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

This page refers to information on economic classroom experiments and related material.
Numbers insist that an economic model of giving, can produce an economy of abundance in that, if all were to give consistently, a substantial amount, into, let's picture it as a river of abundance. What you do not need for right now goes to the river. And what you need when you need it comes from the river, for the most part. We see something similar to this in paying taxes to support the public welfare system. The problem is that these welfare systems that are in place, are terribly inefficient. And more money goes to paying employees of the system to manage the lesser amount of money actually going to public welfare.
I challenge anyone to run the numbers and prove the giving river wrong. Also, a challenge to anyone to say the public welfare system is not riddled with inefficiency...

## Why use experiments in teaching economics?

* They help students to understand an otherwise abstract model. In the double auction experiment they experience, for example, how demand and supply drive the market towards equilibrium. It's learning by doing.
* To show that economic theory can work (for instance, in a Bertrand game). This is important because students or the general public are often sceptical about the use of mathematical analysis in economics.
* To show that economic theory might not work (for instance, in an ultimatum game). This quickly leads to questions on the current frontier of our science.
* An experiment can make it easier for students to grasp a threshold concept like Nash equilibrium.

## List of Experiments

* The Twenty pound auction
* The Wallet Game
* The Ultimatum and the Dictator Bargaining Games
* The Public Good Game
* Private Value Auctions
* The Insurance Game
* Currency Attack
* Bertrand Competition
* American Call Option
* Diamond Dybvig Experiment
* Hold-Up Problem
* Kiyotaki Wright Hazlett Experiment
* Lemon Game
* Miniconomy
* Monty Hall Paradox
* Network Externalities
* Price Discrimination
* Team Draft
* Warren Buffett
* The Guessing Game
* Search
* Pit Market
* Complete List of Interactive Experiments

## Useful Links and Related Literature

Page Views
# Economic Classroom Experiments/American Call Option/metrics
### 2012-2013

| Metrics | Total | Daily Peak |
| April, 2012 | 36 | 5 |
| May, 2012 | 42 | 5 |
| June, 2012 | 31 | 4 |
| July, 2012 | 43 | 5 |
| August, 2012 | 28 | 3 |
| September, 2012 | 35 | 5 |
| October, 2012 | 44 | 4 |
| November, 2012 | 36 | 5 |
| December, 2012 | 74 | 6 |
| January, 2013 | 99 | 8 |
| February, 2013 | 41 | 7 |
| March, 2013 | 73 | 7 |
| Total | 582 | 8 |
# Economic Classroom Experiments/American Call Option

The owner of an American call option watches the stock price rise as the expiry date approaches and decides when to exercise or sell the option. Repeat play gives students an understanding of the fair market price for the option and shows that there is no benefit in exercising early.

## Overview
### Level

Any level

### Prerequisite knowledge

None

### Suitable modules

Any

### Intended learning outcomes

* Exercising early does worse than waiting; not worth paying a premium over and above a European call option that can only be exercised on its expiry date.
* Discussion of how to calculate the fair market price for selling the option.

## Computerized Version

There is a computerized version of this experiment available on the Exeter games site.
You may find the sample instructions helpful.

### Abstract

Students play multiple rounds individually against the computer. The student is an investor in the stock market who has bought an American call option on a stock. The stock price starts at £2.00 and increases in 10 random increments of either 2.5% or 7.5%; the call option has a strike price of £2.50. The student watches as the increments are applied and can at any point decide to exercise the option or sell it on the open market. Any profits made in this way increase at a risk-free interest rate of 5% as each remaining increment is applied.
There are two versions of the game. In the first, the student is told the fair market price for selling the option as each increment is applied to the stock price. In the second, the student only learns what the price is after they have made the decision to sell but they are invited to guess beforehand what a fair price might be.
# Federal Writers' Project – Life Histories/2021/Fall/section019

This project is associated with English 105.019 at the University of North Carolina.

## Project

Students in the course have studied the Federal Writers' Project Papers at UNC's Wilson Library. Each student has chosen an individual to research and record on our class website.

## Life Histories

Special:Prefixindex/Federal Writers' Project – Life Histories/2021/Fall/section019/
Use the following to create a new life history subpage:
# Federal Writers' Project – Life Histories/2021/Spring
## Overview

Several sections of English 105 and English 105i are looking at the lives of southerners during the Great Depression. Using Documenting the American South Project, students have published individuals' life histories during the depression. Classes have engaged in archival research with material from the Southern Historical Collection at UNC’s Louis Round Wilson Library.

## Project

Students in the course have studied the Federal Writers' Project archive at the University of North Carolina at Chapel Hill's Wilson Library. Each student has chosen an individual to research and record on our class website.

## Sections

* English 105i.022
* English 105i.024
* English 105.056
* English 105.060
* English 105.087
* English 105.088
* Section Unknown

## Archive

UNC.edu: Federal Writers' Project Papers, 1936-1940
# Federal Writers' Project – Life Histories/2021/Fall/Section019

This project is associated with English 105.019 at the University of North Carolina.

## Project

Students in the course have studied the Federal Writers' Project Papers at UNC's Wilson Library. Each student has chosen an individual to research and record on our class website.

## Life Histories

Special:Prefixindex/Federal Writers' Project – Life Histories/2021/Fall/Section019/
Use the following to create a new life history subpage:
# Federal Writers' Project – Life Histories/2021/Fall/section018

This project is associated with English 105.018 at the University of North Carolina.

## Project

Students in the course have studied the Federal Writers' Project Papers at UNC's Wilson Library. Each student has chosen an individual to research and record on our class website.

## Life Histories

Special:Prefixindex/Federal Writers' Project – Life Histories/2021/Fall/section018/
Use the following to create a new life history subpage:
# Federal Writers' Project – Life Histories/2021/Spring/105/Section 56
## Project

Students in the course have studied the Federal Writers' Project Papers at UNC's Wilson Library. Each student has chosen an individual to research and record on our class website.

## Life Histories

Special:Prefixindex/Federal Writers' Project – Life Histories/2021/Spring/105/Section 56/
Use the following to create a new life history subpage:
# History of Topics in Special Relativity/Lorentz transformation (introduction)

History of Lorentz transformation :
Introduction
Chapter 1: Most general Lorentz transformations
Chapter 2: LT via imaginary orthogonal transformation
Chapter 3: LT via hyperbolic functions
Chapter 4: LT via velocity
Chapter 5: LT via sphere transformation
Chapter 6: LT via Cayley–Hermite transformation
Chapter 7: LT via Cayley–Klein parameters, Möbius and spin transformations
Chapter 8: LT via quaternions and hyperbolic numbers
Chapter 9: LT via trigonometric functions
Chapter 10: LT via squeeze mappings :
History of Topics in Special Relativity :
* Multiple chapter topics
* History of Lorentz transformations
* History of relativistic four vectors
* History of relativistic tensors
* Single page topics
* History of twin paradox
* History of time dilation
* History of three-acceleration transformation
* Müller's history of relativity
The history of Lorentz transformations comprises the development of linear transformations forming the Lorentz group or Poincaré group preserving the Lorentz interval $-x_{0}^{2}+\cdots +x_{n}^{2}$ and the Minkowski inner product $-x_{0}y_{0}+\cdots +x_{n}y_{n}$.
In mathematics, transformations equivalent to what was later known as Lorentz transformations in various dimensions were discussed in the 19th century in relation to the theory of quadratic forms, hyperbolic geometry, Möbius geometry, and sphere geometry, which is connected to the fact that the group of motions in hyperbolic space, the Möbius group or projective special linear group, and the Laguerre group are isomorphic to the Lorentz group.
In physics, Lorentz transformations became known at the beginning of the 20th century, when it was discovered that they exhibit the symmetry of Maxwell's equations. Subsequently, they became fundamental to all of physics, because they formed the basis of special relativity in which they exhibit the symmetry of Minkowski spacetime, making the speed of light invariant between different inertial frames. They relate the spacetime coordinates of two arbitrary inertial frames of reference with constant relative speed v. In one frame, the position of an event is given by x,y,z and time t, while in the other frame the same event has coordinates x′,y′,z′ and t′.
# How to make a test protocol for ATX power supplies

       1. Get a small power resistor( 1 ohm preferred)
       2. Do not trust on the amount of resistance which is shown on the power resistor. Measure its resistance by a multimeter.
       As you see, on the power resistor is shown 0.5 ohm; however, it is actually 1.7 ohm.
       3. Connect one of the resistor's legs to 3.3 volt binding post.
       4. Connect the other leg of the resistor to the red lead of a multimeter, and put the red lead into the 10ADC jack,the topmost jack. And put its selector on 10A.
       5. Plug in the power supply and record the current shown on the multimeter.
       6. Change the binding post to 5 volt.
       7. Repeat step 6 for 12 volt binding post.
       8. Make a table and put the records on it
ATX Power Supply Test Protocol
| Resistance(Ω) | Voltage (volt) | Current (Amp) |
| 1.7Ω | 3.3 v | 2.36 amp |
| 1.7Ω | 5 v | 3.84 amp |
| 1.7Ω | 12 v | 13.07 amp |
# How to use SPSS/ANOVA

ANOVA stands for Analysis of Variance. If you are familiar with how to calculate variance, then this will seem somewhat familiar to you. The goal is to figure out whether one variable is significant based on another variable. Usually, these would be the dependent and independent variable respectively. Keep in mind that this test statistic uses both the f-test and t-test and will give the same results as an independent samples t-test. To perform this command in SPSS, click Analyze>Compare Means> One-Way Anova. You'll put one variable in the dependent list and your grouping variable in the factor section. Then you will define the two groups on the variable you would like to compare. Sometimes it is useful to think about trying to compare two extremes and seeing if these two are statistically different from one another. Let's say the dependent variable is income and might be related based on a factor called workethic. Theoretically, the harder a person works or doesn't work, the more or less money they will make. Using this theory, we might want to measure the two extremes of workethic and compare "slackers" to "entrepreneurs". We would define the groups in workethic as those with a low workethic (a value of 1...so define group 1 as 1) and those with a high workethic (a value of 5...so define group 2 as 5) and click okay.
# How to test the difference between two correlations

An inferential test can be performed to determine whether the correlations for two samples are likely to represent real difference in a population.
Further information and resources for conducting such comparisons include:
* How to Determine Whether Two Correlation Coefficients are Significant
* Two Correlation coefficients (Calculator)
* Significance of the Difference Between Two Correlation Coefficients (Calculator)
# How to use SPSS/About

SPSS is a mature, proprietary, commercial statistical analysis software package with a graphical user interface. It is one of the most commonly used software solutions for statistical data analysis in academia, particularly the social sciences.
Use of SPSS is commonly, though not universally, taught to students in social science university degree programs around the world.
Several limitations, however, exist with use of SPSS, including:
* It is expensive (full version is over $1000, with annual license fees)
* Student versions are not fully functional (i.e., there are restrictions in the number of cases and variables and to advanced statistics).
Fortunately the free replacement w:PSPP is available at little or no cost, and has unlimited cases and variables. Some advanced statistics (notably GLM) however are not yet supported. Being able to use and teach use of SPSS/PSPP in many university social science departments is almost a requirement.
There are some excellent free online tutorials ranging from step-by-step for absolute beginners to advanced multivariate modelling. For managing and analysing data from questionnaires (which is how SPSS started in 1968) go to http://surveyresearch.weebly.com/index.html and look at Survey Analysis Workshop and SPSS and Useful Websites

## Alternatives

* PSPP is a good, but incomplete free alternative, which has both GUIs and command line interfaces.
* One of the most robust R GUIs, Rcmdr is another free alternative to SPSS.
* Spreadsheet software such as OpenOffice.org/Calc can provide much of the statistical analysis requirements that may be performed by dedicated statistical analysis software packages
# How to use SPSS

This page links to some information and guidelines on using IBM SPSS Statistics, a proprietary statistical software package.
Many of the examples and tutorials may also be applicable to PSPP - an open source statistics application.

## Topics

* About SPSS
* Introduction to SPSS
* File types
* Options
* Using syntax
* Customising
* Compute
* Transformations
* Frequencies
* Descriptives
* Graphing
* Entering data
* Linear correlation
* Exploratory data analysis
* Internal consistency
* Composite scores
* Multiple linear regression
* ANOVA
* Power, effect sizes, and confidence intervals
* Recoding
* Tips
* Using syntax
# Informal learning activities/LTxGi

Extra Living Thingsː G⇒ I__  O ther initialsː   Ac  Df
(«»Gi⇑⇑)
 Jl
 Mo  Pr
 Su  Vz
• gadwall (duck)
• gean (cherry)
• glanders (disease)
• goatee (beard )
• grama (grass)
• gular (gullet)
Extra Living Thingsː H__
• habu (snake)
• heist (rob)
• hognut (plant)
• hubris (pride)
Extra Living Thingsː I__
• iberis (candytuft)
• ileum (intestine)
• inarch (graft )
# Informal learning activities/LTxPr

Extra Living Thingsː P⇒ R__  O ther initialsː   Ac
 Df  Gi
 Jl  Mo
(«»Pr⇑⇑)
 Su  Vz
• paca (rodent)
• pibroch (piping)
 pitohui (bird)
• pochard (duck)
• prad (horse) • psoas (muscle)
• pubis (bone)
Extra Living Thingsː Q__
• quahog (clam)
Extra Living Thingsː R__
• rabi (crop)
• rebec (~violin)
• roach (fish)
# Informal learning activities/LTxSu

Extra Living Thingsː S⇒ U__  O ther initialsː   Ac  Df
 Gi  Jl
 Mo  Pr
(«»Su⇑⇑)
 Vz
• sabra (Jew) • scrivener (scribe)
• siamang (gibbon)
• socage (tenure)
• stapes (∈ear)
• sumac (shrub)
Extra Living Thingsː T__
• tabes (atrophy)
 talus (∈foot)
• theca (sheath)
 this (fly) • toona (∈mahogany)
• tuan (marsupial )
Extra Living Thingsː U__
• ulama (clerics)
• ureter (tube)
# Informal learning activities/Js

Jrslm
This inserts a link to the country or area, in this case Jerusalem, into a Places & Buildings item.
# Informal learning activities/LTxJl

Extra Living Thingsː J⇒ L__  O ther initialsː   Ac
 Df  Gi
(«»Jl⇑⇑)
 Mo  Pr
 Su  Vz
• jabiru (stork)
• jennet (pony )
• jigger (parasite)
Extra Living Thingsː K__
• kaffle (chain)
• kibe (chilblain+)
• kōan (saying)
Extra Living Thingsː L__
• labium (mouth⊂)
• lech (lust )
• liana (vine)
• loach (fish)
• luau (feast)
• lych (corpse)
# Informal learning activities/LTxAc

Extra Living Thingsː A⇒ C__  O ther initialsː  («»Ac⇑⇑)
 Df
 Gi  Jl
 Mo  Pr
 Su  Vz
• abator (law)
• acaridae (mite)
• adage (saying)
• agave (succulent)
 alalia (mutism)
• ambari/y (kenaf )
• ananas (⊂pineapple)
 apery (mimicry)
• arachis (pea)
• ascites/ic (belly)
• ataman (leader)
• augur (priest)
• axel (skating)
Extra Living Thingsː B__
• bael (tree)
• benne (sesame) • bile (gall)
 bilboquet (4 play)
 binturong (bearcat)
• blag (rob)
• boab (tree)
• bract (leaf)
• bubo (blister+ )
Extra Living Thingsː C__
• cabal (plot)
• caecum (gut⊂)
• chalone (hormone)
• cibolero (hunter)
• clachan (village)
• coakum (pokeweed)
• cracid (bird)
• culm (stem)
• cycad (plant)
# Informal learning activities/LTxDf

Extra Living Thingsː D⇒ F__  O ther initialsː   Ac
(«»Df⇑⇑)
 Gi  Jl
 Mo  Pr
 Su  Vz
• dacoit (bandit)
• deign (condescend)
• dianoia (knowledge)
• djinn (genie)
• duenna (chaperone)
Extra Living Thingsː E__
• ecad (organism)
• edema (swelling)
• embus (board)
• enate (matrilineal)
• ergate (ant+ )
• eunuch (castrato )
• eyas (falcon )
Extra Living Thingsː F__
• fado (song)
• flam (drumbeat)
• foment (provoke)
• frenum (fold)
• fulmar (≈gull)
# Informal learning activities/LTxMo

Extra Living Thingsː M⇒ O__  O ther initialsː   Ac  Df
 Gi  Jl
(«»Mo⇑⇑)
 Pr
 Su  Vz
• macer (usher)
• meatus (canal)
• milo (sorghum)
• moiety (½) • mucin (protein)
Beings & Behaviourː L__
• naiad (nymph)
• neem (tree)
• noesis (faith)
• nucha (nape)
Extra Living Thingsː O__
• obol (coin) • okapi (giraffid)
• olecranon (elbow•)
• orach (saltbush)
• oscine (songbird) • ovine (sheepish)
# Informal learning activities/Kv

Ksv
This inserts a link to the country or area, in this case Kosovo, into a Places & Buildings item.
# Java Platform, Enterprise Edition

The Java 2 Platform, Enterprise Edition (J2EE) is a set of specifications and practices that together enable solutions for developing, deploying, and managing multi-tier server-centric applications.

## Contents

This collection contains a tutorial for Java Enterprise Edition, links to related pages in Wikipedia, Wikibooks and over the internet.

## Java EE Tutorial

Java EE Tutorial Starts Here.

## Java EE Glossary

Java EE Glossary Contains the definitions for all Java EE related terms.

## Official Links

* Sun's Java EE Tutorials
# Java Platform, Enterprise Edition/Java EE Tutorial

This tutorial is intended to enable you programming in Java 2 Enterprise Edition (J2EE). You can start the tutorial here.

## Chapters

Following are the chapters in the tutorial.

### Part 1: Overview and Installations

* Installation of Java EE
* Basics of Web Applications
* Installing an Application Server
* Using Eclipse and MyEclipse

### Part 2: Applets

* What is an Applet?
* The first Applet

### Part 3: Servlets

* An Introduction to Servlets
* The first Servlet
* Modifying a Servlet

### Part 4: JavaServer Pages

* An Introduction to JSP
* Writing in JSP
* Implicit Objects
* Cookies

### Part 5: Apache Struts

* Introduction
* Struts configuration
* Action Servlet
* Form Validator
* Tiles

### Part 6: Enterprise Java Beans

* What is beans?
* Session Beans
* Entity Beans
* Message Beans

### Appendices

* Second Servlet
# Java Math Class

Note: All functions in class Math are static, meaning you do not have to create an instance of it.

## Functions

Math.abs - Use this with an integer, float, long, or double. It returns the absolute value of what you ask. Example: "Math.abs(-39)" will return 39
Math.random - No parameter. It returns a double from 0 - 1. Example: "(int)(Math.random*100) will return a integer from 0 - 100" Add more particularly useful.. Go to http://java.sun.com/j2se/1.4.2/docs/api/java/lang/Math.html for more.
# Java Enterprise Edition
## Introduction
### Goals of the course

* Understand the use and benefits of Java Enterprise Edition JEE
* Get familiar with the architecture
* Enable to write a middleware layer (Note: JSP is used, but not explained. It has its own course!)
This course does not prepare for a certification. (Maybe another course will)

### Target audience

* IT- Decision makers
* Developers

### Exercises

This must be the heart of the course. However, it is not clear, how this should be done best.
For the exercises we will use the following open source-environment:
* JBoss
* Eclipse
Note
There is a major issue about the version being used:
From the student's perspective it is best to use the newest version to be on the most recent level.
From the teacher's perspective it is best to continue with the version choosen at the beginning of the course. If the course material was changed for every update of only the server, then the course will be under construction for ever.
It is necessary to develop a strategy to close that gap. A rough idea would be the teachers starting with one particular version and complete the course with these "frozen" versions. At the end, the teachers and students create groups to migrate the exercises to the newer versions.

### Course material

Sun's JEE Tutorial
Note: It is not fixed, which versions will be used as IDE and application server!
Eclipse
Eclipse IDE
JBoss
Download JBoss at sourceforge
or
Download JBoss at JBoss
JBoss Wiki
The first - and very crucial - exercise is to setup the application server. We start with JBoss.
Topic:Java Enterprise Edition/Exercises
# Java Enterprise Edition/Exercises

These is the exercise section for the course JEE. The exercises are under construction, so please be aware and patient, if some details do not work yet

## Installation
### JBoss

As described in the course, the version used is a critical thing. JBoss is presenting often new versions and students of course would like to jump on the newest version. For the course material, this is a problem as it will result in an eternal construction place for a shifting target.
Therefore the strategy so far is to use the current stable release 4.22 to create and build the exercises.
Participants of the course who feel comfortable enough to try the exercises with newer versions will - hopefully - add notes about changes needed to run them on the later version.

#### JBoss 4.04

* Step 1: Have JDK 1.5 installed. (It is highly recommended to use 1.5 and not 1.6 with version restriction to 5 as obscure errors have been reported that are tricky to find.!). Create an environment variable JAVA_HOME directory and point it to the root directory.
You can get SUN's JDK at Java SE Downloads - Previous Release - J2SE 5.0
* Step 2: Goto source forge and download jboss-4.0.4.GA-Patch1-installer.jar. (At the time this exercise was created the full URL was jboss-4.0.4.GA-Patch1-installer.jar. You may want to see the notes at Notes ).Install the downloaded jar on the command line with "java -jar jboss-4.0.4.GA-Patch1-installer.jar"
** After defining the target directory to install, you have to select an Install type. You have to select ejb3-clustered! (TODO define the reason why. Probably the other versions have bugs?).
** in the next pane, select all installation packages
** in the pane "configuration name" accept the name default (it prevents you from running into errors, because you forgot to use "-c [configurationname")
** In the pane "Isolation and call by value semantics" check the box for "Enable deployment isolation / call by value" (Otherwise you get strange errors if e.g. you redeploy an application even without having changed anything! Read the notes if you want to know more)
** In the pane JMX Security you may want to disable the admin username and password. If you keep them (or better change them), remember to add them to your shutdown script with -u [username] -p [password]
** After the installation is completed, you are offered to save an installation report. It is recommendable to do that to find possible configuration problems later on