OpenLLM-France/wikimedia huggingface dataset:
# English-Chinese/Dietary fiber cannot be completely broken down by digestive enzymes

Dietary fiber is the portion of plant-derived food that cannot be completely broken down by digestive enzymes.
膳食纤维是植物来源食物的一部分，不能被消化酶完全分解。
# Implement2
## Problem Statement

* Figure out how many ohm resistor for voltmeter.
* Figure out the shunt resistor.
* How to parallel shunt resistor with voltmeter.
* Test the converted ammeter.

#### Lists, Source, Cost, Consumable

* One voltmeter, one 3amp power supply, one 0.3 ohm, one 1 ohm resistor, two 10k resistors, one bread board, three alligator jumpers, two wires.
* These sources are from School supply.

## Designing the Implementation Process
##### The initial design

* Found this useful pdf file Conversion of voltmeter to ammeter
* Replaced 1M voltmeter's resistor with 1 ohm resistor.
* Tested the converted ammeter, the needle flip to another side of voltmeter.
** Because the voltmeter's resistor is too small, and the voltmeter is in series connection.
* Testing converted ammeter
* The current overloaded will cause meter broken.

##### Final Design

* Keep following this pdf file Conversion of voltmeter to ammeter
* Replace 1k resistor with 10k resistor.
* Connect 0.3ohm power resistor in parallel with 2 poles of voltmeter on the back.
* Converted ammeter
* Connect another 10k resistor in series with converted ammeter.
* Connect the alligator jumpers with 3amp power supply, then turn on.

##### Work flow

* solder 1k resistor off.
* solder off this resistor
* Solder 10k resistor on.
* 1k resistor
* Make 2 wires.
* cut a piece of wire
* pull 2 wires out
* get 2 wires
* Solder 2 wires with 0.3ohm power resistor.
* 2 wires connect to 0.3 power resistor
* 2 wires connect to 0.3 power resistor
* 2 wires connect to 0.3 power resistor
* 2 wires connect to 0.3 power resistor
* Connect 0.3ohm power resistor to voltmeter.
* convert voltmeter to ammeter
* convert voltmeter to ammeter
* Connect converted ammeter to the circuit.
* connect meter to the circuit.
* Here is my youtube video test converted ammeter
* Turn on the 3amp power supply.

##### Hardware/software function and safety

* The resistor may get burn up and melt when test a couple times.
* Keep alert. When smell something burning check around.
* This resistor get burn and melt.
* resistor get burn up

##### Test and analysis procedures (hardware vs. software, acceptance vs. qualification)

* Turn on the 3amp power supply. If the needle flip to the middle, the converted ammeter is working.

## Next Steps

* Get a new voltmeter.
* Follow the Work Flow.
# Implementing system software changes

ICAI3110A
From the official document:
    "This unit defines the competency required to implement system software changes and to handover the modified system to the client's operational area."
Basically, that means ... (translate above into plain english)
You can read more about this unit on the National Training Information Systems Official document for ICAI3110A.
This unit is part of the following qualifications:
Prerequisite units
The following units are prerequisite for this competency:

## How this unit will help you

After learning and applying the skills required by this unit you'll be able to demonstrate your skills in:
| ELEMENT | PERFORMANCE CRITERIA |
| 1. Determine system changes required | Determine and record the required changes to system Ensure that documentary evidence exists to support changes and evaluate changes required Complete all documentation required in accordance with maintenance methodologies Clarify and confirm the nature of the changes with the client Obtain technical data from reliable sources and request other resources that may be required to complete the changes |
| 2. Carry out system changes | Plan the procedure to effect intended changes Confer with colleagues and users involved in the proposed changes and agree a mutually acceptable timeline and method of implementation Copy initialisation or configuration files prior to implementation Create a roll-back path in the event of failure Ensure that changes required in software are made according to project or organisational guidelines Test and verify that the changes have been made according to implementation guides and organisational standards |
| 3. Present changes to client | Demonstrate changes to the client and explain the impact of these changes Work towards making these changes acceptable to the client if changes are rejected, or making further modifications if required Update documentation and repositories in accordance with standards and update modifications made to the change management system |
| 4. Perform handover to client's operational | Update documentation and client procedures to reflect changes made Secure sign off of acceptance documents by client Facilitate handover of modified system to client's operational area |
* translate the above elements and performance criteria into plain english and summarise here...

## Ideas for demonstrating this unit

The best way to demonstrate these skills is ...

## Grading

If you are demonstrating this unit as part of a formal course, you might find that the unit is graded (meaning you can not only demonstrate your competence, but can also gain a credit or distinction). Your facilitator may already have set criteria that your college uses. If not, here are some ideas for possible credit/distinction activities that you can discuss with your facilitator:
# Implications/Earthworms and children/Exercise

The following facts are known.
* The earthworms are glad if and only if it rains or snows.
* The children are glad if and only if the sun is shining or it snows.
What conclusion can we draw in each of the following cases.
a) The children and the earthworms are glad.
b) The children are glad and the earthworms are not glad.
c) The children are not glad and the earthworms are glad.
# Impedance

The impedance of a circuit refers to the total resistance of a circuit. This is different from the standard resistance, as it also includes the reactance - the imaginary part of the resistance. Impedance is indicated with a "Z". Note that the $j$ refers to the
* The Impedance of a Resistor is $R$.
* The Impedance of an Inductor is $jwL$.
* The Impedance of a capacitor is $1/jwc$
Where $j$ is $sqrt(-1)$. The reason $i$ isn't used is so we don't mix it up with current.
The rules for combining impedance are the same for combining normal resistors. (That you add Impedance in series, and you use the same method you normally use by parallel.) However extra caution should be taken regarding the $j$'s.
# Implications/Indirect examples/If then statement/Contraposition/Exercise

Write the contrapositions to the statements formulated in exercise. Avoid double negations.
# Implications/Indirect examples/If then statement/Exercise

Paraphrase the following statements as If-then-statements.
* What little John does not learn, John will never learn.
* What the farmer does not know, he will not eat.
* As soon as the sun is shining, Lucy steps outside.
* Beginning with $32$ marks, you get a first degree.
* With this attitude, you should not become a teacher.
* What does not kill us makes us stronger.
* Start at an early age in order to become a master.
* You cannot say $A$ without saying $B$.
* Who does not arrive for dinner in time, has to look what is left over.
* Let anyone among you who is without sin be the first to throw a stone at her.
# Collaborative writing

Wikiversity has several "learn by doing" collaborative writing projects.

## Examples

* Portal:Writing Center
* Collaborative play writing
* VirileMail
* Writing at wikis
* Wikiversity the Movie/Script
* Science Fiction Challenge
* Writing with Technology
# Collatz sequence/Starting with 100/Head/Exercise

Compute the Collatz sequence for the initial value $100$ in your head, until the value $1$ is reached.
# Collatz recursion/Sequence/Definition

By Collatz recursion, we understand the following procedure to construct from a given natural number $k$ a new number.
If $k$ is even, then take the half of $k$.
If $k$ is odd, then multiply $k$ with $3$ and add $1$.
The Collatz sequence for the initial value $m$ is the sequence of numbers arising by applying the Collatz recursion to $m$ recursively.
# Collaborative project-based learning
## Introduction to CPBL

Let's familiarize yourself to CPBL first. By the end of this module, you will be able to define collaborative project-based learning.

### What is CPBL?

Collaborative project-based learning is an instructional method based on constructivist learning theory, in which learners work on an authentic, ill- defined project in a group and demonstrate their understanding by performing the project. In CPBL, learners constantly involve in problem solving in which they apply their content knowledge to address real-world issues.
Reading about it does not help you get your head around it. Watch the following video to get a sense what is CPBL. While watching it,try to answer the following questions while watching the video.
* How it is different from traditional instruction,
* Why it is good,
* What are learning outcomes
Introduction to CPBL
# Collaboratively Building Concepts/Apartheid

Apartheid is an Afrikaans word. Translated directly into English it means "seperateness". The idea with seperateness was that the economic, social and political destinies of each racial population group in South Africa should develop seperately from the other. This was necessitated by the arrival in Africa of European settlers from the seventeenth century onwards. The European settlers saw themselves as economically, socially, moraly and politically more advanced than the indigeounous tribes that they encountered in Africa. The indigeoness African peoples, at the time of Colonialisation of Africa were decimated by:
1. Slavery - all the best people were removed from the continent to become slaves on another continent; (If you wanted to buy a slave, will you want a hardworking one or a lazy one? Would you prefer an honest one or a dishonest one?) 2. Inter tribal warfare - fueled by the need to capture people and sell as slaves; 3. Colonial powers - removing natural resources from Africa; 4. Disease - as a result of contact with foreigners.
The European settlers, first the Dutch and later the British, saw themselves as superior to the other races on the continent and wanted to maintain this superiority through the system of Apartheid.
Apartheid prevented the racial groups from mixing: Towns, schools, churches, public transport, marriage; all institutions were seperated on racial lines.
The Afrikaner Nationalist government succeded in ending the appearance of British rule in South Africa in 1948 and perpetuated the apartheid institutions that it inherited from the British. The English speaking South Africans sought to undo their hegemoney by supporting forces that rose to oppose appartheid. Thus began the first effective resistance against apartheid. However, the more it was resisted, the more the Nationalists sought to entrench appartheid. This eventually led to a relatively bloodless revolution with the establishment of the post Apartheid South Africa in 1994, when Mandela was elected the first black president.
All the institutions that supproted apartheid, including the law enforcement authorities were removed after 1994. This led to a rise in violent crime that caused the death of many more people than what was caused by apartheid or the struggle to overthrow apartheid.
# Collatz sequence/Program/Exercise

Write a computer-program (in pseudocode) which, for a given natural number $n\geq 1$, computes the corresponding Collatz sequence, and stops, when it reaches $1$.
The initial configuration is
    $(n,0,0,0,0,0,0,\ldots ).$
The program is supposed to print out the Collatz sequence starting with $n$ and to stop when $1$ is reached.
# English-Chinese/Lack of exercise is true in almost all developed and developing countries, and among children

Lack of exercise is true in almost all developed and developing countries, and among children.
几乎所有发达国家和发展中国家以及儿童中都缺乏锻炼。
# English-Chinese/Lack of exercise has been accompanied by increasing use of mechanized transportation, a greater prevalence of labor saving technology in the home, and less active recreational pursuits

Lack of exercise has been accompanied by increasing use of mechanized transportation, a greater prevalence of labor saving technology in the home, and less active recreational pursuits.
伴随着缺乏锻炼的同时，机械化运输的使用越来越多，家庭中节省劳动力的技术越来越普遍，而且休闲活动的积极性也越来越低。
# English-Chinese/Lack of red blood cells is an anemia caused by DNA synthesis limitation during red blood cell production

Lack of red blood cells is an anemia caused by DNA synthesis limitation during red blood cell production.
缺乏红细胞 是 由 红细胞生成过程中 DNA合成限制 引起的 贫血。
# English-Chinese/Lake

A lake is a large pool of water over land.
湖泊是陆地上的一大片水。
# English-Chinese/Lake Michigan is a large body of water

Lake Michigan is a large body of water.
Michigan湖是一个大的水体。
# English-Chinese/Knowledge refers to the theoretical or practical understanding of a subject

Knowledge refers to the theoretical or practical understanding of a subject.
知识指的是对主题的理论或实践理解。
# English-Chinese/Kumis is a widespread drink among Turkic peoples, especially in Central Asia

Kumis is a widespread drink among Turkic peoples, especially in Central Asia.
奶酒是突厥人广泛饮用的饮料，尤其是在中亚地区。
# English-Chinese/Lack of exercise is a main cause of death

A lack of physical activity is one of the leading causes of preventable death worldwide.
缺乏身体活动是全球可预防死亡的主要原因之一。
# English-Chinese/Lack of protein can cause different illnesses including dullness and serious malnutrition

Lack of protein can cause different illnesses including dullness and serious malnutrition.
缺乏 蛋白质 可 导致 各种 疾病，包括 迟钝 和 严重 营养不良。
# English-Chinese/Knowledge research is called epistemology

In philosophy, knowledge research is called epistemology.
在哲学中，知识研究被称为认识论。
# Instructional design/Reducing cognitive load in multimedia instruction/Find and Fix

                   Remember the YouTube video you watched at the beginning of this lesson? Let's re-visit the video now that you are aware of the Cognitive Theory of Multimedia Learning. Follow the steps below:
                     * If you want to re-watch the video, Ctrl+click on the link to open the video in a new window.Cognitive Theory of MML Video
                     * Pull out the notes you made when you first watched the video.
                     * Identify the types of cognitive overload you see and recommend a solution based on what you've learned. Put this information in the this page's Discuss tab at the top left of the page. If you need a "cheat sheet" open the Overload Rx Chart(Remember to use Ctrl+click to open in a new window.)
                      Once you're done with your "Find and Fix", save it, and click Next for possible answers.
| Instructional Design | Reducing Cognitive Load | Objectives | Coming to Terms | Theory of MML | MML Continued | What’s Your Type of Overload? | Test | < Back | Next > |
# Instructional design/Reducing cognitive load in multimedia instruction/Key Learning Objectives

After completing this module on Reducing Cognitive Load in Multimedia Learning, instructional designers will apply instructional methods that can reduce cognitive load when creating multimedia training. The result will be instruction that learners find more efficient, effective, and appealing.
                   At the completion of this Wikiversity module, you will be able to:
                  * Identify the type of learner overload and recommend a solution for reducing overload using the methods described.
                  * Provide a definition for the terms Dual Channel, Limited Capacity, and Active Processing.
                  * Correctly label each section of the Cognitive Theory of Multimedia Learning model.
                  * Give examples of essential processing, incidental processing, and representational holding.

## Reducing Cognitive Load in Multimedia Learning Topics

* Coming to Terms: Defining What Is
* What’s Going On In There?: How the mind works in multimedia instruction
* Cognitive Theory of Multimedia Learning
* Cognitive Theory of MML Continued
* What’s Your Type of Overload?
* Test Your Understanding
* Find and Fix
* Find and Fix Answers
* Lesson Conclusion
Click Next to continue.
| Instructional Design | < Back | Next > |
# Instructional design/Reducing cognitive load in multimedia instruction/Coming to Terms: Defining What Is

Before we continue with our lesson, it is important to define what we mean by "Multimedia Learning" and "Meaningful Learning". Multimedia Learning
It may be more apt to think of multimedia learning as multimodal. When learners learn through more than one sense, in the case of multimedia, sight and hearing, that learner is learning multimodaley. Multimedia instruction is a presentation that uses both words and pictures and intends to produce the outcome of learning. As Richard E. Mayer succinctly puts it “Visual and verbal processing refer to two different sense modalities (seeing;hearing); animation and narration refer to two different presentation media. For example: Using a Powerpoint while verbally explaining the concept of gravity.
Meaningful Learning
Meaningful Learning is a deep understanding of the material and the ability to transfer what was learned to new situations. It requires taking presented material, organizing it, and matching or integrating it with what the learner already knows. Learning outcomes are assessed with problem-solving transfer tests. For example: The learner is learning how to create a formula to average a column of numbers using Excel. The learner already knows what an average means and knows how to enter numbers into Excel. A problem solving test could be to enter the numbers 1,2,3,4,5,and 6 into an Excel spreadsheet and find the average using the formula function.
Now that these terms have been explained,let's look at how the learners' mind works when using multimedia instruction.
Click Next to continue.
| Instructional Design | Reducing Cognitive Load | Objectives | <Back | Next > |
# Instructional design/Reducing cognitive load in multimedia instruction/Reducing Cognitive Load in Multimedia Instruction--Conclusion

Reducing cognitive load is the responsibility of all instructional designers. In taking steps to make instruction easier to understand, the designer not only helps the learner but also themselves. Why create instruction that learners struggle unnecessarily to understand? The overarching objective of all instructional design and the designers is to transfer learning.
As more instruction utilizes more powerful and sophisticated multimedia, keeping the learner’s cognitive load in the forefront of the designer’s mind will grow in importance. Understanding how to create the best instructional design to facilitated meaningful learning when using multimedia is where good instructional design should begin and end. After you design instruction, it is also important to go back through the design and look for more issues that could cause cognitive overload. By employing the principals of modality, signaling, coherence, spatial contiguity, temporal contiguity, redundancy, pretraining, and segmenting most overload can not only be reduced but eliminated.
| Instructional Design | Reducing Cognitive Load | Objectives | Coming to Terms | Theory of MML | MML Continued | What’s Your Type? | Find and Fix | Answers | < Back |
# Instructional design/Reducing cognitive load in multimedia instruction/Test Your Understanding
## Label The Picture

See if you can correctly label the Cognitive Theory of Multimedia Learning Model by entering the correct word or phrase into the corresponding numbered boxes. Click Submit when done to see how you did.
You can keep taking the test until you are statisfied with your understanding.
When you're ready, click Next to advance to the next activity, Find and Fix.
| Instructional Design | Reducing Cognitive Load | Objectives | Coming to Terms | Theory of MML | MML Continued | What’s Your Type of Overload? | < Back | Next> |
# Instructional design/Reducing cognitive load in multimedia instruction/Cognitive Theory of Multimedia Learning

The Cognitive Theory of Multimedia Learning model depicts all that dual-channel processing going in the learner's mind when using multimedia instruction. This model was created by Richard E. Mayer and Roxana Moreno and presented in their paper "Nine Ways to Reduce Cognitive Load in Multimedia Learning" in 2003. Keep in mind the three assumptions of Dual Channel, Limited Capacity and Active Processing, as we explore the cognitive theory of multimedia learning.
                                        (Mayer & Moreno based their model, in part, on the The Dual-coding Theory by Allan Paivio).
The two rows of the model represent the two information-processing channels: the auditory/verbal channel and the visual/pictorial channel (dual-channel assumption). The five columns each represent the modes of knowledge representations or physical representations, such as words or pictures. Sensory representations are those that take place in the ears or eyes of the learner, while shallow working memory representations are the sounds or images a learner notices or attends to during the instruction. Deep working memory representations are verbal and pictorial models constructed by the learner, and lastly, long-term memory representations are what the learner already knows about this particular instruction.
Multimedia Learning requires a lot of cognitive processing in both channels. Working memory has to make representations of sounds and images. Deep working memory is busy making verbal and pictorial models, and long-term memory is searching for and retrieving relevant prior knowledge.
Click Next to continue.
| Instructional Design | Reducing Cognitive Load | Objectives | Coming to Terms | What’s Going On in There? | < Back | Next > |