OpenLLM-France/wikimedia huggingface dataset:
# Logical conjunction

☞ This page belongs to resource collections on Logic and Inquiry.
Logical conjunction is an operation on two logical values, typically the values of two propositions, that produces a value of true if and only if both of its operands are true.
A logical conjunction of propositions $p$ and $q$ may be written in various ways. Among the most common are these:
* $p~\mathrm {and} ~q$
* $p\land q$
* $p\cdot q$
* $p~q$
* $pq$
A truth table for $p\land q$ appears below:
${\text{Logical Conjunction}}$ :
| $p$ | $q$ | $p\land q$ |
| $\mathrm {F}$ | $\mathrm {F}$ | $\mathrm {F}$ |
| $\mathrm {F}$ | $\mathrm {T}$ | $\mathrm {F}$ |
| $\mathrm {T}$ | $\mathrm {F}$ | $\mathrm {F}$ |
| $\mathrm {T}$ | $\mathrm {T}$ | $\mathrm {T}$ |
A logical graph for $p\land q$ is drawn as two letters attached to a root node:
Written as a string, this is just the concatenation $pq.$ The proposition $pq$ may be taken as a Boolean function $f(p,q)$ having the abstract type $f:\mathbb {B} \times \mathbb {B} \to \mathbb {B} ,$ where $\mathbb {B} =\{0,1\}$ is interpreted in such a way that $0$ means $\mathrm {false}$ and $1$ means $\mathrm {true} .$
A Venn diagram for $p\land q$ indicates the region, in this case a single cell, where $pq$ is true by means of a distinct color or shading, as shown below:

## Syllabus
### Focal nodes

* Inquiry Live
* Logic Live

### Peer nodes

* Logical Conjunction @ InterSciWiki
* Logical Conjunction @ Subject Wikis
* Logical Conjunction @ Wikiversity
* Logical Conjunction @ Wikiversity Beta
# Instructional design/User testing of e-learning courses/Module Summary

Back to Topic: Instructional Design > User Testing of E-Learning Courses

## User Testing of E-learning Courses

In this module, you learned about the essential role that formative evaluation plays in the ADDIE model. You also learned about "User Testing” as a specific type of formative evaluation that occurs at the end of the development cycle. This module focused on user testing for e-learning courses; specifically, web-based, self-paced, asynchronous instruction.
Using the techniques and guidance described, you can now develop a plan for user testing of an e-learning course, conduct the test, and then analyze the qualitative results of the test.
This isn't all there is to user testing. After analyzing the results of the test, you'll need to revise your e-learning course based on what you learned from the user test and improve the course. In some settings, you may be required to synthesize the findings and recommendations of the user test in a report.
Below are some of the resources found in this module's lesson.

## Websites

* ADDIE ISD Model w:ADDIE_Model
* Quality Assurance w:Quality_assurance
* Subject Matter Expert w:Subject_matter_expert
* Storyboarding w:Storyboarding
* Alpha Version w:Alpha_version#Alpha
* Likert Scale w:Likert_scale
* Learning Management System (LMS) w:Learning_Management_System

## Documents

* User Testing Steps
* Evaluation Form
* Completed Evaluation Form
# Instructional design/User testing of e-learning courses/Module Introduction

Back to Topic: Instructional Design > User Testing of E-Learning Courses

## Overview

In this lesson, you'll learn about how formative evaluations fit into the "E" of ADDIE. The ADDIE instructional systems design model uses formative evaluation throughout its life cycle, not just at the end as a final evaluation. “Formative” means to shape or transform; it should be conducted at regular review intervals during the development cycle. “User Testing” is a specific type of formative evaluation that occurs at the end of the development cycle.

## Objectives

Upon completion of this lesson, you will be able to:
* Describe Formative Evaluation
* List different stages and examples of Formative Evaluation

## Lesson Topics

To go to a topic, click its title below:
* Before You Begin
* Check Your Knowledge 1
Back to Topic: Instructional Design > User Testing of E-Learning Courses
# Instructional design/User testing of e-learning courses/The Data

Back to Topic: Instructional Design > User Testing of E-Learning Courses > Analyzing the Results

## Next Steps

So you've conducted your user test and have gathered some formative evaluation information. Depending on the style of user testing conducted, you might find yourself with one or several sources of data, including, but not limited to:
* Video recording(s)
* Audio recording(s)
* Web recordings(s)
* Users' written comments
* Other evaluators' and/or your own written observations
* Survey data
* Exam results
Now what do you do with all this data? Regardless of how you conducted your user test, you'll be working with your data using the following basic steps:
Next, qualitative and quantitative data are looked at more closely. The steps in the process illustrated above will be discussed in subsequent topics.

## Different Types of Data

A user test will result in several different types of information. This data will be quantitative or qualitative in nature. Quantitative describes data in terms of quantity, whereas qualitative describes data in terms of quality.
Here is an example describing the spicyness of Ashley Food Company’s Mad Dog 357 Hot Sauce:
Quantitative: This sauce measures 357,000 heat units on the Scoville Heat Scale.
Qualitative: This sauce tastes really hot!
It is possible to approximate quantitative data from qualitative data. For example, the data from a survey that uses a Likert scalew:Likert_scale for the testers to rate their perceptions of the course can be measured using scaling techniques.

## Quantitative Data

For an e-learning course, a user test might produce the following quantitative data:
* Total seat-time (i.e., how long it took the learner to complete the course)
* Time to complete practice tasks
* Ratings on a satisfaction survey
* Scores on an exam
Here is an quantitative data example of lesson seat-time from an actual user test of an e-learning course:

## Qualitative Data

For an e-learning course, a user test might produce the following qualitative data:
* Problems users had with the delivery platform
* Comments about how the users liked/disliked the instruction
* Corrections to the content of the instruction
* Corrections to the content's style and formatting (e.g. spelling, punctuation, inconsistent page design)
Here are some qualitative data examples from actual user testing of two different e-learning courses:
Example 1: User Test, Learner Worksheet
Example 2: User Test, Observer Worksheet
Example 3: Do you recognize the user's comments below?
This is an excerpt from the Completed User Evaluation Form found in the knowledge check in the previous lesson, Conducting User Testing.
| Previous | Next |
Click Next to go learn how to organize your data.
Back to Topic: Instructional Design > User Testing of E-Learning Courses > Analyzing the Results
# Instructional design/WBT risks/Lesson Conclusion

Instructional Design: Homepage > Identifying WBT Risks > Risky Business > Step 1: Identify > Your Turn - Risk Identification > Step 2: Prioritize > Your Turn - Risk Prioritization > Step 3: Mitigate > Your Turn - Risk Mitigation > The Risk Plan > Lesson Conclusion

## Congratulations

Congratulations! You have completed this lesson. In this lesson, you learned and practiced applying the three steps for risk planning. You should now be able to create a risk plan for your next WBT project and increase the likelihood of delivering the final product on time, on budget, and within scope.

## Summary

* The three steps in the risk planning process are: identify potential projects risks, prioritize project risks, and mitigate project risks.
* The output of the risk planning process is the risk plan.
* The development team and other key stakeholders identify all potential projects risks via a brainstorming session.
* Project risks should be specific and focused on events that could prevent the development team from accomplishing a project objective.
* The development team ranks each project risk based on the probability of it occurring and its potential impact on the project.
* Once probability and impact rankings are assigned, calculate the priority of each risk by multiplying its probability by its impact.
* To mitigate a risk, the development team may decide to alter the project plan, add additional tasks, or plan for risks.
# Instructional design/WBT risks

Instructional Design: Homepage > Identifying WBT Risks > Risky Business > Step 1: Identify > Your Turn - Risk Identification > Step 2: Prioritize > Your Turn - Risk Prioritization > Step 3: Mitigate > Your Turn - Risk Mitigation > The Risk Plan > Lesson Conclusion

## Lesson Introduction

As an Instructional Designer, you’re often expected to wear multiple hats. If you search a job site like monster.com or astd.org, you’ll find companies looking for Instructional Designers who can also create graphics, edit audio, work in one or two different course authoring tools, program in Flash, and manage the entire course development process. Even if you’re fortunate enough to work with professionals who can supplement your skill set, the Instructional Designer is frequently tasked with managing the project. That means the Instructional Designer is held accountable if a project is late, over budget, or fails to meet the client’s requirements. If you’ve developed any sort of instructional project, you already know that a lot can go wrong. You can avoid some very stressful situations, save a lot of time, and ensure a high-quality product by planning for the things that could go wrong (or the project risks) before they occur.
In this lesson, you’ll learn a simple process for risk planning. While the lesson focuses on risk planning for Web-based training (WBT), you can (and should) use this process for other mediums such as Instructor-led training (ILT). By taking the time to learn and use this process, you’ll avoid many sleepless nights as an Instructional Designer/Project Manager or Technical Lead.

## Lesson Goal

The Project Manager or Technical Lead for a WBT development team will identify and prioritize risks for a WBT project in order to determine action items for risk mitigation. The result will be a risk plan that contributes to the on time, on budget, and on scope delivery of the WBT project.

## Key Learning Objectives

Key learning objectives describe the specific performances you will be able to do upon completion of the lesson.
* Given a fictitious WBT project, you will be able to develop a risk plan. The risk plan must be 85% consistent with a risk plan created by an expert.
** Given a scope statement for a WBT project, you will be able to generate five potential risks associated with the project.
** Given the project scope statement and the transcript of a risk assessment meeting, you will be able to prioritize a potential risk based on probability and impact.
** Given three high-priority risks for the WBT project, you will be able to determine two action items for mitigating each potential risk.

## Lesson Navigation

This lesson was designed to be completed in about 20 minutes. You can navigate through the lesson by clicking "Next" at the bottom of each page. The labeled links at the top of each page show your lesson progress and can be used to jump to a specific topic. To open a hyperlink in a new tab or window, hold down the CTRL button while selecting the link.
Click Next to start this lesson.
| Instructional Design: Homepage | Next > |
# Instructional design/User testing of e-learning courses/Review Evaluation Plan

Back to Topic: Instructional Design > User Testing of E-Learning Courses

## Overview

It’s Saturday morning and you’re thinking of adding a deck to the back of the house. You buy the wood, hammer, screws, and deck sealant. You’re ready to go, right? There’s one important part of building this deck that’s been overlooked, the plans. The plans tell you exactly how to put the deck together.
The same is true for conducting a user test. A plan helps direct the purpose of the test, outlines tools needed to conduct the test, and determine if the testing goal was accomplished. If you conduct a user test before putting a plan together, you won’t know such things as the intended outcomes of the testing, the correct data-gathering techniques to use, or if the test results are useful.
Morrison, Ross, and Kemp (2004) identify eight sections to an evaluation plan. This lesson reviews these sections in more detail and provides a completed e-learning evaluation plan that will be used in the next lesson, Conducting User Testing to conduct a user test on an existing Wikiversity page.

## Objectives

Upon completion of this lesson, you will be able to:
* Identify the elements of an evaluation test plan
* Write a user test evaluation plan for an e-learning lesson

## Lesson Topics

To go to a topic, click its title below:
* Elements of an Evaluation Plan
* E-learning User Test Plan
* Check Your Knowledge 2
| Previous | Next |
Click Next to go to the first topic in this lesson.
Back to Topic: Instructional Design > User Testing of E-Learning Courses
# Mercury/Quiz

Mercury is a lecture about the study of this astronomical object.
You are free to take this quiz based on Mercury at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{radiation astronomy resources}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* Direct hits by large asteroids eliminated oceans on Mercury.
# Mere Christianity (CBL)/Week 2
## Assignments

* Read pg. 13-25
* Write a well developed response that expands upon a theme or concept from this week's reading.
* Answer weekly question set
* Take the Book I Quiz on Moodle

## Discussion

This week's discussion will be held at TIME on DATE in the AWF virtual universe, Agape World at the AWF School facility.There is a section on the talk page where you can post topics and questions for us to go over. If you are unable to make it, your questions can also be posted in a separate section to the talk page, where I will do my best to answer them shortly.

## Final Essay

For the first half of this course, you should concentrate on deciding the topic you will write about. If you have an idea already, go ahead and start writing your initial rough draft. Make certain that the topic you select is sufficiently broad to write about and worthy of analysis.

## Questions

After reading pages 13-25 and writing a response, please answer the following 10 questions in complete sentences. Each question will be worth one point, for a total of ten points possible.
* What are the two odd things about humans referenced on page 13? Why are these things important?
* Are behavorial laws like physical laws? Why or why not?
* What is the materialist view?
* What is the religious view?
* Can science be used to prove one of these views?
* What is the problem with studying man from the outside?
* Can the controlling power show itself in the universe?
* What is the point of the letter metaphor?
* What is the Life-Force philosophy?
* What's wrong with this philosophy?

## Quiz

The Book I Quiz is now open on Moodle. It's 25 free response questions drawn from this unit, with each question worth 1 point. Once again, answers will be graded based on completeness and comprehension.
# Mere Christianity (CBL)/Week 10
## Assignments

* Read pg. 152-175
* Write a well developed response that expands upon a theme or concept from this week's reading.
* Answer weekly question set
* Take the Book IV Quiz on Moodle
* Upload the Final Essay to Moodle by the end of the week.

## Discussion

This week's discussion will be held at TIME on DATE in the AWF virtual universe, Agape World at the AWF School facility.There is a section on the talk page where you can post topics and questions for us to go over. If you are unable to make it, your questions can also be posted in a separate section to the talk page, where I will do my best to answer them shortly.

## Final Essay

The final submission of your Literary Response Essay is due at the end of the week. Remember to proofread your essay and consider having another person look it over before turning it in to Moodle. No credit will be given for late essays, so you should take every precaution to turn it in early. If Moodle does not work, email the essay to the instructor as an attachment.

## Questions

After reading pages 152-175 and writing a response, please answer the following 10 questions in complete sentences. Each question will be worth one point, for a total of ten points possible.
* What makes the Christian way different?
* What is the ultimate function of the Church?
* Why does God want people to count the cost of being Christian?
* Why do Christians have troubles in their lives?
* What does it mean if a Christian's behavior does not change after salvation?
* Why should Christians live according to the Lord's Commandments?
* What problem can appear with Christians and money?
* How is the Christian idea like evolution?
* What does the world think of Christianity? Are they right or wrong? How do you know?
* What comes to us when we look for God?

## Quiz

The Book IV Quiz is now open on Moodle. It's composed of 25 free response questions drawn from this unit, with each question worth 1 point. Once again, answers will be graded based on completeness and comprehension.
# Mere Christianity (CBL)/Week 6
## Assignments

* Read pg. 81-99
* Write a well developed response that expands upon a theme or concept from this week's reading.
* Answer weekly question set
* Study for the Book III Quiz next week

## Discussion

This week's discussion will be held at TIME on DATE in the AWF virtual universe, Agape World at the AWF School facility.There is a section on the talk page where you can post topics and questions for us to go over. If you are unable to make it, your questions can also be posted in a separate section to the talk page, where I will do my best to answer them shortly.

## Final Exam

You should continue writing your rough draft this week, as the initial submission period will open next week. When you are finished, have someone review your essay and incorporate their suggestions into a working copy. The earlier you turn in your essay, the more time you will have to revise it for final submission.

## Questions

After reading pages 81-99 and writing a response, please answer the following 10 questions in complete sentences. Each question will be worth one point, for a total of ten points possible.
* What is the Christian idea of marriage?
* How does the Church regard divorce? How does this relate to justice?
* How does Lewis justify man as head in a marriage?
* Why is forgiveness the most unpopular Christian virtue?
* How do we learn to forgive? Why should we use this way?
* Why is there a distinction between killing and murder?
* How do you hate an action, but not the person who performs the action?
* What is the Great Sin? Why is it so bad and how do you combat it?
* Why can't a proud person know God?
* How do you know a humble man?

## Quiz

The quiz on this unit will open next week. It will consist of 25 free response questions similar to the weekly questions. Any material from Book III is fair game and you should begin studying now to maximize your score. Each question is worth 1 point and will be graded based upon completeness and comprehension.
# Mere Christianity (CBL)/Week 1
## Assignments

* Read pg. 3-12
* Write a well developed response that expands upon a theme or concept from this week's reading.
* Answer weekly question set
* Study for the Book I Quiz next week

## Discussion

This week's discussion will be held at TIME on DATE in the AWF virtual universe, Agape World at the AWF School facility.There is a section on the talk page where you can post topics and questions for us to go over. If you are unable to make it, your questions can also be posted in a separate section to the talk page, where I will do my best to answer them shortly.

## Final Essay

Each week there will be a section similar to this one covering the Final Essay. You will be able to submit your essay from the beginning of Week 7 to the end of Week 10. Essays submitted in Weeks 7 and 8 will be returned during Week 9 and you will be able to revise and resubmit for a higher grade.

## Handouts

* Literary Response Essay - This will be your final for this course

## Questions

After reading pages 3-12 and writing a response, please answer the following 10 questions in complete sentences. Each question will be worth one point, for a total of ten points possible.
* According to Lewis, is morality individual or societal? How does he justify his position?
* What does Lewis call the Law of Human Nature? Why?
* Do different civilizations and ages have different moralities? How do we know this is the case?
* What form of hypocrisy, or double standard can be seen in the mindset of moral relativists?
* What is the foundation of all clear thinking about ourselves and the universe we live in?
* Is the Moral Law a herd instinct? Why or why not?
* What does Lewis say about impulses?
* What tune does the Moral Law make? How?
* What does the book differentiate from the Law of Human Nature on page 10? Why is this important and how does it relate to Question 3?
* What's so important about the Moral Law? Why do we need it?

## Quiz

The quiz on this unit will open next week. It will consist of 25 free response questions similar to the weekly questions. Any material from Book I is fair game and you should begin studying now to maximize your score. Each question is worth 1 point and will be graded based upon completeness and comprehension.
# Mere Christianity (CBL)/Week 4
## Assignments

* Read pg. 37-51
* Write a well developed response that expands upon a theme or concept from this week's reading.
* Answer weekly question set
* Take the Book II Quiz on Moodle

## Discussion

This week's discussion will be held at TIME on DATE in the AWF virtual universe, Agape World at the AWF School facility.There is a section on the talk page where you can post topics and questions for us to go over. If you are unable to make it, your questions can also be posted in a separate section to the talk page, where I will do my best to answer them shortly.

## Final Essay

For the first half of this course, you should concentrate on deciding the topic you will write about. If you have an idea already, go ahead and start writing your initial rough draft. Make certain that the topic you select is sufficiently broad to write about and worthy of analysis.

## Questions

After reading pages 37-51 and writing a response, please answer the following 10 questions in complete sentences. Each question will be worth one point, for a total of ten points possible.
* What is the long story of human history? What problem does it face?
* What's so important about the "queer dreams" and selection of a culture?
* Why is it significant that Jesus appeared to the Jews? What difference allowed for a successful mission?
* What two things could Jesus be? What can Jesus not be?
* What is the formula of Christianity?
* What "hole" has man fallen into?
* Why is repentance necessary to return to God?
* Why did God become man?
* What three things make up the Christ life? Why is each important and which is most important?
* Why doesn't God just invade the world and wipe out evil?

## Test

The Book II Quiz is now open on Moodle. It's composed of 25 free response questions drawn from this unit, with each question worth 1 point. Once again, answers will be graded based on completeness and comprehension.