With reference to the helpful questions section, choose the best answer for the following two questions?
NOTE: IF LINKS FROM YOUR ANSWERS DO NOT OPEN LINKS TRY GOING TO THE FOLLOWING PAGES
* User:Jdeimel/Yes I answered both correctly
* User:Jdeimel/No I answered one or both incorrectly
# Instructional design/Learning objectives/Bloom’s Taxonomy of the Cognitive Domain

| Instructional Design | ID Learning Objectives | < Back | Page 2 of 6 | Next > |

## Learning Domains

When discussing learning objectives, it is helpful to identify the skills, or tasks we want the learner to accomplish. These skills can be grouped according to three learning domains.
* Cognitive domain - Development of knowledge and intellectual skills
* Affective domain - Development of attitudes, feelings, and emotions
* Psychomotor domain - Development of physical skills and tasks

## Taxonomy of the Cognitive Domain

The majority of teaching and learning centers around knowledge, comprehension, and intellectual skills. Therefore, our examples concentrate on developing learning objectives for the cognitive domain.
The most well known taxonomy of the cognitive domain was developed by Benjamin Bloom and his colleagues. According to this taxonomy there are six levels of cognitive skills. (An updated version of Bloom's Taxonomy was finished in 2001. Additional links are provided in the reference section)
* Knowledge - (memorize and recall of information)
* Comprehension - (organizing and interpreting information)
* Application - (applying or using knowledge to a situation)
* Analysis - (breaking down information into components or parts)
* Synthesis - (combining information into new or unique way)
* Evaluation - (making judgments or developing opinions about information)
# Instructional design/Learning objectives/Cognitive Domain Verb Usage

| Instructional Design | ID Learning Objectives | < Back | Page 3 of 6 | Next > |

## Verbs Used in the Cognitive Domain

Here is a brief description of each level of Bloom's Taxonomy of the Cognitve Domain which includes a short list of cognitive action verbs, a performance phrase, and a measurement strategy. The external links at the end provide access to more information concerning verbs for each cognitive domain.

## Knowledge

Knowledge is the lowest level in the cognitive domain. It involves the recall or remembering of information that was previously learned. The information could be a fact, concept, procedure, or principle.
| Knowledge Verb | Verb Phrase | Measurement Strategies |
| Match | Match the President with their political party | Matching Test |
| Recite | Recite the Preamble to the Constitution | Oral Presentation |
| Label | Label the countries in Central America | Fill-in-the-Blank (Map of Central America) |

## Comprehension

Comprehension is defined as the ability to grasp the meaning of material. This may be shown by translating material from one form to another (words to numbers), by interpreting material (explaining or summarizing), and by estimating future trends (predicting consequences or effects).
| Comprehension Verb | Verb Phrase | Measurement Strategies |
| Describe | Describe the ADDIE instructional design process | Written Essay or Oral Presenation |
| Summarize | Summarize the main idea of the article | Written Essay or Oral Presentation |
| Explain | Explain Schank's Goal-Based Scenarios | Written Essay or Oral Presentation |

## Application

Application refers to the ability to use learned material in new and concrete situations. This may include the application of such things as rules, methods, concepts, principles, laws, and theories. Learning outcomes in this area require a higher level of understanding than those under comprehension.
| Application Verb | Verb Phrase | Measurement Strategies |
| Calculate | Calculate the interest and principal for a 30 year loan | Short Answer, Written Calculations |
| Demonstrate | Demonstrate universal precautions for bloodborne pathogens | Role-Play scenario |
| Apply | Apply Heinrich's Legacy Model of Accident Causation | Case Study |

## Practice and Feedback

Now let's practice identifying verbs for the knowledge, comprehension, and application levels of the cognitive domain. Choose the correct answer for each question below by clicking a box. At the end, click the Submit button for the correct answers.

## References and Writing Aids

Two tables that may be used as writing aids for learning objectives. They contain Bloom's Taxonomy of the Cognitive Domain with several performance verbs.
(1) Bloom's Cognitive Domain and Action Verbs
(2) Table of Cognitive Verbs

## Navigation

Click Next to continue.
| Instructional Design | ID Learning Objectives | < Back | Page 3 of 6 | Next > |
# Instructional design/Learning objectives/Authentic Learning Objectives

| Instructional Design | ID Learning Objectives | < Back | Next > |

## Authentic Learning Objective Components

When incorporating authentic activities in instructional strategies, the learning objectives need to reflect real-world scenarios. The components of authentic learning objectives are:
* Elaborated Condition - describe the conditions in detail
* Authentic Action - require performances that would simulate real-world contexts
* Authentic Standard of Performance - use criterion that assess an authentic activity.

## Authentic Learning Objective Example

Non-authentic: Given a customer scenario, the employee will be able to list the banking products that meet the needs of the customer.
Authentic: Given a customer scenario in which a customer describes his or her needs, the learner will be able to select a bank account structure for the customer. The learner's choices must be accurate, complete, and consistent with the bank's mission statement, compliance policies, and U.S. laws, as well as match the choices of an expert in nine out of ten cases.

## Learning Objective Example - CPR Scenario

Now let's return to our CPR scenario example from the previous page. How do you think we can make that learning experience more authentic. How can we create authentic learning objectives?
Non-authentic:
* Given a scenario where a customer is choking, the participant must be able to list the symptoms of choking victim with 100% accuracy. (Knowledge)
* During a simulation, the participant must be able to explain how to check the customer's airway with 100% accuracy. (Comprehension)
Authentic:
* Given a role-play scenario where one of the participants acts as a choking customer, the learner will be able to assess the situation, check the customer's breathing, and perform the Heimlich manuever (if required). The learner must accomplish the procedure with a 100% score on a choking assessment worksheet. (Knowledge, Comprehension, Application, and Analysis)
# Data Networking/Fall 2017

Fall 2017 NEU TELE 5330 Data Networking Projects Special:Prefixindex/Data Networking/Fall 2017/
Use the following to create a new project subpage:
# Data Networking/Spring 2014

Spring 2014 NEU TSMG 5330 Data Networking Projects Special:Prefixindex/Data Networking/Spring 2014/
# Data Networking/Spring 2015

Spring 2015 NEU TELE 5330 Data Networking Projects Special:Prefixindex/Data Networking/Spring 2015/
# KnitR/Octave

In general KnitR was designed to combine a report document with R code ("Knit" a document with "R" code$\Rightarrow$ "KnitR"). The follow learning modul show how to integrate Octave (Open Source software numeric calculations) in KnitR code for Dynamic Document Generation.

## Octave Code in KnitR Documents

The following section explains how to perform calculation with Octave and generation of figure in R with KnitR package in R. The knitr4octave.Rmd is an example that can be used in the learning resource. Keep in mind to adapt the path to Octave into the head of the Octave code chunk so that Octave can be executed in R.

### Working Octave Code

Assume we have the following Octave code, that plots a function in Octave and saves the generated code in a JPG file myfigure.jpg.

### Embed the Octave Code in the KnitR document

The code chunk in R-Markdown looks a bit different than the code chunk in the statistical language R.
* (Path to Octave) The header must contain the location/path to the Octave interpreter that executes the code. Here Octave is located at /usr/local/bin/octave/ on a Linux machine. You can identify the path to Octave on Linux and MacOSX by
    which octave
The which command provides the path for starting octave, e.g.
    /usr/bin/octave
    Use this path as engine path in the code chunk for KnitR.
    On Windows add the path to the octave.exe to your PATH variable.
* (Echo-Boolean) echo=TRUE prints the code in the document. This is a standard feature of code chunks that can be used e.g. for code chunks in R. With echo=FALSE the code will disappear in the generated document by KnitR. The code will be executed even if the code does not appear in the document. So figures based on updated data will be included in the KnitR generated output after a KnitR run.
* (Figures) Octave generates figures as usual similar to calls in Graphical User Interface of Octave. Save figures on the harddisk an import the generated figures with the corresponding filename in the R-Markdown document. and executes the code (i.e. generates the figure).
Now we will use the Octave-Code in the R-Markdown document with the 3 backticks. The next code chunk is integrated in KnitR markdown with preceeding text and an import in the document for the generated figure.

### Path to Octave

The engine path defines, where The import of the generated figure is not necessary with R code. With an R code chunk a plot command in the code chunk will be visible in the output document. After the lass3 backticks there is some more text in the R-Markdown document. The generate figure will be imported with a standard image import syntax in R-Markdown.