OpenLLM-France/wikimedia huggingface dataset:
# Pot/Lid/Predicate logic/Exercise

We consider the sentences "For every pot there is a lid“ and "There is a lid for every pot“, which, in everyday life, are considered to mean the same. But when we understand the statements in the strict sense of predicate logic, reading them from the beginning to the end, two distinct meanings occur.
* Formulate the statements with the help of additional words so that the two distinct meanings become apparent.
* Let $T$ denote the set of pots and let $D$ be the set of lids. Let $P$ denote the binary predicate such that (for $x\in T$ and $y\in D$) $P(x,y)$ means that $y$ is suitable for $x$. Formulate both sentences with appropriate mathematical symbols.
* Can we infer logically from the statement that for every pot there exists a lid, the statement that for every lid there exists a pot?
* How can you explain that in everyday understanding, the two statements are considered to mean the same thing?
# Power/5 to the power 3 over seven/Exercise

Compute
    $5^{\frac {3}{7}}$
up to an error of ${\frac {1}{10}}$.
# Poststructuralism

The following works give useful outlines of poststructuralism:
    Davis, C. After Poststructuralism: Reading, Stories and Theory, Routledge, London, 2004
    Williams, J, Understanding Poststructuralism, Acumen, Chesham, 2005
The following works give useful outlines of poststructuralism as it relates to education:
    Martausewicz, R. Seeking Passage: Post-Structuralism, Pedagogy and Ethics, Teachers College
       Press, Columbia University 2001
    Peters, M (ed.), Naming the Multiple: Poststructuralism and Education, Bergin and Garvey,
       Westport, CN, 1998
    St.Pierre, E & Pillow, W, Working the Ruins: Feminist Poststructural Theory and Methods in
       Education, Routledge, New York, 2000
The following works give a general overview of poststructuralism and postmodernism from a literary theory perspective:
    Barry, P. Beginning theory: an introduction to literary and cultural theory. Manchester
       University Press, Manchester, 2002.
    Barthes, Roland. Elements of Semiology. New York: Hill and Wang, 1967.
    Cuddon, J. A. Dictionary of Literary Terms & Literary Theory. London: Penguin, 1998.
    Eagleton, T. Literary theory: an introduction Basil Blackwell, Oxford,1983.
    Foucault, Michel. Society Must be Defended. (Trans. David Macey). Bertani, Mauro & Fontana,
       Alessandro (eds.). Picador, NY 2003.
    Lévinas, Emmanuel. Humanism of the Other. Chicago: University of Illinois Press, 2003. p. 11-:12.
    Ryan, M. Literary theory: a practical introduction Blackwell Publishers Inc,
       Massachusetts,1999.
    Wolfreys, J & Baker, W (eds). Literary theories: a case study in critical performance.
       Macmillan Press, Hong Kong,1996.

## Discussion questions and essay ideas

* How can poststructuralism be defined?
* What are some practical applications for ideas related to poststructuralism?
# Syllabus of Economics/The supply and demand model - Q & A
## About this page

This page is a place for people to enter exam questions and answers for the syllabus module "The supply and demand model" that is part of the Introductory Microeconomics syllabus in Wikiversity's School of Economics. If you would like to help with this learning project, you might like to adding questions and answers (or by helping verify existing questions and answers) to the test bank of questions and answers below for this module. Just add the questions and answers to this page. Later, the plan is to convert these questions and answers on some linked pages using the WikiMedia quiz extension. Other ways you could help are by entering links to relevant Wikipedia entries or other useful learning materials into the Introductory Microeconomics syllabus page or by adding questions and answers for the other modules listed on the Introductory Microeconomics syllabus page.
Questions and Answers
As the supply of a product increases, its retail price should ___. As the demand for a product increases, its retail price should ___.
A. Increase; Increase.
B. Increase; Decrease.
C. Decrease; Increase.
D. Decrease; Decrease.
ANSWER: C
# Syllogisms

This page illustrates syllogisms in three different ways:
* With Venn diagrams, that show in which intersections of the three sets objects do not (black), can (white) or do (red) exist.
* With Euler diagrams, which are like Venn diagrams with empty regions removed. (Only small diagrams on top of the table.)
* The gist of this page is the reduction of this first-order logic topic to zeroth-order logic using binary square matrices that are essentially 8-ary logical connectives. There are 8 intersections of the three sets, and each intersection can either contain elements or not. So there are 2$^8$ = 256 situations that can be the case. Each statement (premise or conclusion) can be denoted by the set of situations in which it is true.

## All Syllogisms (table of contents)

| 1 | | | Darii | | | Ferio | Celaront | Celarent | | | | |
| 2 | | | | | | Festino | Cesaro | Cesare | Camestres | Camestros | Baroco | |
| 3 | | Darapti | Datisi | Disamis | Felapton | Ferison | | | | | | Bocardo |
| 4 | Bamalip | | | Dimatis | Fesapo | Fresison | | | Calemes | Calemos | | |

## Graphical elements

| Venn diagram and corresponding cubic Hasse diagram, used in the diagram on the right | The 256 situations that can be the case (minterms) Light vertices indicate that an area is empty, dark vertices indicate that there is at least one element. |

## Examples
### Barbara (AAA-1)

| Venn diagrams | Minterms |

### Celarent (EAE-1)

| Venn diagrams | Minterms |
Similar: Cesare (EAE-2)

### Darii (AII-1)

| Venn diagrams | Minterms |
Similar: Datisi (AII-3)

### Ferio (EIO-1)

| Venn diagrams | Minterms |
Similar: Festino (EIO-2), Ferison (EIO-3), Fresison (EIO-4)

### Baroco (AOO-2)

| Venn diagrams | Minterms |

### Bocardo (OAO-3)

| Venn diagrams | Minterms |

### Celaront (EAO-1)

Similar: Cesaro (EAO-2)

### Camestros (AEO-2)

Similar: Calemos (AEO-4)

### Felapton (EAO-3)

| Venn diagrams | Minterms |
Similar: Fesapo (EAO-4)

### Darapti (AAI-3)

| Venn diagrams | Minterms |
# Syllabus of Economics/The behaviour of consumers

This page links to Wikipedia entries and other learning materials that are relevant to the list of topics in a module of the Introductory Microeconomics syllabus on the Wikiversity's School of Economics pages.
Wikipedia entries
Other learning materials
# Syllabus of Economics/The behaviour of firms

This page links to Wikipedia entries and other learning materials that are relevant to the list of topics in a module of the Introductory Microeconomics syllabus on the Wikiversity's School of Economics pages.
Wikipedia entries
Other learning materials
# Syllabus of Economics/The behaviour of firms - Q & A
## About this page

This page is a place for people to enter exam questions and answers for the syllabus module "Introduction to economics" that is part of the Introductory Microeconomics syllabus in Wikiversity's School of Economics. If you would like to help with this learning project, you might like to adding questions and answers (or by helping verify existing questions and answers) to the test bank of questions and answers below for this module. Just add the questions and answers to this page. Later, the plan is to convert these questions and answers on some linked pages using the WikiMedia quiz extension. Other ways you could help are by entering links to relevant Wikipedia entries or other useful learning materials into the Introductory Microeconomics syllabus page or by adding questions and answers for the other modules listed on the Introductory Microeconomics syllabus page.
Questions and Answers Q.WHAT IS SUPPLY?
# Symbology/Delta
### The Delta Factor

@ Wikipedia: The Message in the Bottle #"The Delta Factor"
In relation to the subtitle How Queer Man Is, How Queer Language is, and What One Has to Do with the Other of The Message in the Bottle (1975), Walker Percy, to begin with, regrets that the vital question of how language really works or how people really communicate by presenting and understanding symbols in language, is not properly viewed and studied by existing researchers. For him, they are mostly split between linguistics and psychology, in spite of psycholinguistics.
In this regard, Percy tries to base his integral theory of language on what he calls the Delta Factor, which looks like a parody or conceptual metaphor (1980) of the "triangle of reference" Ogden and Richards have made so popular since 1923. “The Delta Factor” is the first, so-called flagship article of the book.
Meanwhile, Percy derives the Delta Factor from the exciting moment of Helen Keller’s beginning to communicate meaningfully at last by forming such a marvelous idea in mind, say, WATER that integrates itself with the spelling w-a-t-e-r on the one hand and the flowing water on the other, resulting in a triadic whole he sees “absolutely irreducible.”
Percy holds that the Delta Factor is the building block for all human intelligence, and that the significance of all the three separate corners is enhanced by their being connected and integrated into the Delta Factor as a whole.
* ↑ The bracketed are mine.
# Syllabus of Economics/The behaviour of consumers - Q & A
## About this page

This page is a place for people to enter exam questions and answers for the syllabus module "Introduction to economics" that is part of the Introductory Microeconomics syllabus in Wikiversity's School of Economics. If you would like to help with this learning project, you might like to adding questions and answers (or by helping verify existing questions and answers) to the test bank of questions and answers below for this module. Just add the questions and answers to this page. Later, the plan is to convert these questions and answers on some linked pages using the WikiMedia quiz extension. Other ways you could help are by entering links to relevant Wikipedia entries or other useful learning materials into the Introductory Microeconomics syllabus page or by adding questions and answers for the other modules listed on the Introductory Microeconomics syllabus page.
Questions and Answers
Enter questions on the topics listed in the topic module "The behavior of consumers". Start with questions about consumer surplus & consumer utility approach
Q.WHAT IS MEANT BY UTILITY? Q.EXPLAIN UTILITY ANALYSIS USING TWO GOODS APPROACH? Q.WHAT IS BUDGET SET & BUDGET LINE? Q.WHAT IS DIFFERENCE BETWEEN NORMAL GOOD& INFERIOR GOOD ON THE BASIS OF INCOME EFFECT & PRICE EFFECT?
# Syllabus of Economics/The supply and demand model

This page links to Wikipedia entries and other learning materials that are relevant to the list of topics in a module of the Introductory Microeconomics syllabus on the Wikiversity's School of Economics pages.
Wikipedia entries
Other learning materials
# Quizbank/calcPhyEMqAll
## calcPhyEMqAll

This unit has 12 exams (tests) that can viewed by clicking the links (e.g., c05). They are classroom-ready exams based on the collection of quizzes shown below each exam. The fraction indicates the ratio of the number of questions randomly selected to the number of questions on each quiz. Students can access these quizzes using either the (uneditable) permalink or directly via links to subpages of QB. Students and instructors can also view all the questions on this unit's /Questions list. Ideas for use by instructors can be found at Quizbank/Instructions.

### c05

6/6 from Special:Permalink/1894334 to QB/d_cp2.5

### c06

6/6 from Special:Permalink/1894335 to QB/d_cp2.6

### c07

11/11 from Special:Permalink/1893815 to QB/d_cp2.7

### c08

4/4 from Special:Permalink/1893633 to QB/d_cp2.8

### c09

10/10 from Special:Permalink/1893634 to QB/d_cp2.9

### c10

9/9 from Special:Permalink/1895273 to QB/d_cp2.10

### c11

9/9 from Special:Permalink/1902372 to QB/d_cp2.11

### c12

11/11 from Special:Permalink/1892310 to QB/d_cp2.12

### c13

9/9 from Special:Permalink/1893631 to QB/d_cp2.13

### c14

6/6 from Special:Permalink/1892308 to QB/d_cp2.14

### c15

8/8 from Special:Permalink/1894891 to QB/d_cp2.15

### c16

6/6 from Special:Permalink/1895295 to QB/d_cp2.16
See also:
* Questions list (useful for students as they prepare for the tests)
* Quizbank/Instructions (classroom use suggestions)
* Subpages
User:Guy vandegrift/T/Errata d cp2
# Survey research and design in psychology/Tutorials/ANOVA and qualitative analysis/Instructor notes
## Timing

Approximate timings:
* ANOVA
** General steps (including assumptions) - 20 mins
** Visualising ANOVA - 10 mins
** Descriptive statistics - 10 mins
** One-way repeated measures - 20 mins
** Mixed design ANOVA - 20 mins
** ANCOVA - 15 mins
# Survey research and design in psychology/Tutorials/Correlation

* This tutorial introduces statistical and graphical examination of linear relations between two variables. Non-parametric and parametric correlational techniques are explained.
* The tutorial builds on understanding of univariate descriptive statistics and graphing, and levels of measurement. Non-parametric and parametric linear correlational analyses are conducted in SPSS, with an emphasis on the importance of visualising the data, particularly scatterplots.
* Interactive correlation guess exercises are used to help make intuitive connection between correlations and scatterplots. In addition, the effect of outliers and non-linear relations are considered.

## Contents

* General steps
* Types of correlation and level of measurement
* Types of correlations - Exercises
* Scatterplot correlation guess
* Effects of outliers
* Correlations and non-linear relations

## Readings

* Howitt & Cramer (2014)
** Part 2: Descriptive statistics (particularly Chapters 8 to 11)
* Allen & Bennett (2010)
** Chapter 12 "Correlation"
** Chapter 16 "Non-parametric procedures"
*** 16.3 Chi-square for contingencies
*** 16.10 Cramer's V
*** 16.11 Spearman's Rho and Kendall's Tau-B
* Francis (2007)
** Section 3.1 "Relations Between Metric Variables"

## Recordings

* Virtual tutorial recording, 2018
* Screencasts
# Survey research and design in psychology/Tutorials/Correlation/Effects of outliers

Create some distributions and try out the options noting:
correlation
line of best fit
mean X and Y lines
moving data points
Explore the impact of an outlier by adding data points or moving data points around until you can answer:
1. Where would you add an outlier in order to maximise the correlation?
Answer
As far to the ends of the line of best fit as possible
2. Where would you add an outlier in order to minimise the correlation (or make the correlation go as far as possible in the opposite direction)?
Answer
Place the outlier as far as possible to the ends of a line which would run perpendicular to the line of best fit, crossing at the mean for X and the mean for Y
3. Where would you add a point which does not change the correlation?
Answer
On the mean for X and Y :
# Survey research and design in psychology/Tutorials/Correlation/Scatterplot correlation guess

* View the accompanying screencast:
These online exercises involve guessing the product-moment correlation for various scatterplots. This helps to improve intuitive understanding of the correspondence between scatterplots and correlations. To get started, try out Correlation explore and then, when you're ready, try Correlation guess:
Correlation explore - explore scatterplots with .1 increments
Correlation guess - guess 30 scatterplots with .1 increments
> 14 / 30 (outstanding)
11 - 14 / 30 (very well done)
8 - 10 / 30 (solid effort)
5 - 7 / 30 (you're getting there)
< 5 / 30 (more practice needed)
More
For some similar, alternative exercises try:
Correlation explore
Simulate scatterplots for any correlation with sample sizes up to 100
Guessing correlations
4 scatterplot matching to correlations multiple choice exercises
try to average over 75%
Guess the correlation (requires java)
single scatterplot, guess exact correlation
try to get within .1
Guessing correlations (onlinestatbook.com) (requires java)
Guess the correlation for each scatterplot from the 5 options, then click new data - after some practice, you should be able to get 100% :
# Survey research and design in psychology/Tutorials/ANOVA and qualitative analysis

* This tutorial develops skills in conducting ANOVA (particularly one-way repeated measures ANOVA, Mixed design ANOVA and ANCOVA) with SPSS and introduces qualitative analysis (particularly multiple response analysis) for the lab report. Before tackling this tutorial, make sure you are familiar with descriptive statistics, t-tests and the normal distribution and read over the ANOVA notes and lecture.

## Contents

* Analysis of variance
* Qualitative analysis
# Survey research and design in psychology/Tutorials/Correlation/Correlations and non-linear relations

View the accompanying screencast:
The purpose of this exercise is to emphasise the importance of visualising bivariate relationships to check whether a linear correlation best represents the patterns in the data.
Data file: xy.sav
Syntax:
* Correlations between 4 pairs of variables.
CORRELATIONS /VARIABLES = x1 y1.
CORRELATIONS /VARIABLES = x1 y2.
CORRELATIONS /VARIABLES = x1 y3.
CORRELATIONS /VARIABLES = x2 y4.
* Scatterplots between 4 pairs of variables.
GRAPH /SCATTERPLOT(BIVAR)=x1 WITH y1.
GRAPH /SCATTERPLOT(BIVAR)=x1 WITH y2.
GRAPH /SCATTERPLOT(BIVAR)=x1 WITH y3.
GRAPH /SCATTERPLOT(BIVAR)=x2 WITH y4.
What do the linear correlations and bivariate scatterplots indicate about the relationship between the following pairs?
X1 by Y1
r = .82 is appropriate - a strong, linear relationship
X1 by Y2
r = .82 is somewhat accurate, but really the relationship is curvilinear
X1 by Y3
r = .82 is not appropriate - really there is a perfect linear relationship plus an outlier
X2 by Y4
r = .82 is not appropriate - there is a restricted range for x2 and an outlier :
# Survey research and design in psychology/Tutorials/Correlation/Instructor notes
## General advice to instructors

* Point out the practice correlation quiz
* Explain the general steps in conducting a correlational analysis (5 mins)
* Go over each cell of this table which shows (10 mins): types of correlation in relation to the level of measurement
* Demonstrate and assist students to conduct the types of correlation exercises (65 mins)
** Nominal by nominal
*** Gender and God - do this step by step
*** Smoking and Story - run via copied syntax and interpret output
* Demonstrate Correlation explore and Correlation guess. Challenge students to get 50% (very difficult). (10 mins)
** Note that one of the plots doesn't display on Correlation guess?
* Demonstrate and allow class to explore effects of outliers. (10 mins)
*** An alternative is to conduct this as a whiteboard exercise (works well esp. if Java isn't working or time is tight)
* Demonstrate correlations and non-linear relations (5 mins). If time allows (generally not), set the task as a problem - to draw scatterplots and work out the correlations for each nominated pair and then to explain what is going on (10 mins).
# Survey research and design in psychology/Tutorials/Correlation/Outliers and restricted range

* Data file: aggr.sav
* This dataset was collected by Bernd Heubeck (Division of Psychology, ANU) comparing a sample of 89 "normal" children, aged 8 to 14 years, from Western Sydney with a sample of 89 "clinic" children from the same area who had been referred to a children's psychiatric clinic. The variable clinic is coded 1 for normal children and 2 for clinic children. Separate aggressiveness ratings of the child were obtained independently fromfathers (faggr) and mothers (maggr). The aggressiveness rating scale can range from 0 (low) to 40(high).
* To what extent do mothers' and fathers' Aggressive Behaviour ratings (maggr and faggr respectively) agree with one another for the normal sample? (i.e., what is the product-moment correlation and what % of variance does one variable explain in the other variable?)
** Select only the normal cases (Data - Select Cases\- If Clin = 1 - Filtered)
** Scatterplot maggr by faggr
*** Chart editor - add bins for datapoints
** Correlation - bivariate
** r = .56, r$^2$ = .31 (i.e., 31%), p < .001, N = 89
* What happens if you remove the outliers (children in the normal sample with maggr and faggr ratings over 20)? Why?
** To identify the cases which are outliers you can sort the data in descending order by maggr and faggr. Then manually the two cases (case 4 and 15 after sorting) from the normal sample with maggr and faggr ratings over 20 and re-run the scatterplot and correlations.
** r = .38, r$^2$ = .14, p < .001_, N = 87
** r drops from .56 because the outliers were "in-line" with the line of best fit, and therefore inflating the correlation; outliers can also deflate the correlation to the extent that they lie perpendicular to the line of best fit - if you don't understand this, go back to exploring the effect of an outlier in regressp.exe)
* Now include the rest of the sample. Examine a new scatterplot, and compute the r and r$^2$. What has happened? Why?
** To regain the outliers, close the datafile without saving, then open the datafile.
** r = .68, r$^2$ = .46, N = 178
** r is greater than .38 and almost three times as much variance is now explained. The reason is RANGE RESTRICTION in the normal sample, since there tend to be only low ratings. By including the clinic sample, we now have high aggressiveness data and no range restrictedness.)
# Survey research and design in psychology/Tutorials/Correlation/Types of correlation and level of measurement

Graphical and statistical measures of association by level of measurement
* View the accompanying screencast:
| 1st/2nd variable | Nominal | Ordinal | Interval/Ratio |
| Nominal | Clustered bar chart Chi-squared (X$^2$), Phi (φ) or Cramer's V | ← Treat as for | Clustered bar chart or scatterplot Point bi-serial correlation (r$_{pb}$) |
| Ordinal | | Clustered bar chart or scatterplot Spearman's Rho (r$_s$) or Kendall's Tau | ←↑ Treat as for |
| Interval/Ratio | | | Scatterplot Product-moment correlation (r) |
# Survey research and design in psychology/Tutorials/Correlation/General steps

* View the accompanying screencast:
* In correlational analysis we are asking the general question:
* "To what extent are two variables related (dependent) or un-related (independent)?"
* More specifically, in the case of linear correlation, we are asking the question:
* "To what extent do two variables exhibit a linear relationship?"
* Recommended steps for conducting correlational analyses are:
* Determine the level of measurement for each variable.
* Examine univariate descriptive statistics and graphical displays for each variable, paying particular attention to the sample size (N >= 50; VanVoorhis & Morgan, 2007), frequencies, central tendency, and distribution of responses.
* Recode if necessary (e.g., if there are too few responses for a response option or data is not normally distributed).
* Examine a bivariate graph (e.g,. clustered bar graph or scatterplot)
* Examine bivariate descriptive statistics if variables are discrete (i.e., cross-tabs or contingency tables)
* Examine relevant correlational statistics, including indicators of size (e.g., Phi, Cramer's ν, Point biserial, Spearman's Rho or Kendall's Tau, or product-moment correlation (r)) and statistical significance of the relationship
* Interpret/conclude - Explain, in clear, simple language, what the correlational analysis indicates about the relationship (direction, strength, and significance) between the constructs of interest.
# System development/Modelling/Concepts/Account (Finance)

* Domain:
* Wikipedia: Deposit account

## Facttypes

* Account holder withdraws money from an account.
# System development/Modelling/Concepts/Activity

* Index:
* Wikipedia:
In for example domain project management you can find concept activity.

## Properties

| Sequence | Property name | Datamodel | Datatype | Definition/ example | Dutch | French | German | Spanish |
| 1 | | | | | | | | |
| 2 | | | | | | | | |
# System development/Domains/project management/ontology
## Concepts

* Project
* Task