OpenLLM-France/wikimedia huggingface dataset:
# Instructional design/Procedural analysis/Page 5: Steps in Procedural Analysis/Sample inputs and outputs

< Return to the steps in procedural analysis
Suppose you need to analyze a procedure to change a tire of a car. Inputs to the procedural analysis could look like this:
| Goal of training/instruction: | Teach an inexperienced driver how to safely and properly change a flat tire on their car. |
| Learner profile: | Based on our personal driving experience and observation of new drivers in our families and network of friends, we assumed the following audience profile: The learner may be any driver aged 16 years and above with a valid operator’s license, who has never changed a car tire. They will have at least two months of driving experience and be familiar with the exterior and interior components of a car, such as the dashboard and the instrument panel near the dashboard. They may not be able to detect a flat tire and changes in tire pressure on their own while driving, unless their car’s ability to pick up speed is severely hampered. They may or may not be able to identify the equipment or terms of objects used in changing a tire. They will be fluent in English and therefore, able to understand instruction in English. …. To validate our assumptions, we surveyed a small group of inexperienced drivers. Their characteristics matched our assumptions. Please refer to the Appendices section for our findings. The implications of this for our instruction would be ….. |
| Documentation (if any): | None; however, a car’s user manual might have brief instructions to change a tire |
The output of procedural analysis could capture the summary and detailed steps, as follows:
* Summary step-level procedure
A. Prepare phase
* Identify a safe place to park your car to change your tire
* Prevent the vehicle from moving
* Open trunk and determine your plan
* Take safety precautions
* Prepare for removal of flat tire
B. Remove phase
* jack until it is supporting (but not lifting) the car
* Loosen the nuts by turning counter clockwise
* Pump or crank the jack
* Remove the nuts
* Remove the tire
C. Replace phase
* Place the spare tire on the hub
* Tighten the nuts
* Lower the car until the tire slightly bears the weight of the car
* Tighten the nuts again
* Lower the car to the ground fully
* Place flat tire, jack and other supplies in storage compartment
* Detailed step-level procedure
Prepare Phase
1) Identify a safe place to park your car to change your tire. (Decision)
2) Prevent the vehicle from moving.
3) Open trunk and determine your plan. (Decision)
4) Take safety precautions.
5) Prepare for removal of flat tire.
Remove Phase ……
< Return to the steps in procedural analysis
# Introduction

Are you aware of the phases in instructional systems development as outlined in ADDIE, but have little or no experience in the analysis and design phases? Do you independently need to plan the analysis stage for developing instructional materials, but are unclear about the steps involved? If your response to any of these questions is “yes”, this lesson could help you.
The lesson is a short training capsule on procedural analysis, a method used during task analysis. Before we look at this method, let’s understand what task analysis is. What’s the big deal about it? Let’s go through a short activity and find out.
* Take a few minutes to go through the scenario below and answer the question that follows.
Dan, an instructional designer, is developing a lesson on changing a car tire for the customers of Autoservice Limited, an organization offering roadside assistance and other services for automobiles. He met the organization’s subject matter expert (SME) once to understand the content and then created a design document for the lesson. The document outlined the content to be covered and the instructional objectives and strategies. He then sent the document for review to the SME and his project manager. He is discussing their feedback with his supervisor, Steve…
Click Next to continue.
< Instructional Design Home | Next >
# Instructional design/Procedural analysis/Page 2: PA Lesson Introduction
## Lesson Introduction

This lesson focuses on procedural analysis. The objectives of this lesson are to:
* Describe the process of procedural analysis – specifically its inputs, steps, and output.
* Identify the conditions when procedural analysis is suitable for task analysis.
* Given a scenario, identify the activities that need to be performed for procedural analysis and the output that needs to be documented. The scenario could mention details such as the learner profile, focus of a lesson, learning environment, and resources available in that environment.
The lesson has seven pages, including a short quiz at the end. You can move between pages by clicking the Back and Next links at the bottom of each page.
Click Next to continue.
< Back | Next >
# Introduction to psychology/Questions one: Definition and History/1.06

Hereditary, or the genetic transmission of characteristics from parents to offspring, determines personality to a certain extent. Hereditary characteristics manifest at birth such as hair and eye color, skin color and body type. Hereditary also includes aptitude or the capacity to learn a skill or inclination for a particular body of knowledge. It establishes the limits of one’s personality traits that can be developed. This aptitude creates the desire for a person to learn something.
# Introduction to psychology/Questions one: Definition and History

Psychology Quiz 1
Q 1.1-What is the common definition of psychology?
The study of behavior
The scientific study of human emotion
The scientific study of behavior and cognitive processes. :
* Q 1.2-A psychologist using an early system of psychology studys people's expresions, movements, how much they sweat, and other things; what system do you believe this psychologist is using?
| Functionalism Incorrect Functionalism studies the motives of behavior. | Behaviorism Correct! | Gestalt psychology Gestalt psychology concentrates on not fragmenting behavior into separate groups because all behavior affects other behavior. | Structuralism Structuralists ask for introspective reports from normal adults. |
1.01 You tell your friend that you are studying psychology. He replies "I'll have to watch what I say, you psychologists are always analyzing people's personality problems." What is wrong with your friend's statement?
1.02 What is the purpose of psychology?
1.03 A psychologist shows a picture of a frog and tells the subject to think of a color. The subject thinks of green. Is this an example of prediction or manipulation?
1.04 What are the major reasons for studying animals?
1.05 Describe a study in which it would be difficult to have human subjects.
1.06 How does heredity affect a person?
1.07 List the areas of study.
1.08 Is the year 1879 when researchers first started studying subject's behavior and cognition?
1.09 List the systematic systems that developed after structuralism.
1.10 What trend developed in psychology as the importance of systems diminished?
1.11 What is the difference between clinical and counseling psychology?
1.12 What is the difference between a psychiatrist and a psychologist? (Hint, it is in the training and degree that they recieve)
1.13 What is the difference between applied psychology and theoretical psychology?
1.14 What are the major concerns of developmental psychologists?
1.15 A group of parents is unhappy with the education that their children are recieving at school. They decide to hire a psychologist. What type of psychologist would they hire?
1.16 Describe social psychology.
Also, the first person to do this, will you answer these questions in the link and also create a link for any of the terms where they appear in lecture 1? Thank you.
# Introduction to psychology/Questions one: Definition and History/1.01

The friend referred to the person studying psychology as a psychologist. A person who studies psychology is not necessarily a psychologist. A psychologist has a specific degree.
# Introduction to psychology/Questions one: Definition and History/1.02

The purpose of psychology is to study human behavior, expressions, and mental thoughts.
# Introduction to psychology/Questions one: Definition and History/1.05

A study in which specific parts of the brain were destroyed in order to see how the brain functioned. It would be fine to destroy parts of animals brains and then observe changes in the animals behavior in order to find out more about how different parts of the brain worked, but it would not be ethical to do a study like that on humans.
# Introduction to public and media relations

THIS LESSON IS NOT COMPLETE... yet

## Intro to Public and Media Relations 01

For the first lesson of this course, we're going to start at the very beginning and look at what Public and Media Relations is. For the sake of brevity though, we will use the colloquial term PR. However PR, or public relations is not a full and fair descriptor of the the field, being that it is in fact our relationships with media that make PR possible on a mass scale. While on the topic of the language we use in this course I also want to point out that I will use the term "Client." This is meant to reflect the multitude of relationships that you can have with entities you are handling PR for, be it yourself, your company, your product, or another person.

## What is PR?

    PR is the crafting of public perception without the use of paid media.
    The most basic method of this crafting of public perception is the use of the free media, though with the ever shifting definitions of media in an age of social and consumer generated venues, a proper PR campaign involves much more than just issuing press releases.
    PR is generally broken down in to a couple of basic types.

   ### 1. Corporate Communications

       Corporate Communications is the most basic type of PR usually involving increasing brand awareness.

   ### 2. Investor Relations (IR)

       Being a public company involves a great deal of information that is required to be disseminated to investors and business media. IR practitioners are responsible not just for towing a company line, but complying with a variety of legal requirements

   ### 3. Crisis Communications

       Crisis Communications is built around how to take a bad PR situation and not only keep it from hurting your client but how to use your 15 minutes in the media spot light to make a lasting impression that is positive.

   ### 4. Event PR

       Creating PR events is often a tool of Corporate Communications, however it requires a completely different set of skills.
# Introduction to set theory/Lecture 1
## Introduction

We will start the course by introducing Propositional Logic. Even though this is a set theory class and not a logic course, most of notations from the logic courses can be used in set theory. Furthermore, logic is important in various proofs we will encounter in this course.

## Notations

Here are the notations and what they mean:
| Symbols | Meaning |
| $\land$ | and (conjunction) |
| $\lor$ | or (nonexclusive disjunction) |
| $\lnot$ | not (negation) |
| $\to$ | if then/implies |
| $\leftrightarrow$ | if and only if |

## Truth Table

Truth tables are used to analyze formulae of propositional logic.

### Example

Truth table for $p\to (q\to p)$
| $p\,\!$ | $q\,\!$ | $q\to p$ | $p\to (q\to p)$ |
| T | T | T | T |
| T | F | T | T |
| F | T | F | T |
| F | F | T | T |

## Tautology
### Definition

A formula $\theta \,\!$ of propositional logic is a tautology if only T's occur in the $\theta \,\!$ column of the truth table.

### Examples

Truth table for $(p\to \lnot p)\to \lnot p=\theta$
| $p\,\!$ | $\lnot p$ | $p\to \lnot p$ | $\theta \,\!$ |
| T | F | F | T |
| F | T | T | T |
Truth table for $(p\to (q\leftrightarrow \lnot q))\to \lnot p=\theta$
| $p\,\!$ | $q\,\!$ | $\lnot q$ | $q\leftrightarrow \lnot q$ | $p\to (q\leftrightarrow \lnot q)$ | $\lnot p$ | $\theta \,\!$ |
| T | T | F | F | F | F | T |
| T | F | T | F | F | F | T |
| F | T | F | F | T | T | T |
| F | F | T | F | T | T | T |
Truth table for $(\lnot p\vee q)\to (p\to q)=\theta$
| $p\,\!$ | $q\,\!$ | $\lnot p$ | $\lnot p\vee q$ | $p\to q$ | $\theta \,\!$ |
| T | T | F | T | T | T |
| T | F | F | F | F | T |
| F | T | T | T | T | T |
| F | F | T | T | T | T |

## Tautological Equivalence
### Definition

The proposition formulas $\varphi \,\!$ and $\theta \,\!$ are tautologically equivalent if $\varphi \leftrightarrow \theta$ is a tautology.

### Examples

Contraposition: $p\to q=\theta$ is tautologically equivalent to $\lnot q\to \lnot p=\varphi$.
| $p\,\!$ | $q\,\!$ | $\lnot q$ | $\lnot p$ | $\theta \,\!$ | $\varphi \,\!$ | $\theta \leftrightarrow \varphi$ |
| T | T | F | F | T | T | T |
| T | F | T | F | F | F | T |
| F | T | F | T | T | T | T |
| F | F | T | T | T | T | T |
de Morgan's Law I: $\lnot (p\lor q)=\theta$ is tautologically equivalent to $\lnot p\land \lnot q=\varphi$.
| $p\,\!$ | $q\,\!$ | $\lnot p$ | $\lnot q$ | $p\lor q$ | $\theta \,\!$ | $\varphi \,\!$ | $\theta \leftrightarrow \varphi$ |
| T | T | F | F | T | F | F | T |
| T | F | F | T | T | F | F | T |
| F | T | T | F | T | F | F | T |
| F | F | T | T | F | T | T | T |
de Morgan's Law II: $\lnot (p\land q)=\theta$ is tautologically equivalent to $\lnot p\lor \lnot q=\varphi$. Truth table for Assignment #1

## Related Resources

The materials in this course overlap with Introductory Discrete Mathematics for Computer Science, particularly Lesson 1.
# Introduction to psychology/Textbooks
## Textbooks

Introductory psychology textbooks tend to cover a similar range of topics. It is recommended that this course use Introduction to Psychology (WikiBooks), as well as other online resources.

### Other

* Saul Kassin's 'Psychology'.
* Psychology, by Alan J. Fridlund, Daniel Reisberg, Henry Gleitman, both Stanford, Penn, MIT, Harvard treated it as a textbook for an "Introducion to Psychology" course.
* Bernard J. Luskin, Casting the Net Over Global Learning, New Developments in Workforce Training and Online Psychologies, Griffin Publishing Group, 2002.
</noinclude.
# Introduction to research methods in psychology

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
This research resource is a "stub". Learn how you can help Wikiversity to develop it.
This topic provides an introduction to research methods in psychology.
The main topics include:
* Experimental research
* Survey research
* Qualitative and quantitative research
# Introduction to psychology/Questions one: Definition and History/1.04

Things can be learned from animal studies in psychology that apply to humans. Some studies that can be performed on animals are not ethical to perform on humans.
# Obstetrics and Gynecology/Dysmenorrhea

Dysmenorrhoea is menstrual pain in the abdomen, inner thighs, lower back or pelvis.

## Differential Diagnosis

Endometrial disorders
* Endometriosis
* Endometrial Polyps
* Adenomyosis
Other causes
* Ovarian cysts
* Pelvic Inflammatory Disease
* Submucosal Fibroids
* Pelvic Congestion Syndrome

## Diagnosis

The diagnosis of amenorrhoea is made using the following clinical skills:
* Gynecological History Taking
* Gynecological Examination
* Gynecological Investigations
# Obsolete musical instruments

There are a great variety of other instruments that have been made that are no longer around. Here are some examples:
* Basset Horn: a single reed instrument that was often bent in a variety of shapes then sent through a soundbox
* Natural horn: an older version of the horn which uses a series of tubing extensions which attach at the mouthpiece hole
* Racket: a double-reed instrument that sends the sound through a series of waves to deepen the sound
* Saxhorns: Adolphe Sax developed both the woodwind saxophones, and an odd variety of brass instruments called "Saxhorns"
* Theremin: an electronic instrument that is played by moving ones hands around
* Valve trombone: apparently these instruments exist, but I've never seen one
* Viol: an early form of the violin
* Wagner Tuba: a tuba-like instrument that is played and built like a horn, mainly of course used by Richard Wagner
There are a great many others, but this is a start.
# Obstetrics and Gynecology/Case 1
## Case 1

* Presentation
25 years old, 38 weeks gestation, in her 2nd pregnancy, presented in spontaneous labour, cephalic, the cervix was 5 cm dilated, CTG was normal, molding grad "2" patient was severely distressed and unable to coop with pain>*What is the most likely diagnosis? malposition "OP" .... Malpreserntation ... CPD and obstructed labour
* What further evaluation and management are appropriate?
reevaluation and assessment of maternal conditions reassessment of the presentation, fetal attitude, fetal size, pelvic configuration use of partogram senior obstetrician to be informed analgesia .... epidural!! continuous fetal monitoring be ready to do cesarean section ... necessary investigation CBC, X match... anti acid... inform the anesthesia, pediatrician, operation theater staff to be ready any time moral support

### Normal Labor

* Discussion
** Phases
*** Latent Phase
*** Active Phase
*** Descent
*** Expulsion
** Methods of Pain management
** Questions
** Answers
# Observatories/Astronomy/Quiz

Astronomical observatories is a lecture and an article on the types and varieties of observatories used for astronomical observations. It is included as a mini-lecture for a quiz-section as part of the astronomy course on the principles of radiation astronomy.
You are free to take this quiz based on astronomical observatories at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{principles of radiation astronomy}} template. This should give you adequate background to get 100%.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* Astronomical observatories can be completely automatic.
# Obstetrics and Gynecology/Female Urinary Incontinence

Female Urinary Incontinence is the involuntary loss of urine in the female. There are three types of urinary incontinence in women:
* Genuine stress incontinence - increase in abdominal pressure
* Urge incontinence - overwhelming desire to urinate
* Overflow incontinence - frequent urinating in small volumes
* True incontinence - no control over flow

## Epidemiology

Incontinence is a very common problem in women. The prevalence of urinary incontinence in women differs depending on age:
* Young adult women - 20%
* Middle-aged women - 30%
* Elderly women - 40%

## Etiology

Genuine Stress incontinence:
* Post-delivery
* Post-menopause
* Poor control of sphincter
Urge incontinence:
* Detrusor instability
* Bladder infection
* Calculi
Overflow incontinence:
* Hypotonic Bladder
* Bladder Outlet Obstruction
* Pelvic surgery
True incontinence:
* Vesiculo-vaginal fistula
* Uretero-vaginal fistula
* Ectopic ureter
* Bladder exstrophy

## History Taking in Female Urinary Incontinence
### Presenting Complaint

Urinary Incontinence

### History of Presenting Complaint

* Onset - "When did it begin?"
* Periodicity - "Is it there every time you go or is it intermittent?"
* Duration - If episodic - "How long does each episode last?"
* Severity - "How much urine?"
* Aggravating factors
* Relieving factors
* Associated symptoms
   * Urgency?
   * Frequency?
   * Nocturia?
   * Hesitancy?
   * Quality of flow?

### Menstrual History

* Menarche and menopause
* 1st day of last menstrual period
* Length of bleeding (days)
* Frequency
* Regularity
* Bleeding between periods
* Bleeding after intercourse
* Nature of periods
   * Heavy?
   * Clots?
   * Flooding?

### Obstetric History

* Number of pregnancies
* Dates of deliveries
* Induced or spontaneous labor?
* Mode of delivery
* Size and sex of the children
* Complications

### Gynecological History

* Gynecological symptoms
* Gynecological diagnoses
* Gynecological surgery
* Abnormal smears

### Past Medical History

* Current or past illnesses
* Hospital admissions
* Past surgeries

### Drug History

* Prescribed medications
* Non-prescribed medications/herbal remedies
* Recreational drugs

### Family History

* Medical conditions
* Gynecological conditions
* Malignancies

### Social History

* Occupation
* Support network
* Smoking
* Alcohol

## Examination

Neurological examination
* Sacral reflexes
* Lower limb reflexes
* Assess cognitive awareness
Abdominal Examination
General Examination
Pelvic examination
* Pelvic floor muscles

## Investigations

Urinary Dipstick Uinalysis Urinarydynamics
# Methods of Payment/Open Account

| Unit 4.1-Methods of Payment | Introduction | Cash in Advance | Documentary Collections | Letters of Credit | Open Account | Combining Methods | Summary | Resources | Activities | Assessment Go to Unit 4.1 | Unit 4.2 | Unit 4.3 | Unit 4.4 | Unit 4.5 | Unit 4.6 | Unit 4.7 | Unit 4.8 | Unit 4.9 Return to Trade Finance Module 4: Payment Methods |

## Open Account

Open account occurs when a seller ships the goods and all the necessary shipping and commercial documents directly to a buyer who agrees to pay a seller’s invoice at a future date. Open account is typically used between established and trusted traders.
| Time of Payment | •As agreed between a buyer and seller, net 30,60, 90 day terms, etc., from date of invoice or bill of lading date. |
| Goods Available to Buyer | •Before payment (depending on how the products are shipped and the length of payment option). |
| Risks to Seller | •Buyer defaults on payment obligation. •Delays in availability of foreign exchange and transferring of funds from buyer’s country occur. •Payment is blocked due to political events in buyer’s country. |
| Risks to Buyer | •Seller does not ship per the order (product, quantity, quality, and/or shipping method). •Seller does not ship when requested, either early or late. |
| When Appropriate to Quote or Use | •Seller has absolute trust that buyer will accept shipment and pay at agreed time. •Seller is confident that importing country will not impose regulations deferring or blocking transfer of payment. •Seller has sufficient liquidity or access to outside financing to extend deferred payment terms. •Used more regularly in international transactions to avoid high banking fees. |
| Financing | •Seller finances buyer through deferred payment terms. •Seller may be able to obtain bank financing through pledge of receivables. •Selling receivables on a non-recourse basis to a bank. •Leverage and/or financing from domestic/global business. |
# Methods of Payment/Summary

| Unit 4.1-Methods of Payment | Introduction | Cash in Advance | Documentary Collections | Letters of Credit | Open Account | Combining Methods | Summary | Resources | Activities | Assessment Go to Unit 4.1 | Unit 4.2 | Unit 4.3 | Unit 4.4 | Unit 4.5 | Unit 4.6 | Unit 4.7 | Unit 4.8 | Unit 4.9 Return to Trade Finance Module 4: Payment Methods |

## Summary

Having completed this lesson, you should be able to describe the methods of payment available for international transactions and the situation when each is appropriate. You should understand when payments will be made and the risks associated with each method of payment both to the buyer and the seller. Finally, you should know the benefits of agreeing to a particular method of payment and what kind of financing options it may or may not provide for the buyer and/ or seller.