OpenLLM-France/wikimedia huggingface dataset:
# Team Charter
## Instructions

This performance task template is based on Wiggins & McTighe's book, Understanding by Design. Create a new page in Wikiversity and copy-and-paste this template to get started. In this section include specific teaching and learning contexts that allow another educator to better understand the educational context with which this performance task was designed. Refer to this list of performance tasks for examples.

## Essential Question

Add an essential question that provides the throughline for the entire performance task.

## Goal

The goal of the performance task should be an authentic one and not an academic one. The goal of the performance task is closely related to the purpose of doing the task.

## Role

What role is the learner going to take? A good performance task allows learners to assume relevant roles that are expected from a real-world experience.

## Audience

Ideally, the performance task will involve an actual audience. When a performance task services a public good, an authentic audience becomes a key aspect of the educative experience. In less than ideal situations, an authentic audience is assumed or imagined.

## Situation/Context

A good performance task is situational or contextualized so that the performance assumes given characteristics based on the relationships between the actors involved along with other key aspects to purposeful discourse: intention, persuasion, argumentation, resolving cognitive conflict, reaching a consensus, etc.

## Purpose/Process/Product

It should be clear to learners why they are doing the performance task. Also, depending on educational context, a certain level of differentiated instruction is assumed: content, process, product, and environment.

## Standards/Criteria

The criteria for doing a successful performance should be explicit from the beginning of the learning sequence. Rubrics, checklist, etc. can either be mandated by an institution or outside body, come from the instructor, and/or can result from a negotiation between learners and the instructor.

## Learning Design Sequence

In this section, provide a sequence overview of the educative experience in way that leaves plenty of room for differentiating instruction so that learners remain a key part of the decision-making process as to what, how, and why they are learning. Learning design sequencing will depend on context: teacher profile and preference, profile of the learners, institution/school culture, objectives of the course, etc.
# Periodic function/Continuous/Bounded/Exercise

Let
    $f\colon \mathbb {R} \longrightarrow \mathbb {R}$
be a continuous periodic function. Prove that $f$ is bounded.
# Title

Replace "Title" with an appropriate title to your performance task.

## Instructions

This performance task template is based on Wiggins & McTighe's book, Understanding by Design. Create a new page in Wikiversity and copy-and-paste this template to get started. In this section include specific teaching and learning contexts that allow another educator to better understand the educational context with which this performance task was designed. Refer to this list of performance tasks for examples.

## Essential Question

Add an essential question that provides the throughline for the entire performance task.

## Goal

The goal of the performance task should be an authentic one and not an academic one. The goal of the performance task is closely related to the purpose of doing the task.

## Role

What role is the learner going to take? A good performance task allows learners to assume relevant roles that are expected from a real-world experience.

## Audience

Ideally, the performance task will involve an actual audience. When a performance task services a public good, an authentic audience becomes a key aspect of the educative experience. In less than ideal situations, an authentic audience is assumed or imagined.

## Situation/Context

A good performance task is situational or contextualized so that the performance assumes given characteristics based on the relationships between the actors involved along with other key aspects to purposeful discourse: intention, persuasion, argumentation, resolving cognitive conflict, reaching a consensus, etc.

## Purpose/Process/Product

It should be clear to learners why they are doing the performance task. Also, depending on educational context, a certain level of differentiated instruction is assumed: content, process, product, and environment.

## Standards/Criteria

The criteria for doing a successful performance should be explicit from the beginning of the learning sequence. Rubrics, checklist, etc. can either be mandated by an institution or outside body, come from the instructor, and/or can result from a negotiation between learners and the instructor.

## Learning Design Sequence

In this section, provide a sequence overview of the educative experience in way that leaves plenty of room for differentiating instruction so that learners remain a key part of the decision-making process as to what, how, and why they are learning. Learning design sequencing will depend on context: teacher profile and preference, profile of the learners, institution/school culture, objectives of the course, etc.
# Periodic function/Composition properties/Exercise

Let
    $f\colon \mathbb {R} \longrightarrow \mathbb {R}$
be a periodic function and
    $g\colon \mathbb {R} \longrightarrow \mathbb {R}$
any function. a) Prove that the composite function $g\circ f$ is also periodic. b) Prove that the composite function $f\circ g$ does not need to be periodic.
# Perl

Perl is a family of high-level, general-purpose, interpreted, dynamic programming languages. The languages in this family include Perl 5 and Perl 6. Though Perl is not officially an acronym, there are various backronyms in use, such as: Practical Extraction and Reporting Language. Perl was originally developed by Larry Wall in 1987 as a general-purpose Unix scripting language to make report processing easier.

## Resources

* Introduction
* Perl.org
* Modules on CPAN
* Installing on *Nix Systems
* Installing on Win32 Systems
* Hello World
* Fun with Named Colors
* Simple HTML Parser

## See Also

* Portal:Perl
# Perl/Fun with Named Colors

The Wikitable at Named Colors was generated by a simple Perl program we can call colors.pl. If you have Perl installed, you should be able to run this basic script while learning a bit of Perl.

## The list

First we want to populate the list of – Named Colors;
We begin with a plain text file that lists all 139 Named Colors, each on its own line with no spaces:
If you want to play with these colors, copy the list and save it in your working directory as NamedColors.txt

## The script

Now, in that same directory, make a new file called colors.pl or whatever you like. Start with the usual opening line:
The -w switch tells your compiler to warn you of errors in your syntax.
It's nice to add the script's filename and a brief description of what it does.

### Slurping in the list

Many perl coders refer to populating an array (@ArrayName) from an external file as the process of "slurping". Perl has built in functions, open and close that give your scripts access to files on your local machine.
We open (read-only) the bare list of NamedColors and slurp it into an array, @Colors. We do this via a filehandle called <COLORS>. Then we close the unaltered file.

### Iterating the list

Now we use a foreach loop statement to break each $color out of @Colors and wrap it in wiki syntax for tables, stuffing each color into a new array, @NamedColors:
Notice that the "s (double quotes) for the style attributes in the wiki syntax must be escaped with \s (backslashes).
The chomp function removes the newline characters from each item in the list, which were included in NamedColors.txt to make it more readable.
The colors.pl script produces wiki table syntax foreach color appending @NamedColors with:

### Printing the table

When the loop has iterated the whole list, we now use a new file handle COLORTABLE to hold and print the newly composed table rows and cells:
The open statement this time is write-enabled (>). The colors.pl script has now created a new file in your working directory – ColorTable.txt
You can add a little confirmation message at the end:

### Running the script

To run the script make sure you have NamedColors.txt in your current working directory - the same directory from which you run colors.pl. In a terminal, you type: perl colors.pl
Now you can open ColorTable.txt and enclose it with {| and |}. Once you get the hang of it, you can make all sorts of nifty tools for manipulating colors with wiki syntax and perl scripts.

## More information

This lesson assumes that you have Perl up and running on your local machine and that you know something about working from a command line or terminal and editing with a text editor. The above script is very basic. If you need more background on Perl, feel free to ask questions at Topic talk:Perl.
For ideas on how to alter the script to do other things with Named Colors, you may find or post some on Talk:Perl/Fun with Named Colors.
# Investigative Reporting
## Instructions

This is one of four performance tasks designed for English language learners at a basic level (A1). The objective of the course is to use English in real situations, integrating listening, speaking, reading, and writing skills along with teaching and learning appropriate grammar, vocabulary, and pronunciation. This course is strongly based on TBLT/TBI. This performance task is designed for 20 hours of face-to-face instruction and learners are typically first-year university students (i.e., English language teacher trainers).

## Essential Question

How do educational stakeholders (i.e., instructors, learners, academic coordinators, etc.) within the same department view the idea of a "dynamic class" and what are the implications?

## Goal

The goal is to provide reflective insight throughout a given department as to what it means to experience a "dynamic class"

## Role

The learner will assume the role of an external body to a given department.

## Audience

The audience are all educational stakeholders of a given academic department.

## Situation/Context

An external body has been hired to conduct an inquiry within a given academic department as a means of reflecting on the quality of classes currently being offered.

## Purpose/Process/Product

The purpose of this task is to respectfully and thoroughly promote reflective thought in a way that is constructive. The processes and products that learners include in this task will depend on the level of differentiated instruction employed.

## Standards/Criteria

A successful performance task will be one that promotes open thought and discussion around current teaching practices in terms of engagement, efficiency, and effectiveness.

## Learning Design Sequence

* Determine how others outside the academic department define the term, dynamic class.
* Create questionnaires for different educational stakeholders within the same academic department: learners, instructors, coordinators, department head, etc.
* Analyze results and their implications.
* Determine how to report findings.
# Periodic functions/Rational ratio of lengths/Sum periodic/Exercise

Let
    $f_{1},f_{2}\colon \mathbb {R} \longrightarrow \mathbb {R}$
be periodic functions with periods respectively $L_{1}$ and $L_{2}$. The quotient $L_{1}/L_{2}$ is a rational number. Prove that $f_{1}+f_{2}$ is also a periodic function.
# Instructional design/Cognitive behaviors/Principles for Teaching Understanding

Back to Topic:Instructional Design > Cognitive behaviors > Understanding Concepts > Define > Learn > Teach > Tactics > Try It > Example
Source: Understanding Understanding by Charles M. Reigeluth. Used by Permission.

## What are the Obstacles to Conceptual Understanding?

It is helpful to think in terms of obstacles to initial acquisition of conceptual understanding and obstacles to retention of that understanding. Understanding is quite the opposite of memorization in that acquisition is what is difficult; retention is relatively easy. Since acquisition is mainly a matter of relating the new knowledge to appropriate prior knowledge, there are three major obstacles. First, the appropriate prior knowledge must indeed have been acquired already. Second, the appropriate prior knowledge must be "activated" that is, it must be brought to mind. And third, the proper relationship between the new knowledge and the prior knowledge must be learned. The more links which are created with relevant prior knowledge, the greater the depth and/or breadth of understanding.
Once conceptual understanding has occurred, retrieval problems are relatively rare. However, if some piece of meaningful knowledge is not used for a long time, it can undergo what David Ausubel calls "obliterative subsumption". To the extent that conceptual knowledge is subsumed under a broader, more inclusive representation of it, lack of use can result in the more detailed refinement being merged back into the subsumer from which it sprang, becoming indistinguishable from it. The more similar it is to its subsumer, the more quickly it is learned, but the more quickly it can also be forgotten.
How can you tell if someone understands? It is a lot more difficult to measure (or test for) understanding than to measure rote memorization. This is because understanding cannot be directly observed. It can only be inferred from various observable behaviors. There are observable behaviors for each of the kinds of relationships. They include contextualizing, comparing and contrasting, analyzing, instantiating, analogizing. and so forth. For causal understanding, they include such things as explanation (making an inference), prediction (describing an implication), and solution (solving a problem), which were described in Module 7 Principle Using.
Click Next to continue.
| Instructional Design | Cognitive Behaviors | < Back | Next > |
# Instructional design/Cognitive behaviors/Teaching Procedures, page 2

Instructional Design > Cognitive behaviors > Teaching Procedures > Define > Learn > Teach > Routine > Power > Steps > Try > Example

## What Is a Procedural Task?

A procedural task involves performing a procedure, which is a sequence of activities to achieve a goal. Synonyms include method, technique, skill, and rule (sometimes). A procedure can be either of two types:
   * A physical procedure, which entails the execution of physical movements, like performing a serve in tennis.
   * A mental procedure, which entails the execution of mental operations, like adding two numbers in your head.
Actually, most procedures are a combination of physical and mental activities. However, usually only one of the two kinds of activities needs to be taught—the other has already been mastered. A case in point is the procedure for writing an essay; we assume that the physical activity of writing has already been mastered.

## Why Are Procedural Tasks Important?

In almost everything we do, we do it at least partially by using a procedure (following steps), from reading, writing, and arithmetic, to flying airplanes, doing our jobs, using our cars, cooking our meals, and getting dressed. We even use procedures to classify concepts. Often we invent appropriate procedures based on our understanding of relevant principles. In essence, procedures are the form of almost everything we do. Given the importance of procedural skills in our professional and personal lives, it is essential that instructional developers and instructors know how to teach them well.
Click Next to continue.
| Instructional Design | Cognitive Behaviors | < Back | Next > |

## Source

* Procedure Using by Charles M. Reigeluth. Used by Permission.
# Instructional design/Cognitive behaviors/Skill Builder Practice

Back to Topic:Instructional Design > Cognitive behaviors > Understanding Concepts > Define > Learn > Teach > Tactics > Try It > Example
Source: Understanding Understanding by Charles M. Reigeluth. Used by Permission.
Skill Builder Practice
The following is a summary of what you should do to design instruction for facilitating understanding. This is meant to be used as a guideline, and not all items need to be included in order to design a complete instruction for understanding. The Example section of this lesson will show you what a learning activity will look using this outline. Your task on the next page will be to suggest an enhancement to the learning activity.
Decide What to Teach
* Assess the need.
* Analyze the goals.
* Analyze the learner's current knowledge.
* Determine type of understanding (conceptual or causal).
The following tactics are for facilitating conceptual understanding:
Assure Prior Knowledge has been Acquired (prerequisite understandings, meaningful context)
* Assess with a pretest.
* Remediate if necessary.
Give the presentation (context, information, relationship)
* Activate a meaningful context.
* Relate the new knowledge to it.
* Describe the new knowledge.
* Provide enhancement, if needed (see #6 below).
Provide Practice
* Paraphrasing the knowledge.
* Elaborating the knowledge.
* Relating it to superordinate knowledge with context.
* Relating it to coordinate knowledge with comparison / contrast.
* Relating it to subordinate knowledge with analysis.
* Relating it to experiential knowledge with instantiation.
* Relating it to analogical knowledge with analogy.
* Relating it to causal knowledge with inference.
* Relating it to procedural knowledge with function.
* Identifying roles with roles.
Note: The types of relationships (dimensions of understanding) that are important for a given concept should be included in the test, practice, and (if enhancement is required) presentation. However, the object of each of these types of relationships (i.e., what the new knowledge is being related to) should be different in the test, practice, and presentation.
Provide Feedback
Confirm or correct.
Provide enhancement as Needed
For the presentation:
* Use a guided discovery approach.
* Use elaboration techniques:
* Relating it to superordinate knowledge with context.
* Relating it to coordinate knowledge with comparison / contrast.
* Relating it to subordinate knowledge with analysis.
* Relating it to experiential knowledge with instantiation.
* Relating it to analogical knowledge with analogy.
* Relating it to causal knowledge with inference.
* Relating it to procedural knowledge with function.
* Identifying logical relationships with implication.
* Identifying roles with roles.
For the practice:
Use hints (prompting).
For the feedback: For a wrong answer, use hints in question form.
Provide Systematic Review
Require the learner to use the knowledge at several evenly spaced points in time over the remainder of the course.
Click Next to continue.
| Instructional Design | Cognitive Behaviors | < Back | Next > |
# Instructional design/Cognitive behaviors/Teaching Procedures, page 4

Instructional Design > Cognitive behaviors > Teaching Procedures > Define > Learn > Teach > Routine > Power > Steps > Try > Example

## Principles for Teaching Procedural Skills
### Needs Analysis

The first task of an instructional developer is to decide what to teach, if anything. This requires that a needs analysis--including a goals analysis and learner analysis--be performed (Kaufman, 1979).

#### Goals Analysis

The goals analysis will help you identify what the learners need to be able to do after completing the training lessons.

#### Learner Analysis

During a learner analysis, you will assess learners’ abilities and identify any deficiencies in their skills. This will tell you how ready and able they are to reach the learning goals, and where the training lessons need to start.
Some methods for performing needs analysis include the following:
   * Survey learners
   * Interview learners or groups of learners
   * Test learners
   * Interview qualified teachers or subject matter experts who understand the needs of the learners and the procedures they need to learn

#### Task Analysis

After identifying the learning goals, you may need to break the goals down further into tasks, or substeps. This is known as task analysis or content analysis. Using the fractions example on the previous page, we may determine that the learner does not know what a common denominator (in step 2) is or how to find one. It would therefore be necessary to also teach the user the concepts of denominator and common denominator, as well as the task of how to find a common denominator. For more information on teaching concepts, refer to the Concept Classification lesson.

### Instructional Tactics

Once we have determined what the learner needs to learn, we can focus on the instructional tactics for how to teach those tasks, concepts, or procedures to the learners. Instructional tactics are categorized as follows:
   * Routine tactics teach the basic skill or procedure
   * Power tactics enrich the learner's experience with that skill or procedure

## Learning Check

Click Next to continue.
| Instructional Design | Cognitive Behaviors | Teaching Procedures | < Back | Next > |

## Source and Reference

* Procedure Using by Charles M. Reigeluth. Used by Permission.
* Kaufman, R. (1979). Needs Assessment: Concept and Application. Englewood Cliffs, NJ: Educational Technology Publications.
# Maritime Health Research and Education-NET/EDUCATION/Education module links/Diploma 1-3: Global Public Health Research Education/List of targets indicators

TABLE 1 Public Health research methodology curriculum :
| Methodology | UN17 Sustainable goals related to Public Health |
| UN17 Sustainable goals related to Public Health | Maternal mortality ratio |
| Evidence-based medicine | Skilled birth attendance |
| Epidemiology and Biostatistics | Under -5 and neonatal mortality |
| Evidence based Public Health | HIV incidence |
| Evidence based Occupational Health | TB Incidence |
| Evidence Environmental health | NTDs prevalence |
| | NCD prevalence and mortality |
| | CVD, cancers, diabetes, chronic respiratory |
| | Self-harm mortality |
| | Alcohol use |
| | Road injury mortality |
| | Family planning need met with modern contraception |
| | Adolescent birth rates |
| | UHC - Immunization (3 |
| | Smoking prevalence (3 |
| | DALY rates attributable to occupational risks |
| | Interpersonal violence mortality (16.1.1) |
| | Body Mass index |
| | Malaria incidence |