OpenLLM-France/wikimedia huggingface dataset:
# Exercise and metabolic disease/Activity 3

You have created the core material for your resource in Activity 2, now its time to improve it.

## Task

Using the resource you created in Activity 2, it's time to enhance its worth. Think about how you can present the site to allow for improved information, alternative formats of information, ease of understanding.
You may like to find
* Have tables or figures been used to quickly and easily present information?
* Are there informative videos and podcasts that offer information in a different way?
* Can the user of the resource follow up further information on something you have included?
* Will parts of the wiki automatically update themselves?
When creating the resource also consider that as well as the online resource, practioners may at times want to print the resource when online access is not immediate. So bear in mind what the PDF version of the site will look like (click the down arrow next to the Page tab above to see what this page looks like). For example, videos will not appear on a PDF version of the wiki page, but you may still want to make the reader aware that the resource exists, so how would you overcome that?
You will be assessed according to the assessment overview. In this activity, you may want to pay particular attention to:
* logical flow of information
* presentation of data is effective
* innovative use of other media (e.g. use of multi-media and/or social media)
* the resource remains easy to follow

## Timeline

The resource will be used in class in week 13 explained in the reflection activity, so this task must be complete by the end of week 12.

## Resources

* Using the internet for learning and research
* Reflective blog on educational technology tools
* Hints and tips on presenting information (tables and graphs)
* Presenting information, from UMich
* Presenting information (useful information mainly between pages 27 and 35)
* Jessica E. Zimmer " Teaching Effectively with Multimedia," //Visionlearning// Vol. HELP-1 (9), 2003.
* 40 useful and creative infographics
* Example: Diabetes education video found on Youtube, part of a diabetes education channel
* Example: Diabetes Diagnostic test found on slideshare
# History of the Ottoman Empire/Establishment of Ottoman State

Course page / Next lesson
Quiz on Establishment of the Ottoman State
# History of the Ottoman Empire/Mehmed II (Fatih) and the rise of the Ottoman Empire

Last lesson / Course Page / Next lesson
* Mehmed II wanted to capture Constantinople, because the Byzantine Empire was a potential threat. In April 1453, they attacked Constantinople with 100,000 - 150,000 soldiers. The Byzantine Empire on the other hand had only 7 - 10,000 soldiers. The Republic of Venice and other European countries supported the Byzantine Empire in Constantinople.
* The Ottomans attacked Constantinople constantly, but could not get results because European countries continually sent reinforcements. In May, the Ottomans lost a large number of soldiers. The Byzantine Empire defended the city successfully. The Ottomans wanted to enter the Golden Horn because, the Byzantine walls were weak there. But, there was a thick chain in the entry of the Golden Horn so, the Ottomans ships were unable to enter. Mehmed II ordered his troops to pull the ships over Kasımpaşa (which is the shore of Golden Horn) with ropes. This was an incredible feat and it allowed the Ottoman warships to enter the Golden Horn. Shortly afterwards they attacked the Byzantine warships. A large number of the Byzantine warships were sunk. Constantinople became too weak, after this attack to hold off Mehmed II's army for much longer. Thus, a few days later, the Ottomans captured Constantinople and the Byzantine Empire fell. Mehmed II made Constantinople the new capital city of the Ottoman Empire, and he renamed it Istanbul. New mosques, hospitals, schools, residences and even a university (Istanbul University) were founded there.
* After the fall of Constantinople, the Serbs gave some castles to the Ottomans. A few years later, Ottomans attacked the Serbs in 1454 - 1457. The Ottomans captured a lot of Serb castles. Also the Ottomans attacked the Peloponnese and they captured there(Where?) in 1460. The Ottomans attacked the Balkans constantly. The Ottomans captured the Empire of Trebizond in 1461 and so the last Rûm country fell. Two years later, the Ottomans captured Bosnia. Some years later, in the east, Beylik of Karaman and Beylik of Ak Koyunlu formed an alliance against the Ottomans. So, the Ottomans attacked the Eastern Anatolia Region in 1466 and captured Konya Province. The same year Beylik of Karaman was captured there. Because of this attacking, Ottomans attacked there. ( Give context) Beylik of Ak Koyunlu fell in 1473, a year later Beylik of Karaman fell.
* In 1477, the Crimean Khanate became a state of the Ottoman Empire. Ottomans also captured all of the ports and cities situated on the coast of the Black Sea Thus, the entire Black Sea belonged to the Ottoman Empire.
* Mehmed II died in 1481. When he died, the people of Europe were said to have been very happy and across the continent, bells rang for days. During his term, the Balkans, Peloponnese, the Crimean Khanate, all of Anatolia, the Caucasus, Northern Syria, and North Iraq became parts of the Ottoman Empire and the Ottomans became a strong force in the region. After the death of Mehmed II, his son Bayezid II became the emperor of the Ottoman Empire.
Quiz on Mehmed II (Fatih) and the rise of the Ottoman Empire
# History of the Ottoman Empire/Obtaining power

Last lesson / Course Page / Next lesson
* Yıldırım Bayezid I, becomes Sultan of the Ottoman State.
* Ottomans attacked Kastamonu in 1391 and Ottomans won.
* Ottomans attacked Balkans in 1392, 1393, 1394, 1395, 1397 and Ottomans won.
* Ottomans enveloped Konstantinapolis in 1396 during Crusaders attacked Niğbolu and Ottomans came to Niğbolu. Ottomans won.
* Timurid dynasty attacked Ankara in 1402. Ottomans were defeated by Timurid dynasty. Yıldırım Bayezit was taken captured. Civil war started in Ottoman State, 1402. A lot of counties became free. Civil war finished in 1413. Yıldırım Bayezid's son, Mehmet I became Sultan of Ottoman State. He killed other brothers.
* Ottomans fought Wenedyk in 1416. Ottomans were defeated by Wenedyk. But, Wenedyk didn't capture any castle and city. Mehmed I, attacked Anatolia and won. So, Ottomans captured a lot of Turk Beylics. Mehmed I died in 1421. His son Murat II became Sultan of Ottoman State.
* Always Crusaders attacked Balkans. And Ottomans were defeated by Crusaders and signed up Edirne-Segedin Treaty in 1444. So, Danube became border Ottomans with Hungarian. Also, Murat II abondoned his throne in 1444. His son Mehmed II became Sultan of Ottoman State. But, Hungarians attacked Balkans in same year.
* Murat II came back to Sultanate. Hungarians were defaeted by Ottomans. But, Crusaders attacked Kosovo in 1448. Ottomans won. After this war, European retreated and Ottomans rinsed in Balkans and Anatolia. Murat II died and Mehmed II became Sultan of Ottoman Empire in 1451. And, after all these Mehmed II would have opened a new age.
Quiz on Obtaining power
# Helping Give Away Psychological Science/Standard Operating Procedures/ Assessments in OSF

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

# Adding Measures in OSF
### Adding a measure

* Create a component in the Assessment Center project
* The name should be the full name of the measure, as described by the anchor publication, followed by an abbreviation in parentheses, if applicable
** e.g., "Parent General Behavioral Inventory: Depression 10 Item Form A (PGBI 10M A)"
** e.g., "KINDL"
** e.g., "7-Up 7-Down"
* Add tags
** For the measure itself
** For each language we have translations for
** For each informant we have translations for
* Update the measure index

### Adding a language to a measure

* Create a component within the measure component
* Name the component "[language] [informant]" plus any other identifiers that distinguish it from other versions of the measure
* Add a brief description to the component
** e.g. "[language] translation of the [measure]"
* Set the component category to "Methods and Measures
* Add relevant contributors
The easy way is just to clone the contributors from the parent project, but we might want to get more specific in the future
* At the very least: include project leaders as admin
* Add tags to the component for:
** Measure, Language, Informant, and all translation statuses represented in the files
** Make sure to use the tags that are standard across all our projects
* Update the component wiki with any relevant metadata, including:
** Translation status
Trello cards sometimes have information about forward and backwards translations
* Copy this in bulleted list format (see other languages for an example)
* Upload the files from Trello to OSF Storage
** You can simply drag them from your computer to OSF Storage and it will bulk-upload them
* Add tags to each of the files you just uploaded
** Include all the tags from the parent component (Measure, Language, and Informant)
** Add tag for translation status
** Use a letter code if applicable, else the entire label
** Update the measure index if necessary
# Learning the abc's/E

* The Alphabet
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
E is the fifth letter in the alphabet.

## Words that start with E

Elephant
Elf
Ernie
Emerald
Edge

## Words also have E in the middle such as

Wedding
Setting
Jed
Led
Antelope Needle
Reaper
Money

## Words with e in the end

See
Lee
Peace
Antelope
# Learning the abc's/F

* The Alphabet
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
F is the sixth letter in the alphabet.

## Words that start with F

Farm
Farmer
Father
Form
Fraternity

## Words that have F in the middle

Profession
Professor
Left
Muffle

## Words with F in the end

If
Turf
Scarf
Calf
Ruff
# Learning the abc's/A

* The Alphabet
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
A is the first letter in the alphabet.

## Many words start with A such as

Apple
Alphabet
Amethyst
Amtrack
Airplane

## Words also have A in the middle such as

Has
Man
Can
Fan
Jam

## Words with A in the end

Banana
Camera
# Learning the abc's/B

* The Alphabet
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
B is the second letter in the alphabet.

## Many words start with B such as

Baby
Bottle
Bird
Box
Ball
Boat

## Words also have B in the middle such as

Cabin
Lobby
Mobile
Robin
Sobbing

## Words with B in the end

Verb
Curb
Sob
Job
Mob
# Learning the abc's/C

* The Alphabet
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
C is the 3rd letter in the alphabet.

## Words start with C

Can
Cat
Call
Cake
Candle

## Words have C in the middle

Raccoon
Emoticon
Second
Peace
Deck
Lock
Sock

## Words have C at the end

Athletic
Logic
Terrific
Topic
Tic Tac
# Learning the abc's/D

* The Alphabet
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
D is the fourth letter in the English alphabet.

## Words that start with D

Dog
Doll
Dingo

## Words with D in the middle

Add
Addition
Wedding
Needle
Saddle

## Words that end with D

Had
Add
Round
Mad
Sad
Bed
# Learning the abc's/Alphabet

* The Alphabet
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
# Learning the abc's/I

* The Alphabet
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
I is the ninth letter in the alphabet.

## Many words start with I such as

Indian
Institute

## Words also have I in the middle such as

Bit

## Words with I in the end

Deli
Hopi (Native American tribe)
# Learning the abc's/G

* The Alphabet
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
G is the seventh letter in the alphabet.

## Many words that start with G

Golden
Gray
German
Germany

## Words that have G in the middle such as

Agitate

## Words with G in the end

Gag
# Learning the abc's/H

* The Alphabet
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
H is the 8th letter on the alphabet table above.

## Many words that start with H

Hello
Hate
Harmony
Hair
Hare
Hat
Heal
Hesitate

## Many words that have H in the middle

Enhance

## Many words that end with H

Fish
Squish
Dish
# Object-Oriented Programming/Inheritance/C Sharp
## Try It

Copy and paste the code above into one of the following free online development environments or use your own C Sharp compiler / interpreter / IDE.
* CodeChef
* C# Pad
* .NET Fiddle
* Ideone
* paiza.IO
* Rextester
* repl.it
* TutorialsPoint

## See Also

* Computer Programming
# Object-Oriented Programming/Inheritance/Python3
## Try It

Copy and paste the code above into one of the following free online development environments or use your own Python3 compiler / interpreter / IDE.
* GDB Online
* Ideone
* InterviewBit
* paiza.IO
* Programiz
* PythonTutor
* Python Fiddle
* repl.it
* RexTester
* Trinket
* TutorialsPoint
* Python Online
* Python Playground
* LabEx

## See Also

* Computer Programming
* Python Programming
* Wikibooks: Python Programming
* Wikibooks: Non-Programmer's Tutorial for Python 3
# Object-Oriented Programming/Introduction/Python3
## Try It

Copy and paste the code above into one of the following free online development environments or use your own Python3 compiler / interpreter / IDE.
* GDB Online
* Ideone
* InterviewBit
* paiza.IO
* Programiz
* PythonTutor
* Python Fiddle
* repl.it
* RexTester
* Trinket
* TutorialsPoint
* Python Online
* Python Playground
* LabEx

## See Also

* Computer Programming
* Python Programming
* Wikibooks: Python Programming
* Wikibooks: Non-Programmer's Tutorial for Python 3
* Python For Everybody - P4E
# Object-Oriented Programming/Inheritance/Java
## Try It

Copy and paste the code above into one of the following free online development environments or use your own Java compiler / interpreter / IDE.
* CodeChef
* GDB Online
* Ideone
* InterviewBit
* paiza.IO
* PythonTutor
* repl.it
* TutorialsPoint

## See Also

* Computer Programming
# Object-Oriented Programming/Internet Data

This lesson introduces Internet data.

## Objectives and Skills

Objectives and skills for this lesson include:

## Examples

* Python3
# Object-Oriented Programming/Introduction/Java
## Try It

Copy and paste the code above into one of the following free online development environments or use your own Java compiler / interpreter / IDE.
* CodeChef
* GDB Online
* Ideone
* InterviewBit
* paiza.IO
* PythonTutor
* repl.it
* TutorialsPoint

## See Also

* Wikibooks: Java Programming
# Object-Oriented Programming/Inheritance/JavaScript
## Try It

Copy and paste the code above into one of the following free online development environments or use your own JavaScript compiler / interpreter / IDE.
* Chapman.edu: Online JavaScript Interpreter
* CodeChef
* GDB Online
* Ideone
* JS.do
* paiza.IO
* PythonTutor
* repl.it

## See Also

* Computer Programming
# Object-Oriented Programming/Introduction/JavaScript
## Try It

Copy and paste the code above into one of the following free online development environments or use your own JavaScript compiler / interpreter / IDE.
* Chapman.edu: Online JavaScript Interpreter
* CodeChef
* GDB Online
* Ideone
* JS.do
* paiza.IO
* PythonTutor
* repl.it

## See Also

* Computer Programming
* JavaScript
# Object-Oriented Programming/Introduction/C Sharp
## Try It

Copy and paste the code above into one of the following free online development environments or use your own C Sharp compiler / interpreter / IDE.
* CodeChef
* C# Pad
* .NET Fiddle
* Ideone
* paiza.IO
* Rextester
* repl.it
* TutorialsPoint

## See Also

* C Sharp
* Wikibooks: C Sharp Programming
# Mapping/Value table/Composition/2/Exercise

We consider the sets
    $L=\{1,2,3,4,5,6,7,8\},\,M=\{a,b,c,d,e,f,g,h,i\}{\text{ and }}N=\{R,S,T,U,V,W,X,Y,Z\}$
and the mappings $\varphi \colon L\rightarrow M$ and $\psi \colon M\rightarrow N$ which are given by the value tables
and
respectively.
* Determine a value table for $\psi \circ \varphi$.
* Are the mappings $\varphi$, $\psi$, $\psi \circ \varphi$ injective?
* Are the mappings $\varphi$, $\psi$, $\psi \circ \varphi$ surjective?
# Owning the Intangible

Welcome to the parent page for Owning the Intangible (OTI).
Owning the Intangible is a Tutorial (seminar for first-year students) at Grinnell College. In the course students develop skills in thinking, writing, reading, speaking, and working with sources while studying intellectual property (IP) and considering a variety of perspectives of IP in the twenty-first century.
Each student in the course writes an essay on an IP topic of his or her choosing. This year, topics have explored patent, copyright (and alternatives), trademark, and more. I have asked my students to post their essays on Wikiversity and they have generally agreed with this assignment.
Links to Papers
* IP vs. IP by Sadhana Athreya
* Patenting the Human Genome by Braden Brown
* True Ownership by Jayson Campos
* Sports Patents by Andew Clark
* Trademarks on Common Words by Morgan Counts
* CopyTube 2.0 by Siddharth Dhananjay
* Originality by Peter Dixon
* Free Speech and Copyright by Martin Estrada
* Sharing Music by Andrew Frerick
* Music Sampling by Claire Tseng
# Networked Learning/RSS Feeds

Feeds are a form of syndication in which a section of a website is made available for other sites to use. Commonly a regularly updated website will make a feed available so other people can display an updating list of content from it (for example one's latest forum postings, etc.). This originated with news and web-log (blog) sites but is increasingly used to syndicate any information. Web feeds are very useful to people who obtain media and information from a number of online sources as they help the reader to bring all that information into one place (called a news reader) instead of having to manually go to each website to obtain the information.
There are many web services that offer enhancements to web feed generation such as Feedburner, and news readers such as Bloglines that enable you to subscribe to a number of feeds, and there is free newsreader software to install on desktop computers such as FeedReader.
Uses for web feeds
* Students can subscribe to a teacher's website and receive updated content to their personal web spaces (blog, start page, news reader).
* Teachers can subscribe to their student's personal web spaces and have student's work arrive centrally.
* Students can subscribe to each other's feeds enabling them to share resources and perspectives.
* Teachers and students can subscribe to other experts in the field, broadening their field of reference, building a personalised reading list, and bringing it back to their teaching and learning contexts.
* Librarians can subscribe to feeds relevant to topics taught by the school faculties, and filter information and offer quality assured resources to teaching staff.
* Professional development units can subscribe to feeds related to teacher training and filter information and build PD resources for their staff.
More information about web feeds
* http://blendedlearning.wikispaces.com/Learning+with+a+News+Reader
* http://networkedlearning.wikispaces.com/knowledge+sharing
* http://screencasting.blogspot.com/2005/05/everything-you-need-to-teach-and-learn.html
* Practical introduction to Web browsing and Web feeds
# Networked Learning/Tags and social bookmarking

Social bookmarking and tagging occurs on web based services where shared lists of user-created Internet bookmarks are displayed. Social bookmarking sites generally organize their content using tags and are an increasingly popular way to locate, classify, rank, and share Internet resources through the practice of tagging, and inferences drawn from grouping and use of such tags. The concept of shared online bookmarking dates to the mid 1990s. An early generation of social bookmarking companies launched in the late 1990s failed as the dot-com bubble burst. The concepts of social bookmarking and tagging took root with the launch of a web site called del.icio.us in approximately 2003. http://en.wikipedia.org/wiki/Social_bookmarking March 2006
Uses for Tagging
* Teacher bookmarks websites and online resources for access away from PC
* Students subscribe to teacher's bookmark web feed as a reading list
* Students collaborate in bookmarking resources for their subject
* Searching
* Combining resources to create a unique resource
More information about Tagging
* http://weblog.infoworld.com/udell/gems/delicious.html
* http://screencasting.blogspot.com/2005/08/tagging-for-collaboration.html
* http://www.flickr.com/photos/leighblackall/tags/tekotago/
* http://youtube.com/results?tag=tekotago
There's no doubt that images, video and audio can be an excellent way to communicate more complicated things to learners. In this workshop we'll use a range of recording devices and free and simple software to record and edit our own videos. You'll be surprised at how easy it can be. Participants are urged to bring along any digital image recording devise they may already own, as well as the cables it came with to plug into a computer.
About digital video Getting video into a digital format and deliverable over the Internet has become a very simple process compared to 6 years ago. Effective video can be recorded on most digital cameras, directly to a format that is suitable for the Internet. Video tape cameras have become significantly cheaper, and editing software has become more freely available and stable on modern computers.
Uses for digital video
* Demonstrating technical skills
* Representing scenarios
* Assessing student skills
* Material profiling
More information about digital video
* http://current.tv/studio/survivalguide/
* http://teachandlearnonline.blogspot.com/2005/07/digital-video-and-documentary-making.html
# Networked Learning/eMail Lists

eMail list, news list, eGroup, but probably most accurately called an electronic mailing list. Electronic mailing lists are a special usage of email that allows for widespread exchange of information to a list of email addresses. Lists can be set for private or public viewing, announcement only or for anyone to post, or so that reading is open to the public but posting is open to members only. Today, mailing lists are most often used for collaboration on various projects and as a way of exchanging information.
Free web-based services offering an easy way to run and maintain such lists have been around since the mid 1990's and remain a popular and effective tool for online group communications. Currently the most popular free web-based services are Yahoo Groups, MSN Groups, and Google Groups.
Uses for eMail lists
* Make announcements and distribute information to a group of people with similar interests.
* Stimulate topical discussions.
* Socialisation tool for a class or new group.
* A learning resource when used with a broader community of practice or industry.
More information about eMail lists
* http://blendedlearning.wikispaces.com/Setting+up+free+email+groups+for+class
* http://screencasting.blogspot.com/2005/05/everything-you-need-to-teach-and-learn.html