OpenLLM-France/wikimedia huggingface dataset:
# Instructional design/CPBL/Practice Feedback

| ID Home Page 1. Objectives 2. Introduction 3. Benefits 4. Principles 5. Practice 6. Reflection | This module provides a checklist for your design practice at the previous module. Complete the checklist and see how you can improve the project task and activities. 1 Project Task YesNo Complex: Have you considered if the task have multiple ways to perform the project? Intended: Have you considered if the task allow students focus on intended learning goals? Authentic: Have you considered if the task addresses real-life issues? 2 Activities YesNo Collaboration: Does your activity design involve students discussions and joint decision making? Collaboration: Does your activity design include ways to reduce intragroup conflict? Collaboration: Does your activity design address potential social loafing problems? Problem Solving: Does your activity design involve multiple problem-solving activities? Problem Solving: Do you provide enough informal/formal "feedback for the problem-solving activities"? Reflection: Do you have reflection sessions during and after the project? Reflection: Do you provide students with any specific "guidance for them to effectively reflect" on what they have learned? |
* Previous: Practice
# Instructional design/CPBL/Practice Reflection

| ID Home Page 1. Objectives 2. Introduction 3. Benefits 4. Principles 5. Practice 6. Reflection | This module provides a checklist for your design practice at the previous module and guide you to improve the project and your project process/activities. Complete the checklist and see how you can improve the project task and activities. 1 Project Task YesNo Complex: Have you considered if the task have multiple ways to perform the project? Intended: Have you considered if the task allow students focus on intended learning goals? Authentic: Have you considered if the task addresses real-life issues? 2 Activities YesNo Collaboration: Does your project process involve students discussions and joint decision making? Collaboration: Have you thought about including ways to reduce intragroup conflict? Collaboration: Have you thought about ways to address potential social loafing problems? Problem Solving: Will students get involved in multiple problem-solving activities? Problem Solving: Do you provide enough informal/formal "feedback for the problem-solving activities"? Reflection: Do you have reflection sessions during and after the project? Reflection: Do you provide students with any specific "guidance for them to effectively reflect" on what they have learned? |
* Previous: Practice

## Reflection

Question: Based on the checklist, discuss how you would improve the project and your project process/activities.
Direction: Click "edit" for this section and add your response. Sign your name by inserting four ~'s.
* Example: I want to add a workshop on social skills to my activity design as a way to reduce intragroup conflict. Dablee (talk) 23:57, 20 April 2012 (UTC)
# Instructional design/Characteristics of PBL Problems

← Go back to ID Page
| 1. ID PBL Problems | 2. Features of PBL Problems | 3. Generate PBL Problems | 4. Practice Now | 5. Summary and References |

## Core characteristics of PBL

According to the video on the previous page, what do you think are the core characteristics of PBL?
Do you agree that PBL has the following three core characteristics?
* Learner-centered
* Students solve problems through selecting, analyzing and synthesizing information
* Carried out in groups

## Features of PBL Problems

As it is said in the lesson introduction “good problems are essential in PBL”. Think: what features a good PBL problem should have to ensure the above characteristics of PBL? Look at the following inference chain, see if you agree:
According to the above diagram, enhance students’ motivation, enhance students’ critical thinking skills, and enhance students’ collaboration are three essential features of problems in PBLs. As for how to generate problems which consist of such features, the next section will give you detailed guidelines and practical tips.
Now please click on third session of this class "3.Generate PBL Problems."
| 1. ID PBL Problems | 2. Features of PBL Problems | 3. Generate PBL Problems | 4. Practice Now | 5. Summary and References |
# Instructional design/Cognitive behaviors/Concept Classification, Page 6
## Common errors novice designers make

There are several errors that novice instructional designers commonly make when designing instruction on concept classification tasks. First, they often name the subordinate concepts (kinds) in examples and practice. For example, suppose you were teaching the concept "woodwind instrument" in music, and your only objective was for the learners to be able to classify any musical instrument as a woodwind or not a woodwind. Many novice designers would say in an example, "This is a clarinet, so it is a woodwind." Or they would say in their feedback, "No, this is an oboe, so it is a woodwind." There is nothing wrong with this if the learner already knows what a clarinet or oboe is. But if a learner doesn't, then this just adds to the amount the learner needs to try to figure outóit makes learning more difficult rather than easier. Even when such subordinate concepts are also among your objectives, it is generally better to help them master the higher-level concept (woodwind instrument) first, and then teach its subordinate concepts. The subordinate concepts can be taught simultaneously with each other, as long as there aren't too many of them. Otherwise they can be taught in sets of 3 or 4 at a time.
A second error novice designers commonly make is not indicating the criterion for mastery on the practice. This is important for both situations in which the learner will exercise full control over their progress and situations in which a teacher (or computer) will exercise such control.

## Guidelines

In summary, the following guidelines (or prescriptive principles) are likely to improve the quality of your instruction:
* Make sure prerequisites (critical characteristics) have been mastered ;
* Present a prototypical example, with explanation ;
* Make a generality available ;
* Make additional examples available, with explanations ;
* Present some of the examples with matched nonexamples ;
* Make practice available ;
* Provide feedback on all practice (confirmation, explanation, or hint ;
* Make instances as different as possible ;
* Arrange instances in an easy-to-difficult order ;
* Use a variety of representations.
Click the Next button to continue.
| Instructional Design | Cognitive Behaviors | <Back | Next> |

## Source

* Concept Classification by Charles M. Reigeluth. Used by Permission.
# Instructional design/Cognitive behaviors

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

## The Cognitive Domain

The Cognitive Domain is a category of learning that includes "...knowledge, naming, solving, predicting, and other intellectual aspects of learning."
The Wikiversity lessons listed in the next section provide strategies for some of the types of instruction that you may encounter in the cognitive domain.

## Cognitive Instructional Strategies Lessons

Click a lesson title to begin that lesson :
* Concepts and the Nature of Knowledge
* Invariant Tasks: Memorizing Factual Information
* Understanding Concepts
* Concept Classification
* Teaching Procedures
# Object-Oriented Programming/Properties/Java
## Try It

Copy and paste the code above into one of the following free online development environments or use your own Java compiler / interpreter / IDE.
* CodeChef
* GDB Online
* Ideone
* InterviewBit
* paiza.IO
* PythonTutor
* repl.it
* TutorialsPoint

## See Also

* Computer Programming
# Object-Oriented Programming/Properties/C Sharp
## Try It

Copy and paste the code above into one of the following free online development environments or use your own C Sharp compiler / interpreter / IDE.
* CodeChef
* C# Pad
* .NET Fiddle
* Ideone
* paiza.IO
* Rextester
* repl.it
* TutorialsPoint

## See Also

* Computer Programming
# Object-Oriented Programming/Properties/Python3
## Try It

Copy and paste the code above into one of the following free online development environments or use your own Python3 compiler / interpreter / IDE.
* GDB Online
* Ideone
* InterviewBit
* paiza.IO
* Programiz
* PythonTutor
* Python Fiddle
* repl.it
* RexTester
* Trinket
* TutorialsPoint
* Python Online
* Python Playground
* LabEx

## See Also

* Computer Programming
* Python Programming
* Wikibooks: Python Programming
* Wikibooks: Non-Programmer's Tutorial for Python 3
# Object-Oriented Programming/Unit Testing/C Sharp
## Try It

Copy and paste the code above into one of the following free online development environments or use your own C Sharp compiler / interpreter / IDE.
* CodeChef
* C# Pad
* .NET Fiddle
* Ideone
* paiza.IO
* Rextester
* repl.it
* TutorialsPoint

## See Also

* Computer Programming
# Object-Oriented Programming/Unit Testing/Java
## Try It

Copy and paste the code above into one of the following free online development environments or use your own Java compiler / interpreter / IDE.
* CodeChef
* GDB Online
* Ideone
* InterviewBit
* paiza.IO
* PythonTutor
* repl.it
* TutorialsPoint

## See Also

* Computer Programming
# Object-Oriented Programming/Properties/JavaScript
## Try It

Copy and paste the code above into one of the following free online development environments or use your own JavaScript compiler / interpreter / IDE.
* Chapman.edu: Online JavaScript Interpreter
* CodeChef
* GDB Online
* Ideone
* JS.do
* paiza.IO
* PythonTutor
* repl.it

## See Also

* Computer Programming
# Pain
## What is Pain?

Pain is the unpleasant feeling common to such experiences as stubbing a toe, burning a finger, placing iodine on a cut and bumping the "funny bone". The International Association for the Study of Pain defines pain as "an unpleasant sensory and emotional experience associated with actual or potential tissue damage, or described in terms of such damage". Pain motivates us to withdraw from damaging or potentially damaging situations, protect the damaged body part while it heals, and avoid those situations in the future.

## Psychological treatments of pain
### Hypnotism

Virtual reality hypnotism (computer simulation) shows significant pain reduction for patients suffering burns or spinal cord injury and 50% reduction in medication (Askay, Patterson & Sharar, 2009).
# Logic gates/XOR

A XOR Gate (Exclusive OR) is a 2 input basic logic element. The truth table is given below. It returns a logic high state when only 1 input is high, else a low state.

### Truth Table

| Input A | Input B | Output X |
| 0 | 0 | 0 |
| 0 | 1 | 1 |
| 1 | 0 | 1 |
| 1 | 1 | 0 |

### Alternative Interpretation

An alternative interpretation is to view a XOR Gate as a controlled inverter. If 1 input is viewed as control input and 1 input as signal input, you can propagate the signal to the output if the control input is low. If the control input is high you will get the inverted signal at the output.
# Logic Live

☞ This page serves as a focal node for a collection of related resources.

## Participants

* Interested parties may add their names on this page.

## Syllabus
### Focal nodes

* Inquiry Live
* Logic Live

### Peer nodes

* Logic Live @ InterSciWiki
* Logic Live @ Subject Wikis
* Logic Live @ Wikiversity
* Logic Live @ Wikiversity Beta
# Logic gates/NOR

NOR = NOT-OR ~ Therefore this indicates that the result of the inputs placed through the gate will go through the OR operation and the NOT operation. The correct order of processing is: Step 1. Put the inputs through the OR operation. Step 2. From the results of the first step - invert (using the NOT operation). Step 3. Take the result from Step 2 as the output.

## Rules of a NOR gate

A NOR gate is a logic gate which follows the rules of the truth table below:
A NOR gate with 2 inputs :
| Input A | Input B | Output X |
| 0 | 0 | 1 |
| 0 | 1 | 0 |
| 1 | 0 | 0 |
| 1 | 1 | 0 |

## Circuit Symbol

The NOR gate is represented within a circuit diagram using the following circuit symbol:
In the example to the left we can see that A & B are the inputs and the output is the result of A & B processed through the "OR" operation and then the value is inverted. This is represented using a method of notation called "DeMorgans Logic Notation".
# Logic of information

☞ This page belongs to resource collections on Logic and Inquiry.
The logic of information, or the logical theory of information, considers the information content of logical signs — everything from bits to books and beyond — along the lines initially developed by Charles Sanders Peirce. In this line of development the concept of information serves to integrate the aspects of logical signs that are separately covered by the concepts of denotation and connotation, or, in roughly equivalent terms, by the concepts of extension and comprehension.
Peirce began to develop these ideas in his lectures “On the Logic of Science” at Harvard University (1865) and the Lowell Institute (1866). Here is one of the starting points:
* Let us now return to the information.  The information of a term is the measure of its superfluous comprehension.  That is to say that the proper office of the comprehension is to determine the extension of the term.  For instance, you and I are men because we possess those attributes — having two legs, being rational, &tc. — which make up the comprehension of man.  Every addition to the comprehension of a term lessens its extension up to a certain point, after that further additions increase the information instead.
* Thus, let us commence with the term colour;  add to the comprehension of this term, that of red.  Red colour has considerably less extension than colour;  add to this the comprehension of dark;  dark red colour has still less [extension].  Add to this the comprehension of non-blue — non-blue dark red colour has the same extension as dark red colour, so that the non-blue here performs a work of supererogation;  it tells us that no dark red colour is blue, but does none of the proper business of connotation, that of diminishing the extension at all.
* Thus information measures the superfluous comprehension.  And, hence, whenever we make a symbol to express any thing or any attribute we cannot make it so empty that it shall have no superfluous comprehension.  I am going, next, to show that inference is symbolization and that the puzzle of the validity of scientific inference lies merely in this superfluous comprehension and is therefore entirely removed by a consideration of the laws of information.  (C.S. Peirce, “The Logic of Science, or, Induction and Hypothesis” (1866), CE 1, 467).
# Logic Syllabus

☞ This page serves as a focal node for a collection of related resources.
# Logic gates

A logic gate is an idealized or physical device implementing a Boolean function; that is, it performs a logical operation on one or more logical inputs, and produces a single logical output.

## Types of logic gates

Here are some local learning ideas on this wiki.
* XOR
* NAND
* NOR

## Learning readings
### Wikipedia and Commons

* Logic gate
* NAND gate
* Logical connectives (Template)
* Transistor–transistor logic
* Bipolar junction transistor
* Logic Families (Template)
* AND gate
* IMPLY gate
* NIMPLY gate
* AND gates (Commons media)
* Diode–transistor logic
* Resistor–transistor logic
* Sheffer stroke
* NOR gate
* NAND logic
* XNOR gate
* NOR logic
* OR gate
* Gate array
* Gate count
* Inverter (logic gate)
* Controlled NOT gate
* Toffoli gate
* Fredkin gate
* Quantum logic gate
* XOR gate
# Logic gates/NAND

NAND Gate = "NOT"-"AND" ~ Therefore this indicates that the result of the inputs placed through the gate will go through the AND operation and the NOT operation. The correct order of processing is: Step 1. Put the inputs through the AND operation. Step 2. From the results of the first step - invert (using the NOT operation). Step 3. Take the result from Step 2 as the output.
The NAND gate and the NOR gate can be said to be universal gates since combinations of them can be used to accomplish any of the basic operations and can thus produce an inverter, an OR gate or an AND gate. The non-inverting gates do not have this versatility since they can't produce an invert.

## Rules of a NAND gate

The output is high when either of inputs A or B is high, or if neither is high. In other words, it is normally high, going low only if both A and B are high. The rules of the gate are represented in the truth table below:
A NAND gate with 2 inputs :
| Input A | Input B | Output X |
| 0 | 0 | 1 |
| 0 | 1 | 1 |
| 1 | 0 | 1 |
| 1 | 1 | 0 |

## Circuit Symbol

The NAND gate is represented within a circuit diagram using the following circuit symbol:
In the example to the left we can see that A & B are the inputs and the output is the result of A & B processed through the "AND" operation and then the value is inverted. This is represented using a method of notation called "DeMorgans Logic Notation".

## Physical Representation

NAND Gates are mass produced in the form of an IC Chip. A fourteen pin IC chip for the NAND operation normally contains four individual NAND gates.

## External References

This online text has a great deal of further information about circuit analysis, design and Boolean Algebra.
# Project management/Components I

010 PM
# Maritime Health Research and Education-NET/Students Research Projects/Students thesis supervision/Thesis supervision
## 2. Study work

* Protocol
* Literature search and review writing
* Data analysis and thesis writing
* Thesis ready and defense
* Scientific publication, conference presentations
# Maritime Health Research and Education-NET/Systematic Reviews/Systematic reviews of systematic reviews

Reviews of systematic reviews
A review of systematic reviews refers to review compiling evidence from multiple reviews into one accessible and usable document. Focuses on broad condition or problem for which there are competing interventions and highlights reviews that address these interventions and their results
# Maritime Health Research and Education-NET/Students Research Projects/Thesis supervision VC
## 2. Study work

* Research questions and protocol
* Questionnaire Google Form - Thai
* Questionnaire Google Form - UMIP
* Preliminary report UMIP
* Literature search and review writing
* Data analysis and thesis writing
* Thesis ready and defence
* Scientific publication, conference presentations
# Limit/Hospital and polynomial long division/x^2-3x+2 over x^3-2x+1/x is 1/Exercise

Determine the limit of
    ${\frac {x^{2}-3x+2}{x^{3}-2x+1}}$
at the point $x=1$, and specifically
a) by polynomial division.
b) by the rule of l'Hospital.
# Limit/Square root 1-x over third root 1-x^2/Exercise

Determine the limit
    $\operatorname {lim} _{x\rightarrow 1}\,{\frac {\sqrt {1-x}}{\sqrt[{3}]{1-x^{2}}}}.$
# Limit/sqrt(x+4)-2/x/Example

We consider the limit
    $\operatorname {lim} _{x\rightarrow 0}\,{\frac {{\sqrt {x+4}}-2}{x}},$
where $x\in \mathbb {R} \setminus \{0\},\,x\geq -4$. For $x=0$, this term is not defined, and from this term one can not read of directly whether the limit exists. It is however possible to multiply the numerator and the denominator by ${\sqrt {x+4}}+2$, then we get
    ${\begin{aligned}{\frac {{\sqrt {x+4}}-2}{x}}&={\frac {{\left({\sqrt {x+4}}-2\right)}{\left({\sqrt {x+4}}+2\right)}}{x{\left({\sqrt {x+4}}+2\right)}}}\\&={\frac {x+4-4}{x{\left({\sqrt {x+4}}+2\right)}}}\\&={\frac {x}{x{\left({\sqrt {x+4}}+2\right)}}}\\&={\frac {1}{{\sqrt {x+4}}+2}}.\end{aligned}}$
Due to the rules for limits, we can determine the limit in the numerator and in the denominator separately, where for the denominator we use the continuity of the square root according to exercise. Hence, the limit is $1/4$.
# Limit of function/2x^3+3x^2-1 over x^3-x^2+x+3/a is -1/Exercise

Determine the limit of the rational function
    ${\frac {2x^{3}+3x^{2}-1}{x^{3}-x^{2}+x+3}}$
in the point $a=-1$.
# Limit/Rational function/3x^2-5x-2 over x^3-4x^2+x+6/Polynomial long division/Exercise

Determine the limit
    $\operatorname {lim} _{x\rightarrow 2}\,{\frac {3x^{2}-5x-2}{x^{3}-4x^{2}+x+6}}$
by polynomial long division.
# Limiting probabilities

* Please help develop and classify this resource
* Learn how you can develop this resource to teach participants about Limiting probabilities. Choose a subject, education level, and resource type to classify the resource by. You may learn more about the topic to help you develop and classify the resource from:
The probability that a continuous-time Markov chain will be in state j at time t often converges to a limiting value which is independent of the intial state. We call this value Pj where Pj is equal to:
${\frac {(\lambda _{0})(\lambda _{1})(\lambda _{2})\cdot \cdot \cdot (\lambda _{n-1})}{(\mu _{1})(\mu _{2})\cdot \cdot \cdot (\mu _{n})(1+\sum _{n=1}^{\infty }{\frac {(\lambda _{0})(\lambda _{1})(\lambda _{2})\cdot \cdot \cdot (\lambda _{n-1})}{(\mu _{1})(\mu _{2})\cdot \cdot \cdot (\mu _{n})}})}},$
For a limiting probability to exist, it is necessary that
$\sum _{k=1}^{\infty }{\frac {(\lambda _{0})(\lambda _{1})(\lambda _{2})\cdot \cdot \cdot (\lambda _{n-1})}{(\mu _{1})(\mu _{2})\cdot \cdot \cdot (\mu _{n})}}<\infty ,$
This condition may be shown to be sufficient.
We can determine the limiting probabilities for a birth and death process using these equations and equating the rate at which the process leaves a state with the rate at which it enters the state.
# Limit of function/x-1 over x^2-1/a is 1/Exercise

Determine the limit of the rational function
    ${\frac {x-1}{x^{2}-1}}$
in the point $a=1$.