OpenLLM-France/wikimedia huggingface dataset:
# Game mechanics/Hand Management

Hand Management is a mechanism used in card and board game design. Hand management games feature cards that reward players when they play cards in certain sequences or groups. Effective play of cards and sequences of cards may vary, depending on board position, cards held or displayed and cards played by opponents. Good hand management means gaining the best value out of available cards under given circumstances. Many cards have multiple uses in the game, creating complex reasoning to identify an "optimal" sequence.
Hand management does not concern manual dexterity.

## Links to Boardgame geek

* Boardgamegeek: Hand Management

### Games using Hand Management

* Friedrich
* Liberté
* Dominion
* The Settlers of Catan
# Game mechanics/Card Driven Campaign/Battle

Card Driven Battle and Card Driven Campaign games involve the use of cards to trigger events which alter how the game develops. This can include having A, B, C etc decks which allow some events to be randomised through shuffling, while keeping a chronological structure between the decks.

## Links to Boardgame geek

* Card Driven Campaign/Battle

### Games with Card Driven Battles or Campaigns

* 1866: The Struggle for Supremacy in Germany
* Paths of Glory
# Game mechanics/Point to Point Movement

Point to Point Movement is a mechanism used in board game design. It is characterised by having a game board divided into areas of varying shape and size. Players can move pieces into and out of each area in any direction provided the areas are adjacent or connected.
However, Point to Point Movement is an alternative way of presenting Area Movement, as the points act as areas with the "lines" representing the existence of a border between adjacent areas. See the example for Risk

## Links to Boardgame geek

* Point to Point Movement

### Games using Point to Point Movement

* 1866: The Struggle for Supremacy in Germany
* Friedrich
* Here I Stand
# Game mechanics/Modular Board

Modular Board games use discrete elements, often tiles or cards which can be assembled - often during the course of play - to create differing layouts for each time the game is played.

## Links to Boardgame geek

* Modular Board

### Games using Area Enclosure

* The Settlers of Catan
# Continental shelves/North Sea/Quiz

North Sea continental shelves is a lecture from the school of geology.
You are free to take this quiz based on North Sea continental shelves 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

* The pre-Holocene history of the Earth is found on and in its continental shelves.
# Continental shelves/North west African/Quiz

North west African continental shelves is a lecture from the school of geology.
You are free to take this quiz based on North west African continental shelves 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

* The pre-Holocene history of the Earth is found on and in its continental shelves.
# Continental shelves/South east Asian

"The earliest evidence for seafaring thus far occurs on Flores, the largest island in the island chain known as Lesser Sunda, located in eastern Indonesia, currently some 500 km from Java, the world's most populous island. Stone tools were found in association with faunal remains and date to at least 800,000 years ago implying that Homo erectus might have been the world's first seafarers [...]."
According to the map above, Flores is on a thin continental shelf extending from Java.

## Australia-New Zealand shelves

The Manihiki Plateau, an oceanic plateau in the south-west Pacific Ocean, was formed by volcanic activity 125 to 120 million years ago during the mid-Cretaceous period at a triple junction] plate boundary called the Tongareva triple junction. 125 million years ago the Manihiki Plateau formed part of the giant Ontong Java-Manihiki-Hikurangi plateau.
The Manihiki Plateau extends from 3°S to 6°S and 159°W to 169°W covering 770,000 km$^2$ (300,000 sq mi), has an estimated volume of 8,800,000 km$^3$ (2,100,000 cu mi) with a crustal thickness of 15–25 km (9.3–15.5 mi) and contains several of the Cook Islands are located on the southern part: Pukapuka (Danger), Nassau], Suvorov], Rakahanga, and Manihiki, with the Tokelau Basin to the west, the Samoan Basin to the south, the Penrhyn Basin to the east, and the Central Pacific Basin to the north.
It reaches up to 2.5–3 km (1.6–1.9 mi) below sea level, several kilometres shallower than the surrounding basins, can be divided into three regions: the south-eastern High Plateau is the shallowest and flattest; its basement is covered by up to a kilometre of pelagic sedimentary rock, the Western Plateaus, north-west of the High Plateau, a series of ridges and seamounts, the North Plateau is small and almost separated from the rest of the Manihiki Plateau.
The High Plateau is the largest part of Manihiki covering 400,000 km$^2$ (150,000 sq mi) above 4000 m; the second largest part is the Western Plateaus covering 250,000 km$^2$ (97,000 sq mi) above 5000 m and reaching 3,500–4,000 m (11,500–13,100 ft) below sea level, and the smallest part, the North Plateau, covers 60,000 km$^2$ (23,000 sq mi) above 4500 m and reaches 1,500 m (4,900 ft), where these plateaus are separated by failed rifts.
# Create a training and development plan

Welcome! This course is about creating a plan for human resources training and development using the ADDIE instructional design model.

## Introduction

Have you been tasked with creating training and development opportunities for members of your organization? If so, that's great! But perhaps you're unsure of where to get started.
This course will show you how to create a human resources training and development plan using the ADDIE instructional design model. Trainers have used the ADDIE design model for over 40 years to create effective training. In this course you'll get to create your own training plan and then compare it to example training plans.

## Lessons

* Introduction to HR training and development using ADDIE
* Analysis Phase
* Design Phase
* Development Phase
* Implementation Phase
* Evaluation Phase

## Help improve this learning content

Anyone can edit in Wikiversity, and users are encouraged to "be bold." Take a look at this Wikiversity Intro to Editing tutorial. Or if you like, you could try editing right now by clicking on the Sandbox link in the upper right corner of your screen.
This Wikiversity course is meant to prepare learners for an assessment and credential that is available from the University of Wisconsin-Extension. Both this course and the assessment are competency based, which means learners will be evaluated on their ability to create a human resources training and development plan using the ADDIE instructional design model -just as an HR representative would in the real professional world.
If you want to contribute, you’ll need to know what tasks learners will be asked to demonstrate and how they will be evaluated.
    Competency Statement: The competency statement is a concise description of the knowledge or skills that will be assessed, and that are the desired results of instruction. For this project, learners are asked to create a human resources training and development plan using the ADDIE instructional design model.
    Assessment Rubric: A rubric enumerates the criteria by which a learner’s performance will be evaluated. View the rubric for this “Create a training and development plan” course.
    Assessment Documentation: Some assessments may have related documents, e.g. templates, that students will be asked to use as part of the assessment. View the template for this “Create a training and development plan” course.

## Earn a University of Wisconsin credential

This Wikiversity project is associated with an assessment and credential offered by the University of Wisconsin-Extension through the University Learning Store.
# Create a training and development plan/Evaluation Phase

The Evaluation Phase is the fifth and final phase of the ADDIE model. In the Evaluation Phase, you will evaluate if your training has had the desired impacts. Although the Evaluation Phase comes at the end of the ADDIE model, evaluation of your training’s effectiveness actually happens in all five of the ADDIE phases.

## Learning Objectives

* Evaluate your training’s effectiveness using Kirkpatrick’s Four Levels of Evaluation

## Why It Matters

A narrative (example or scenario) that fleshes out the problem and/or hooks learners by resonating with their experience(s) might be useful.

## Learning Resources

* The ADDIE Evaluation Phase, by J Clark Gardner.
* Kirkpatrick's Four Level Training Evaluation Model, by The Mind Tools Content Team.

## Practice Activity

An augmented version of the scenario from the Analyze Phase goes here (unless someone wants to write an entirely new scenario).

## Quiz

Questions.
# Create a training and development plan/Implementation Phase

The Implementation Phase is the fourth phase of the ADDIE model. In the Implementation Phase, instruction actually gets delivered to trainees.

## Learning Objectives

* Create a training schedule

## Why It Matters

A narrative (example or scenario) that fleshes out the problem and/or hooks learners by resonating with their experience(s) might be useful.

## Learning Resources

* The ADDIE Implementation Phase, by J Clark Gardner.

## Practice Activity

An augmented version of the scenario from the Analyze Phase goes here (unless someone wants to write an entirely new scenario).

## Quiz

Questions.
# Create Icons for Learning Resources

This learning resource supports you in creating icons for Wikiversity articles. Icons can be used indicate
* learning tasks,
* interactive visualisation,
* application of specific software in the learning task (Geogebra constructions, spreadshet documents with sample data, ....) or
* the theoretical background for the learning resource (e.g. the underlying concepts of Linear Regression, that learners are exposed to in the learning task with sample data)

## Learning Tasks

* use existing icons in WikiCommons first in the sandbox and try a arrange a standard page for your type of learning resources you want to create for a specific topic,
* Create an Icon in LibreOffice or InkScape and export the icon in SVG,
* Explain, why it is an advantage to export icons in Scalable Vector Graphics (SVG) format in comparison to a raster format (e.g. click on the images on the right and scale them). Search a raster image (e.g. PNG format) and scale the image in same way.
* use icons in MediaWiki templates to create a standard structure of visualisations,
* Identify use-cases for icons and describe who they could help learners to find there way through the learning resource.
* See also Inline Icons for Wikiversity Learning Resources and identify how you can use those icons in learning resource you contribute author.
# Create a Lesson Plan
## Section 1 URL Method

* Visit http://wikiversity.org
* Sign-in
* Change the URL to end with your lesson name: e.g. http://wikiversity.org/wiki/Lesson Name
* When you visit the URL for your new lesson, you will be greeted with a message that says "This page does not exist."
* Click "Create" and input your lesson text in wiki format.

## Section 2 PDF Method
### Uploading

* Clear permission to publish the plan from your school or employer, if necessary. Make sure any materials you use from others are attributed and licensed to be re-mixed.
* Turn it into a PDF if it isn’t already. If you need PDF software check out Wikipedia's list.
* Log-in or create an account, in the top right.
* Click “Toolbox” in the gray column on the left side of the page.
* Click “Upload file” in the "Toolbox" options.
* Add a description and choose a license.
* Find the file on your computer.
* Click “Upload file” at the bottom of the page.

### Hooking PDFs to Wikiversity Resource

* Original PDF Version of the Paper, click to view/download.
* Original PDF Version of the Paper
To place a lesson plan nicely into an existing resource like you see to the right, use the wikicode below:
* <table align="right" border="1"><tr><td align="center">'''Original PDF Version of the Paper,<br> click to view/download.'''</td></tr><tr><td>[[File:FILENAME.pdf|right|alt=Click to download|Original PDF Version of the Paper]]</td></tr></table>

### Other Formats of this Method

* PDF
* Google doc
# Create a training and development plan/Development Phase

The Development Phase is the third phase of the ADDIE model. In the Development Phase, you'll begin creating and/or gathering the instructional materials that you planned in the previous Design Phase. By the end of the Development Phase, you should have a working prototype of training that you can validate with experts and pilot test with users.

## Learning Objectives

* Identify available and required resources for training
* Develop instructional materials

## Why It Matters

A narrative (example or scenario) that fleshes out the problem and/or hooks learners by resonating with their experience(s) might be useful.

## Learning Resources

* The ADDIE Development Phase, by J Clark Gardner.
* Robert Gagne’s Nine Steps of Instruction, by Don Clark.
* Instructional Design - Media, Strategies, and Methods, by Don Clark.

## Practice Activity

An augmented version of the scenario from the Analyze Phase goes here (unless someone wants to write an entirely new scenario).

## Quiz

Questions
# Create a training and development plan/Design Phase

The Design Phase is the second phase of the ADDIE model. After thoroughly analyzing a performance gap in the Analyze Phase, you’ll now begin planning how training will be used to close that gap. By the end of the Design Phase, you should have a rough outline of what your training will look like.

## Learning Objectives

* Compose learning objectives that are SMART and conform to the format "Performance + Condition + Criterion."
* Perform a task analysis in which you break down the learning objectives into supporting knowledge, skills, attitudes, and/or tasks.
* Choose an instructional strategy for training that facilitates associated learning objectives.
* Choose a format/modality for instruction that facilitates both the learning objective and chosen instructional strategy.

## Why it Matters

Why is it important to write learning objectives? What's a Bloom's verb, and why should you care? A narrative (example or scenario) that fleshes out the problem and/or hooks learners by resonating with their experience(s) might be useful.

## Learning Resources

* The ADDIE Design Phase, by J Clark Gardner. This YouTube video provides a visual and concise introduction to the ADDIE Design Phase.
* Robert Mager’s Performance Based Learning Objectives, by Jeffrey Dalto. An accessible introduction to writing performance objectives or learning objectives.
* Cognitive Task Analysis: Mapping the performance, by Don Clark. This is more in depth and broader in scope than what students will need, but it might suffice. One good thing is it describes how to do a task analysis for different types of tasks and knowledge.

## Practice Activity

An augmented version of the scenario from the Analyze Phase goes here (unless someone wants to write an entirely new scenario).

## Quiz

Questions.
# Graphic Design/Design Process/Implementation

Implementation:
Implementation is the simple act of applying your design to what ever purpose it was designed for.
For a poster the design is printed in some way, shape or form. For a website, it is posted on the internet and etc.
Assignment 5: Implementation
No homework today! Take the day off you deserve it!
# B

Bleed - The area outside the trim edge that ensures no unprinted edges appear.

# C

CMYK - Cyan, Magenta, Yellow, Key (Black). CMYK is the standard colour mode used for printing.

# D

DPI - Dots per Inch on a printed page.

# H

Hierarchy - The arrangement of elements in a way that signifies importance.

# K

Kerning - The spacing between individual characters in a word.

# M

Mockup - A realistic model of a design used for presentation or feedback.

# N

Negative Space - The empty space around and between elements in a design.

# P

PPI - Pixels per Inch; number of pixels per inch in an image.

# R

Raster Image - an image made up of thousands of pixels. Also known as bitmap image. Photos are an example of a raster image.
RGB - Red, Green, Blue. RGB is the colour mode used for screen output.

# T

Typography - The art of arranging text to make it legible and visually appealing.

# V

Vector Image - an image made up of points, as opposed to raster images which are made from pixels. Each point has a defined X and Y coordinates. Vector images can be resized without loss of quality.

# W

Wireframe - A basic layout of a design that outlines structure without detailed visuals.

# See Also

Superdream Glossary of Design Terms

# References

* ↑ Creative Blog. (2015). 6 Key Terms Every Graphic Designer should know. Available: http://www.creativebloq.com/graphic-design/key-terms-to-know-6133210
* ↑ Creative Blog. (2015). 6 Key Terms Every Graphic Designer should know. Available: http://www.creativebloq.com/graphic-design/key-terms-to-know-6133210
# Graphic techniques in game production
## Capturing a Screen Shot
### Screen Grabbing on Macs

Macs come with an inbuilt program called Grab, which you can use to take screenshots of the whole screen or a portion of a screen. Further information needs to be presented here for Mac and Linux - some info on using Windows XP follows.

### Windows XP

Some details on capturing a screen shot in Windows XP here.
The technique explained at the link above also works extremely well with GIMP 2.* and is better for us since we can currently upload jpg files to Wikiversity .... but not bmp files? GIMP also allows import of BMP files so you can use the above technique and email the file to someone else (like me) with GIMP installed willing to convert it for you.
In XP Take your screen save by pushing the Prt Scrn button then in GIMP open a new file, choose the size of your screen; then use Edit, Paste into New. The image appears scaled within the new file frame. Save the file as a jpeg by clicking the little button at bottem of the Save As dialog and selecting jpeg from among all the available formats. Click Save and then when the dialog informs you it must export first to flatten the layer stack tell it Ok. It processes the file and saves under the name and path you provided.
Notice any of these can be used later for texture and sprite creation if we can find an import file format compatible with Art of Illusion, I hope you are reading the Art of Illusion manual and/or tutorials on your own in the background as you proceed along this trial!
Editor's note: Screen capture file format conversion needs to be doublechecked in GIMP procedure above. It was a bit tricky and I wrote it from memory. Erase this note when it is confirmed the revised procedure works well for GIMP novices. Thanks! Mirwin 04:10, 6 November 2006 (UTC)

## Use of Parallax and tiles in Sidescroller

This image is a good candidate for editing in Adobe Photoshop or the GIMP to create a sidescroller tileset. With proper editing following proper lines (roughly horizontal not too obviously repeating) we should be able to simulate being in a vehicle traveling slowly along a line of ridges. Two or three planes are established and the tiles in the planes farthest into the screen from the viewer move at a proportional distance to the illusion of depth one wishes to create.
What makes this a good candidate is the two roughly horizontal planes which will allow us to: Mirror the image; splice it to itself (either edge will match its mirror image). Copies of this are then edited to provide horizontal masses with transparent space above for other moving ridgelines.
This can be done off of the photograph(s) for preliminary prototyping and storyboarding and the photograph (NASA free use to the entire public) used for texture and color creation for 3d models of landscape. Then the rendered images are delivered in the format specified (into which the early tileset has been converted) and the tileset task/process is complete.
# Graphic Design/Logo Design

Topic:Logo Design
Logo design can be one of the most challenging forms of design there is, not because it's complicated, but because your design carries a company, not just through a phase or advertising campaign, but through a period of time. The time periods of logos are often not set in stone. Most companies feel the need to redesign their logos to better update ( or "modernize" ) their appearance. Some companies, such as Regions bank, change their logo when they merge with another company or absorb it. Still others change not only their logo, but also their approach to how they do business in general, be it environmental policies or some general philosophy. This is also known as rebranding and actually extends beyond the logo design; however a new logo is often the spearhead for such a campaign. Once in a while there may be the honor of designing the first logo of a new company. Whatever or whatever the reason a design is being created or renewed, a logo says something about that company. It's their introduction to the world, the first describer of what that company is as well as what they do, and that is why the design of their logo carries so much weight. Because of this, there are a few questions to be answered and decisions to be made before, as well as during, the design phase.

### Types of Logos

The simplest kind of logo is called a logotype. A logotype, as it's name implies, is a logo composed entirely from text. It contains no imagery or illustrations. Logotypes rely heavily on the presentation of their text, which makes typography all that more important. An inherent downside to pure logotypes is that they can be difficult for readers of other languages to distinguish, and they can be difficult to distinguish from similar logotypes.
Logos will sometimes incorporate some kind of image. Some logos, such as Apple, are composed of just a symbol, with no text involved whatsoever.
Logos are able to take all manner of shapes and sizes. The most common shapes are rectangular and circular, quite possibly because they are the most unobtrusive shapes to use.

### Questions to Ask/Consider

Is the logo appropriate for the situation?
What does the logo represent?
Is the logo easily recognizable?