OpenLLM-France/wikimedia huggingface dataset:
# Economic Sophisms/181

<pagequality level="3" user="Zoeannl" />style="background: #ececec; text-align: left; padding-left: 0.5em; font-weight: bold;" class="table-rh"because if society desires to make presents to some of its members, all ought to bear the expense; more economical, because it would save a great deal in the cost of collection, and do away with many of the trammels with which trade is hampered; more fair, because the public would see clearly the nature of the operation, and act accordingly."
Since the occasion presents itself to us so opportunely, let us study this system of plunder by premium; for all we say of it applies equally to the system of plunder by tariff; and as the latter is a little better concealed, the direct may help us to detect and expose the indirect system of cheating. The mind will thus be led from what is simple to what is more complicated.
But it may be asked. Is there not a species of theft which is more simple still? Undoubtedly; there is highway robbery, which wants only to be legalized, and made a monopoly of, or, in the language of the present day, organized.
I have been reading what follows in a book of travels:—
"When we reached the kingdom of A., all branches of industry declared themselves in a state of suffering. Agriculture groaned, manufactures complained, trade murmured, the shipping interest grumbled, and the government were at a loss what to do. First of all, the idea was to lay a pretty smart tax on all the malcontents, and afterwards to divide the proceeds among them after retaining its own quota; this would have been on the principle of the Spanish lottery. There are a thousand of you, and the State takes a piastre from each; then by sleight of hand, it conveys away 250 piastres, and divides the remaining 750 in larger and smaller proportions among the ticket-holders. The gallant Hidalgo who gets three-fourths of a piastre, forgetting that he had contributed a whole piastre, cannot conceal his delight, and rushes off to spend his fifteen reals at the alehouse. This is very much the same thing as we see taking place in France. But the government had overrated the stupidity of the population when it endeavoured to make them accept such a species of protection, and at length it lighted upon the following expedient.
"The country was covered with a network of highroads. The
# Economic Sophisms/185

<pagequality level="3" user="Zoeannl" />style="background: #ececec; text-align: left; padding-left: 0.5em; font-weight: bold;" class="table-rh"
* JACQUES BONHOMME, a Vinedresser.
* M. LASOUCHE, Taxgatherer.
L.: You have secured twenty tuns of wine?
J.: Yes; by dint of my own skill and labour.
L.: Have the goodness to deliver up to me six of the best.
J.: Six tuns out of twenty ! Good Heaven ! you are going to ruin me. And, please, Sir, for what purpose do you intend them?
L.: The first will be handed over to the creditors of the State. When people have debts, the least thing they can do is to pay interest upon them.
J.: And what becomes of the capital?
L.: That is too long a story to tell you at present. One part used to be converted into cartridges, which emitted the most beautiful smoke in the world. Another went to pay the men who had got crippled in foreign wars. Then, when this expenditure brought invasion upon us, our polite friend, the enemy, was unwilling to take leave of us without carrying away some of our money as a souvenir, and this money had to be borrowed.
J.: And what benefit do I derive from this now?
L.: The satisfaction of saying— Template:Fs90/s
* Que je suis fier d'être Français
* Quand je regarde la colonne!
Template:Fs90/e
J.: And the humiliation of leaving to my heirs an estate burdened with a perpetual rent-charge. Still, it is necessary to pay one's debts, whatever foolish use is made of the proceeds. So much for the disposal of one tun; but what about the five others?
L.: One goes to support the public service, the civil list, the judges who protect your property when your neighbour wishes wrongfully to appropriate it, the gendarmes who protect you from robbers when you are asleep, the cantonnier who maintains the
highways, the curé who baptizes your children, the Template:Hws
# Economic Sophisms/187

<pagequality level="3" user="Zoeannl" />style="background: #ececec; text-align: left; padding-left: 0.5em; font-weight: bold;" class="table-rh"of claret. And then, what service do they render me in return for this nectar which has cost me so much toil?
L.: None at all; nor is the wine destined for the Mussulman, but for good Christians who spend their lives in Barbary.
J.: And what service do they render me?
L.: They make razzias, and suffer from them in their turn; they kill and are killed; they are seized with dysentery and sent to the hospital; they make harbours and roads, build villages, and people them with Maltese, Italians, Spaniards, and Swiss, who live upon your wine; for another supply of which, I can tell you, I will soon come back to you.
J.: Good gracious! that is too much. I shall give you a flat refusal. A vinedresser who could be guilty of such folly would be sent to Bicétre. To make roads over Mount Atlas—good Heavens! when I can scarcely leave my house for want of roads! To form harbours in Barbary, when the Garonne is silted up! To carry off my children whom I love, and send them to torment the Kabyles! To make me pay for houses, seed, and cattle, to be handed over to Greeks and Maltese, when we have so many poor people to provide for at home!
L.: The poor! Just so; they rid the country of the trop plein, and prevent a redundant population.
J.: And we are to send after them to Algeria the capital on which they could live at home!
L.: But then you are laying the foundations of a great empire, you carry civilization into Africa, thus crowning your country with immortal glory.
J.: You are a poet, Mr Taxgatherer. I am a plain vinedresser, and I refuse your demand.
L.: But think, that in the course of some thousands of years, your present advances will be recouped and repaid a hundredfold to your descendants. The men who direct the enterprise assure us that it will be so.
J.: In the meantime, in order to defray the expense, they ask me first of all for one cask of wine, then for two, then for three, and now I am taxed by the tun! I persist in my refusal.
L.: Your refusal comes too late. Your representative has stipulated for the whole quantity I demand.
J.: Too true. Cursed weakness on my part! Surely, in
# Circuit Theory/Phasors/Examples/example11/phasor solution
## Phasor Symbolic and Numeric
### time domain

Can not substitute and get one differential equation. Must solve all equations simultaneously.

### phasor domain

Can solve simultaneous linear equations in the phasor domain ... so must convert them to phasor domain:
    ${V_{s}}(t)\rightarrow {\mathbb {V} _{s}}=1$
    ${I_{s}}(t)\rightarrow {\mathbb {I} _{s}}=-2*sin({\frac {\pi }{3}})-j*2*cos({\frac {\pi }{3}})=-{\sqrt {3}}-j$
    $i_{1}\rightarrow \mathbb {I} _{1}$
    $i_{2}\rightarrow \mathbb {I} _{2}$
    $i_{C}\rightarrow \mathbb {I} _{C}$
    $i_{L}\rightarrow \mathbb {I} _{L}$
    $v_{1}\rightarrow {\mathbb {V} _{1}}$
    $v_{2}\rightarrow {\mathbb {V} _{2}}$
    $v_{C}\rightarrow {\mathbb {V} _{C}}$
    $v_{L}\rightarrow {\mathbb {V} _{L}}$
now transform the calculus operations into the phasor domain ..
    ${d \over dt}i\rightarrow j\omega \mathbb {I}$
    ${d \over dt}v(t)\rightarrow j\omega \mathbb {V}$
So:
    $\mathbb {V} _{1}=R_{1}*\mathbb {I} _{1}$
    $\mathbb {V} _{2}=R_{2}*\mathbb {I} _{2}$
    $\mathbb {I} _{C}=C*j\omega \mathbb {V} _{C}$
    $\mathbb {V} _{L}=L*j\omega \mathbb {I} _{L}$
    $\mathbb {I} _{1}+\mathbb {I} _{s}-\mathbb {I} _{2}-\mathbb {I} _{C}=0$
    $\mathbb {I} _{c}-\mathbb {I} _{s}-\mathbb {I} _{L}=0$
    $\mathbb {V} _{1}+\mathbb {V} _{2}-\mathbb {V} _{S}=0$
    $\mathbb {V} _{c}+\mathbb {V} _{L}-\mathbb {V} _{2}=0$
The symbolic solution is too complicated to mark up in wiki, but can be seen in a screen shot. Translating this into the time domain symbolically doubles the complexity (and mistakes).
The numeric solution is:
| variable | real | imaginary | magnitude | radians | degrees | time domain |
| i1 | 3.70 | -2.39i | 4.41 | -0.574 | -32.9 | 4.41 cos(t-0.574) |
| i2 | 0.648 | 1.20i | 1.36 | 1.07 | 61.6 | 1.36 cos(t + 1.07) |
| ic | 1.32 | -4.59i | 4.78 | -1.29 | -73.9 | 4.78 cos(t-1.29) |
| iL | 3.06 | -3.59i | 4.72 | -0.866 | -49.6 | 4.72 cos(t-0.866) |
| v1 | 3.70 | -2.39i | 4.41 | -0.574 | -32.9 | 4.41 cos(t-0.574) |
| v2 | 1.30 | 2.39i | 2.72 | 1.07 | 61.6 | 2.72 cos(t+1.07) |
| vc | -2.30 | -0.662i | 2.39 | -2.86 | -164 | 2.39 cos(t-2.86) |
| vL | 3.60 | 3.06i | 4.72 | 0.705 | 40.4 | 4.72 cos(t+0.705) |
# Circuit Theory/Phasors/Examples/example11/simulation
## Simulation

Was simulated at circuitlab.com.
| Color | Voltage | Current |
| Blue | $V_{s}$ | $i_{1}$ |
| Orange | $V_{2}$ | $i_{2}$ |
| Brown | $V_{L}$ | $i_{L}$ |
Magnitudes and phase angles are approximately right. There is lots of error. But close enough to build confidence. Would need to move the ground to see the capacitor voltage and current.
| variable | real | imaginary | magnitude | radians | degrees | time domain |
| i1 | 3.70 | -2.39i | 4.41 | -0.574 | -32.9 | 4.41 cos(t-0.574) |
| i2 | 0.648 | 1.20i | 1.36 | 1.07 | 61.6 | 1.36 cos(t + 1.07) |
| ic | 1.32 | -4.59i | 4.78 | -1.29 | -73.9 | 4.78 cos(t-1.29) |
| iL | 3.06 | -3.59i | 4.72 | -0.866 | -49.6 | 4.72 cos(t-0.866) |
| v1 | 3.70 | -2.39i | 4.41 | -0.574 | -32.9 | 4.41 cos(t-0.574) |
| v2 | 1.30 | 2.39i | 2.72 | 1.07 | 61.6 | 2.72 cos(t+1.07) |
| vc | -2.30 | -0.662i | 2.39 | -2.86 | -164 | 2.39 cos(t-2.86) |
| vL | 3.60 | 3.06i | 4.72 | 0.705 | 40.4 | 4.72 cos(t+0.705) |
# Circuit Theory/Phasors/Examples/example14/phasor solution

| Unknown | Magnitude | Radians | Degrees |
| i2 | 0.0174 | 0.6490 | 37.1837 |
| i3 | 0.5027 | -0.7512 | -43.0402 |
| i4 | 0.5027 | -0.7487 | -42.8971 |
| i5 | 0.0186 | 0.6601 | 37.8222 |
| i6 | 0.0013 | -2.3268 | -133.3159 |
| v2 | 17.3510 | 0.6490 | 37.1837 |
| v3 | 5.0265 | -2.3220 | -133.0402 |
| v4 | 2.5133 | -2.3195 | -132.8971 |
| v5 | 0.0186 | 2.2309 | 127.8222 |
| v6 | 0.0174 | 2.2198 | 127.1837 |
| v7 | 250.0000 | -0.7854 | -45 |
| v8 | 250.3775 | -0.8155 | -46.7246 |
| v9 | 2.5104 | -2.3268 | -133.3159 |
# Circuit Theory/Phasors/Examples/example11/phasor solution/code2

This problem was done three different ways, because simulation at circuitlab.com doesn't match.

## Node

The node method hasn't been covered yet. But look at the analysis. It finds two voltages rather than every thing. It finds voltages instead of currents as "junction equations" do in Kirchhoff.
# Circuit Theory/Phasors/Examples/example14

Given that the voltage source is defined by $V_{s}(t)=10cos(1000t+30^{\circ })$ and the current source is defined by $I_{s}(t)=0.5sin(1000t+45^{\circ })$, find all other voltages, currents and power of the sources.

## Knowns, Unknowns and Equations

    Knowns: $v_{1},R_{1},R_{2},R_{3},L_{1},L_{2},C_{1},C_{2},i_{1}$
    Unknowns: $v_{2},v_{3},v_{4},v_{5},v_{6},v_{7},v_{8},v_{9},i_{2},i_{3},i_{4},i_{5},i_{6}$
    Equations:
       $v_{2}=r_{1}*i_{2}$
       $i_{3}=c_{1}{d \over dt}v_{3}$
       $v_{9}=r_{3}*i_{6}$
       $v_{6}=L_{1}*{d \over dt}i_{2}$
       $i_{4}=c_{2}{d \over dt}v_{4}$
       $v_{5}=L_{2}*{d \over dt}i_{5}$
       $v_{7}=r_{2}*i_{1}$
       $i_{2}+I_{1}-i_{3}=0$
       $i_{3}-I_{4}-i_{6}=0$
       $i_{4}-i_{1}-i_{5}=0$
       $v_{1}+v_{2}+v_{3}+v_{9}+v_{6}-V_{1}=0$
       $v_{4}+v_{5}-v_{9}=0$
       $v_{7}+v_{3}+v_{4}-v_{8}=0$

## Solutions and Analysis

    numeric solution calculated in the phasor domain
    simulation at circuitlab
# Circuit Theory/Phasors/Examples/example14/simulation

Circuit was simulated at Circuitlab.com.
| Unknown | Magnitude | Radians | Degrees | Sim Name |
| i2 | 0.0174 | 0.6490 | 37.1837 | I(L1.nB) |
| i5 | 0.0186 | 0.6601 | 37.8222 | I(L2.nA) |
| i6 | 0.0013 | -2.3268 | -133.3159 | I(R3.nA) |
| v5 | 0.0186 | 2.2309 | 127.8222 | V(un5) |
| v6 | 0.0174 | 2.2198 | 127.1837 | V(un7) |
| v9 | 2.5104 | -2.3268 | -133.3159 | V(un4) |
# Design Patterns for CS Education/Design Patterns/Pair programming
## Pair programming

* Pattern Name
* PAIR PROGRAMMING
* Problem: Students need some structure when asked to work together on a programming task.
* Level (Introduction, Intermediate, Advanced, Capstone)
* Semester (Fall, Spring, Summer)
* Activity type (programming, project, quiz, discussion, problem solving)
* Solution: Students are assigned to work in pairs in a structured environment that involves defined roles that the students share.
* Formation (any)
* Size (pairs)
* Composition (any)
* Duration (any)
* Contribution to grade (small, medium)
* Activity progression ( individual to group, )
* Roles (task specific)
* Rationale: Students get stuck/frustrated and give up. With a partner they can share the burden. They learn more by collaborating with another. More eyes on the problem help you find obvious problems/typos. Encourages peer learning and peer teaching.
* Potential Pitfalls: One student may take over. Both students get stuck.
# Design Patterns for CS Education/Design Patterns/Group discussions
## Group discussions

* Pattern Name
* Group Discussions
* Problem: Student’s knowledge is not shared, questioned or criticized
* Level (any)
* Semester (any)
* Activity type (any)
* Solution: After the course content is being taught at the end of each session or beginning of the following session students are grouped into 3-4 members.
* A topic will be raised by the instructor about a specific course topic and ask the groups to discuss about and submit a summary of the discussion.
* Formation (random)
* Size (pairs, small)
* Composition (any)
* Duration (single class, topic based)
* Contribution to grade (small)
* Activity progression ( individual to group)
* Roles (any)
* Rationale: The students can benefit from other group’s idea and learn about broader perspectives and communicate with all the students of the class.
* A sense of collaborative competition will encourage them to think more critically and in depth about the topics.
* Potential Pitfalls: Designing a good and relevant topic or problem for discussion is a challenge which needs time and effort.
* Defining a reasonable time frame for discussion which be appropriate for the knowledge level of all students.
# Design Patterns for CS Education/Design Patterns/In-class lightweight teams - progression
## In-class lightweight teams - progression

* Pattern Name
* In-class Lightweight Teams - Progression
* Problem:Students are worried about team based activities because their grade depends on other students.
* Level (any)
* Semester (amy)
* Activity type (any)
* Solution: Create groups of 2-3 students for in-class activities. De-emphasize group grade by:
* Assigning no or low grade percentage to group activities
* Assigning more weightage to effort and participation rather than correctness or completeness of solution
* Changing groupings regularly
* Allow students within a team to submit separate solutions
* Formation (random)
* Size (small)
* Composition (any)
* Duration (single class, topic based)
* Contribution to grade (small)
* Activity progression (group to individual, individual to group)
* Roles (equal responsibility)
* Rationale: Students may be less concerned about their grade if the percentage of grade associated with an activity is zero or low. Changing groupings make sure a student does not get stuck with the same group.
* Potential Pitfalls: May be hard to quantify effort/participation. May be hard to balance between having some grade so that students take it seriously, but not having too large a grade, causing student anxiety.
# Design Patterns for CS Education/Design Patterns/Lightweight teams
## Lightweight Teams

* Pattern Name
* Forming Lightweight Teams
* Problem: Students need help learning to collaborate. Typically, the learning experience while collaborating in teams is negatively affected the importance of the grade.
* Level: introductory courses
* Semester: any
* Activity type: any
* Solution: Assign students to groups and then assign the seating in the first day of classes so that the groups are sitting at the same table. Create in class activities for groups that do not have a big contribution to their grade.
* Formation (randomly)
* Size (4-5)
* Composition (any)
* Duration (class period or semester)
* Contribution to grade (small)
* Activity progression (any)
* Roles (any)
* Rationale : Students do not need to self assign to groups.
* The groups do not feel the pressure to perform well to get a good grade.
* Students engage in social learning and peer instruction.
* Potential Pitfalls: Students will be awkward in the beginning of the semester and need to know why you are doing this.
* students may not have equal contribution to the activities.
# Design Patterns for CS Education/Design Patterns/Broadening from Small to large group discussions
## Broadening from Small to large group discussions

* Pattern Name
* Broadening from Small to Large Group Discussions
* Problem: Student’s discussions and collaborative learning is limited to their own group at the same table.
* Level (any)
* Semester (any)
* Activity type (any)
* Solution: Students are assigned reading and/or watch a video before class. Create a handout with additional info about that topic and 3-4 questions that lead students to think critically about that topic. In class ask small groups of students to discuss responses to questions during class.Engage all the students in class-wide discussions about their answers to the questions.
* Formation (random)
* Size (pairs, small)
* Composition (any)
* Duration (single class, topic based)
* Contribution to grade (small)
* Activity progression (individual to group, group to class )
* Roles (equal responsibility)
* Rationale: The students can benefit from other group’s idea and learn about broader perspectives and communicate with all the students of the class.
* A sense of collaborative competition will encourage them to think more critically and in depth about the topics.
* Potential Pitfalls: Keeping track of class discussion into the right direction and leading the discussions to conclude efficient results might be a challenge for the instructor.
* Designing useful and relevant topics for discussion which has learning outcomes and also preparing those few questions before class, requires time and effort.
# Design Patterns for CS Education/Design Patterns/Forming lightweight teams

* Pattern Name
* Forming Lightweight Teams
* Problem: Forming the groups in lightweight teams is a challenge for the instructor
* Level (any)
* Semester (any)
* Activity type: (any)
* Solution: Based on the results of a survey instructor will form diverse groups determined by gender, ethnicity, age, major, and background.
* Formation (prescribed)
* Size ( small)
* Composition (any)
* Duration (any)
* Contribution to grade (NA)
* Activity progression (NA )
* Roles (equal responsibility)
* Rationale: Students should not self-assign. They will tend to form groups that are too similar. The formation of diverse groups will have two benefits (1) students will interact with peers who look different from them and who have had different experiences; and (2) no students will feel disenfranchised.
* Potential Pitfalls: Not having enough number of diverse students to group them.
# Design Patterns for CS Education/Design Patterns/Lightweight teams for final exam prep
## Lightweight teams for final exam prep

* Pattern Name
* Lightweight Teams for Final Exam Prep
* Problem: Students always want/need guidance for final exams. It is difficult for the teacher to completely reiterate the entire semester. Student’s need a way to share knowledge, discuss what might be on the final, with a new perspective.
* Level (any)
* Semester (any)
* Activity type: (any)
* Solution: Assign new lightweight teams prior to the final exam. Students are provided with a question bank/study guide and work through them with the new lightweight group.
* Formation (random, self-selected)
* Size (any)
* Composition (any)
* Duration (NA)
* Contribution to grade (NA)
* Activity progression (group to individual, individual to group)
* Roles (equal responsibility)
* Rationale: By working with a new lightweight group prior to the final, they are provided with fresh eyes/perspective on the different topics. This allows them to share their different strengths
* Potential Pitfalls: Students may resist changing the lightweight group membership. It assumes there is a large enough question bank/study guide to work through.
# Design Patterns for CS Education/Design Patterns/Clicker questions activity
## Clicker questions activity

* Pattern Name
* Clicker Questions Activity
* Problem: Students are not necessarily aware of their conceptual misunderstandings as they are studying course materials and concepts.
* Level (any)
* Semester (any)
* Activity type (any)
* Solution: Engage students in actively taking exam-like questions individually, and then discuss it with their team to find out about their mistakes instantly.
* Develop quizzes that students take using clickers. Start with some easy vocabulary questions to make students feel good about their performance and then pose questions that are more about conceptual understanding. Follow with analysis questions, for example, students figure out where the error is in a code segment, or specify what the output would be after executing the code segment.
* Formation (random)
* Size (pairs, small)
* Composition (any)
* Duration (single class, topic based)
* Contribution to grade (small)
* Activity progression (Individual to group)
* Roles (equal responsibility)
* Rationale: Clickers make the students engaged in the material as opposed to regular classes when they have to wait until the first assignment with no support available to them instantly.
* Even though it is timed, it is learning with low stress.
* Clicker quizzes are social. This kind of public quizzing encourage students to discuss topics and to argue if the answer is right or not.
* The students are not dependent on their teammates to answer, but can depend on their own decisions about the answer.
* Potential Pitfalls: Designing quizzes requires a combination of Art and Skill. Designing well structured clickers is not easy and needs good amount of time and effort. Clicker quizzes are based on the assumption that students have done some preparation. So if they don’t it will not have that much learning outcome.
# Design Patterns for CS Education/Design Patterns/Gender paired programming
## Gender Paired Programming

* Pattern Name
* GENDER-PAIRED PROGRAMMING
* Problem: Males and females have a different dynamic when working together. In early programming courses males can tend to dominate and not have confidence in the women.
* Level (Introduction, Intermediate)
* Semester (any)
* Activity type (programming, problem solving)
* Solution: Students are assigned to work in gender pairs (MM or FF) in a structured environment that involves defined roles that the students share.
* Formation (random, prescribed)
* Size (pairs)
* Composition (any)
* Duration (any)
* Contribution to grade (small, medium)
* Activity progression (individual to group )
* Roles ( task specific)
* Rationale: In a MF environment there are dynamics that interfere with learning. Gender pairing helps remove those dynamics. It can be a confidence-building exercise for women and demonstrate their proficiency.
* Potential Pitfalls: Objections from students. Not a real-world environment. Separate but equal objections.