OpenLLM-France/wikimedia huggingface dataset:
# Video digitization

If you have home videos stored in analogue formats such as VHS tapes, you might want to digitize them for portability and as an easily replicable backup.
Unlike tapes, digital videos can be played on a wide range of devices including smartphones and tablet computers, since they are ordinary computer files. Memory cards recorded onto by digital video cameras can be played back immediately on computers and televisions equipped with a memory card slot, without requiring any cables or adapters.
Additionally, digital videos can be copied onto new devices at speeds much faster than the video's original duration, without quality loss thanks to the error correction that any digital data storage device is equipped with, and there is no tape tracking that can be misaligned. The only limit is the data storage devices' throughput speed, where as analogue media can only be ripped at the original speed with minimal quality loss.
Adapter devices exist which convert an analogue composite video signal to a digital signal that can be recorded from a computer's USB port. A VHS casette player typically has a composite video output, meaning a yellow connector for the video signal, and white and red ones for audio. Should it have a SCART output only, a passive adapter can convert the signal to composite.
Any software able to record from an integrated or USB-attached camera (also known as "web cam") should be able to record from such an adapter, including the Open Broadcaster Software (OBS), VLC Media Player, and the FFmpeg command line utility. Many laptop vendors pre-install "YouCam" by CyberLink, and Windows 8 onwards has a bundled camera software.
It might be necessary to set a suitable bit rate, which affects the quality and file size of the resulting video file. A bitrate too low can visibly affect quality, where as a bit rate set too high results in an oversized output file without visible quality gain.
If keeping meta data such as date and time stamps and aperture is desired, which Sony MiniDV camcorders record as a closed caption track in a proprietary format, the only practical way of exporting that information is to play the video back with the data shown, and record it separately.
# Video game design
## School of Video game Design

This page will mainly be a place to put homework, tests, project assignments on for the wikibook Videogame_Design

## Prerequisites/Materials

You will need a computer with Blender3D installed, and knowledge of how to use Blender. Although Blender's game engine is inferior to other engines at the moment, it will be replaced by the CrystalSpace engine.

## Course Outline

I. Theory
II. Programming
III. Hardware Design
# Video conferencing/Practice Groups

Practice groups in teaching are usually unable to establish personal contact for collaborative work in large lectures, especially for first-semester students, because personal meetings and encounters before and after the lecture are missing. However, collaboration in exercise groups is an essential point for collaborative problem solving in teams. Under the restrictions of COVID-19, for example, this phase of personal exchange before and after a lecture is missing. For functioning collaborative structures in advanced semesters this aspect may not be as strong, but for first-year students any personal exchange is missing.

## Procedure - group formation with breakout rooms in BBB

* BBB Create room.
* Via mailing list/mail distribution list: Invite students to join.
* BBB: Create breakout rooms: assign the group of students randomly.
* In the breakout rooms, students are given small individual tasks that promote joint problem-solving.
* In the breakout rooms of BBB students can make first contacts in smaller groups and get to know each other thematically with the small task in the subject, the group does not have to function.
* Personal contacts can then be followed up in a private setting, e.g. on Jitsi or in the group's own BBB rooms
* Ideally use Chrome (or better Chromium) when meeting jitsi from exercise group.
* With Jitsi, the connection via WebRTC runs directly between clients as a small group. A URL determines the meeting point
* In student groups should choose cryptic ID which one does not advise https://jitsi.example.com/ANA89X21V94, which are only known to the group. https://jitsi.example.com/Analysis are rather unsuitable.
* As a lecturer in the plenum, ask for a joint video conference if any of the students are still looking for a small group. If this is the case, they should stay in the BBB room after the video conference. The remaining students are randomly distributed to breakout rooms or the students can go to individual group rooms and ask if they still want to form a group.
# Video content on the Internet
## Introduction

The videos being discussed here refer to those online videos for entertainment purpose, for example, the videos found on some video-sharing websites like youtube, blip.tv, vimeo and yahoo video etc. These videos are called streaming media, because rather than waiting until the entire video downloaded to start playing, they can be played while the downloading process is going on. However, some non-streaming videos like WMV and AVI are exclusive of discussion.

## Flash Video

FLV(flash video) is one of the popular and complimentary streaming media formats used to deliver video contents over internet using Adobe Flash Player, which is offered by Adobe company and over 95% internet users have it installed in their computers. FLV is such a small format that can be easily delivered over internet and that’s why it is widely adopted as a common video format by some famous video-sharing websites like Youtube, Google Video, Yahoo! Video, metacafe, Reuters.com and so on.

## Online Flash Video Player

In order to play flash videos on website, personal blog, forum..., a web-based flash video player is needed.
There are at least two ways to create such a flash video player:

### For professionals:

Adobe Flash CS4 Professional plus ActionScript can be used to create flash video players. However, ActionScript is a complex computing scripting language, it may require relatively more time and effort to achieve some specific functions of flash video player that is going to be created.

### For amateurs:

A relatively easy way is available at playerdiy.com, which provides a simple and user-friendly tool named Moyea Web Player to create and customize flash video players. Please check the detailed tutorial to learn more.
After the flash video player was created, just embed it to web page with HTML embed code or SWFObject

## FLV Encoder

FLV encoder acts as a converter that can convert those non-streaming video formats like AVI, WMV, ect to FLV for playback over internet with just few mouse-clicks. Currently, Moyea Software has developed Video4Web Converter that is free and powerful enough to ensure the output FLV format shall meet all-level customers’ demands.

## Tutorials

Check the following useful video tutorials for reference:
* Tutorials About web Flash video player - http://www.playerdiy.com/support/
* Configuration documentations about Flash video player - http://www.playerdiy.com/configuration/
* Flash video tutorials - http://www.playerdiy.com/blog/category/tutorial-customizing-flash-video-player/
* Flash tutorials on gotoandlearn.com - http://www.gotoandlearn.com/
# Video conferencing/Seminars
## Use in hybrid seminar formats

When conducting a hybrid course, allow students to participate both physically in the seminar room and online in the BBB room. It is essential that the participation in the course is equally possible for the online participants as well as for the participants themselves. The following must be taken into account:
* It must also be possible for online participants to speak.
* Teachers should also explicitly address online participants regarding feedback on the topics covered, so that they are more likely to be involved in the teaching process. This is easier in the seminar room.
* Working together on a mind map or concept map on the whiteboard is possible when the "multiplayer" mode is switched on. In a hybrid event, all participants can participate constructively in the same way in the collaborative creation process. Analogously one can work with the shared notes.

## Task for teachers

* In the main room, presentations are required in the course. Students present these in the plenary. Uploading the presentations is usually done as a PDF before the event in BigBlueButton. Explain why, if applicable, you should also open breakout rooms prior to the course if presentations are made in breakout rooms (digital group workrooms).
* Explain how results in the breakout rooms can be saved using LibreOffice Draw or as a direct export from the shared notes so that they can then be presented in plenary.
# Storyboard Artwork Project/Blank pages

| "Starters" example - A scene waiting to be painted There are two parts to each picture. Notice how the white areas of the RGB image are masked by the mask to be transparent. | The color channels The RGB channels Here are the color channels all together. |
| "Starters" example - A scene waiting to be painted There are two parts to each picture. Notice how the white areas of the RGB image are masked by the mask to be transparent. | The alpha channel The mask channel Here is what an alpha channel looks like. This is a gray image which is almost entirely black and white. See how Tux is protected by the mask. |
| A starters page for storyboarding Storyboarding Starters Page Click on this image to see the full sized version. Download it and put it in the starters folder for Tux Paint. | A finished storyboard frame This is a scene that was creates with Tux Paint screen set at 600 by 800. This produces a painting which is 472 pixels tall. |
# Storyboard Artwork Project/Genre

Genre from French, genre ʒɑ̃ʁ(ə), "kind" or "sort", from Latin: genus (stem gener-), Greek: genos, γένος) is the term for any category of literature or other forms of art or entertainment, e.g. music, whether written or spoken, audial or visual, based on some set of stylistic criteria. Genres are formed by conventions that change over time as new genres are invented and the use of old ones are discontinued. Often, works fit into multiple genres by way of borrowing and recombining these conventions. Genre theory is a branch of critical theory.
# Storyboard Artwork Project/Plot Diagram
### Presentations

* The time and place of the story is the setting... the where and when. The point of view is the perspective. Third, First person, and Narrator.
* Exposition
* Rising Action
* Climax
* Falling Action
* Resolution

#### Views

* First Person: I, me, we
* Third Person: He, she, they
* Third Person Omniscient
Antagonists: Dark Vader

### Conflicts

* Problems
* Struggling
* Self-conflict
* Self-Society
* Self-Nature
# Storyboard Artwork Project/Scenery and props

| Example of an irregular-shaped prop PNG pictures with alpha channels You need to create a PNG picture has four channels: A red image A green image A blue image A mask image | The mask The mask Props can be any size. If the prop is not rectangular, the shape of the prop is created with a mask. |
| Example of an irregular-shaped prop PNG pictures with alpha channels You need to create a PNG picture has four channels: A red image A green image A blue image A mask image | The RGB Image The image See the ugly white area around the picture. Without a mask, the image does not look good. (Look very carefully at the left and right edge and you will see an ugly white edge. The mask gets rid of this edge.) |
| Creating the blank starter page The blank frame for the storyboard A blank storyboard frame can be created as a starter page (which goes into the starters folder in the Tux Paint application. You need to create one PNG picture has a picture and a mask which protects it. In this case, the frame has a 16 by 9 aspect ration which is the same as for DV video. Click on this frame to see the original at full size that you can download to your hard drive for use in Tux Paint: You can also add a background scene (without an alpha channel) to the black storyboard frame. This is a second picture which has the name "-back" added to the file name of the blank storyboard frame. (Yes, this is a bit complicated for a multipage storyboard since you need all the blank frames to have unique file names and all the bankgrounds to have the same nemes with "-back" added to the name.) | The mask for the starter page White is protected White in the mask is the area which will be protected. When the kids draw their storyboards, the lines protected by the white mask are not erased or covered up. |
| Creating the blank starter page The blank frame for the storyboard A blank storyboard frame can be created as a starter page (which goes into the starters folder in the Tux Paint application. You need to create one PNG picture has a picture and a mask which protects it. In this case, the frame has a 16 by 9 aspect ration which is the same as for DV video. Click on this frame to see the original at full size that you can download to your hard drive for use in Tux Paint: You can also add a background scene (without an alpha channel) to the black storyboard frame. This is a second picture which has the name "-back" added to the file name of the blank storyboard frame. (Yes, this is a bit complicated for a multipage storyboard since you need all the blank frames to have unique file names and all the bankgrounds to have the same nemes with "-back" added to the name.) | Background scenery for the storyboard frame No mask necessary For this project, we are designing for a scene size of 800 by 600. That means an actual picture size of 608 by 472 pixels. |
Here is what the final storyboard looks like. In this picture, the scenery is on the starters pages except for the "Star Wars" movie poster which is a stamp.
# What is social entrepreneurship?

The phenomenon of Social entrepeneurship has always been around, we just didnt label it right. Shortly, Social entrepeneurs find the most efficient way to serve their social cause most effectively.

## Resource list

* The meaning of Social Entrepeneurship
* Social Entrepeneurship Basics
** This article explores social entrepreneurship as a strategy to enhance your organizational capacity, mission impact and financial sustainability.
# What is the Interpersonal Domain?

Introduction - What is the Interpersonal Domain?
The Interpersonal Domain has to do with people interacting with each other. The word “interpersonal” has to do with relationships between people.
This domain is particularly broad in scope. There are many different ways that people relate to each other, that can be explored through training, lessons, courses or classes about the Interpersonal Domain. Much of the emphasis of the interpersonal domain is on social behavior.
To understand what it means to design instruction (courses, workshops, training, etc.) within the “interpersonal domain” (or to affect interpersonal behavior), let’s first define “interpersonal”.
Definitions of Interpersonal
As an adjective, one definition of “Interpersonal” is “of relationships between people”, “concerning or involving relationships between people” (Encarta® World English Dictionary, North American Edition).
It is defined as an adjective “relating to relationships or communication between people” by the Compact Oxford English Dictionary.
According to the Cambridge Advanced Learner’s Dictionary, “Interpersonal” means “connected with relationships between people.
To continue to explore definitions of the word “interpersonal” click on the external link here: http://onelook.com/?w=interpersonal&ls=a
Skills that are Relevant to the Interpersonal Domain
Specific information on each of the Learning Domains can be found at "Learning Domains and Delivery of Instruction" (Cindy Vinson) here:
http://pixel.fhda.edu/id/learning_domain.html
According to Vinson, just some skills within the Interpersonal Domain include:
Seeking/giving information (asking for and offering information)
Proposing (putting forward an idea)
Building and supporting (helping another person’s idea move forward)
Shutting out/bringing in (excluding or involving another)
Disagreeing (appropriately offering a difference of opinion)
Summarizing (Restating in a compact form a discussion or collection of ideas)
Negotiating
Compromising
Facilitating
Leading
# What killed the dinosaurs?

See the discussion page
(Review Paper) Cited in What killed the dinosaurs?

### Points Made

The main point of the article is proposing that the gas emission of the impact of the volcanic eruption created too much CO2 and SO2 emissions. This created a toxic environment for the dinosaurs and the ecological atmosphere so they eventually became extinct. The tectonic plates colliding created an unlivable environment for the dinosaurs.

#### Although it can be agreed that the environment that caused the extinction of the dinosaurs was extremely toxic the cause of these conditions is questionable. An extremely large fire or the infrared burst cause by the meteorite crash could account for the high C02. Vaporization of debris could also have contributed to the lethal environment. Pdres507 (talk) 02

    38, 4 April 2012 (UTC)

### Rationale

The rationale of this article states that before this time period different continents have been experiencing tectonic plate collisions for years which have attributed to extinction events. The first extinction is thought to have happened from the collision in Siberian plate. So if this is the case, the Virginia to Nova Scotia movement could have caused the second section of extinction. The two combined is what caused the major and more significant extinction. Through this it created enough ecological disruption and gas emissions to cause evidence that this contributed to the extinction of dinosaurs.

### Results

The large amounts of CO2 that were put into the air from the volcanic lava created extreme gas emissions that decreased the standard of living for the dinosaurs as such it increased the chances of extinctions. In fact, the SO2 (emission if there was any) should have cooled the climate to keep them live; however, there is not enough evidence, or not enough SO2 emission to make a difference. Therefore, the massive volcanism has been proven to be the cause of extinction. In addition to the extinction of the dinosaurs it also created a massive ecological disruption. In addition, the acidity from the volcano may have also killed all of the seaweed so the pH would have increased to an undesirable level which would have compromised the circle.
# Survey research and design in psychology/Feedback

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# Survey research and design in psychology/Banner

* Survey research and design in psychology
# Survey research and design in psychology/Assessment/Project/Lab report/Topics/Satisfaction

Satisfaction can be understood as a function of the degree of match between needs/expectations and actual experiences. According to Starr, Betz, and Menne (1972), satisfaction represents the extent to which an individual feels a particular environment is meeting his/her needs. Students must interact effectively with their academic environments to remain in them and academic environments must reflect individual needs and reward students for their efforts (Pennington, Zvonkovic, & Wilson, 1989)

## Investment model

Student satisfaction can be seen as a measure of the effectiveness of a university (Orpen, 1990). Satisfied students have been reported to study harder and perform better (Orpen). Hatcher, Kryter, Prus, and Fitzgerald (1992) proposed an investment model of student satisfaction (see also Witt & Handal, 1984). This model stated that satisfaction is determined by rewards minus costs. Rewards can be seen as the positive outcomes of attending university whereas costs can be seen as the negative features of attending university (Hatcher et al.). For example, if a student has a favourable perception of staff/teaching quality, academic opportunities, and social opportunities then their satisfaction levels are likely to be higher (Hatcher et al.; Orpen, 1990). As for costs, if a student experiences hardship as a result of their university experience (such as financial trouble, social problems and feelings of pressure) then their satisfaction levels are like to be reduced (Hatcher et al.). Overall satisfaction levels have been found to be valid predictors of students' commitment to complete their course (Hatcher et al.); low satisfaction for university students is likely to contribute to a higher likelihood of not completing. See also Bennett (2003).

## Attrition

A number of studies suggest that dissatisfaction is significantly related to high student turn over, rates of attrition and lower levels of achievement (Betz, Menne, Starr & Klingensmith; Hatcher et al., 1992).
DEST (2004) reported university attrition rates (for commencing students) as:
* 18.0% (international)
* 21.2% (Australia)
Mature-age undergraduate students as well as postgraduate students generally have higher attrition rates than their younger counterparts (DEST, 2004). However, whilst enrolled, mature-age students tend to equal or out-perform standard students in scholastic achievement (DEST).
# Survey research and design in psychology/Data analysis exercises

Previous year's data analysis exercises are being transferred into this course and modified for use with free software. Previous materials:
* 2008
* 2007
* 2006
# Survey research and design in psychology/Equivalent units
## Equivalent units

Survey Research and Design in Psychology equivalent Level 3 psychological research methods units at APAC-accredited institutions include:
* PSYC3012 Psychology: An Evidence-Based Approach 3 (ACAP)
* PSY301 Advanced Research Methods and Statistics in Psychology (CSU)
* BHS30001 - Research Methods in Psychology (SCU)
* PSYC372 Advanced Research Methods and Statistics (UNE)
* Advanced Research Design and Analysis (PSY347) (CDU)
* PSY3111 Research Methods in Psychology B (USQ)
* PSYC13015 - Advanced Methods in Psychology (CQU)
* HPS301 - Research Methods in Psychology B (DU)
For a thorough, up to date search of possibilities, use https://www.psychologycouncil.org.au/APAC_accredited_psychology_programs_australasia to identify APAC-accredited programs which are offered online, and then explore their offerings for a Level 3 psychological research methods unit. Once you identify a relevant unit, contact healthstudentliason@canberra.edu.au to confirm equivalency and arrange to apply for transfer of credit.
# Wise Affirmations/concentration

Controlling your concentration allows you to choose what you pay attention to and what you ignore.

## Affirmations

Select affirmations from this list and repeat them often and in the moment, either silently or out loud, as appropriate. Address each affirmation to yourself.
You are focused.
You are concentrating.
You are focused on the task at hand.
You stay focused.
You are concentrating on what is most important now.
You are alert and attentive.
You control your attention.
You are staying on task without wandering.
You calmly focus on this task.
You are free from distractions.
You ignore distractions.
You concentrate on this task.
You focus on this goal.
Focus!
You are aware.
You seek real good.

## Suggested Reading

Students who are interested in learning more about affirmations may wish to read these books:
* Knight, Kam (May 10, 2020). Concentration: Maintain Laser Sharp Focus and Attention for Stretches of 5 Hours or More. Independently published. pp. 223. ISBN 978-1090389718.