OpenLLM-France/wikimedia huggingface dataset:
# Instructional design/Reducing cognitive load in multimedia instruction/Find and Fix Answers

Below are four issues identified. Feel free to edit this page and add any you noticed that don't appear below. Also include anything you feel would enhance this presentation even if it does not fall into any of the overload categories we discussed.
Issue 1:
Weird Background Music. The background music on this video is loud, distracting, and odd. The music and the spoken words seem to compete for the listener's attention. The music leads to incidental and extraneous processing. (Essential processing + incidental processing (caused by extraneous material) > cognitive capacity--one or both channels overloaded by essential and incidental processing (attributable to extraneous material))
Solution:
Utilize the principal of Coherence and eliminate the music.
Issue 2:
Too many visuals -- boxes, words, pictures, etc. (Essential processing + incidental processing (caused by extraneous material) > cognitive capacity One or both channels overloaded by essential and incidental processing (attributable to extraneous material)
Solution: Again use Coherence and weed out the pictures from the presentation. Learner’s will be able to create their own mental model of an eye, ear, sounds, words and images.
Issue 3: There seems to be too much going on at once – hard to track. Essential processing (in both channels) > cognitive capacity-- Both channels are overloaded by essential processing demands.
Solution: Use the principals of Segmentation and/or Pretraining Cut up the instruction over several slides and then bring the whole theory together at the end. Pretain on key terms used in the presentation.
Issue 4:
Strange use of signaling – magnification creates a confusing presentation. The magnification makes holding a representation difficult because all the parts of the system blend in together. Essential processing + representational holding > cognitive capacity -- One or both channels overloaded by essential processing and representational holding.
Solution: Use the Principal of Temporal and Spatial Contiguity and Coherence (improve signaling). Synchronize by presenting the model parts simultaneously rather than successively. Weed out the pictures and utilize different signaling than magnification such as arrows or circles, our highlight as each section is explained. Once the explanation is finished for a particular section, remove the signal from that section and, move the signal to the next section.

## Other Things You Would Like to Add

Edit this section to add your ideas.
Click Next to conclude this lesson.
| Instructional Design | Reducing Cognitive Load | Objectives | Coming to Terms | Theory of MML | MML Continued | What’s Your Type? | Find and Fix | < Back | Next> |
# Instructional design/Reducing cognitive load in multimedia instruction/Overload Scenario 2
## Essential processing (in both channels) > cognitive capacity

Problem:
Too many pictures and/or words and audio at one time leads to Dual Channel Overload
Multimedia Principal
Modality- best use of visual and auditory channels
Instructional Rxs:
Segmenting:
Break up the topic or concept into to smaller bites.
How: Break up concepts in the most logical places. Provide navigation to move forward and backward within the instruction (learner control).
What if you can’t segment the instruction for some reason? Try this:
Pretraining:
Helping the learner construct a mental model of the components of a system before learning how those components operate within the system.
How:
Provide training in names and characteristics of components before training on the system itself.
Why this Works: Helps to reduce overload by introducing components before the entire system instead of asking the learner to absorb both at the same time.
Why this Works:
Better transfer occurs when a lesson is presented in learner-controlled segments rather than as a continuous unit. (It will be important at some point to bring all the bits back together.)
# Film school:Narrative Dialog Editing:Story of Penny and Eggbert:Camera Setup:Pop Quiz

An example for the course on Narrative Film Editing
Pop quiz #1
Decide which camera angles are best for this scene.
This is worth four points. .
The story of Penny and Eggbert
Intro:
Penny & Egg Introduction
Page #1:
The story and script
Page #2:
The camera setups
Pop Quiz:
Penny & Egg Pop Quiz #1
Page #3:
The dailies
Page #4:
Page #5:
"L-Cuts"
Page #6:
Creating "L-Cuts #1"
Page #7:
Creating "L-Cuts" #2
Pop Quiz:
Penny & Egg Pop Quiz #2
Page #8:
Planning the film score
Page #9:
How to insert narrative music
Homework #1:
Create the film score
Homework #2:
Editing the scene
Note: Penny and Eggbert are 3D Poser models created by 3D Universe. These characters were posed and rendered with the free DAZ Studio. :
| The script Just to refresh your memory. | The script for this scene 1. EXT. - 3D UNIVERSE IN AFRICA Eggbert and Penny have a conversation. EGGBERT Quack, quack, quack, quack, quack. PENNY Peep, peep, peep, peep, peep, peep, peep! EGGBERT Quack, quack, quack, quack, quack. FADE TO BLACK. |
The possible camera setups for this scene
1. Wide-angle two shot
2. Telephoto two shot
3. Distant telephoto
4. Over-the-shoulder shot
5. Over-the-shoulder shot
6. Close-up Shot
7. Over-the-shoulder shot
8. Over-the-shoulder shot
9. Close-up Shot
You must decide
Here is all the possible camera angles. Select as many as you like.
Because this is a short scene, you do not want too many camera angles. (Probably 3 is best.)
If you were filming this scene, which camera angles would you select?
Email me with your answer.
2 points for your selection and 2 points for your reason why! :
Penny and Eggbert - Completed Assignments - The pop quiz for camera setups
Homework
The camera setups for on "Penny and Eggbert"
1. Wide-angle two shot
2. Telephoto two shot
6. Close-up Shot
8. Over-the-shoulder shot
4. Over-the-shoulder shot
3. Distant telephoto
Laihy says:
I like to answer to the Penny and Egg Pop Quiz #1. My camera angle selection will be:
-No.2 for the general idea of the two personages
-No.6 for Eggbert's speaking to introduce the first character
-No.8 for Penny's speaking, including Eggbert's back, character already introduced
-No.4 for the next conversation
-No.3 a distance view, preparing for fading out.
16 July 2007 - 4 points :
# Film school:Narrative Dialog Editing:Story of Penny and Eggbert:The Dailies

An example for the course on Narrative Film Editing
The dailies
I selected three camera setups. I think that is all I need.
The story of Penny and Eggbert
Intro:
Penny & Egg Introduction
Page #1:
The story and script
Page #2:
The camera setups
Pop Quiz:
Penny & Egg Pop Quiz #1
Page #3:
The dailies
Page #4:
Page #5:
"L-Cuts"
Page #6:
Creating "L-Cuts #1"
Page #7:
Creating "L-Cuts" #2
Pop Quiz:
Penny & Egg Pop Quiz #2
Page #8:
Planning the film score
Page #9:
How to insert narrative music
Homework #1:
Create the film score
Homework #2:
Editing the scene
Note: Penny and Eggbert are 3D Poser models created by 3D Universe. For this lesson, these characters were posed and rendered with the free DAZ Studio. :
| My selection To film this scene, I selected three camera setups. For a short scene, there is no need for more. | My three camera setups Setup #1 Wide angle Setup #2 Penny OTS Setup #3 Eggbert OTS I think that these three camera setups will give me good converage for a short scene. Look below for more info on each of the three camera setups. |
Camera setup #1 - Wide-angle two shot :
Penny and Eggbert - Master shot
This wide shot is a typical establishing shot showing both actors. It also shows both actor's mouths so I must be extremely careful when doing "L-Cuts" (which requires me to roll the picture edits without rolling the audio) or add narrative music (which requires gaps in the dialog.) You will see why later.
Notice that all the dialog for this scene (both Penny and Eggbert) is recorded softly since a boom microphone will not be able to be close to either of the actors. Also the single microphone must be tilted back and forth while over the heads of the actors so that the microphone will point at the person who is speaking. :
Camera setup #2 - Over-the-shoulder shot :
The shot of Penny
Here is a shot of Penny over the shoulder of Eggbert. This shot is for the entire story, not just part of the story.
I filmed Eggbert so I could not see his mouth. Therefore, I will have no problem creating "L-Cuts" or adding narrative music which requirs extra gaps between the dialog.
Notice that the dialog for Penny is much louder than the dialog for Eggbert. That is because there is only one microphone and one microphone is pointed at Penny for the entire scene. And because the camera is much closer in this shot than the master shot, the microphone can be much closer to the actor who is talking. :
Camera setup #3 - Over-the-shoulder shot :
The shot of Eggbert
Here is a shot of Eggbert over the shoulder of Penny. I filmed Penny so I could not see her mouth. Therefore, I can easily create "L-Cuts" or add narrative music which requirs extra gaps inserted between the dialog.
Notice that the dialog for Eggbert is much louder than the dialog for Penny for this camera setup. That is because the microphone is pointed at Eggbert for the entire scene. The camera is much closer to Eggbert so the microphone can be closer too. :
# Computer Architecture Lab/SS2017
## Group 1

Martin Obel Thomsen s134862
Dimitrios Revythis s162381
Andrés Cecilia s146537
Roman Birca s156000

### SDRAM controller for Patmos in Chisel

The project will mainly focus on porting the controller for SDRAM written in VHDL to Chisel for the Altera DE2-115 board.

### Source Access

https://github.com/acecilia/patmos

## Group 2

Andreas Toftegaard, s144026
Henrik Enggaard Hansen, s134099
Jimmi Marquart s134111
Emad Maroun s123791
>>>>>>>>>>>>>>>>>>SPM project<<<<<<<<<<<<<<<<<<<<<<<<<<
Implementation of a shared scratch-pad memory with a concept of ownership for multiprocessor architectures.
The project will investigate:
* Implementation of shared SPM with a ownership concept (probably a time-division
* Synchronization and support for atomic operations
* Investigation of possible applications and programming models

## Group 3

Vladimir Sviderskij s134613
Wenhao Li s134620
Project: VGA connector for a display

## Group 4

Andreas Kouloumpris s162168
Dimitrios Katsamanis s162382
Project Topic: Branch Predictor for Patmos
Three things must predicated in order to implement a branch predictor:
* Whether the fetched instruction is a branch
* (Conditional) Branch Direction
* Branch Target Address
The first and the third issue can be resolved by implementing a Branch Target Buffer (BTB).
The second issue can be resolved either by static or dynamic analysis.
In our project we are going to use dynamic analysis by using at first 1-bit counter based prediction, then 2-bit counter based prediction and if we have time we will implement a correlated branch predictor.
Finally, we will compare the different execution times of "taclebenchmarks" on the different implementations.

## Group 6

Alexandru Savin s134622
Cristian Zara s162336
Topic: TinyOS on Patmos
Milestones:
1. Investigate the TinyOS tutorials to get a better feeling about the operating system and especially about the programming language nesC.
2. Determine what drivers have to be ported.
3. Make the necessary changes to have the new board compatible with TinyOS.

## Group 7

Inma Contreras s162644
Chen Yongrui s166120
Project Idea:
Instruction set simulator for MIPS

## Group 8

Mathias Linkis s147456
Mathias Møller Bruhn s113592
Project Idea: Out-of-order
Plan: Implement the Tomasulo algorithm on Patmos, in order to enable out-of-order execution
# Computer Architecture Lab/SS2014/group 4 lab 2

Proposals for ISAs

## Proposal 1

A MIPS processor extended such that r1,r2 behave as windows into the top 2 elements of a return stack and r3,r4 behave as windows into a data stack. This should eliminate the performance decrease from function calls. The instruction set does not need to, but could, be changed from the standard MIPS32 ISA as common stack operations can already interpreted from the current instruction set.
For example ( using forth notation stack( before -- after ) )
* dup ( a -- a a ): add $4 $4 $0
* drop ( a -- ): add $0 $4 $0
* swap ( a b -- b a ): add $4 $3 $0
* over ( a b -- a b a ): add $5 $3 $0; add $4 $5 $0

## Proposal 2

A stack machine with a data stack, return stack, variable stack, floating point stack and 28 temporary registers. Functional units are wired to the data stack.
Most instructions are 5-bit wide and are packed inside 32-bit words. Instructions that load an immediate value or jump are a full word wide and use 27 bits for the value. Instructions that can operate on a different stack than the data stack are 5-bit wide and use the following 5-bit to determine the point of operation.
| mnemonic | Effect | Details |
| nop | -- | -- |
| over[s] | s( a b -- a b a ) | Performs over operation on stack specified by s |
| dup[s] | s( a -- a a ) | Performs over operation on stack specified by s |
| swap[s] | s( a b -- b a ) | Performs swap operation on stack specified by s |
| lim | D( -- x ) | Loads an immediate x |
| >[sr] | D( x -- ) | Pops an item from data stack and pushes it to another stack or scratch register |
| [sr]> | D( -- [sr] ) | Pops an item from a stack or scratch register and places it on the data stack |
| @[sr] | D( -- MEM[ sr ] ) | Pushes MEM[ sr ] to the data stack |
| @[sr]+ | D( -- MEM[ sr++ ] ) | Pushes MEM[ sr++ ] to the data stack |
| ![sr] | D( x -- ) | Pops top of data stack to MEM[ sr ] |
| ![sr]+ | D( x -- ) | Pops top of data stack to MEM[ sr++ ] |
| add | D( x y -- x+y ) | adds two top members of data stack |
| sub | D( x y -- x - y ) | subtracts two top members of data stack |
| mul | D( x y -- x * y ) | multiplies the two top members of the data stack |
| div | D( x y -- x%y x/y ) | divides the two top members of the data stack placing x mod y and x/y on the stack |
| sll | D( x y -- x<<y ) | Shifts the top of stack to the left |
| slr | D( x y -- x>>y ) | Shifts the top of stack to the right |
| and | D( x y -- x AND y ) | Bitwise and |
| or | D( x y -- x OR y ) | Bitwise or |
| not | D( x -- ~x ) | negation |
| xor | D( x y -- x XOR y ) | bitwise xor |
| jmp | D( -- ) | Unconditional jump |
| bez | D( x -- ) | Pops stack and branches on 0 |
| brp | D( x -- ) | Pops stack and branches on positive value |
| call | R( -- x ) | Subroutine call, pushes return address on return stack |
| ret | R( x -- ) | Pop return stack and return from subroutine |
# Computer Architecture Lab/SS2016
## Group 1

Daniel Sanz Ausin s142290
Fabian Goerge s150957

### GIT

https://github.com/dsanz006/audio_patmos.git

### Project

Audio interface for Patmos

## Group 2

Alessandro Tontini s150854
Martina Valente s150853
Maja Lund s134877

### Assignments

Stuff we did.

### Project

VGA controller for a display

## Group 3

Catalin Carmaciu s143098
Cosmin Florin Avasalcai s151329
Dhanesh Budhrani s151148

### Assignments

Stuff we did.

### Project

Cache with hit in hardware and miss in SW with a trap handler

## Group 4

Casper Munch Hansen s113582
Mathias Eide Eriksen s062581

### Project

SD card connector, including same software to read and write files

## Group 5

Constantina Iouannou s150954
Kevin Chou s155223
Troels Mæhl Folke s134061

### Project

Out-of-Order execution for Patmos
# Computer Architecture Lab/SS2019

This page is the starting point for the Lab documentation.
Please add your group, members, and then when you know your project title.

## Group 1

Christos Gkiokas s182348
Triple Core Lockstep for Patmos
GitHub: https://github.com/cgkiokas/patmos

## Group 2

SDRAM controller for the DE2-115 in chisel.
David Pedersen s164872

## Group 3

Floating point unit for Patmos, including add, sub, mul and div instructions.
Magnus Høegh Jensen s144052
Mathias Braagaard s144050
Thomas Møller Elbo s144825
GitHub: https://github.com/thommelutten/FPU

## Group 4

Project description
VGA Controller/Connector
The project will try to create a "terminal" for PATMOS. This means that the implementation has to be written in Chisel 2. The "terminal" will show text, that is coming from either the PATMOS processor or the UART interface.
Github page:
https://github.com/AndersStruck/patmos
Group Members:
Anders Møller Struck s143217
Mads Kring Jakobsen s190187

## Group 5

DSP Accelerator Including implementation of Biquad filters as well as an at-the-time unknown additional effect.
Rasmus Tinndahn s144002
Jacob Hebsgaard Jessen s153427
Nicolai Wejs Hansen s154662
GIT: https://github.com/Rastinn235/DSP_accelerator

## Group 6

Applications of LFSRs: Random Number generator in a Magic 8 Ball and A5/1 Stream Cipher in Patmos
Lauren Kosub s186193
Matthew Kaminow s186223
Github: https://github.com/laurenkosub/advanced-computer-architecture
Presentation:

## Group 7

SD card connector, including same software to read and write files
SD Host Controller
Enrico Tolotto S190057
Rui Huang s181405
Anton Mølbjerg Eskildsen s190096

## Group 8

The Importance of Physical Interaction in Computer Science
Ghennadie Mazin s160074

## Group 9

Advanced Encryption Standard in Patmos
Peter Fischer s140436
Mathias Mortensen s144450
The source code is currently located in a fork of the patmos repo on github. Therein a branch has been created "feat/aes".
Main link: https://github.com/tympanix/patmos/tree/feat/aes
Hardware: https://github.com/tympanix/patmos/tree/feat/aes/hardware/src/main/scala/io/aes
C Program: https://github.com/tympanix/patmos/tree/feat/aes/c/apps/aes
# Computer Architecture Lab/SS2018

This page is the starting point for the Lab documentation.
Please add your group, members, and then when you know your project title.

## Group 1

Oktay Baris s175680
Torur Strom s060126
Scratchpad Memories with Ownership

## Group 2

Adrian Mardari s172997
Zuzana Jelcicova s173084
Karol Marso s172747
3x3 Network-on-Chip (Noc) connected with Patmos
https://github.com/maradrian/ComputerArchitecture

## Group 3

Anthon Vincent Riber s154663
Morten Borup Petersen s152999
Simon Thye Andersen s154227
Project:
Distributed shared memory using a NoC for multicore proccesors

## Group 4

Davide Laezza s176429
Robert Thomas Fanning s172419
Wenhao Li s134620
Hardware support for LL/SC and Transactional Memory
https://github.com/davla/ACA-2018/tree/master/project
The branch with the definitive code is of course master. Feel free to explore the other branches as well, but we're not responsible of any heart attack caused by the horrors you'll see there.

## Group 6

Eleftherios Kyriakakis s180830

#### Ethernet MAC Controller w/ HW assisted Precision Time Protocol (PTP) timestamping
## Group 7

Michael Mortensen s144031
Doga Yüksel s176144
Quentin Fisch s172107
Project : VGA connector for a display Github link: github.com/FischQuentin

## Group 8

Jonas Sonn Joergensen s162886
Loop bound detection https://github.com/JonasSonn/ACA_loop_bound_detection
# Computer Architecture Lab/SS2014/group 5 lab 2

To model and implemented a CPU(Central Processing Unit) inside an FPGA, the CPU should be able to perform the task that of a normal CPU. The main processes are instruction fetch, instruction decode, memory read, execute and memory write back. Hence,CPU’s main function is to Fetch instructions, decode them and execute the given instruction set. Instruction set is based on MIPS.
Instruction set:
| Instruction | Function | Encoding | op | funct |
| add r1,r2,r3 | addition: r1 <- r2 + r3 | Register | 000000 | 100000 |
| sub r1,r2,r3 | subtraction: r1 <- r2 – r3 | Register | 000000 | 100010 |
| mult r1,r2,r3 | multiply: r1 <- r2 * r3 | Register | 000000 | 100100 |
| div r1,r2,r3 | division: r1 <- r2 / r3 | Register | 000000 | 100101 |
| and r1,r2,r3 | bitwise and: r1 <- r2 and r3 | Register | 000000 | 101000 |
| or r1,r2,r3 | bitwise or: r1 <- r2 or r3 | Register | 000000 | 101001 |
| slt r1,r2,r3 | set less than: r1 <- 1 if r2 < r3, r1 <- 0 otherwise | Register | 000000 | 110100 |
| srl r1,r2,r3 | shift from right to left: r1 <- r2 amount of r3 | Register | 000000 | 111000 |
| slr r1,r2,r3 | shift from left to right: r1 <- r2 amount of r3 | Register | 000000 | 111001 |
| addi r1,r2,imm | add immediate: r1 <- r2 + imm | Immediate | 100001 | |
| beq r1,r2,imm (destination) | branch if equal r1 = r2: PC <- PC + imm × 4 | Immediate | 000010 | |
| jmp destination | jump: PC <- PC + destination × 4 | Jump | 000001 | |
| lb r1,r2,imm | load byte: r1 <- mem[r2 + imm] | Immediate | 100000 | |
| sb r1,r2,imm | store byte: mem[r2 + imm] <- r1 | Immediate | 110000 | |
Instruction format (32 bit):
Immediate:
| 6 bit | 5 bit | 5 bit | 16 bit |
| op | r1 | r2 | imm |
Jump:
| 6 bit | 26 bit |
| op | destination |
Register:
| 6 bit | 5 bit | 5 bit | 5 bit | 5 bit | 6 bit |
| op | r1 | r2 | r3 | shift amount | funct |
# Factorization/Integer

see w:Integer factorization

## Methods

see the Wikipedia article on factoring algorithms.

### Special-purpose

A special-purpose factoring algorithm's running time depends on the properties of the number to be factored or on one of its unknown factors: size, special form, etc.
* Trial division (Wikipedia)
* Wheel (Wikipedia)
* Pollard's rho (Wikipedia)
* Algebraic-group factorisation algorithms (Wikipedia)
   * Pollard's p − 1 (Wikipedia)
   * Williams' p + 1 (Wikipedia)
   * Lenstra elliptic curve (Wikipedia)
* Fermat (Wikipedia)
* Euler (Wikipedia)
* Special number field sieve (Wikipedia)

### General-purpose

* Dixon (Wikipedia)
* Continued fraction (Wikipedia)
* Quadratic sieve (Wikipedia)
* Rational sieve (Wikipedia)
* General number field sieve (Wikipedia)
* Shanks' square forms (Wikipedia)

### Other notable

* Shor, for quantum computers ((Wikipedia)

### Proposed

Linked pages here may involve original research, may contain errors. They should be attributed to the author, explicitly.
* Deduction, created by SHAWWPG19410425.
# Factorial function/Fac (x) equals integral 0 to 1 (-ln t)^x/Exercise

Prove that for the factorial function the relationship
    $\operatorname {Fac} \,x=\int _{0}^{1}(-\ln t)^{x}dt\,$
holds.
# Factorising quadratics

Quadratic equations are equations of the form $ax^{2}+bx+c=0$ where a, b and c are constants, $a\neq 0$ and $x$ is a variable. In other words, a quadratic equation has at least one term of the variable, say $x$, raised to the exponent $2$, e.g. $x^{2}$

## Arranging terms

Arrange the quadratic into order: first the squared number ax$^2$, then the number times x, bx, finally the constant value c.

## Factorising quadratics

Form of quadratics: $ax^{2}+bx+c=0$
To factorise:
* split the middle term so it adds to the original number, e.g., let b = (AD + BC), and
* multiplies to the constant times the first term, e.g., Ax times Bx equals ABx$^2$, then a = AB,
* then bracket so the pronumeral (letter) is like this, e.g., (Ax + C)(Bx + D).

## Checking

Multiplying the two terms: $(Ax+C)$ and $(Bx+D)$ with each other becomes:
$Ax\times Bx+Ax\times D+C\times Bx+C\times D$
which rearranges to:
$ABx^{2}+(AD+BC)x+CD$
The final constant $c=CD.$

## Examples

$2m^{2}+11m+5$
$=(2m+1)(m+5)$
To check it, re-expand the answer to see if we get back to where we started from:
$(2M+1)(M+5)$
$=2M\times M+2M\times 5+1\times M+1\times 5$
$=2m^{2}+11m+5$
# Factor analysis

Factor analysis is a family of multivariate statistical techniques for identifying related clusters of variables (factors). There are two main approaches:
* Exploratory factor analysis
* Confirmatory factor analysis
# Factorial function/Recursive formula for 2k-1/Exercise

Prove that for the factorial function the relationship
    $\operatorname {Fac} \,{\left({\frac {2k-1}{2}}\right)}={\frac {\prod _{i=1}^{k}(2i-1)}{2^{k}}}\cdot {\sqrt {\pi }}\,$
holds.
# Factorial function/Continuity/Exercise

Explain why the factorial function is continuous.
# Factorial ANOVA

This statistics resource is a "stub". Learn how you can help Wikiversity to develop it.
Factorial ANOVA involves inferential testing of mean differences involving two or more between-subject independent variables and a single dependent variable.