OpenLLM-France/wikimedia huggingface dataset:
# Economic Classroom Experiments/Price Discrimination

A supplier learns by repeated play how to extract the most profit from two buyers with known valuations when different forms of price discrimination are allowed.

## Overview
### Level

Any level

### Prerequisite knowledge

None

### Suitable modules

Any

### Intended learning outcomes

* Understand price discrimination and how to calculate buyer surpluses.
* Price discrimination is good for the supplier and the fully discriminating monopolist makes the most profit.
* Suppliers may have perverse incentives that are unhelpful to some consumers, e.g. an airline deciding not to improve the uncomfortable seating in economy class to encourage business customers to pay more to get a premium service. This is profitable if business customers are more sensitive to comfort and tourists to price.

## Computerized Version

A computerized version of this experiment is available on the Exeter games site.
You can quickly log in as a subject to try out this individual progress experiment. You may also find the sample instructions helpful.

### Abstract

Students play individually in the role of a supplier, whose objective is to extract as much profit as possible from two buyers played by the computer, when various forms of price discrimination are allowed. The buyers' valuations are different and the supplier knows the value to each buyer of 1 item and of 2 items, i.e. there are four valuations in all. Students play four consecutive games where different degrees of price discrimination are allowed: no discrimination, partial discrimination based on buyer (3rd degree), partial discrimination on quantity (2nd degree) and full discrimination on both buyer and quantity (1st degree). Playing multiple rounds of each game allows students to experiment with different prices and understand how the buyers behave.

### Discussion of Likely Results

Each item costs £5 to produce and the buyers' valuations are as follows.
| Buyer | 1 item | 2 items |
| A | £20 | £20 |
| B | £30 | £40 |
Buyers prefer to buy 2 items rather than 1 if indifferent in terms of their valuations.
With no discrimination, charge £20 per item and sell 1 to A and 1 to B, profit £30.
With buyer discrimination, charge A £20 per item and B £30 per item and sell 1 to A and 1 to B, profit £40.
With quantity discrimination, charge £20 for 1 item and £30 for 2 items and sell 1 to A and 2 to B, profit £35. (B has the same surplus of £10 for both 1 item and 2 items and therefore buys the larger quantity.) It is easy for the students to think that the prices should be £20 for 1 item and £40 for 2 items. The key for them to understand this is that then buyer B will buy only 1 item and get a surplus of £10 rather than a surplus of 0 for buying 2 items.
With full discrimination, charge A £20 for 1 item and B £40 for 2 items and sell 1 to A and 2 to B, profit £45. One could mention that while full discrimination is worst for the consumer, it is the most efficient (highest buyer+seller surplus).
# Economic Classroom Experiments/The Twenty-Pound Auction/metric
### 2012-2013

| Metrics | Total | Daily Peak |
| April, 2012 | 173 | 32 |
| May, 2012 | 170 | 24 |
| June, 2012 | 140 | 24 |
| July, 2012 | 150 | 18 |
| August, 2012 | 133 | 18 |
| September, 2012 | 177 | 22 |
| October, 2012 | 188 | 35 |
| November, 2012 | 125 | 11 |
| December, 2012 | 379 | 30 |
| January, 2013 | 675 | 62 |
| February, 2013 | 131 | 11 |
| March, 2013 | 459 | 34 |
| Total | 2,900 | 62 |

### 2011-2012

| Metrics | Total | Daily Peak |
| April, 2011 | 157 | 33 |
| May, 2011 | 155 | 47 |
| June, 2011 | 139 | 59 |
| July, 2011 | 149 | 53 |
| August, 2011 | 128 | 23 |
| September, 2011 | 124 | 16 |
| October, 2011 | 165 | 32 |
| November, 2011 | 153 | 22 |
| December, 2011 | 123 | 23 |
| January, 2012 | 250 | 57 |
| February, 2012 | 159 | 39 |
| March, 2012 | 146 | 34 |
| Total | 1,848 | 59 |
# Economic Classroom Experiments/Private Value Auctions/metrics
### 2012-2013

| Metrics | Total | Daily Peak |
| April, 2012 | 194 | 14 |
| May, 2012 | 143 | 16 |
| June, 2012 | 114 | 8 |
| July, 2012 | 147 | 10 |
| August, 2012 | 99 | 7 |
| September, 2012 | 94 | 6 |
| October, 2012 | 150 | 10 |
| November, 2012 | 140 | 11 |
| December, 2012 | 188 | 17 |
| January, 2013 | 152 | 11 |
| February, 2013 | 102 | 9 |
| March, 2013 | 159 | 13 |
| Total | 1,682 | 17 |

### 2011-2012

| Metrics | Total | Daily Peak |
| April, 2011 | 168 | 21 |
| May, 2011 | 118 | 10 |
| June, 2011 | 129 | 16 |
| July, 2011 | 112 | 9 |
| August, 2011 | 111 | 7 |
| September, 2011 | 120 | 9 |
| October, 2011 | 162 | 15 |
| November, 2011 | 130 | 14 |
| December, 2011 | 140 | 10 |
| January, 2012 | 200 | 14 |
| February, 2012 | 163 | 13 |
| March, 2012 | 168 | 14 |
| Total | 1,721 | 21 |
# Economic Classroom Experiments/Rock, Paper, Scissors

Introduction to a simple hand game that is often used for 'random' decision-making, in much the same manner as drawing straws. However, under the right circumstances, it can be a game of skill.

## Overview
### Level

Any level

### Prerequisite knowledge

None

### Suitable modules

Any

### Intended learning outcomes

* Understanding of how the game is played
* Understanding of how the intended randomness of the game can be undermined by skilled play

### Abstract

Students (in pairs) both present a hand shape at the same time. There are shapes representing rock, scissors and paper. The student presenting the 'better' hand wins (or there is a draw). On a simple examination, it would seem that each hand shape is equally likely to win. However, over a series of games, psychological effects come into play, and a skilled player can skew results in their favour.

### Discussion of Likely Results

In a simplistic analysis, each of the three hand shapes offers an equal chance of winning (an analysis borne out when the game is played against a computer). However, human players will unintentionally exhibit patterns of behaviour, that a skilled player can observe over a long series of games. The skilled player can then use those patterns to improve their own plays.
Of course, skilled players will deliberately alter their playing patterns to foil such pattern observation. But even these countermeasures are inevitably imperfect, and in the long run, the more skilled player will win more games.
From this, one can demonstrate that even seemingly even-handed games can be skewed by an observant player.
# Epistemology

Epistemology deals with the question of how "knowledge is acquired" and how reliable that knowledge is. In essence, it is the theory of knowledge, and has focused on how knowledge relates to concepts such as truth, belief, and evidence. Epistemology is a very general topic and is constantly debated.
A good place to start in the study of epistemology is the definition of "knowledge". A simple and old answer is "a justified, true belief". However, Edmund Gettier famously argued against that definition.

## Learning readings and media
### Wikipedia

* Epistemology

## Courses and modules

* Introduction to Epistemology
* Historical Introduction to Philosophy/Epistemology
* Szaszian studies - The ideas of psychiatrist and emeritus professor Thomas Szasz rely significantly on epistemological reasoning.
# Epidemiology and Biostatistics

Welcome to the Wikiversity Department of Epidemiology and Biostatistics, part of the Basic sciences Division of the School of Medicine.
The Department of Epidemiology and Biostatistics is a content development project for Wikiversity. Participants collaborate to develop learning resources for physiology.

## Students

Take a look at the Epidemiology Wikibook. If you have questions or want to suggest additional areas of study, add your ideas below:
# Epstein-Barr virus

The Epstein-Barr virus (EBV), also called human herpesvirus 4 (HHV-4), is a cancer-causing lymphocryptovirus. There is also strong evidence that the virus has a primary role in the pathogenesis of multiple autoimmune diseases, particularly dermatomyositis, systemic lupus erythematosus, rheumatoid arthritis, Sjögren's syndrome, and multiple sclerosis, and may also be associated with type 1 diabetes mellitus. It is also known to cause several lymphoproliferative disorders and cancers, particularly Hodgkin's lymphoma, Burkitt's lymphoma, nasopharyngeal carcinoma, and central nervous system lymphomas associated with HIV. Most people become infected with EBV and gain adaptive immunity. In the United States, about half of all five-year-olds and 90–95% of adults have evidence of infection. Infants become susceptible to EBV as soon as maternal antibody protection disappears. Many children become infected with EBV, and these infections usually cause no symptoms or are indistinguishable from the other mild, brief illnesses of childhood. In the United States and in other developed countries, many people are not infected with EBV in their childhood years. When infection with EBV occurs during adolescence or teenage years, it causes infectious mononucleosis 35% to 69% of the time. In immunocompromised individuals, the Epstein-Barr virus can also present as an opportunistic infection known as hairy leukoplakia.
# Enzymology

Enzymology is the study of enzymes, their kinetics, structure, and function, as well as their relation to each other.
In the diagram on the right, hexokinase is displayed as an opaque surface with a pronounced open binding cleft next to an unbound substrate (top) and the same enzyme with more closed cleft that surrounds the bound substrate (bottom). The enzyme changes shape by induced fit upon substrate binding to form an enzyme-substrate complex. Hexokinase has a large induced fit motion that closes over the substrates adenosine triphosphate and xylose. Binding sites in blue, substrates in black and Mg$^{2+}$ cofactor in yellow.

## Biochemistry

A classification of enzymes includes
* hydrolases,
   * carbohydrases,
   * nucleases,
   * amidases,
   * purine deaminases,
   * peptidases,
   * proteinases,
   * esterases,
   * iron enzymes,
   * copper enzymes,
   * enzymes containing co-enzymes 1 and/or 2,
   * yellow enzymes
2. hydrases,
3. mutases,
4. desmolases,
5. other enzymes, and
6. polysaccharide-synthesizing enzymes.

## Enzymes

Def. A molecule produced by a living organism which acts as a catalyst to bring about a specific biochemical reaction, a "protein that catalyses a biological chemical reaction enzymes are biological catalyst that speed up the rate of a chemical reaction" is called an enzyme.

## Theoretical enzymology

Def. a science "that studies enzymes" is called enzymology.

## Electromagnetics

A "new enzymology develops around the organic liquids more favorable in the THz frequencies. ... The design of such microfluidic hioMEMS should answer to a good microfluidic and electromagnetic propagation, and should have an antiseptic character."

## Hypotheses

* Enzymology through varied gene expression may hold the key to reversing deleterious gene expression.
# Epsilon Aurigae

This is a learning project to study a variable star called epsilon Aurigae. The star is bright enough to be seen without the aide of a telescope. Scientists are requesting the help of amateur astronomers and the public to study an eclipse that occurs every 27 years to better understand the nature of this star system. The last eclipse was from 2009 until 2011. The next eclipse is predicted to occur from 2036 to 2038.
Participants in this project will learn how to identify stars in the night sky and make measurements of the brightness changes of the variable star. You do not need a telescope or any other equipment. The measurements that you make will then be submitted to professional astronomers. An additional lesson will show you how to analyze the data yourself.

## Background information

A binary star system consists of two stars that orbit around each other. Often, the two stars are too close together to see through a telescope. We can learn that a star is binary by watching the combined light from the two stars change in brightness. A graph of this change over time is called a light curve. In the diagram at left there is a large and a small star. The orbits are oriented so that periodically one star will pass in front of the other and block the light from the other star. The light curve beneath the animation shows the change in brightness of the combined light from the two stars.
# Digital Media Concepts/Dr.Pepper
## Summary

This carbonated soft drink was created by Charles Alderton and was known for its unique taste. Originally created in the 1880's in Waco, Texas and ultimately first served on December 1st, 1885.

## Personal Life

Charles Alderton was born on June 21st, 1857. He grew up in New York, later moved to Waco, Texas and became a pharmacist at a corner store. He was the eldest of 5 children. He went to studied at Framlingham College in England. He also studied medicine at the University of Texas. Alderton was married twice as well. He passed away on May 29, 1941 and the cause of his death is unsaid.

## The Company

The corner store Alderton worked for also has a soda foundation. One day sales were slow and Alderton began to test out different ingredients to create a soft drink and one day he came up with the 23 ingredients to create the soda currently known as Dr.Pepper. The owner of the drug store, Wade Morrison, where he was working at became his business partner. Eventually Alderton realized he didn't want to be a soft drink magnate but he rather stay a pharmacist. He then sold the recipe to his business partner where he Morrison took over the company. The company started off being known as the Artesian manufacturing company which later became the Dr.Pepper company.

## Background

The U.S. patent office stated that December 1st is the first time the soft soda Dr.Pepper was served. The Dr.Pepper company is the oldest major manufacturer of soft drink concentrates in the U.S. Dr. Pepper preceded the creation of coca cola by a year. Dr.Pepper is also considered an imported good and is sold in the US, Asia, Europe, Canada, Mexico, South America, South Africa, and New Zealand. There are many different flavors of Dr.Pepper, and there is also a diet form which included less corn syrup. Many other flavors were introduced in the early 2000's. Some of the flavors include vanilla, cola, cherry, licorice, amaretto, apricot, blackberry, caramel, pepper and many more.

## The Name

Legend says that the name Dr.Pepper came about from the name of a girls father who he was in love with. It is also said that the pep in pepper stands for pepsin, which is an enzyme that breaks down protein. It is considered one of the main digestive enzymes in the human body. In this time, the soda was considered 'brain tonic' and an 'energizer drink' which is why this theory says the pep could be named after pepsin. Morrison is credited for the name " Dr.Pepper. "
# Digital Media Concepts/Education with Generative AI

In the ever-evolving landscape of education, the incorporation of artificial intelligence (AI) and generative AI tools is raising critical questions and reshaping traditional pedagogical approaches. The emergence in popularity with AI has captured many people even its creators by surprised but it also raises questions when using it in an educational setting. Many believe that technology like ChatGPT are a cause for concern when in regard to academic integrity as students would be using this tool to complete assignments while others see this has another tool to teach and accelerate education.

## Use of AI
### Pros

* Generative AI, like ChatGPT, can serve as an educational assistant to educators, offering support in teaching and learning by supplementing traditional pedagogical approaches.
* Generative AI tools can enable innovative use-cases in the classroom, such as personalized tutoring, encouraging creativity, and extracurricular engagement with topics of interest.
* Generative AI can help expand educational goals by fostering skill development, encouraging thinking processes, and enabling interaction between educators, students, and AI tools.
* Generative AI can promote synergistic relationships between educators, students, and AI tools, leading to new approaches to teaching and learning.
* The use of AI tools can potentially provide quality educational experiences to all, helping to address educational disparities and inequalities.

### Cons

* The accuracy of generative AI tools are still a work in progress as the organizations need to train the AI models enough for it to give satisfactory results.
* Hallucinations: Generative AI models, when fed bad data could hallucinate and create inaccurate outputs.
* Generative AI, such as ChatGPT, can have harmful effects on students' personal and academic outcomes. For example, excessive use of GenAI can cause procrastination, self-reported memory loss, and poor academic performance

## Co-existing with AI
### Preventative

Ways of preventing or detecting AI content being used in assignments.
* A student from Princeton University created GPTZero which claims to detect AI written content with confidence.
* Popular plagiarism detection site Turnitin also made their own AI writing detector which helps in identifying text created with generative AIs.
* Some teachers are removing technology altogether, opting for use of the classic pen and paper for quizzes and tests and supervising student essays.

### Adaptive

Ways of using generative AI in a way that is productively beneficial and encouraging.
* Set explicit boundaries for the use of AI tools as early as possible.
* Use the hallucinations of gAI's as a way to promote library resources and encourage more credible sources.
* Force creative thought out of students by making them produce work throughout the thinking and writing process.

## External Links

https://www.khanacademy.org/college-careers-more/ai-for-education
# Elation Professional

Elation Professional Inc. is a privately held corporation that designs, manufactures, and distributes Stage Lighting, Intelligent Moving Lights, LED Video Walls, DMX Control Systems, and Lighting Consoles. Lighting fixtures created or distributed by Elation are used all over the world for a variety of large visual events including conferences, conventions, theater, music festivals, plays, and concerts. Elation was founded in 1992. Elation is a part of the ADJ group of companies.

## Products

Elation provides various categories of fixtures including LED Intelligent Lights, Discharge Light and Theatrical Fixtures
| LED Intelligent Lighting | Discharge Intelligent Lighting | Theatrical |
| Artiste DaVinci | EMOTION | COLOUR 5 Profile |
| Artiste Picasso | Platinum Beam 5R EXTREME | CW Profile HP |
| CHORUS LINE 16 | Platinum FLX | DW Profile |
| DARTZ 360 | Platinum HFX | KL FRESNEL 8 |
| FUZE WASH Z350 | PROTEUS BEAM | Satura Profile |
| PROTEUS RAYZOR 760 | PROTEUS HYBRID | PRO FS 15R Followspot |
| Platinum Spot 5R Pro | SMARTY HYBRID | WW Profile HP |

## ADJ Group of Companies

ADJ is a large enterprise created from multiple successful companies that collectively provide a wide variety of lighting, audio, and staging products.

### Companies part of the ADJ group of companies

American DJ Elation Professional Lighting Acclaim Lighting American Audio Global Truss

## TimeLine

1992, Founded, started producing lighting fixtures and controllers 2004, Light Stream Controls (LSC) rebranding under elation 2006, Eric Loader Joins Elation as Director of sales 2009, Elation Lighting Emulation for MAC 2011, Elation Enters Into Agreement with Production Exchange 2015, SF Marketing Distributor in Canada 2016, Lexair Entertainment Pty Ltd. Partners with Elation 2016, ADJ Group Expands into Mexico City 2018, Elation launches Obsidian Control Systems

## Locations

Elation Professional - Los Angeles HQ 6122 S. Eastern Avenue Los Angeles, CA 90040 US
Elation Professional - Florida 13185 NW 47th Avenue, Opa Locka, Florida 33054 US
Elation Professional - Europe Junostraat 2, 6468 EW Kerkrade, The Netherlands
Elation Professional - Mexico AV Santa Ana 30, Parque Industrial Lerma, Lerma, Mexico 52000
# Geometry/Origami

Notice: Incomplete
Geometry can be performed using reflections across lines (like in folding paper).

## Axioms

* A unique line can be formed between any two distinct points.
* Given any pair of distinct points, a unique line can be formed reflecting one onto the other (perpendicular bisector)
* Given any pair of distinct lines, a pair of perpendicular lines can be formed reflecting one onto the other (angle bisector)
* Given a point and a line, there is a unique line perpendicular to the first line passing through the point.
* Given two points and a line, if the second point is as far from the first as the line is, there's a unique line passing through the first point, reflecting the second point onto the first line. If the second point further from the first than the line is, there's a pair of lines passing through the first point, reflecting the second point onto the first line. If the second point is closer to the first than the line is, no reflection line exists.
* j
* k
# Geometry/Chapter 9

Oops! These lessons haven't been taught yet. Come back soon! AvidInsight

## Lessons

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6
# Geometry/Chapter 9/Lesson 1
## Introduction

This lesson will introduce you to vocabulary about circles.

## Terminology

* Circle is a "simple-closed" shape in which all points are equidistant to the center point of the circle, in which the circle is named by the center (ex: Circle A); coplanar points.
* Radius is a segment that showcases the distance from the center outwards to any point in the circle.
* Chord is a segment with endpoints on the circle.
* Diameter is a chord that contains the center point.
* Secant is a line that intersects the circle at two points.
* Circumference is the distance around the circle. Circumference formula: 2πr or πd (r=radius; d=diameter).
* Area is the number of square units inside of a circle.
* Central Angle is an angle in which its vertex is the center point and its two sides are radii.
* Inscribed angle is an angle in which the sides are "chords" and [those chords] share a common endpoint.
* Arc is a part of the circle's circumference.
** Minor arc is an arc below 180 degrees.
** Semicircle is an arc that equals to 180 degrees and contains a diameter.
** Major arc is an arc above 180 degrees.
** Intercepted arc is an arc intercepted by segments in a circle.
* Inscribed polygon is where a polygon is "outside" of the circle, in which the sides of the polygon are chords to the circle.
* Circumscribed polygon is where the vertices of the polygon do not lie on the circle and the sides [of the polygons] are tangents to the circle.
* Tangent is a line that intersects on one point on the circle.
* Point of Tangency is the point where a circle and a tangent intersect.
* Congruent circles are circles that are congruent because they have congruent radii.
* Concentric circles have the same center but different radii length.
* Interior angle is where the angle is inside of the figure (circle); vertex is not in the center.
* Exterior angle is where the angle is outside of the figure (circle). The sides are either tangents or secants.

## Tips/Notes

* π = 3.14 (pi)
* All radii are congruent.
* Exact circumference: π
** If a problem asks for the exact circumference, you include π.

### Finding circumference

If you know the radius, finding the circumference is simple. Use 2πr or πd to find it!
* Q: Radius is $7$. Find the circumference.
** A: 2πr --> 2π(7) --> 14π (if pi has to be left in the answer) or 43.98.
* Q: Find d and r to the nearest tenth if C = 196.7.
** A: Plug in your inputs into the circumference formula.
*** C = πd
*** (196.7) = πd
*** (196.7)/π = πd/π
*** 62.61 = d
*** r=1/2d
*** r=1/2(62.61)
*** r= 31.31