OpenLLM-France/wikimedia huggingface dataset:
# Federal Writers' Project – Life Histories/2016/Spring/Section 023/Matt Wall
## Biography

At the time of her interview with the Federal Writer’s Project in 1939, Matt Wall was an older African American woman working as a washerwoman in Walnut Cove, North Carolina where she lived with her sister and several grandchildren.

## Early Life

Matt’s parents, Pete and Lucy Wall, were former slaves. After freed, her father worked as a tenant farmer for the rest of his life, while her mother went on to have and raise nine children, Matt included.
Wall’s low socioeconomic status shaped much of her life. Her education consisted of just five months of on-and-off schooling in a church miles away from her home, where a small number of children in the community would gather to be taught by a farmer when he wasn’t working in the fields. As soon as she was old enough to work, Wall left school and began washing clothes for a living. At eighteen, she married, and briefly joined her husband in a factory stringing tobacco sacks, a job that they soon realized did not provide enough money to live on. Her husband, Ed, became a farmer, and eventually died of pneumonia after working outside in the rain.

## Work

Wall was initially unable to seek medical treatment for her husband because she did not have enough money to pay for a doctor. After his death, Wall returned to washing clothes for a living and had been doing so every day for 40 years at the time of her interview. She struggled to make ends meet, especially with medical bills and funeral costs for her husband and two daughters. She claimed that “undertakers cost a lot ‘o money, more'n it seems like a body can make,” and that she would probably be “washin’ an ironin’ till [she] drop[ped] daid.”

## Race

Racial dynamics could also be seen throughout Wall’s story and seemed to shape her perspective on life. Her father worked under a white man both as a slave and as a tenant farmer. Her daughter worked for a white family, who paid for her funeral after her death as Wall was unable to do so herself. Wall did not personally feel that her vote had any political impact, yet mentioned that white people would often pay her and other African Americans in the community to vote for specific politicians. Throughout her life, white people had social and economic power over her. She seemed resigned to this divide, feeling that “colored folks don’t need so much learain’ nohow,” and that pride was to be taken in the work that they learned how to do outside of a formal education.
* ↑ Louise Abbit and Claude V. Dunnagan, "Reckin' I'll Be Washin' an Ironin' Till I Drop Daid," Federal Writers' Project Papers, 1936-1940.
* ↑ [Ibid.]
* ↑ [Ibid.]
* ↑ [Ibid.]
* ↑ [Ibid.]
# Federal Writers' Project – Life Histories/2016/Spring/Section 023/The Thomas Family

The Thomas (or Thompson) family lived in Avon Park, Florida during the Great Depression. The family consisted of mother Allie, father Harris (also stated as Horace), their children Joey, Ruthie, Ellie, and Grace, as well as Allie’s sister and her son Johnnie. The birth date of these individuals are all unknown, but it is estimated that Allie and Harris were born shortly after the year 1900. Their children varied in age, with their oldest daughter Grace being born approximately in 1923.
# Instructional design/BADL

| Welcome to BDAL | Introduction to BDAL | Challenges | Organizational Culture | BDAL Participants | Design Situation Analysis |

## Designing Business Driven Action Learning

Welcome to the lesson for Designing Business Driven Action Learning!
This lesson is prepared for instructional designers in organizational settings who want to add the Business Driven Action Learning (BDAL) instructional approach to their instruction design toolbox.
| Anchored instruction Authentic learning environments | Business Driven Action Learning | Cognitive apprenticeship Case based learning |
| Direct instruction Discovery based learning Drill and practice | | Expository teaching Hands-on learning |
| Individualized instruction Inquiry-based instruction | Instructional game Instructional simulation Learner-centered instruction | Problem-based learning/instruction Project-based learning/instruction |

## Learning Objectives
### Lesson Goal

The following goal describes the desired behavior of learners several months after completing this lesson:
Instructional designers will choose to use Business Driven Action Learning methods when the appropriate conditions are present in the organizations they are working for. The result will be appropriate implementation of the BDAL model for the learning project.

### Key Learning Objectives

At the completion of this Wikiversity module, learners will meet the following performance objectives:
Given a description of a design situation, the learner will analyze the situation in terms of its applicability of the BDAL method by comparing their answer to an expert response. Learner must agree with at least 3 of the 4 criterion for the appropriate decision.
* Given a list of 7 business challenges, learner will correctly identify 4 challenges that are most applicable to BDAL.
* Given descriptions of 3 organizational cultures, the learner will correctly identify which one is most conducive for BDAL.
* Given a set of 5 potential candidates for a BDAL action set, learners will correctly identify which 3 are the best for BDAL.
Now, you can go to the introduction to BDAL page Introduction to BDAL
| Welcome to BDAL | Introduction to BDAL | Challenges | Organizational Culture | BDAL Participants | Design Situation Analysis |
# Instructional design/Affective behaviors/Examples
## Under Construction

The first example was a scene from "Ferris Bueller's Day Off" in which a teacher is taking roll. He calls the name "Bueller" many time and nobody responds, so he simply repeats the name. This is non-example of receiving: the students are choosing not even to receive the message, let alone respond, value or any of the other stages.
In the "Shall We Dance" example
Valuing - here is an example of valuing. Homer Simpson quickly reaches the valuing stage.
    Homer: Aw, twenty dollars! I wanted a peanut!
    Homer's Brain: Twenty dollars can buy many peanuts!
    Homer: Explain how!
    Homer's Brain: Money can be exchanged for goods and services!
    Homer: Woo-hoo!
Organization
Value or Value Complex (Characterization)
# Instructional design/BADL/Introduction to BDAL

| Welcome to BDAL | Introduction to BDAL | Challenges | Organizational Culture | BDAL Participants | Design Situation Analysis |

## Introduction to BDAL

Business Driven Action Learning is a type of Action Learning that balances individual, team, and organizational learning with solving an important business challenge. It is a social constructivist based approach to learning that believes learning occurs through action and action leads to learning. As a social constructivist based approach, it relies heavily on questions, dialogue, and reflection for both learning and solving problems. Members learn and solve problems through participation in Action Learning Sets and Business Challenge Teams. Members actions are based on a combination of traditional action learning principles and practices with organizational and leadership development principles and practices (Boshyk, Y., 2012). Boshyk, Y (2012). Business-Driven Action Learning Today in M. Pedler (Ed.), Action Learning in Practice (pp. 141-152), Farnham, Surrey, GBR: Ashgate Publishing Ltd, 2012.

## BDAL Critical Ingredients

The three critical ingredients to BDAL are:
* Personal and Business Challenges
* A supportive Corporate Culture
* Participants in the Action Learning Sets and Business Challenge Teams
Now, let's look at each ingredient in turn, starting with Challenges
| Welcome to BDAL | Introduction to BDAL | Challenges | Organizational Culture | BDAL Participants | Design Situation Analysis |
# International law

* International Law Learning Project
* part of the School of Law
This learning project has resources on the issues surrounding laws applicable between states (and governments), regulating areas such as human rights, international conflicts, international criminal law, etc.
Public International Law (PIL) should be distinguished from Domestic Law (i.e. the law within a single state) and from Private International Law (i.e. the law regulating activities between people, companies or / states that occurs across international borders).

## Resources

* Sources
* Public International Law - Where does it come from (sources)? Who / what is bound by it (subjects and personality)? What does it do (remit)? How is it different from Private International Law (Wikibook), Regional Law (e.g. European Union Law), and Domestic Law (i.e. law within a state)?
* Statehood and personality - What are states? How are they created? How can they end? What status do they have - what rights and duties? Are there alternative forms of 'personality' within PIL?
* Constitutional and International Law Papers
** International Law in the United States at Wikibooks
* Human Rights - Theoretical and philosophical foundations of Human Rights, the obligations of States under Human Rights Law, substantive rights (generations of rights), the Universal System for the protection of Human Rights (UN System), the Regional Systems for the protection of Human Rights (Inter-American, European, African).
* Criminal
* Theory
* Space Law and Policy
* Law of the Sea
# Internationalisation of curriculum

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
Some notes here initially on a seminar presented by Betty Leask at the University of Canberra - feel free to expand/improve
Internationalisation includes knowledge, skills and attitudes at three levels:
* Raising awareness - what to do / not do
* Improving understanding - developing understanding of why to do / not do
* Build autonomy -

## An international curriculum will...

* Engage students with internationally informed research and cultural and linguistic diversity
* Purposefully develop defined international and intercultural perspectives
* Progressively assess learning outcomes
* Prepare students to deal with uncertainty by opening their minds and developing their ability to think both creatively and critically
* Move beyond traditional disciplinary boundaries and dominant paradigms
** Rhetorical question? Does internationalisation mean Westernisation?

## Some myths about IoC

* It's about teaching international students (pedagogy)
* It's about including a few comparative, international case studies (content)
* It's about adapting our teaching to make accessible to offshore students (pedagogy)
* It's about adapting the curriculum for offshore delivery (contextualisation/localisation)
* It's about exchange and study abroad
* It's only concerns the formal curriculum

## Key points

* IoC is about embedding the curriculum in a broader (than local) context
* Develop learning activities focused on the progressive development in all students of international and intercultural skills, integrated across a program of study (course)
* Assess student progress towards achievement of international and intercultural learning outcomes
* What are the main blockers and enablers to IoC?
** Academics are not convinced and supported/resources to internationalise (e.g., because the purpose is seen as for marketing?)
# International Year of Astronomy

The International Year of Astronomy was a year-long celebration of astronomy, that took place in 2009 to coincide with the 400th anniversary of the first recorded astronomical observations with a telescope by Galileo Galilei and the publication of Johannes Kepler's Astronomia nova in the 17th Century.

## IYA2009 Cornerstone Projects

* 100 Hours Of Astronomy
* The Galileoscope
* Cosmic Diary
* The Portal to the Universe
* She is an Astronomer
* Dark Skies Awareness
* Astronomy and World Heritage
* Galileo Teacher Training Program
* Universe Awareness
* From Earth to the Universe
* Developing Astronomy Globally

## Wikiversity projects

* Create multilingual resources on multiple wikimedia projects - see the coordination page at betawikiversity:International Year of Astronomy
* Wikinews - write an article announcing the IYA to coincide with the opening ceremony on Jan. 15-16, 2009
* Dark Skies - an opportunity for citizen-scientists to monitor w:light pollution worldwide
   * GLOBE at Night (March 16 - 28, 2009)
   * Earth Hour - A Global Event on Climate Change (March 28, 2009) w:Earth Hour
   * The Great World Wide Star Count (October 9 - 23, 2009)
* 100 Hours of Astronomy (April 2-5, 2009)
* Research Experiences for Students, Teachers and Citizen Science
   * Observe the eclipse of Epsilon Aurigae
# Internationalisation at home

This Education resource is a "stub". Learn how you can help Wikiversity to develop it.
This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
# Internet

The Internet is the global system of interconnected computer networks that use the Internet protocol suite (TCP/IP) to link billions of devices worldwide.

## Courses

* Internet Fundamentals
* Web Foundations
* HTML
* CSS
* Web design
* Web development
* Web Science
* Internet Protocol Analysis

## Lessons

* Computer Skills/Basic/Internet
* Computer Skills/Intermediate/Internet
* IC3/Internet Fundamentals
* Introduction to Computers/Internet
* Information Systems/Internet
* Internet/Introduction

## See Also

* Internet Fundamentals
* Wikipedia:Internet
# International law/Law of the Sea

Law of the Sea: The law of the sea is a body of customs, treaties, and international agreements by which governments maintain order, productivity, and peaceful relations on the sea. NOAA's nautical charts provide the baseline that marks the inner limit of the territorial sea and the outer limit of internal waters.
# Function/Graphing a function
## Graphing a function

You can plot the functions whose arguments and values are numeric. For instance
    x:-3-2-10123 y:3210123
maps argument -3 → value 3, -2→2, .., 2→2 and 3→3. If you mark x values on the horizontal axis and go vertically up the height that corresponds to the numerical value of the function, y, for that x, marking a dot for every (x,y) couple, your dots must be located on the red line plotted on the right.
The function defined by the table is discrete and finite. It maps a finite amount of points. There are also continuous functions, the ones whose domain is countable infinite. You cannot use table to define such a function. The analytic form is used in this case, eg. y = x², for a square function.
# Federal Writers' Project – Life Histories/2020/Spring
## Overview

Two courses of English 105i: Writing in the Social Sciences has looked at the lives of southerners during the Great Depression. Using Documenting the American South Project, students have published individuals' life histories during the depression. Classes have engaged in archival research with material from the Southern Historical Collection at UNC’s Louis Round Wilson Library.

## Project

Students in the course have studied the Federal Writers' Project archive at the University of North Carolina at Chapel Hill's Wilson Library. Each student has chosen an individual to research and record on our class website.

## Sections

* English 105i.024
* English 105i.025
* English 105.033

## Archive

* UNC.edu: Federal Writers' Project Papers, 1936-1940
# Instructional design/Spotting PBL/Digging/Problem-solving

Problem-solving
What does a PBL problem-solving environment look like?
These are ways to spot problem-solving in PBL (and environments that try to trick us into thinking we are spotting PBL).
Problem-solving TreatsTricks
Spot PBL hypothesizingSpot PBL a lecture
Spot PBLgenerating ideasSpot PBL a case
Spot PBLsurveyingSpot PBL a solvable question
Spot PBLdiscussingSpot PBL a project
Spot PBLreviewing
Spot PBLdissecting
Spot PBLreflecting
This picture illustrates that while the examples below could engage students in problem-solving, only 1 could be PBL? Do you see SPOT? Question: Do you know the difference?
Problem Focus Answer: PBL engages the students into planning solutions to a problem that is at the core of the experience. <<<Go back to Digging :
# Instructional design/Spotting PBL/Discovering

| Course Navigation Welcome to Spotting PBL--HOME The Challenge Digging Discovering Demonstrating Sharing Lesson Summary | Spot PBLSpotting PBL Discovering Ready to practice what you have been learning? First, Let me show you how to apply the concepts of Authentic Problem, Tutor Group, and Problem Solving. Check out this worked example. When you are ready to practice, review the examples below and choose which of the feature(s) of PBL are illustrated in these examples. Can you spot which of the three examples best represents PBL? Be sure to read the feedback to check yourself. 1 Students at Arcadia Middle School in central Ohio are asked to design a menu for a local restaurant that includes a healthy selection of meals and represents all areas of the food group. They work individually on creating menus for a local restaurant. The students have lots of fun. A. Authentic-problem B. Tutor group C. Problem-solving D. None of the above 2 Students in a graduate law school classroom are assigned to read a case that describes the issues surrounding eminent domain. The students are asked to study the case, consider the points in the lawsuit, and apply the law they are studying in class. The professor provides a series of discussion questions about the case, and the students work together in small groups to answer the questions. They have to provide the best solutions to the case. A. Authentic-problem B. Tutor group C. Problem-solving D. None of the above 3 Students in a middle classroom are investigating the school garden and notice that the plants are wilted. One student points this out at the beginning of science class and begins to asks several questions about the garden. The instructor asks, what is going on with our garden? The students and instructor investigate the reasons why the plants may be wilting and ways they may be able to help the garden thrive. The class splits into small groups to look at what could be causing the garden problem. A. Authentic-problem B. Tutor group C. Problem-solving D. None of the above Be sure you read the feedback.>> |
# Instructional design/Spotting PBL/Discovering/worked example

* Spot PBLSpotting PBL: Discovering
* Worked Example
* READ: Instructional design students are immersed into an online class that asks them, how do you design good instruction?
* According to their interests (i.e.corporate education, K12 education, higher education
* professional development) they are put into groups that support each other in their dissecting & discovery. As they work the instructor asks them questions, provides feedback, and models different ways to build Instruction.In the end, the groups propose a plan to the the rest of the class reflecting on how to design good instruction.
* Hey! Wait..Do Need Help? You can take SPOT with you! (If you didn't download this in Digging, I'd recommend doing it now. You might just need it.
* Download Spotting PBL Checklist.PDF**You have to do Control + Click on a PC to open in a new window OR Command + Click on a Mac. Otherwise, you will need to click you browser's back button to come back to the experience
* DISCOVER
* 1. Do you have an authentic problem for your audience?
* Audience:Instructional design students
* Authentic Problem: how do you design good instruction? Let's see what SPOT checked. Look at her checklist! They are all checked! YES, YES, YES
* Authentic Problem
* 2. Do you have a tutor group?
* According to their interests (i.e.corporate education, K12 education, higher education professional development) they are put into groups that support each other in their dissecting & discovery. As they work the instructor asks them questions, provides feedback, and models different ways to build Instruction.In the end, the groups propose a plan to the the rest of the class reflecting on how to design good instruction. SPOT's response...YES, YES, YES!
* Tutor Group
* 3. Does it look like a problem-solving environment with an authentic problem at the forefront?
* dissecting, discovery; propose a plan; reflecting Hmm...how about it SPOT? YES, OF COURSE!
* Problem Solving
* Now, it's your turn to discover for yourself!<<<Go back to Discovering
# Instructional design/Spotting PBL/Sharing

| Course Navigation Welcome to Spotting PBL--HOME The Challenge Digging Discovering Demonstrating Sharing Lesson Summary | Spot PBLSpotting PBL Sharing Now that you have gone through this experience, it is time for you to judge and share examples of problem-based learning that are on the educational portal MERLOT. The key is to focus on examples that include the three essential features of PBL. Follow the steps below: Go to the educational resource portal, MERLOT (Multimedia Educational Resource for Learning and Teaching Online) http://www.merlot.org/merlot/index.htm (Ctrl+click(PC) or Command+click (Mac) on the link to open the video in a new window. Search for "problem-based learning". Through your investigation, find either a resource that IS an example of problem-based learning OR that is NOT an example. Copy the web address and share the link under Spotting PBL: Share and Judge In addition to the web address, explain why it is or is not an example of problem-based learning. Feel free to add comments and feedback to your peers. Let's continue to share and expand our knowledge base so we all can Spot PBL. Spot PBLSpotting PBL: Share and Judge Be the first person to add your entry here. |
# Instructional design/Spotting PBL/Digging

| Course Navigation Welcome to Spotting PBL--HOME The Challenge Digging Discovering Demonstrating Sharing Lesson Summary | Spot PBLSpotting PBL We often pick and choose aspects of different instructional strategies to create the best possible learning experience. While you may think you are implementing problem-based learning, you actually may be combining instructional strategies. By examining the three essential features of PBL, you can SPOT PBL. Use these descriptions as general guidelines and not hard rules. Digging Dig into these resources to get an overview of the three essential features of Problem-based Learning. Review The Authentic Problem Review Tutor Groups Review Problem-solving Download Spotting PBL Checklist.PDF **You have to do Control + Click on a PC to open in a new window OR Command + Click on a Mac. Otherwise, you will need to click you browser's back button to come back to the experience. In Your Words Now, that you had a chance to review the materials, describe in your own words the three essential features of PBL using a classroom example. Think about it, click "edit" for this section, and add your answer below: Be the first person to answer! Click on Discovering to discover PBL. |