OpenLLM-France/wikimedia huggingface dataset:
# Helping Give Away Psychological Science/Standard Operating Procedures/ORCiD

HGAPS is finding new ways to make psychological science conferences more accessible!
Here are examples from APA 2022 and the JCCAP Future Directions Forum. Coming soon... ABCT! ~ More at HGAPS.org ~

## ORCiD Basics

ORCiD is comparable to a LinkedIn or professional portfolio for researchers. Not only does it allow you to add your employment, education, etc., this website helps you to get credit for any projects you've worked on, or are currently working on.
In other words, ORCiD is a portfolio where you can link all of your past and present projects to one place. For students who want to get into research, this will come in handy when you apply to future positions and want to show your involvement with research.

### Creating an account

* Go to orcid.org.
* Click the "Sign in/Register" button located at the top right of the page.
* Fill out your information.
** Note: Use your personal email. If you use your institutional email, your account may be deleted when you graduate.
* Verify your account through your email.
* Once logged in, you should see a link that looks like: https://orcid.org/0000-0000-0000-0000 (the 0's should be different numbers).
** Note: Your unique link will serve as an identifier for you and your work - similar to a SSN.
Here is Dr. Youngstrom's ORCiD - you can look at this as an example of what yours may look like when you start publishing your own work.

### Customizing your account

In you biography, you can add:
* Employment
* Education
* Membership/Service
* Funding
* Works
In personal information, you can add:
* Other names you have gone by in the past.
** Note: This is especially important for individuals who take on their partner's last name.
* Country
* Keywords
** Note: These serve as "tags" you can put on your profile, specifically, what research of yours is relevant.
* Websites and Social Links
* Emails
** Note: This will come in handy when you are using many different institutional emails.

### Additional information

You can display your iD by:
* Obtaining an HTML code to put into other websites.
* Allow printing as an option for those who view your profile.
* Getting a QR code - this can be put on posters and presentations.
# Gravity/Commentary

This page should be neutral, but pages linked from here may contain original research, opinion, and should be attributed.

## Studies

* Gravitation/Scalar gravitation/Poth for a scalar and for a four potential theory of gravitation Gravitational four-potential and Gravitation/Four potential gravitation/Poth .
# Gray code permutation powers

The n-bit Gray code G$_n$ is a permutation of the integers from 0 to 2$^n$ − 1, whose only fixed points are 0 and 1.
The powers of G$_n$ form the the cyclic group Z$_n$, if n is a power of 2. In general they form the the cyclic group Z$_m$, with $m=2^{\lfloor \log _{2}n\rfloor }$ (which is A062383(n−1)).
| n | 1 | 2 | 3..4 | 5..8 | 9..16 | 17..32 |
| m | 1 | 2 | 4 | 8 | 16 | 32 |

## Gray matrix

The following sections show the powers for n = 2 .. 5.  (A more readable version for n = 6 can be found here.) Each row has the exponent k on the left, then the vector abbreviating the Walsh permutation, and on the right the permutation itself. It can be seen, that each m×2$^n$ matrix is the top left corner of the next one. This leads to the infinite matrix G =  A195467 whose rows are G$^k$.

### 5-bit

The 5×5 matrices can be found on page 48 of Matters Computational by Jörg Arndt (2010), which can be found here: jjj.de/fxt

## Zhegalkin matrix

The image on the right shows the four powers of G$_4$. The dual matrix below shows the separated binary digits of the integer entries. It's columns correspond to the entries of Zhegalkin permutation Ж$_2$ (row 2 of  A197819), which is the Walsh permutation corresponding to the 4×4 lower triangular Sierpiński triangle.
The whole integer matrix can be derived from this binary matrix: Each of the other elements of the dual matrix is a stretch of its neighbor with the smaller place value, i.e. the left half is doubled, and the right half vanishes.
The infinite Zhegalkin matrix Ж is the infinite Gray matrix G mod 2.
Let stretchsum be a function that receives a binary matrix whose left column has only zeros, and returns the integer matrix created by adding up its stretches multiplied with binary place values. Then G = stretchsum(Ж).
Let W be the infinite binary Walsh matrix (whose 16×16 top left corner is shown on the right), and W$_i$ the binary Walsh function in row i, and let S =  A001317 = 1, 3, 5, 15... be the integer sequence corresponding to the Sierpiński triangle, then Ж = W$_S$, i.e. the rows of W whose indices are in S.
That means that the Gray code power G$^k$ = stretchsum(W$_{S(k)}$).
# Gravity

Gravity is the evil phenomenon invented by Issac Newton.

## Newton's Law of Universal Gravitation

Newton devised a formula to determine the gravitational force between any two given bodies.
"Any two bodies in the universe attract each other with a force that is directly porportional product of the masses of the two bodies and inversely proportional to the square of the distance between them."
$F=G{\frac {m_{1}m_{2}}{r^{2}}}\,$
Where
$F\,$= gravitational force $(N)$ $G\,$= gravitational constant $(6.67\cdot 10^{-11}{\frac {N\cdot m^{2}}{kg^{2}}})$ $m_{1}\,$= mass of the 1st body $m_{2}\,$= mass of the 2nd body $r\,$= distance between the center of object 1 and center of object 2

## Earth's gravity

To understand what is going on, one should be clear about the concept of mass. So what is mass? Nothing but one of the properties of any particle. Then what are the other properties? There are many other properties that have been discovered by scientists. Some of these are Mass, Electric charge, Strangeness, Spin, etc.
Everything in the universe is a collection of particles. And some particles couldn't exist without others. Whatever we see (or can't see) is just a collection of particles. Earth is also a collection of particles, as is a stone. By Newton's Law, both of these should attract each other with a force of magnitude proportional to the product of their masses and inversely proportional to the distance between their centers.
Take that stone. It's attracted toward earth's center with a constant force as neither mass nor distance changes. You can now see what happens if you throw a stone away from the center of earth. The stone is attracted toward the center with variable force as the distance changes. The distance between centers is ( radius of earth + distance of stone from ground + radius of stone ). The mean radius of Earth is 6731.0 kilometers.
If we compare the radius of the earth to the height and radius of the stone, we'll find those to be negligible. But only if we've guessed a suitably large value. Calculate the force between the earth and the stone by substituting into the above equation.
We know that force applied is the product of mass and acceleration (F=M*a). Force between the earth and the stone is the equivalence of the equations (F = m*a = G*M*m/r^2 ). Now we will find the acceleration of the stone toward center as G*M/r^2 which we denote as 'g', the acceleration due to gravity. It can be considered constant at the height to which one can toss a stone.

## Gravitational Potential Energy

Gravitational potential energy can be expressed as
    $P.E.={\frac {Gm_{1}m_{2}}{R_{f}}}-{\frac {Gm_{1}m_{2}}{R_{o}}}\,$

## Commentary

Comments, Essays, and discussion may be found on the subpage.
# Gravity components

Physics has resolved the general theories of gravity and its activity. Further research is needed to describe all the components of Gravity's phenomena as it affects many other disciplines.
See Gravity, General field

## Introduction

Gravity is a weak force that operates through all objects. The components of gravity are useful in many studies.
See Strong Gravitational Constant

### Simple Observations

* Why don't falling objects fall towards mountains or buildings of great mass?
* Do meteors change path to directly downward meteorite falls when striking into a planet's gravity field?
* Could a massive helium balloon hurt astronauts in space if they tried to haul it inboard by hand?

### The Study of Components
#### Magnetism vs. Gravity

Is gravity a monopole field system? Would a two pole magnetic system only work with electric field structures in iron and electromagnets? Is gravity a single unit of force, and magnetism the multiplication of that force (that achieves a second pole).

#### Charge vs. Gravity

Is electric charge the same force as gravity without a pole? Is charge an interfering force between gravitating structural elements?

#### Gravity vs. Light

Is the free light in the universe affected by gravity? Is the free light in space capable of gravity?

#### Gravity vs. Gravity

Does the repulsion force of gravity expelling a lighter object ever allow that object to leave it's field?

#### Gravity vs. Temperature

Is a medium processed (by gravity) differently under heat saturation?

#### Gravity vs. Particles

Does gravity sort particles?

#### Gravity vs. Medium

Why don't heavier metals sink deeper into the Earth?

#### Gravity vs. the Rotation of Planets

Does the gravity of a planet with a different rotation cycle affect it's material components differently? Does the heat cycle (from day to night) affect the gravity in positions around the planet?

#### Gravity vs Celestial Objects

Is the alteration of gravity a field difference when celestial objects pass each other?
# Exponential function/Arithmetic and geometric mean/Exercise

Show that an exponential function
    $\mathbb {R} \longrightarrow \mathbb {R} _{+},x\longmapsto b^{x},$
transforms an arithmetic mean into a geometric mean.
# Exponential function/Linear function as tangent/Exercise

Determine the linear functions that are tangent to the exponential function.
# Explosion protection

Explosion protection is meant to protect buildings and other civil engineering objects against internal and external explosions. It was widely believed until recently that a building subject to an explosive attack had a chance to remain standing only if it possessed some extraordinary resistive capacity. This belief rested on the assumption that the blast load was fully beyond our control.

## Two approaches to explosion protection

    1. Prevention. Prevention makes an explosion impossible to occur.
    2. Structural control. Structural control will limit structural damage from explosion pressure and flying debris.

## Other websites

* Curtain Wall Testing
* Designing Buildings to Resist Explosive Threats
* The world's top Blast Protection websites
# Exponential function/Composition/Exercise

Show that the composition of two exponential functions is not necessarily an exponential function.
# Exponential function/Cubic Taylor-approximation/Zero/Exercise

We consider the polynomial
    $P=1+X+{\frac {1}{2}}X^{2}+{\frac {1}{6}}X^{3}\,.$
* Compute the value of $P$ for the points $-2,-1,0,1,2$.
* Sketch the graph of $P$ on the interval $[-2,2]$. Does there exist a relation to the exponential function $e^{x}$?
* Determine a zero of $P$ within $[-2,2]$, with an error of at most ${\frac {1}{4}}$.
# Exponential function/Base/Rational exponent/Compatible/Exercise

Let $a>0$ and let $q={\frac {r}{s}}$ be a rational number. Show that the expression
    $a^{q}={\sqrt[{s}]{a^{r}}}\,$
is compatible with the definition
    $a^{q}=\exp(q\ln a)\,.$
# Exponential function/R/Derivation/Limit/Exercise

Show that the exponential function $\exp x$ is differentiable in every point $a\in \mathbb {R}$, and determine its derivative.
# Hyperbola/1 to 2/Maximal lower staircase function with two steps/Exercise

We consider the function
    $[1,2]\longrightarrow \mathbb {R} ,t\longmapsto g(t)={\frac {1}{t}}.$
* Determine the area of the maximal lower staircase function for $g$ for an interval partitions of the form $1\leq x\leq 2$ in dependence on $x$.
* Determine $x$ between $1$ and $2$, for which the area of the lower maximal staircase function for $g$ for an interval partition given by $1\leq x\leq 2$ is maximal. What is the value of the corresponding area?
# Hymnology

Sacred Music
The 1000 Songs Project
This project is an attempt to create a taxonomy of songs intended for congregational singing in a Christian church. It will be built and maintained by students, and then used as a resource and guide by more students. It is a hymnal with 1000 songs, designed to represent a balance of historical traditions as well as contemporary culture. It is also a hymn companion, with background information regarding the source, context and material for each song. It is also an anthology of music and texts, providing written scores for study and arrangement, as well as a creative outlet for composition and arranging students. It is also a resource for worship leaders, who might find a new text or tune for a song, or perhaps some background information that will help. Let's get started!
THE LIST OF 1000 Songs
200 Bible songs
Use a minimum of three sources for every assertion you make (our text and Wikipedia are two options), and LINK TO YOUR SOURCE every detail that is not just common knowledge! No need for you to write something that someone else has already written—link to the thing that says what you would say. Use Wikipedia as one of your sources, and EDIT the article if you have something to add to it. (Extra credit for improving a Wikipedia article!)
What to include:
Why might this passage be included as an example of biblical songs? Was it intended to be sung by a congregation? If so, how might that work in your church today?
Find out some information about the writer, about the historical and cultural setting. (Beware of higher criticism!)
Explain the content of the material itself.
Pick or create your own “Editor’s Choice” version of this text, suitable for singing. Choose your translation or possibly metricized version, or make your own. Include other versions, such as Tate& Brady or Sternhold&Hopkins, other metricized versions, various translations that might work for singing, etc. Find musical settings out there—someone’s been singing this passage for thousands of years, including today. What’s that text and music look and sound like?
Extra credit for each if you include music, a chart, and/or a recording.
100 Pre-Reformation
100 Early Reformation (AD 1500-1600)
200 Second-Generation Reformation (AD 1600-1700)
200 British hymns (AD 1700-1800)
200 American/English songs (AD 1800-1900)
200 American/English songs (AD 1900-2000)
# Hydrogeomorphology

Hydrogeomorphology is an interdisciplinary science that focuses on the interaction and linkage of hydrologic processes with landforms or earth materials and the interaction of geomorphic processes with surface and subsurface water in temporal and spatial dimensions.

## Resources

* Earth as a liquid object
* Hydrology
* Liquid objects
* Oceans
* Rains

## See Also

* Wikipedia: Hydrogeomorphology
* Wikipedia: River morphology
* Wikipedia: Geomorphology
# Hydrology/Quiz

Hydrology is a lecture offered by the school of geology.
You are free to take this quiz based on hydrology at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{geology resources}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* Following the course of the water above and below ground connects the lifeforms.
# Hydromorphology/Quiz

Hydromorphology is a lecture and an article offered by the school of geology.
You are free to take this quiz based on hydromorphology at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{geology resources}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* There is more water on the surface of the Earth now than there was 10$^6$ b2k.
# Hyperbolic cosine/Monotonicity behavior/Exercise

Prove that the hyperbolic cosine is strictly decreasing on $\mathbb {R} _{\leq 0}$ and strictly increasing on $\mathbb {R} _{\geq 0}$.
# ICT in Education/Change Projects/2014C Cambodia Upgrading HR MIS

Will be updated on 10th February 2015 in a training program by the participants
Change agent : Sokunveary Yuk
Email
Name of the organization Department of Personnel
Title of the change project : HRMIS Planning in Education, Youth and Sport
Country : Cambodia
Started date : Nov.-Dec. 2014
Status (finished/ongoing) : ongoing
Last Updated on
1. Background
2. Objectives
3. Stakeholders
4. The Scope of the project
5. Activities
6. Expected or final result
7. The Project organization
# ICT in Education/Change Projects/2014C Bangladesh Learn Math Using

Will be updated on 10th February 2015 in a training program by the participants

### Change agent: Razia Begum

Email

#### Last Updated on: 06-02-2015
### 1. Background:

Mathematics is an abstract subject which many students find difficult to understand and make progress. Most students solve problems mechanically. They know some rules or formulae and will try to sue them when solving problems. Students always like playing games and puzzles.These can make the student engage in activities with enjoyment. The teacher can try to create such an environment in the classroom using math tricks and games. The student will play with mathematics and like to engage themselves in the classroom activities. They will be motivated in solving math problems with a clear understanding. This will help the student to analyze and create abstract math problems.

### 2. Objectives:

The students will be able to ---
* do math with enjoyment
* solve the math problems with clear understanding
* analyze the math problems
* create math problems

### 3. Stakeholders:

Students of Junior Secondary School (grade 6 to grade 8) in Bangladesh.

### 5. Activities:

* Select two schools
* Meeting with the teachers : Discuss on math tricks and games in math apps using ICT
* Training for the teachers: Use of math tricks and games in the classroom activities using ICT with pedagogy based on national curriculum.
* Observe the classes, talk to the students, give feedback to the teachers and evaluate the teaching learning activities.

### 6. Expected or final result:

Students will learn math by playing games and math tricks. Then they become more active in solving math problems with enjoyment. Their understanding will be clearer and then they can analyze and create abstract math problems. Student learns by doing activities, sharing ideas, discussion with friends, playing games, presenting project etc. By creating such a helpful environment in the classroom the teacher can use relevant math tricks and games integrating ICT and pedagogy.
# ICT in Education/Change Projects/2014C Cambodia Upgrading Computer Lab

Will be updated on 10th February 2015 in a training program by the participants
Change agent: Ravy Hun
Email: hun_ravy_mail@yahoo.com
Name of the organization: Battambang Regional Teacher Training Center
Title of the change project: Well-Equipped Classroom to Improve the Quality of Teaching and Learning at Battambang RTTC
Country: Cambodia
Started date: 01-March-2015
Status (ongoing)
Last Updated on: 15-October-2015
1. Background
2. Objectives
3. Stakeholders
4. The Scope of the project
5. Activities
6. Expected or final result
7. The Project organization
# ICT in Education/Change Projects/2014C Rwanda Intregation ICT Social Studies

Will be updated on 10th February 2015 in a training program by the participants
Change agent
Email
Name of the organization; University of Rwanda-College of Education
Title of the change project : Integration of ICT in Teaching and Learning the role of International Community in
1994 Genocide Perpetrated against Tutsi in Rwanda.
Country: Rwanda
Started date: 27-01-2015
Status (finished/ongoing); on going
Last Updated on: 6-2-2015
1. Background
2. Objectives:
v Obtain information about the role of International Community by using tools like CD ROOM, internet, virtual library to supplement and write presentations
Organize and interpret information using graphs, charts, maps, political cartoons, pictures, etc
Identify the causes and effects of an important historical fact using suitable ICT tools
Stakeholders
4. The Scope of the project
5. Activities
6. Expected or final result
7. The Project organization
# ICT in Education/Change Projects/2014C Tanzania Development Digital Insfrastructure

Will be updated on 10th February 2015 in a training program by the participants
Change agent
Email
Name of the organization: Open University of Tanzania
Title of the change project
Country: Tanzania
Started date:
Status (finished/ongoing): Ongoing
Last Updated on
1. Background
2. Objectives
3. Stakeholders
4. The Scope of the project
5. Activities
6. Expected or final result
7. The Project organization
# ICT in Education/Change Projects/2014C Cambodia ICT Education Social Media

Will be updated on 10th February 2015 in a training program by the participants
Change agent
Email
Name of the organization
Title of the change project
Country
Started date
Status (finished/ongoing)
Last Updated on
* Objectives
* Stakeholders
* The Scope of the project
* Activities
* Expected or final result
* The Project organization
# ICT in Education/Change Projects/2014C Tanzania Enhancing Teachers Multimedia

Will be updated on 10th February 2015 in a training program by the participants
Change agent
Email
Name of Organization : Chang'ombe Secondary school
Title of the change project: Enhancing teachers with use of multimedia in teaching: the case of Chang'ombe Secondary school
Country: Tanzania
Started date:27 January 2015
Status (finished/ongoing): Ongoing
Last Updated on
1. Background
Dar es salaam University college of Education was established 2005. this initiatives was made by government decision to open two university college of education, namely Dar es salaam University College of Education (DUCE) in Dar es salaam and Mkwawa University College of Education (MUCE) in Iringa.These institutions are aimed at alleviating the shortage of teachers for secondary school and teacher training colleges in the country.Chang'ombe secondary school is owned by DUCE as a demonstration school.
2. Objectives
* To understand various computer application software which can be used to produce multimedia materials used to enhance teaching
* To equip computer basic skills on how to use various computer application software
* To upload and insert images, videos, charts and other animations in various computer application software i.e Microsoft power point
* To share multimedia materials created online and or the wider community.
3. Stakeholders
Tachers, students, DUCE, Life Academy and Ministry of Education and Vocational Training
4. The Scope of the project
5. Activities
6. Expected or final result
7. The Project organization