Question: The imperative that acts as the opposite of the Hypothetical Imperative may be defined as a way of evaluating what?

Context articles: Hypothetical imperative
EEMBC
Categorical imperative
Kantian ethics
Fire loading
Moral imperative
Epistemic modality
Dirac string
Curriculum
Geoid

A hypothetical imperative (German: "hypothetischer Imperativ") is originally introduced in the philosophical writings of Immanuel Kant.
 This imperative acts as the opposite of the Categorical imperative.
EEMBC, the Embedded Microprocessor Benchmark Consortium, is a non-profit, member-funded organization formed in 1997, focused on the creation of standard benchmarks for the hardware and software used in embedded systems.
 The goal of its members is to make EEMBC benchmarks an industry standard for evaluating the capabilities of embedded processors, compilers, and the associated embedded system implementations, according to objective, clearly defined, application-based criteria.
 EEMBC members may contribute to the development of benchmarks, vote at various stages before public distribution, and accelerate testing of their platforms through early access to benchmarks and associated specifications.
The categorical imperative (German: "kategorischer Imperativ" ) is the central philosophical concept in the deontological moral philosophy of Immanuel Kant.
 Introduced in Kant's 1785 "Groundwork of the Metaphysics of Morals", it may be defined as a way of evaluating motivations for action.
Kantian ethics refers to a deontological ethical theory ascribed to the German philosopher Immanuel Kant.
 The theory, developed as a result of Enlightenment rationalism, is based on the view that the only intrinsically good thing is a good will; an action can only be good if its maximthe principle behind itis duty to the moral law.
 Central to Kant's construction of the moral law is the categorical imperative, which acts on all people, regardless of their interests or desires.
 Kant formulated the categorical imperative in various ways.
 His principle of universalizability requires that, for an action to be permissible, it must be possible to apply it to all people without a contradiction occurring.
 His formulation of humanity as an end in itself requires that humans are never treated merely as a means to an end, but always also as ends in themselves.
 The formulation of autonomy concludes that rational agents are bound to the moral law by their own will, while Kant's concept of the Kingdom of Ends requires that people act as if the principles of their actions establish a law for a hypothetical kingdom.
 Kant also distinguished between perfect and imperfect duties.
 A perfect duty, such as the duty not to lie, always holds true; an imperfect duty, such as the duty to give to charity, can be made flexible and applied in particular time and place.
The fire loading of a building or compartment is a way of establishing the potential severity of a hypothetical future fire.
 It is the heat output per unit floor area, often in kJ/m, calculated from the calorific value of the materials present.
 Fire loading is used for evaluating industrial safety risks.
A moral imperative is a strongly-felt principle that compels that person to act.
 It is a kind of categorical imperative, as defined by Immanuel Kant.
 Kant took the imperative to be a dictate of pure reason, in its practical aspect.
 Not following the moral law was seen to be self-defeating and thus contrary to reason.
 Later thinkers took the imperative to originate in conscience, as the divine voice speaking through the human spirit.
 The dictates of conscience are simply right and often resist further justification.
 Looked at another way, the experience of conscience is the basic experience of encountering the right.
Epistemic modality is a sub-type of linguistic modality that deals with a speaker's evaluation/judgment of, degree of confidence in, or belief of the knowledge upon which a proposition is based.
 In other words, epistemic modality refers to the way speakers communicate their doubts, certainties, and guesses—their "modes of knowing".
 More technically, epistemic modality may be defined "...as (the linguistic expression of) an evaluation of the chances that a certain hypothetical state of affairs under consideration (or some aspect of it) will occur, is occurring, or has occurred in a possible world which serves as the universe of interpretation for the evaluation process… In other words, epistemic modality concerns an estimation of the likelihood that (some aspect of) a certain state of affairs is/has been/will be true (or false) in the context of the possible world under consideration.
 This estimation of likelihood is situated on a scale going from certainty that the state of affairs applies, via a neutral or agnostic stance towards its occurrence, to certainty that it does not apply, with intermediary positions on the positive and the negative sides of the scale".
In physics, a Dirac string is a hypothetical one-dimensional curve in space, conceived of by the physicist Paul Dirac, stretching between two Dirac magnetic monopoles with opposite magnetic charges, or from one magnetic monopole out to infinity.
 The gauge potential cannot be defined on the Dirac string, but it is defined everywhere else.
 The Dirac string acts as the solenoid in the Aharonov–Bohm effect, and the requirement that the position of the Dirac string should not be observable implies the Dirac quantization rule: the product of a magnetic charge and an electric charge must always be an integer multiple of formula_1.
 Also, a change of position of a Dirac string corresponds to a gauge transformation.
 This shows that Dirac strings are not gauge invariant, which is consistent with the fact that they are not observable.
In education, a curriculum ( ; plural: curricula or curriculums) is broadly defined as the totality of student experiences that occur in the educational process.
 The term often refers specifically to a planned sequence of instruction, or to a view of the student's experiences in terms of the educator's or school's instructional goals.
 In a 2003 study Reys, Reys, Lapan, Holliday and Wasman refer to curriculum as a set of learning goals articulated across grades that outline the intended mathematics content and process goals at particular points in time throughout the K–12 school program.
 Curriculum may incorporate the planned interaction of pupils with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives.
 Curriculum is split into several categories, the explicit, the implicit (including the hidden), the excluded and the extra-curricular.
The geoid is the shape that the surface of the oceans would take under the influence of Earth's gravity and rotation alone, in the absence of other influences such as winds and tides.
 This surface is extended through the continents (such as with very narrow hypothetical canals).
 All points on a geoid surface have the same effective potential (the sum of gravitational potential energy and centrifugal potential energy).
 The geoid can be defined at any value of gravitational potential such as within the Earth's crust or far out in space, not just at sea level.
 The force of gravity acts everywhere perpendicular to the geoid, meaning that plumb lines point perpendicular and water levels parallel to the geoid if only gravity and rotational acceleration were at work.