OpenLLM-France/wikimedia huggingface dataset:
# Contextualism
## Overview

All these would be a matter of complementarity rather than polarity. Yet cognitivists or internalists used to speak proud and loud of the cognitive revolution as if it had silenced behaviorists or externalists since 1956. They seemed to make best use of the magic of the trendy and tricky term "cognitive science" replacing "psycholinguistics."
Interestingly, it is while the center of meaning as a new earthquake was shifting from semantic externalism without the subject, say, Word and Object (Willard Quine 1960) to semantic internalism within it, say, the person of Person and Object (Roderick Chisholm 1976), which is identified case by case in the complex context, seasoned and reasoned, hence preferring context-based behaviorism to context-free nativism.
Meanwhile, Donald Davidson described Hilary Putnam's semantic externalism (1975) as an "anti-subjectivist revolution." However, it was reactionary rather than revolutionary in reality, as it had long occupied not only their Harvard but also analytic philosophy at large under their control. Now it is their turn to be challenged particularly (more than phenomenology) by integral, synoptic or synthetic philosophy, based on cogito-centric (not really "subjectivist" but plainly "user-centered") contextualism.
The triangle of reference (Ogden & Richards 1923) may be specially noteworthy in this regard, which puts THOUGHT on top of SYMBOL and REFERENT, that is, Word and Object (Quine 1960). Walker Percy (1975) called it the "Delta Factor" as "absolutely irreducible," whereas Hilary Putnam (1975) argued for semantic externalism close to phenomenology, as suggested by his dictum, "Meanings just ain't in the head."
As an extension, the triangle with THOUGHT on top suggests that both the textual and phenomenal contexts are necessarily mediated by the mental context that thus should not simply be excluded or bracketed. Both analytic philosophy's and phenomenology's objectivist or positivist argument for human projects or texts and divine objects, respectively, regardless of secular subjects at issue, may be fatally biased and flawed, hence an absolute anomaly in those paradigms.
Suddenly starting from 1975 indeed, the "contextual revolution," as later named by Jerome Bruner (1990), was taking place widespread to replace the "cognitive revolution," as called by his old Harvard colleague George A. Miller in favor of Herbert Simon, Noam Chomsky, and others.
Nevertheless, it is yet to be widely known as such. It is watered down as much as the claim for cognitive revolution. Indeed, it is as cognitive as subjective, but not so native. It focuses on the self or cogito in context, no more in isolation, as had been exactly the case unfortunately.
There are so many contextual revolutionaries at UC Berkeley, among whom Hubert Dreyfus may be the champion who mainly aimed at such cognitivists in AI as Herbert Simon, Allen Newell, Marvin Minsky, Seymour Papert, etc. Each had to look for one contextualist outlook or another.
# Content Prioritization for Standards-based Education/Show me how the range of high, medium, and low priority is established.

Begin by subtracting the lowest possible score from the highest, then adding one. The one is added to compensate for inclusiveness. The result is the number of possible scores.
   150 - 30 = 120 + 1 = 121 possible scores.
Next, divide the number of possible scores by three. This will tell you how many possible answers are within each group.
   121 ÷ 3 = 40⅓
Since 30 is the lowest possible score, we know that any score that falls within 40⅓ points of it also falls in the lowest third of possible answers. Obviously there will be no fractional scores, so we can find the boundary between low and medium by adding 40⅓ to one less than the lowest possible answer (again to compensate for inclusion) and rounding.
   (30 - 1) + 40⅓ = 69⅓ rounded to 69
The lowest scoring range is from 30 to 69. This means the boundary between high and low priority is between 69 and 70 in this case. To establish the upper boundary of the medium range, we add 40⅓ to the original, un-rounded boundary, then round the sum.
   69⅓ + 40⅓ = 109⅔ rounded to 110
The medium scoring range is 69 to 110. The remaining possible scores make up the highest scoring third. This means the range of the highest scoring third is 111 to 150

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# Content Prioritization for Standards-based Education/Show me the math used in step 7 and the group-ranked list that is the result

* Students’ interest in topic 2 + 1 + 2 + 1 + 2 = 8
* School's past performance 1 + 3 + 1 + 3 + 1 = 9
* Teacher’s interest in topic 5 + 4 + 6 + 2 + 5 = 22
* Availability of ancillary materials 3 + 2 + 5 + 6 + 4 = 20
* Time needed to teach thoroughly 4 + 5 + 3 + 4 + 6 = 22
* Students’ previous knowledge 6 + 6 + 4 + 5 + 3 = 24
* Alignment with school’s mission 7 + 8 + 7 + 7 + 8 = 37
* Cohesiveness with other standards 8 + 7 + 8 + 8 + 7 = 38

## Navigation

| < Back | Home | End |
# Content validity

Content validity is the degree to which the content of the test matches the content domain of the target construct.
For example, a test of ability to add two-digit numbers should cover the full range of combinations of digits (10 to 99). A test with only one-digit numbers, or only even numbers, would not have good coverage of the content domain.
Content validity evidence typically involves subject matter experts evaluating test items against the test specifications. Such expert-based testing of content validity is distinguished from the simpler notion of face validity.
# Context

Context

## Need

Designers of instructor-led training courses rely too heavily on topic-based instructional strategies. These rely primarily on a “data dump” of content to ensure learners have been exposed to virtually everything known about a topic. The learner leaves these experiences with knowledge in their heads, but little ability to apply what they have learned. Experts, such as Neil Rackham and Sivasailam Thiagarajan, argue that content-dump training is a waste of time since it is not possible for learners to remember a vast portion of what they are taught.

## Instructional Context

This hour-long instructional module will contribute to achieving the learning goal in an online web environment. This module shall consist of three self-paced lessons.

## Transfer Context

Job aids provided to the learner within the instruction as well as process learning can be applied to various contexts where creation of instructor-led training must be developed. The movement toward performance-based instruction puts enhanced emphasis on enabling people to perform key tasks well, while sacrificing a wide breadth of knowledge. Medical schools such as McMaster’s University in Canada have experimented with problem-based learning. Corporations such as Learning Tree International have integrated a blend of problem-based learning and goal-based scenarios into their lines of training products. These kinds of learning experiences, while more resource-intensive to develop, have shown marked improvement in terms of learner performance and learner satisfaction.

## Internal links

* Design Document
* Topic:Instructional Design
* Syllabus Description
* Project Description
# Contextual Learning

Contextual learning is based on a constructivist theory of teaching and learning in which subject matter is related to real-world situations, allowing students to make connections between knowledge and their own experiences. This lesson covers the Absorb - Do - Connect approach to contextual learning, proposed by William Horton.

## Readings

* Read Wikipedia: Contextual learning
* Read Angelo.edu: Instructional Strategies

## Multimedia

* Watch YouTube: Context Based Learning - Learning through Understanding

## Activities

* Review the Absorb activities listed below. Which type of information source do you prefer? Are there any Absorb activities missing from the list?
* Review the Do activities listed below. Which type of knowledge or skill activity provides the best learning experience for you? Are there any Do activities missing from the list?
* Review the Connect activities listed below. Which type of activity helps you build the strongest association between your own learning and personal experience? Are there any Connect activities missing from the list?
* Review learning materials you've created or are familiar with. Identify the Absorb, Do, and Connect activities included in those materials. Are any of the three activity groups missing or in need of enhancement?

## Lesson Summary

* Absorb activities inform and inspire. They provide crucial information necessary to advance learning. Absorb activities include:
** Readings
** Presentations
** Demonstrations
** Stories
** Videos
* Do activities transform information into knowledge and skills. Do activities include:
** Class discussion
** Think-pair-share exercises
** Hands-on activities
** Lab exercises
** Formative assessments
** Games
** Guided analysis
** Case studies
** Collaborative learning projects
* Connect activities build an association between knowledge, skills and students' real-world experiences, so that they may apply their learning to their own personal home or work environments. Connect activities include:
** Applied research and analysis
** Personal evaluation through reflective writing
** Group critique

## Recommendations

* Provide a variety of Absorb activities to support multiple learning styles. Allow students to choose the learning style or styles that best meet their needs.
* Provide a variety of Do activities to support different levels of prior experience and engagement. Allow students to choose from several activities to support a more personalized learning experience.
* Require students to engage in one or more Connect activities to solidify the associations between their new knowledge or skills and their own personal home or work environments.

## See Also

* Collaborative Learning
* Wikipedia: Active learning
* Wikipedia: Bloom's taxonomy
* Emmanuel.edu: Examples of Instructional Strategies
# Bulgarian Language

Bulgarian is an Indo-European language, a member of the Southern branch of the Slavic language family. Bulgarian is the official language of Bulgaria and a recognized minority language in Hungary, Romania, Serbia, Slovakia, and Ukraine.

## Subpages

Special:Prefixindex/Bulgarian Language/

## See Also

* Wikipedia: Bulgarian language
# Building services engineering

What is Building Services?
Below is the description of building services given by CIBSE on their website:
"Imagine yourself in the most fabulous building in the world. Now take away the lighting, heating and ventilation, the lifts and escalators, acoustics, plumbing, power supply and energy management systems, the security and safety systems...and you are left with a cold, dark, uninhabitable shell.
Everything inside a building which makes it safe and comfortable to be in comes under the title of 'Building services'. A building must do what it was designed to do - not just provide shelter but also be an environment where people can live, work and achieve.
Building services are what makes a building come to life. They include:
* energy supply - gas , electricity and renewable sources
* heating and air conditioning
* water , drainage and plumbing
* natural and artificial lighting, and building facades
* escalators and lifts
* ventilation and refrigeration
* communication lines, telephones and IT networks
* security and alarm systems
* fire detection and protection
In every place that you see these services...building services engineers have designed, installed and maintain them in working order. Imagine the air filtration systems you'd need in a forensic laboratory. The heating controls in a special care baby unit? How to control bacteria and humidity in an operating theatre? What about security systems at the headquarters of MI5? Lighting the new Wembley Stadium? Coping with a power cut in a 45 storey office block? This is everyday work for a building services engineer."
# Bulgarian Language/Grammar

Този проект е във връзка с обявата за Програмата за стипендии на Фондация Уикимедия финансирана от Уики Медиа Фондация и включва два проекта:
1. За училища (учители и ученици) от територията на България воден от Евелина Жотева. Каним за участие всички училища в България. Ще бъдем особено доволни, ако ни помогнете със съвети,
2. За училища (учители и ученици) извън територията на България (Австралия, Азия, Америка, Африка, Европа) воден от Стивън Желев.
# English-Chinese/Word splitting

Word splitting is the process of parsing concatenated text (i.e. text that contains no spaces or other word separators) to infer where word breaks exist.
词语拆分 是 分析 连接文本（即 不包含 空格 或 其他 词语分隔符的 文本）以 推断 存在 词语断点的 过程。
# English-Chinese/Word segmentation of Hanzi

In history, classical Chinese has no punctuation marks. The reader needs to pay extra effort to focus on the segmentation, and a slight difference can cause misunderstanding. The so-called slightest difference leads to a huge loss. The introduction of punctuation marks was a major text reform, making the reading efficiency of Chinese texts a great improvement. However, the reform of Chinese language has only just begun, and it is far from reaching the level of perfection. At least there is still an obvious obstruction in reading efficiency - word segmentation (word grouping of Chinese characters).
历史上，中国古文 是 没有 标点符号的。读者 需要 付出 额外的 精力 专注于 断句，而且 稍有差池 便会 造成 误读。所谓 差之毫厘 失之千里。引入 标点符号 是 一次 重大的 文字改革，使得 汉字文本的 阅读效率 有了 很大的 提高。但 中文的 改革 才 刚刚 起步， 远未达到 尽善尽美的 程度。至少 在 阅读效率 方面 仍然 存在着 一个 显而易见的 障碍 - 断词 （汉字的 分词连写）。
# English-Chinese/Wordless novel

The wordless novel is a narrative genre that uses sequences of captionless pictures to tell a story.
无言小说是一种叙事类型，它使用无标题图片序列来讲述故事。
# English-Chinese/World War II

World War II (WWII or WW2), also called the Second World War and, in the Soviet Union, the Great Patriotic War, was a global war involving fighting in many parts of the world and many countries. Most countries fought 1939–1945 but some started fighting in 1937.
第二次世界大战（WWII 或 WW2），苏联 称为 伟大卫国战争，是 一场 涉及 世界 许多 地方 和 许多 国家的 全球 战争。大多数 国家 在 1939年 至 1945年间 作战，但 有些 国家 在 1937年 开始 战斗。
# English-Chinese/World Wide Web

The World Wide Web ("WWW" or "The Web") is the part of the Internet that contains websites and webpages. It was invented in 1989 by Tim Berners-Lee at CERN, Geneva, Switzerland. Sir Tim Berners-Lee created a new markup language called HTML. Websites are composed of pages linked by hypertext links. They are all written in HTML.
The World Wide Web is used to describe HTML webpages that are part of the Internet.
World Wide Web（“WWW” 或 “Web”）是 包含 网站 和 网页的 Internet的 一部分。它是 由 Switzerland Geneva CERN的 Tim Berners-Lee爵士 于 1989年 发明的。Tim Berners-Lee爵士 创建了 一个 名为 HTML的 新的 markup语言。网站 由 hypertext 连接的 页面 组成。它们 都 用 HTML 书写。
World Wide Web 用于 描述 作为Internet一部分的 HTML网页。
# English-Chinese/Workplace interventions such as alternative activity workstations, sit-stand desks, promotion of stair use are among measures being implemented to counter the harms of sedentary workplace environments

Workplace interventions such as alternative activity workstations, sit-stand desks, promotion of stair use are among measures being implemented to counter the harms of sedentary workplace environments.
工作场所的干预措施，如替代活动工作站，坐立式办公桌，促进楼梯使用等，都是为了应对久坐不动的工作环境的危害而采取的措施。
# English-Chinese/World trade in wheat is greater than for all other crops combined

World trade in wheat is greater than for all other crops combined.
世界小麦贸易量高于其他所有作物。
# English-Chinese/World

World usually means a planet. When people say "the world" they usually mean the planet Earth. Humans and all other known living things live in this world.
世界 通常 意味着 一颗 行星。当 人们 说 “世界” 时，他们 通常 指的是 地球。人类 和 所有 其他 已知的 生物 都 生活 在 这个 世界上。
# English-Chinese/World's fourth-largest food crop

As of 2014, potatoes were the world's fourth-largest food crop after corn, wheat, and rice.
截至 2014年，马铃薯 是 世界上 仅次于 玉米，小麦 和 大米 的 第四大 粮食作物。
# English-Chinese/Worldwide there has been a large shift towards less physically demanding work and a more sedentary lifestyle

Worldwide there has been a large shift towards less physically demanding work and a more sedentary lifestyle.
在世界范围内，人们已经开始大规模转向体能要求较低的工作和更久坐的生活方式。
# English-Chinese/Parsnip contains antioxidants and both soluble and insoluble dietary fiber

Parsnip contains antioxidants and both soluble and insoluble dietary fiber.
欧防风 含有 抗氧化剂 和 可溶性 和 不溶性 膳食纤维。
# English-Chinese/Particle physics

Particle physics is a category of physics that studies really tiny pieces of things, known as particles. These particles are the really small pieces that build up the world around us.
粒子物理学 是 一类 物理学，研究 真正 微小的 物体，称为 粒子。这些 粒子 是 构成 我们 周围 世界的 真正 小块。
# English-Chinese/Peanut allergies are not common

Although peanut allergies are notorious for their severity, peanut allergies are not the most common food allergy in adults or children.
虽然花生过敏因其严重程度而臭名昭著，但花生过敏并不是成人或儿童最常见的食物过敏。
# English-Chinese/Pay attention to me when I'm speaking to you

Pay attention to me when I'm speaking to you.
当我和你说话时要注意我。
# English-Chinese/Paralysis

Paralysis is a loss of muscle function for one or more muscles. Paralysis can be accompanied by a loss of feeling (sensory loss) in the affected area if there is sensory damage as well as motor. About 1 in 50 people in the United States have been diagnosed with some form of paralysis, transient or permanent.
瘫痪是一个或多个肌肉的肌肉功能丧失。如果感觉和运动神经受损，瘫痪可伴有受影响区域的感觉丧失。美国约有五分之一的人被诊断出患有某种形式的瘫痪，短暂或永久性。
# English-Chinese/Pasta

Pasta is a food made from starch and water and is usually cooked with water. Pasta is very popular in Italy. People in many parts of the world also like to eat pasta.
pasta 是 用 淀粉 和 水 制成的 食物，通常 用 水 煮熟 来 吃。pasta 在 Italy 非常 受欢迎。世界 很多 地方的 人 也 喜欢 吃 pasta。
# English-Chinese/Pathogen

In biology, a pathogen or a germ in the oldest and broadest sense is anything that can produce disease; the term came into use in the 1880s. Typically the term is used to describe an infectious agent such as a virus, bacterium, protozoa, prion, a fungus, or other micro-organism. The scientific study of pathogens is called Pathology.
在 生物学中，最古老 和 最广泛 意义上的 病原体 或 病原 是 任何 可能 产生 疾病的 东西；该 术语 在 19世纪80年代 开始 使用。典型地，该 术语 用于 描述 感染性 物质，如 病毒，细菌，原生动物，朊病毒，真菌 或 其他 微生物。病原体的 科学研究 被称为 病理学。
# English-Chinese/Parsnip is usually cooked, but can also be eaten raw

Parsnip is usually cooked, but can also be eaten raw.
欧防风 通常是 煮熟的，但 也可以 生吃。
# English-Chinese/Particle

Particles are tiny bits of matter that make up everything in the universe. In particle physics, an elementary particle is a particle which cannot be split up into smaller pieces.
粒子 是 构成 宇宙万物的 微小物质。在 粒子物理学中，基本粒子 是 一种 不能 分成 更小块的 粒子。
# English-Chinese/Payments to employees account for 73% of our budget

Payments to employees account for 73% of our budget.
员工的薪酬占我们预算的73％。
# Electric Circuit Analysis/Mesh Analysis/Answers

Exercise 8: Answers
Model Answer
KVL arround abca loop:
$I_{1}*R_{1}+(I_{1}-I_{3})*R_{2}+(I_{1}-I_{2})*R_{3}=-V_{s}$
Therefore
$I_{1}(R_{1}+R_{2}+R_{3})-I_{2}(R_{3})-I_{3}(R_{2})=-V_{s}$ ............... (1)
KVL arround acda loop:
$(I_{2}-I_{1})*R_{3}+(I_{2}-I_{3})*R_{4}+I_{2}*R_{5}=V_{s}$
Therefore
$-I_{1}(R_{3})+I_{2}(R_{3}+R_{4}+R_{5})-I_{3}(R_{4})=V_{s}$ ............... (2)
KVL arround bcdb loop:
$I_{3}*R_{6}+(I_{3}-I_{2})*R_{4}+(I_{3}-I_{1})*R_{2}=0$
Therefore
$-I_{1}(R_{2})-I_{2}(R_{4})+I_{3}(R_{2}+R_{4}+R_{6})=0$ ............... (3)
Now we can create a matrix with the above equations as follows:
${\begin{bmatrix}(R_{1}+R_{2}+R_{3})&(-R_{3})&(-R_{2})\\(-R_{3})&(R_{3}+R_{4}+R_{5})&(-R_{4})\\(-R_{2})&(-R_{4})&(R_{2}+R_{4}+R_{6})\end{bmatrix}}.{\begin{bmatrix}I_{1}\\I_{2}\\I_{3}\end{bmatrix}}={\begin{bmatrix}-V_{s}\\V_{s}\\0\end{bmatrix}}$
The following matrix is the above with values substituted:
$A.{\vec {X}}={\vec {Y}}$ → ${\begin{bmatrix}10220&-10000&-20\\-10000&30000&-5000\\-20&-5000&6020\end{bmatrix}}.{\begin{bmatrix}I_{1}\\I_{2}\\I_{3}\end{bmatrix}}={\begin{bmatrix}-9\\9\\0\end{bmatrix}}$
Now that we have arranged equations 1; 2 & 3 into a matrix we need to get Determinants of the General matrix, and Determinants of alterations of the general matrix as follows:
Solving determinants of:
Matrix A  : General matrix A from KVL equations
Matrix A1 : Genral Matrix A with Column 1 substituted by ${\vec {Y}}$.
Matrix A2 : Genral Matrix A with Column 2 substituted by ${\vec {Y}}$.
Matrix A3 : Genral Matrix A with Column 3 substituted by ${\vec {Y}}$.
As follows:
$detA=9.86\times 10^{11}$
$detA1=-857700000$
$detA2=11016000$
$detA3=6300000$
Now we can use the solved determinants to arrive at solutions for Mesh Currents $I_{1};I_{2}andI_{3}$ as follows:
1. $I_{1}={\frac {detA1}{detA}}=-0.00086968A$
2. $I_{2}={\frac {detA2}{detA}}=0.00001117A$
3. $I_{3}={\frac {detA3}{detA}}=0.000006388A$
Now we can solve for the current through $R_{3}$ as follows:
$I_{R_{3}}=I_{1}-I_{2}=-0.881mA$
The negative sign means that $I_{R_{3}}$ is flowing in the direction of $I_{2}$. :
# Electric Circuit Analysis/Circuit Analysis Quiz 1/Electric Circuit Analysis quiz 1

LaTex markup for pdf conversion for this quiz is available:
    QB/a21CircuitsBioInstDC circAnalQuiz1 (Markup)
    File:Quizbankqb a21CircuitsBioInstDC circAnalQuiz1.pdf
    See also Category:QB/LaTeXpdf
* For more quizzes on electronics and circuits see Physics_equations/21-Circuits,_Bioelectricity,_and_DC_Instruments
# Electric Circuit Analysis/Kirchhoff's Voltage Law/Answers

* Exercise 5: Answers
* From KVL we get the following:
* ${\begin{matrix}\ I_{1}&=&{\frac {V_{2}\times R_{3}-V_{1}\times (R_{2}+R_{3})}{(R_{3}^{2})-(R_{2}+R_{3})(R_{3}+R_{1})}}\\\ \\\ &=&{\frac {(70)-(15)(15)}{(100)-(30)(15)}}\\\ \\\ &=&0.443A\end{matrix}}$
* Substitute the Above Result into (2)
* ${\begin{matrix}\ I_{2}&=&{\frac {I_{1}*R_{3}-V_{2}}{R_{2}+R_{3}}}&or&I_{2}&=&{\frac {I_{1}*(R_{3}+R_{1})-V_{1}}{R_{3}}}\\\ \\\ &=&{\frac {(0.443A)(10\Omega )-(7V)}{15\Omega }}&or&&=&{\frac {(0.443A)(30\Omega )-(15V)}{10\Omega }}\\\ \\\ &=&-0.171A\end{matrix}}$
* Thus now we can calculate Current through $R_{3}$ as follows:
* ${\begin{matrix}\ I_{R3}&=&(I_{1}-I_{2})\\\ \\\ &=&0.443A-(-0.171A)\\\ \\\ &=&0.614A\end{matrix}}$
* Thus Current through $R_{3}$ is effectively flowing in the same direction as $I_{1}$. See why you need to understand Passive sign Convention?