OpenLLM-France/wikimedia huggingface dataset:
# Levels of pre-hospital care workers in different countries
#### In the UK

* First Responder (Community First Responder, Neighbourhood First Responder) (BLS)
* Emergency Care Assistant - ECA / ECSW (BLS)
* Emergency Medical Technician - (BLS)
* Advanced Emergency Medical Technician - (ALS)
* Paramedic - (ALS)
* Emergency Care Practitioner - (ALS)
* BASICS Doctor (Either work from their own vehicles or on the Air Ambulances) - (ALS)

#### In the USA

* First Responder (BLS)
* Emergency medical technician - Basic (BLS)
* Emergency medical technician - Intermediate (ALS)
* Emergency medical technician - Paramedic (ALS)

#### In Canada

* First aid
* Emergency medical responder (EMR)
* Primary Care Paramedic (PCP)
* Advanced Care Paramedic (ACP)
* Critical Care Paramedic (CCP)

#### In The Netherlands

* Ambulance driver
* Ambulance nurse
* Mobile Medical Team consisting of surgeon/anesthesiologist and IC/trauma nurse transported by a helicopter or ground-bound vehicle driven by an ambulance driver; only used in conjunction with a regular ambulance; seven teams throughout the country, four of which have a helicopter

#### In Germany

* Rettungshelfer
* Rettungssanitäter
* Rettungsassistent
* Notarzt

#### In Denmark

* Ambulanceassistent
* Ambulancebehandler
* Paramediciner
* (Ambulancelæge) Anesthesiologist with an ambulancebehandler or paramediciner as driver/assistant; only used in conjunction with a regular ambulance.

#### In Spain

* Técnico en Emergencias Sanitarias - TES (EMT Basic-BLS)
* Enfermero de Emergencias (Emergency Nurse - ALS)
* Médico de Emergencias (Emergency Physician - ALS)
# Monetary Circuit Model/Lending and Repayment

In this lesson, we will extend the skeleton model to include lending and repayment of loans, without interest or any other transactions.

## The Code

First, we set up the parameters of the model. These go before the definition of the ODE system:
The variable "lend" represents the flow of money lent by the banking sector. We assume that this is proportional to the amount of capital the bank has available, its "cash in the vault." One possible interpretation is that as the bank lends out money, its desire for liquidity makes it less willing to finance investment projects, especially high risk ones.
Repayment is assumed to be proportional to the amount of outstanding debt. Both bvo and rr are annualized rates: banks lend 3/4 of their reserves per year and
Next, we modify our ODE system to include the new flows:
What this says is that, when a loan is made, cash is transferred from the bank vault, bv, to firm deposits, fd. Similarly, when firms repay their loans, money is transferred from firm deposits back to the bank vault. fl serves to record the debt level of firms. In this model, fl and fd are equal since the only way for firms to get cash is to borrow it.
The result should look like this:
The model reaches an equilibrium when the rate of lending is equal to the rate of repayment. The exact level is determined by the liquidity preference of banks and firms. We will see in a later lesson how a sudden change in liquidity preference - a credit crunch - can affect the level of economic activity.
In the next lesson, we will add transactions between firms and workers.
# Monetary Circuit Model/Skeleton Model

This lesson explains how to set up a skeleton of the monetary circuit model in Sage. This model looks at an economy with three sectors - banks, firms, and workers - with no monetary transactions taking place in between them. While the model itself is useless, the code given here will form the basis of future models.
The basic mathematical tool used by the monetary circuit model are systems of Ordinary Differential Equations (ODEs). The ODE system describes the flows between sectors of the economy. Taken together with some initial values, Sage can solve the system to describe how stocks (accounts) change over time. To do this, we must first tell Sage the names of the variables and functions we wish to use:
This declares our dependent variable, t, for time. Five stocks/accounts are also declared as functions of time: the bank vault, bank transactions account, firm debt (loans), firm deposits, and worker deposits. The constant ibc is the initial bank capital, the amount of money in its vault at the beginning of the first period. It is not used until later, but kept here so all declarations are in one place.
Next, we create a skeleton ODE system:
This creates a list of differential equations named des, one equation for each of the five stocks. Notice that we use the double-equals sign to specify that this is an equation rather than an assignment.
The system of differential equations specifies our flows. The left hand side of each equation is the first derivative of each stock with respect to time - how quickly the stock changes. The right hand side specifies the flow of money into and out of that stock. For our skeleton system, we do not have any transactions taking place, so the right hand side is 0.
Next, we solve the system:
The desolve_system function is somewhat complicated. The first argument is the system of differential equations we want to solve. The second argument is a list of the dependant variables, in this case our five accounts. The third argument is a list of initial conditions. The first element of the list is the initial value of the independant variable (t), followed by the value of the five dependant variables at the initial time t = 0.
We initialize all the stocks to 0 except for the bank vault, which we initialize to the initial bank capital (ibc) declared above.
Finally, we add some code to plot the system:
You do not have to understand this last bit of code to understand the model. To show the results, save all of the code in a file such as skeleton.py and run the following in the Sage interpreter:
Note: once attached, Sage will automatically reload the file if it is changed. If you make a change, simply press 'enter' in the interpreter to re-run the model. The resulting graph should look something like this:
So far, this is a pretty useless model, since it describes an economy with no monetary transactions. In the next lesson, we will extend the skeleton to create a simple model where banks create money by lending to firms.
# Money

This Economics resource is a "stub". Learn how you can help Wikiversity to develop it.
Some readings about "money", for beginners and others, considering questions such as:
* What is money?
* How does money 'work' or 'not work'?
* etc.

## Theoretical money

Def. a current medium of exchange in the form of coins and banknotes is called money.
# Monetary Circuit Model

This is a course in Steve Keen's monetary circuit model, based primarily on this paper.
The monetary circuit model is a powerful way to model the dynamics of the macroeconomy. The model uses ordinary differential equations and stock-flow consistent accounting principles to describe transactions between the various sectors of the economy. Focusing on debt and the unique properties of modern token money, advanced versions of the model can explain how a Great Moderation becomes a Great Recession. The use of continuous time allows us to describe dynamic phenomena, such as endogenous business cycles, that would be difficult or impossible using equilibrium techniques.
The course uses the Free and open source mathematics package Sage. Some familiarity with accounting, the Python programming language, and systems of ordinary differential equations is recommended, though the concepts used are fairly simple.
For now, basic familiarity with how to use Sage is assumed. You should look through the tutorial for an introduction.

## Lessons

In these lessons, we will develop a basic circuit model which seeks to explain how all sectors of the economy (bankers, capitalists and workers) can earn continuous positive incomes despite a limited stock of money borrowed into existence at interest.
* Skeleton Model: Setting up and solving a basic differential equation system in Sage. A model without monetary transactions.
* Lending and Repayment: Extending the skeleton model to support a "revolving fund" of credit.
* Wages and Consumption: Extending the model to support payment of wages by firms and consumption by households.
* Interest: Payment of interest on loans and deposits. Purchases of goods and services by banks.
* Profits: Deriving the income of capitalists from the wage share of firm revenue.

## Resources

* incomes.py: Code for lesson 5.
* graphing.py: Utility module for graphing.
# Monetary Circuit Model/Wages and Consumption

In this lesson, we will add support for the payment of wages by firms. In addition, we add firm revenue from the consumption of goods and services by workers.

## The Code

We add two new parameters and flows for wages and consumption:
Wages and consumption are both functions of deposits. Once again, this can be considered as a kind of liquidity preference. As firms and households become financially secure, they divert income away from savings and towards investment (hiring workers in the process) and consumption.
Wages are paid from firms deposits to worker deposits. Similarly, purchases are made by transferring from worker deposits to firms deposits:
The result should look like this:
The model tends to a general equilibrium, where lending is equal to repayment and consumption is equal to worker income. Workers manage to accumulate a small amount of residual savings whereas firms are in a position of negative equity (assets less than liabilities). This is not unrealistic. In the real world, many firms manage to operate in a position of negative equity. Firms gradually repay debt out of income, then take on new debt to finance investment projects. There need not be any "day of reckoning" where all debts must be payed off. As our model shows, debts can be rolled over indefinitely as long as income is available to service them.
This conclusion also holds when we introduce interest payments in the next lesson.
# Monetary Circuit Model/Profits

In this lesson, we will derive the income of capitalists - profits - in our simple economy. We do this by assuming a constant wage share of surplus. In more advanced models, this assumption is relaxed and wage share can vary cyclically.
(My knowledge of this topic is somewhat shaky. Steve Keen's papers omit a lot of explanation of this area, so my interpretation may not be 100% correct. Corrections are welcome.)
Surplus here is in the Sraffian sense of revenues minus direct costs (not including labour) for each individual firm.
The "wage rate", fwr, paid by firms depends on two factors. First is the wage share received by workers, 1 - σ, where σ (sigma) is the share of surplus going to capitalists. Second is the turnover period, τ (tau), the length of time it takes for the firm to recoup its initial investment in production. The initial investment is the stock of firm deposits, fd. If we take the inverse of the turnover period, 1/τ, we have the number of times the firm recoups on its initial investment in a year. Multiplying this by the initial investment, fd, gives the firm revenue over the course of a year and multiplying this again by the wage share, 1- σ, gives the wage bill. Since the wage bill is also given by fwr*fd, we can derive τ from fwr and an assumed wage share:
$fwr={\frac {1-\sigma }{\tau }}$
Given our fwr parameter of 2 and an assumed wage share (1 - σ) of 60%, we can calculate τ to be 0.3. Since all firm revenue that does not go to wages is distributed as profit (Π), we can now determine it using τ (turnover period) and σ (profit share):
$\Pi ={\frac {\sigma }{\tau }}F_{d}$
The result (plus interest earned on deposits and banker income) is this:
All classes are able to earn a continuous positive income despite a fixed initial stock of money. This is because that initial stock is recycled over and over in the economy - one person's expenditure is another's income.
In the next lesson, we will look at what happens when we apply a shock to the model in the form of a credit crunch.
# Moment of Inertia

The moment of inertia is sometimes called and referred to as "angular mass." It is the "amount of resistance" to rotational motion.
The moment of inertia of a point mass is
    $I\ {\stackrel {\mathrm {def} }{=}}\ mr^{2}\,\!$
The moment of inertia is additive, therefore, for a rigid body consisting of $N$ point masses $m_{i}$ with distances $r_{i}$ to the rotation axis, the total moment of inertia is the sum of the point-mass moments of inertia
    $I\ {\stackrel {\mathrm {def} }{=}}\ \sum _{i=1}^{N}{m_{i}r_{i}^{2}}\,\!$
The moment of inertia is commonly used to calculate torque when multiplied by the angular acceleration. This analogous to F = ma.
    $Torque=Ia\,$

## External Links

* Online calculator for moment of inertia of plane sections
# Monetary Circuit Model/Interest

In this lesson, we will add the payment of interest on loans and deposits, as well as spending by banks.

## Interest on loans

Interest is paid by firms from their deposit account into the bank's transaction account. Like the real world, banks spend from their income earned through interest payments and are not allowed to spend directly from the bank vault. Bank consumption (bankcons) is a function of the bank traactions account, and is paid to firms. Banks also employ workers, though modeling this is left as an exercise (it does not significantly impact the results).
Interest payment is counted as a type of repayment, and therefore diminishes the level of debt. We also include compounding of debt, which adds to the level of firm debt. The overall effect is no change in debt due to interest payments. We include payment of interest and compounding of debt in firm debt (fl) because they are not necessarily the same. It is possible for firms to not make interest payments (which are effectively a minimum repayment) and instead let the level of debt accumulate.
The result looks like this:
Bank savings in their transaction account are earned largely at the expense of firms, which incur a higher level of debt relative to savings. This is somewhat offset by interest paid on deposits.

## Interest on deposits

Interest is earned on deposits by workers and firms at a rate, ird, which is less than the rate payed on loans. The difference between the two rates is called the spread and is the means by which banks earn revenue.
The code for interest on deposits looks like this:
The result partially offsets the loss of savings due to interest payments and decreases bank transaction savings, though the result is not qualitatively different.
This completes the flow of funds in the simple monetary circuit model. In the next lesson, we will use the model we have built so far to determine the distribution of income in our simple economy.
# Instructional design/CARP/Names of CARP Principles
## Part 2 - Names of CARP Principles

CARP is an example of a first-letter mnemonic, meaning that each letter of CARP is the first letter of a word. A mnemonic helps you memorize content through encoding. Another common example is PEMDAS to help you remember the order of operations when solving math problems: (Perentheses, Exponents, Multiplication, Division, Addition, Subtraction.)
The CARP acronym stands for:
C = Contrast A = Alignment R = Repetition P = Proximity
Reciting verbally is the most effective repetition strategy for memorization. The repetition will help you retain this information in your long-term memory.
Read the following lines out loud:
Contrast, Alignment, Repetition, Proximity: carp carp carp
Contrast, Alignment, Repetition, Proximity: carp carp carp
Contrast, Alignment, Repetition, Proximity: carp carp carp
Click the Next button to proceed.
| ID Homepage | Names of CARP Principles | < Back | Next > |
# Instructional design/Blended Learning Lesson Plans/Summary

| Introduction | Defining Blended Instruction | Types of Blended Instruction | Designing a Blended Lesson | Summary |

## Summary

In this module, you have learned about the advantages of blended instruction, the components of a blended lesson, and ways in which blended instruction can be implemented. To summarize, blended instruction incorporates two components:
* A computer-based component in which students learn from a computer or other technology.
* A face-to-face component in which students interact with each other and / or the teacher.
While blended instruction can take on many different forms, some of the most common models of blended instruction include:
* Station Rotation: Students rotate through stations in the classroom on a fixed schedule or at the teacher's discretion with at least one of the stations involving computer-based instruction.
* Lab Rotation: Similar to the station rotation model with the difference being that students transition to a different room for computer-based instruction, usually a computer lab.
* Flipped: The primary form of instruction occurs outside of school while in-class time is spent working on engaging activities. Students access computer-based instructional resources on their own time, typically using their own devices.
You can use the following link to download an editable lesson plan template to create your own blended lessons.

### Click here to download the template.
## For Further Reading

Much of the information in this module was based on the following article, which provides other models for blended instruction as well as more examples of how schools and teachers are using blended instruction in their classrooms.
* Heather Staker and Michael B. Horn (2012, May). Classifying K-12 Blended Learning, Innosight Institute. http://www.innosightinstitute.org/innosight/wp-content/uploads/2012/05/Classifying-K-12-blended-learning2.pdf
Other Resources
* Michael B. Horn and Heather Staker (2011, January). The Rise of K-12 Blended Learning, http://www.innosightinstitute.org/innosight/wp-content/uploads/2011/01/The-Rise-of-K-12-Blended-Learning.pdf
* Heather Staker and colleagues (2011, May). The Rise of K-12 Blended Learning: Profiles of Emerging Models, Innosight Institute. http://www.innosightinstitute.org/innosight/wp-content/uploads/2011/05/The-Rise-of-K-12-Blended-Learning.pdf
* Wikibooks. Blended Learning in K-12. http://en.wikibooks.org/wiki/Blended_Learning_in_K-12
* Return to Instructional Design Page
# Instructional design/CARP
## Introduction

Your audience members stifle a yawn and glance down at their smartphones. They are clearly not captivated by the incredibly plain and boring PowerPoint presentation you are attempting to deliver. You may be wondering why you can't hold their attention with your obvious passion and fascinating content. Perhaps it has to do with visual appeal. If this description sounds similar to something you have experienced, or something you wish to prevent in the future, then the CARP model is for you. Whether you are creating a presentation or writing a book chapter, this model will improve the effectiveness of your training material and make it more engaging.

## Lesson Goal

The goal of this lesson is for learners to be able to accomplish the following task, several months after completing the instruction:
       Novice instructional designers will apply CARP design principles to a presentation that lacks them, resulting in learners quickly decoding content and appreciating the slide presentation’s esthetics.

## Objectives

In this lesson, you take the role of a novice instructional designer to apply CARP design principles to a presentation that lacks them. After completing the lesson, you will be able to perform the following behaviors:
* Given text that lacks CARP design principles, create a new four-slide Microsoft PowerPoint presentation, adding the provided text to each slide as indicated and then correctly applying the listed design principle.
* Type the names of the four CARP design principles without using references.
* Given a list of descriptions and a CARP design principle, choose the correct description.
* Given a list of reasons and a CARP design principle, choose all the correct reasons for using that principle.

## Lesson Overview

This lesson consists of 7 parts:
* CARP Description
* Names of CARP Principles
* Design Principle Descriptions
* Reasons to Use Each Principle
* Applying the Design Principles
* Comparing Your Presentation to the Solution
* Review
You will first be provided with a description of CARP. This will be followed by the names of each CARP design principle and a mnemonic to memorize, before being asked to fill in the blanks with the names of these design principles. Then, you will be presented with descriptions of each of these design principles and asked to select the one correct multiple choice response. Next, you will be presented with the reasons for using each CARP design principle and instructed to select all correct multiple choice responses. After, you will be asked to create a new four-slide Microsoft PowerPoint presentation, adding the provided sections of text devoid of CARP design principles to each slide as indicated and then correctly applying the specified principles to the content. Finally, you will view example presentation slides that correctly apply all four CARP design principles to compare your work to. Lastly, you will be presented with a summary of the content you have learned in this lesson.
Click the Next button to continue.
| ID Homepage | CARP | Next > |
# Instructional design/CARP/Comparing Your Presentation to the Solution
## Part 6 - Comparing Your Presentation to the Solution

Please compare your presentation slides with the examples below:
* How do your slides compare?
* Did you successfully incorporate each CARP design principle?
Slide 1 - Contrast
The text and background color are complimentary colors, so they contrast extremely well. It is very easy to read the text on this background.
Slide 2 - Alignment
The alignment is consistent in both columns and it is left aligned which is good. The indentations for the paragraphs are smaller so as not to break the left-justification.
Slide 3 - Repetition
This slide appropriately uses repetition. The section titles are in a separate color from the rest of the text, they are bold, and they are on separate lines. This makes them stand out as distinctly different from the rest of the text. In addition, since the titles are all consistent, this suggests that they are all the same type of item. The word “repetition” is bold throughout to emphasize that it is the design principle we are applying to the text on this slide.
Slide 4 - Proximity
A typical letter is a great example of using proximity. All of the information in the top-left corner represents the return address. The font is smaller because this information is not as important and is only needed if the letter fails to be delivered. The information in the center represents where the letter is being mailed to. This font is larger because this is the most important information for the post office to have, since it is always relevant. There is plenty of white space remaining at the top-right corner for the postage stamps.
Click the Next button to proceed.
| ID Homepage | Comparing Your Presentation to the Solution | < Back | Next > |
# Instructional design/CARP/CARP Description
## Part 1 - CARP Description

What a load of CARP!
A carp is generally considered to be a "rough" fish that is undesirable for fishing or eating.
However, there is a colorful variety of carp known as Koi, which is very ornamental. These fish are often used in decorative ponds and aquariums. Koi are more aligned with how the CARP model applies to instructional design, by visually enhancing the environment. In this context, CARP is actually a good thing!
CARP is an acronym for design principles that you can use for improving the visual appeal and effectiveness of your training material.
Click the Next button to proceed.
| ID Homepage | CARP Description | < Back | Next > |