OpenLLM-France/wikimedia huggingface dataset:
# ICT in Education/Change Projects/2014B Tanzania Design And Development

* Project Title: Design and development of e-content to teach ICS in secondary schools, a case study of secondary schools in Dodomaregion.
* Change agent: LEYLA HAMIS LIANA-user:Leyliam
* Organisation: University of Dodoma
* Problem Statement:
* In 2004, the Government launched Phase I of the Secondary Education Development Plan (SEDP I: 2004-2009) and Phase II (SEDP II: 2010-2014). As a result, a notable increase in the number of primary and secondary schools was seen. The number of secondary schools increased from 1,291(2002) to 4,266 (2010) with secondary school enrollment increasing from 328,318 (2002) to 1,638,699 (2010). This rapid expansion of secondary schools and a sharp increase in secondary enrollment did not allow a sufficient time for an equivalent teachers training and as a result Tanzania now faces a shortfall of qualified teachers, educational equipments (books, well equipped laboratories, etc) and teaching technology. The use of ICT in teaching and learning is an inevitable component in the process of improving the quality of our education system. Efforts to introduce and integrate ICT subjects in the secondary education done by MoEVT in 2005 of introducing Information and Computer Science (ICS) for forms 1 to 4 and Computer Science ad ICT subjects for forms 5 and 6 in 2009 suffered a lack of experienced personnel in the field, as a result the subjects have not been adopted by many schools, and till now the subjects are still taught on option basis. The ICS subject is now taught by very few government schools
* Aims:
* -To develop course contents for the given ICS syllabus including preparations of slides for the course contents and capturing audio and video clips relevant to the course outline.
* -To combine the slides, audio and video clips into an interactive and engaging digital content using necessary authoring tools.
* -To deliver the e-content to Secondary Schools in Dodoma Region and finally to help all other Secondary Schools in Tanzania to integrate ICT in teaching and learning.
# ICT in Education/Change Projects/2014B Uganda Empowering teacher Training

* Project Title: Empowering Teacher Trainees At Kaliro National Teachers College in integration of ICTs in the teaching and learning of poetry.
* Change agent (name): Nellie Florence Okullo
* Organization: Ministry of Education and Sports
* Problem: the use of ICT in teaching and learning plays a great role in assisting teachers in content delivery, hence improving student participation.The use of ICTs in lesson delivery is influenced by the teachers’ content knowledge and its relationship to ICT. The ICTacher’s own pedagogical beliefs and values play an important role in the shaping of technology-mediated learning opportunities especially when they (teachers) use ICTs as a ‘partner’ to change the way they interact with their students during the teaching and learning process. In order to successfully facilitate this process teachers need to have an extensive knowledge of ICT which will enable them select the most appropriate resources and also appropriately locate where the technology would best be utilized in an interactive subject matter delivery. Teachers may need to develop new pedagogies in order to understand how to incorporate the use of ICT into their lessons.
* All the Government secondary schools in Kampala are characterized by massive enrolment due to the introduction of the Universal Secondary Education. This in turn has resulted into in adequate number of text books despite the Government’s effort to have ‘one text book in the hand of each child’, insufficient teaching learning materials ill stocked libraries. The student –teacher ratio is 1:100 instead of the recommended 1:50. These large classes pose a challenge to the teachers who are over loaded because many schools are generally understaffed. These challenges and limitations pose a big threat to the provision service delivery in the schools. It is in this regard that there is need to empower teachers with the potentials of ICT, knowledge and skills in the integration of ICTs in the teaching and learning process in order to address the challenges stated above.
# ICT in Education/Change Projects/2014C Bangladesh Introducing Elearning

Will be updated on 10th February 2015 in a training program by the participants
Change agent Subodh Chandra Dhali
Email dhalisubodh@gmail.com
Name of the organization Ministry of Education, Bangladesh
Title of the change project Introducing e-learning in Teachers learning Country
Started date March, 2015
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/2014B Rwanda The Use of ICT

* Project Title:The use of ICT tools in teaching and learning of Science subjects in the Faculty of Sciences at UR-College of Education
* Change agent (name):Pascasie NYIRAHABIMANA
* Organization:University of Rwanda-College of Education
* Problem:Rwandan Science teachers wish to know and make use of ICT tools in teaching and learning process with the overall aim of improving teaching process and students’ learning active.
* Aim (max 80 words):The objectives of the project are:
* To use wordpress and slideshare as ICT tools for designing new learning and teaching environments for lecturers in UR-College of Education so that they can help their student-teachers to integrate those tools in teaching practices.
* To equip Scientist student-teachers with both theoretical knowledge and practical skills to better utilize wordpress and slideshare for enhancing learners as well as their own professional development.
* Approach/methods: (max 200 words):The execution of this project is planned to be done in three steps. In the first step the training of lecturers on the use of wordpress and slideshare will be organized. In the second step the lectures trained will train theirs student- teachers on the use of wordpress and slideshare in teaching Sciences. These student-teachers will apply the acquired knowledge during internship period and afterward. The third step is the evaluation of the project that means to evaluate the use of wordpress and slideshare in teaching Sciences during internship period for student trained.
# ICT in Education/Change Projects/2014B Uganda Empowering Teacher Training

* Project Title: Empowering Teacher Trainees At Kaliro National Teachers College in integration of ICTs in the teaching and learning of poetry.
* Change agent (name): Nellie Florence Okullo
* Organization: Ministry of Education and Sports
* Problem: the use of ICT in teaching and learning plays a great role in assisting teachers in content delivery, hence improving student participation.The use of ICTs in lesson delivery is influenced by the teachers’ content knowledge and its relationship to ICT. The ICTacher’s own pedagogical beliefs and values play an important role in the shaping of technology-mediated learning opportunities especially when they (teachers) use ICTs as a ‘partner’ to change the way they interact with their students during the teaching and learning process. In order to successfully facilitate this process teachers need to have an extensive knowledge of ICT which will enable them select the most appropriate resources and also appropriately locate where the technology would best be utilized in an interactive subject matter delivery. Teachers may need to develop new pedagogies in order to understand how to incorporate the use of ICT into their lessons.
* All the Government secondary schools in Kampala are characterized by massive enrolment due to the introduction of the Universal Secondary Education. This in turn has resulted into in adequate number of text books despite the Government’s effort to have ‘one text book in the hand of each child’, insufficient teaching learning materials ill stocked libraries. The student –teacher ratio is 1:100 instead of the recommended 1:50. These large classes pose a challenge to the teachers who are over loaded because many schools are generally understaffed. These challenges and limitations pose a big threat to the provision service delivery in the schools. It is in this regard that there is need to empower teachers with the potentials of ICT, knowledge and skills in the integration of ICTs in the teaching and learning process in order to address the challenges stated above.
# ICT in Education/Change Projects/2014B Tanzania Intregation of ICT

* Project Title:Integration of ICT Knowledge and Skills in Teaching and Learning at Dodoma Secondary School, In Dodoma - Tanzania
* Change agent):GRACE JOHN SHILLY
* Organization: DODOMA SEC. SCHOOL
* Problem: The school is still using the old mode of teaching using a chalkboard and old material in the process of teaching and learning.Since the organization is a science and ICT center it has to live upto the center is stated.
* Aim (max 80 words)⎫ To support the Government’s National ICT Program by monitoring proper, sustainability ,transparence and accountability in integration of ICT program in Dodoma secondary Capacity building in training and mobilization of teachers in ICT awareness program not to teachers but also students in ICS information and computer studies
* Approach/methods: (training teacher )hands on various tool in ICT PEDAGOGICAL. This to enable teachers to explore Technology Results: ⎫
* Conclusions and lessons learned:
* stakeholder:TEACHERS , STUDENTS THE COMMUNITY AT LARGE
* Suggestions for the future (max 100 words)Key words:
# ICT in Education/Change Projects/2014B Tanzania ICT Intregation In

* Project Title: ICT INTEGRATION IN SCIENCE AND MATHEMATICS PEDAGOGICAL PRACTICES FOR MKINGA DISTRICT SECONDARY SCHOOL TEACHERS
* Change agent (name): Shima D. Banele
* Organization: Mkinga District Council
* Problem: The district is experiencing shortage of science and mathematics teachers amounted to 24 who are supposed to teach 4,223 students, using traditional mode of pedagogical practice (100%) which makes them to experience tiresome job to meet the needs of all learners. Furthermore the science and mathematics performance of the students in the district is not excellent especially in their final examination (mass failures) and mostly has developed phobia to the mentioned subjects while lacking motivation.
* Aim (max 80 words): The objectives of the change project will be to: • Equip Mkinga district science and mathematics secondary school teachers knowledge and skills in application of ICT to pedagogical practices
* Approach/methods: Hands-on activities involving teachers to get skills and knowledge on basic application of Microsoft Office (Word Processing, Spreadsheet-excel, Power point and movie maker)
* Results: The Change project will lead to the following expectations:- • Having science and mathematics interactive teaching and learning process. • Motivate the students to learn science and mathematics • Increase students performance and results as the scope of learning will be extended from concentrating with printed materials to the use of interactive web materials through the use of internet • Increase science and mathematics teachers networking as they can access educational materials to and from different spectrum. • Reduce science and mathematics teachers tiresome job currently experienced.
* Conclusions and lessons learned:
* Stakeholders: Government, parents, teachers and education officers.
* Beneficiaries: Teachers, students and community
* Suggestions for the future:
* Key words: ICT,pedagogy, designing and development, interactive teaching and learning, interactive web resources.
# ICT in Education/Change Projects/2014B Tanzania Using Online Web

* Project Title: Using Online Web Resources at DUCE
* Change agent (name): Esther E. Mallya
* Organization: Dar es Salaam University College of Education
* Problem Statement Dar es Salaam University College of Education (DUCE) is a constituent college of University of Dar es Salaam (UDSM) established to alleviate the acute shortage of primary and secondary teachers in the country. The use of ICT and in particular the web technology plays a crucial role in education. However, the use of web technology in education at DUCE is somehow low. The situation affects students who need knowledge from teachers (lecturers).
* Aims - To be able to identify relevant web-based resources, organise them and give guidance on its usage - To be able to evaluate e-resources that are mainly use in teaching and learning
* Approach/methods: (max 200 words)
* Results: (max 200 words) The change project will enable teachers (lecturers) to use web based technology and in particular resources such e-journals, e-articles, e-books, social medias etc in teaching. Thus, will bring a positive impact to students who to some extent depend on the knowledge and guidance from their teachers (lecturers).
* Conclusions and lessons learned (max 200 words)
* Stakeholders:DUCE lecturers
* Beneficiaries:
* Suggestions for the future (max 100 words)
* Key words: DUCE, ICT
# Computer Skills/Intermediate

Intermediate computer skills, as defined by the ICAS Computer Skills Assessment Framework include Internet and email, computers, word processing, graphics and multimedia, and spreadsheets and databases.

## Preparation

Learners should complete the Basic computer skills lessons before proceeding to the intermediate level.

## Internet and Email

* Internet
* Email

## Computers

* Hardware
* Software Concepts
* Terminology

## Word Processing

* Word Processing
* Formatting
* Tables

## Graphics and Multimedia

* Presentations
* Graphics
* Multimedia

## Spreadsheets and Databases

* Spreadsheets
* Databases

## See Also

* Computer Skills/Fundamentals
* Computer Skills/Basic
* Computer Skills/Advanced
* Computer Skills/Proficient
# Computer Skills/Intermediate/Databases

Intermediate database concepts include database search and the difference between spreadsheets and databases.

## Objectives and Skills

Objectives and skills for databases include:
* Know appropriate search terms for database searches
* Distinguish between spreadsheets and databases

## Multimedia

* YouTube: Quick Tips & Shortcuts for Database Searching
* YouTube: MS Access 2007 Tutorial - Spreadsheets Vs Databases. Which one should I use?

## Activities

* Use Google Scholar to perform an advanced database search for the words library database search in the title of the article.
* Based on the spreadsheet application in use on your system, perform an Internet search for spreadsheet limits for that application. Identify when a database application would be a better choice (number of rows, number of columns, or number of tables).

## See Also

* Computer Skills/Advanced/Databases
* Computer Skills/Proficient/Databases
* Database Fundamentals
# Computer Skills/Intermediate/Formatting

Intermediate formatting concepts include text alignment and images.

## Objectives and Skills

Objectives and skills for formatting include:
* Justify text
* Import and paste images

## Multimedia

* YouTube: Formatting Text
* YouTube: Working with Shapes
* YouTube: Text Boxes and WordArt
* YouTube: Inserting Clip Art and Pictures
* YouTube: Formatting Pictures

## Activities

* Complete the tutorial Formatting Text.
* Complete the tutorial Working with Shapes.
* Complete the tutorial Text Boxes and WordArt.
* Complete the tutorial Inserting Clipart and Pictures.
* Complete the tutorial Formatting Pictures.

## See Also

* Computer Skills/Basic/Formatting
* Computer Skills/Advanced/Formatting
* Computer Skills/Proficient/Formatting
# Computer Skills/Basic/Word Processing

Basic word processing operations include editing and saving files, using the clipboard, recognizing user interface features, spell check, and printing files.

## Objectives and Skills

Objectives and skills for basic word processing concepts include:
* Create a new document: enter text; delete; save; save as
* Use basic edit features: cut; copy; paste
* Identify features: tool bar; icons; cursor
* Use dictionary; spell check
* Operate print; print preview

## Multimedia

* YouTube: Word 2010: Environment
* YouTube: Word 2010: Creating Documents
* YouTube: Word 2010: Text Basics
* YouTube: Word 2010: Saving
* YouTube: Word 2010: Page Layout
* YouTube: Word 2010: Spelling and Grammar
* YouTube: Word 2010: Printing

## Activities

These activities may be completed using any word processing application (Microsoft Word, LibreOffice Writer, Google Document, Apple Pages, etc.):
* Start your word processing application. It should automatically open with a new, blank document.
* Enter two paragraphs of text in your new document. You can write about the user interface features you see (toolbar, icons, menus, status bar, scroll bars, etc.) and where they are located.
* Save your document.
* Copy the first paragraph and paste it at the end of the document, creating a third paragraph.
* Delete the duplicate third paragraph.
* Use Spell Check to verify and correct spelling for your document.
* Use Print Preview to see the page layout for your document.
* Print your document.
* Use Save As to save your document with a new name.

## See Also

* Computer Skills/Intermediate/Word Processing
* Computer Skills/Advanced/Word Processing
* Computer Skills/Proficient/Word Processing
# Computer Skills/Fundamentals/Mouse

In computing, a mouse is a pointing device that functions by detecting two-dimensional motion relative to its supporting surface.

## Multimedia

* YouTube: How to Use the Mouse

## Tutorials

* GCFLearnFree.org: Mouse Tutorial
* DigitalLearn.org: Getting Started on the Computer - the Mouse
* GCFLearnFree.org: Mouse Shortcuts

## See Also

* Input Devices
* Wikipedia: Mouse (computing)
* Test
# Computer Skills/Intermediate/Email

Intermediate email concepts include forwarding and copying emails and adding attachments.

## Preparation

Learners should complete the Basic/Email lesson before starting this lesson.

## Objectives and Skills

Objectives and skills for intermediate email use include:
* Know how to forward and cc emails
* Know how to add attachments to email

## Multimedia

* YouTube: Forward a Message in Gmail
* YouTube: How to Forward Emails on Yahoo Mail
* YouTube: What Is Cc and Bcc Email? - Email Explained
* YouTube: Sending Email With Attachment

## Activities

* Review Gmail: Forward Messages.
* Use your email account to forward a message you received to someone else.
* Use your email account to send a message to multiple users by using a Cc address.
* Review Gmail: Add Attachments.
* Use your email account to send an email message with an attachment.

## See Also

* Computer Skills/Basic/Email
* Computer Skills/Advanced/Email
* Computer Skills/Proficient/Email
# Computer Skills/Fundamentals

Fundamental computer skills include typing and using the mouse.

## Preparation

No previous computer experience is necessary. These lessons are appropriate for anyone just getting started with computers.

## Lessons

* Typing
* Mouse

## See Also

* Computer Skills/Basic
* Computer Skills/Intermediate
* Computer Skills/Advanced
* Computer Skills/Proficient
# Computer Skills/Fundamentals/Typing

Typing is the process of writing or inputting text by pressing keys on a typewriter, keyboard, cell phone, or a calculator. It can be distinguished from other means of text input, such as handwriting and speech recognition.
Learners should practice typing for fifteen minutes each day until their typing speed is at least 30 words per minute.

## Multimedia

* YouTube: Learn To Type: Get To Know Your Keyboard (~7 minutes)
* How To Teach Yourself To Touch Type - Kidztype

## Tutorials for Children

* Dance Mat Typing

## Tutorials for Children and Adults

* Typing.com: Learn to Type
* AgileFingers
* TypeRacer
* FreeTypingGame.net
* TypingTest.com
* Ratatype
* Type Online
* Nitro Type Competitive Typing
* FunToType Typing Games
* TypeRush Worldwide Typing Racing Game
* KidzType Typing Games
* Typing Speed Test

## Tutorials for Adults

* GCFLearnFree.org: Typing Tutorial
* GCFLearnFree.org: Keyboard Shortcuts
* DigitalLearn.org: Getting Started on the Computer - the Keyboard
* Typing Study - Free online touch typing lessons, speed tests, typing games
* Sense Lang - Online touch typing lessons
* Wpm Test - Word Per Minute Test

## See Also

* Elementary Typing
* Input Devices
* Wikipedia: Typing
# Cosine/R/Addition theorem/Power series direct/Fact/Proof

The $2n$-th summand (the term which refers to the power with exponent $2n$) in the cosine series (the coefficients referring to $x^{i}$, $i$ odd, are $0$) of $x+y$ is
    ${\begin{aligned}{\frac {(-1)^{n}(x+y)^{2n}}{(2n)!}}&={\frac {(-1)^{n}}{(2n)!}}\sum _{i=0}^{2n}{\binom {2n}{i}}x^{i}y^{2n-i}\\&=(-1)^{n}\sum _{i=0}^{2n}{\frac {1}{i!(2n-i)!}}x^{i}y^{2n-i}\\&=(-1)^{n}\sum _{j=0}^{n}{\frac {x^{2j}y^{2n-2j}}{(2j)!(2n-2j)!}}+(-1)^{n}\sum _{j=0}^{n-1}{\frac {x^{2j+1}y^{2n-2j-1}}{(2j+1)!(2n-2j-1)!}},\end{aligned}}$
where in the last step we have split up the index set into even and odd numbers.
The $2n$-th summand in the Cauchy product of $\cos x$ and $\cos y$ is
    ${\begin{aligned}\sum _{j=0}^{n}{\frac {(-1)^{j}(-1)^{n-j}}{(2j)!(2(n-j))!}}x^{2j}y^{2(n-j)}&=(-1)^{n}\sum _{j=0}^{n}{\frac {x^{2j}y^{2(n-j)}}{(2j)!(2(n-j))!}}\\\end{aligned}}$
and the $2n$-th summand in the Cauchy product of $\sin x$ and $\sin y$ is
    ${\begin{aligned}\sum _{j=0}^{n-1}{\frac {(-1)^{j}(-1)^{n-1-j}}{(2j+1)!(2(n-1-j)+1)!}}x^{2j+1}y^{2(n-j)+1}&=(-1)^{n-1}\sum _{j=0}^{n-1}{\frac {x^{2j+1}y^{2(n-1-j)+1}}{(2j+1)!(2(n-1-j)+1)!}}\\\end{aligned}}$
Hence, both sides of the addition theorem coincide in the even case. For an odd index the left-hand side is $0$. Since in the cosine series only even exponents occur, it follows that in the Cauchy product of the two cosine series only exponents of the form $x^{i}y^{j}$ with $i,j$ even occur. Since in the sine series only odd exponents occur, it follows that in the Cauchy product of the two sine series only exponents of the form $x^{i}y^{j}$ with $i+j$ even occur. Therefore terms of the form $x^{i}y^{j}$ with $i+j$ odd occur neither on the left nor on the right-hand side.
# Cosine and sine/Enclosed area/Exercise

Let $a$ be the minimal positive number fulfilling $\sin a=\cos a$. Compute the area of the surface, which is enclosed by the graph of the cosine function and the graph of the sine function above $[0,a]$.
# Cosine series and sine series/R/Definition

For $x\in \mathbb {R}$, the series
    $\sum _{n=0}^{\infty }{\frac {(-1)^{n}x^{2n}}{(2n)!}}$
is called the cosine series, and the series
    $\sum _{n=0}^{\infty }{\frac {(-1)^{n}x^{2n+1}}{(2n+1)!}}$
is called the sine series in $x$.
# Cosmogony/Quiz

Cosmogony is a lecture and an article studying the origin or initial construction of the universe or any portion. It is a mini-lecture for a quiz-section as part of the astronomy course on the principles of radiation astronomy.
You are free to take this quiz based on cosmogony 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 {{principles of radiation astronomy}} 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

* Questions can concern the creation of the Solar System, the Sun, the Earth, or the Universe.