upstage/dp-bench huggingface dataset:
content: text: ECO
Circle

content: text: Co-funded by
the European Union

content: text: 6. ECO CIRCLE COMPETENCE FRAMEWORK

content: html: <tr><td>Competence Area</td><td>#1 THE 3 Rs: RECYCLE-REUSE-REDUCE</td></tr><tr><td>Competence Statement</td><td>To know the basics of the 3 Rs and their importance and implementation into daily life in relation to green entrepreneurship and circular economy.</td></tr><tr><td colspan="2">Learning Outcomes</td></tr><tr><td>Knowledge</td><td>· To understand the meaning of reducing, reusing and recycling and how they connect · To understand the importance of the 3 Rs as waste management · To be familiar with the expansion of the 3 Rs - the 7 Rs</td></tr><tr><td>Skills</td><td>· To implement different ways of waste management into daily life · To properly implement recycling in day-to-day activities · To promote reducing and reusing before recycling</td></tr><tr><td>Attitudes and Values</td><td>· To acquire a proactive approach to implementing the 3 Rs into daily personal life · To educate others on the importance of sustainable waste management</td></tr>

content: text: This project has been funded with the support of the European Commission. This publication reflects the views only of the author
and the Commission cannot be held responsible for any use which may be made of the information contained therein.

content: text: Project No: : 2021-2-FR02-KA220-YOU-000048126
content: text: CHAPTER 1.

content: text: CALIFORNIA

content: text: JAMES GLAPA-GROSSKLAG

content: text: COURSE MARKING DRIVERS

content: text: SB1359 was passed in September 2016, going into force in January 2018. The law "requires California
Community Colleges and California State Universities and requests the University of California
system to include a symbol/logo in the online campus course schedule by January 1, 2018 for courses
that exclusively use digital course materials that are free of charge to students and therefore not
required to be purchased."

content: text: The potential scale of impact is significant. With 114 colleges serving 2.1 million students, the
California Community Colleges (CCCs) comprise the largest public system of higher education in the
US. The California State University (CSU) with 23 campuses serving nearly 500,000 students, is the
largest four-year public university system in the US. Notably, the law does not apply to the state's
research-focused University of California.

content: text: Figure 1.1: Zero Cost Textbook
Logo

content: text: IMPLEMENTATION

content: text: Between the passage of the law in 2016 and the implementation of the law in 2018, both the CCCs
and CSU systems engaged in outreach to the field. The CCCs' system office issued a memo to college
leadership explaining the requirements and created a sample logo that colleges could choose to adopt.
The CSU system's Affordable Learning Solutions team engaged the field with a series of webinars and
FAQs.

content: text: PRICE TRANSPARENCY 1
content: text: should adopt two separate designators to mark no-cost VS. low-cost, but the council felt it was better
to simplify the process and allow for some OER providers that have fees associated with their services.

content: text: At this point in time, the application of the #NOLO designator was a manual process. It required the
addition of the designator to the section title prior to registration and then its removal after add/drop
to ensure the label didn't appear on the student transcript. This process severely hampered our long-
term reporting abilities. In total, four colleges adopted the #NOLO designator in this fashion.

content: text: To assist in greater faculty and institutional adoption as well as improve data capture, the CSCU OER
Advisory Council made a formal recommendation to the provost's academic council in Spring 2018
to implement the #NOLO designator as a course section attribute within the student information
system. In addition to adding a course section attribute, a student-facing course search filter was
added as well as an additional column within the course search results page.

content: text: Your materials for:
LIB 100 - Lib & Resch Methods
☑ Adoptions not Required
○ This course does not use books
⊙ Course uses OER/Zero cost course
○ Other non-bookstore materials
Continue

content: text: Figure 2.1: Filtered Search Option for NOLO Sections.

content: text: extbook NoLo Cred
textbook info 3.00 St
textbook info NoLo 3.00 Pu
textbook info NoLo 3.00 Pu
textbook info NoLo 3.00 TF
book info NoLo 3.00

content: text: Figure 2.2: Added Column in Results for NOLO
Designator.

content: text: The request to implement the designator within the student information system was supported in
Fall 2018 by the president's cabinet. The ability to mark courses was enabled late Fall 2018 and the
student-facing features were enabled in January 2019. Each institutional representative on the OER
council engaged with their local governance structures to request a vote for adoption.

content: text: 4 BOYOUNG CHAE, KEVIN CORCORAN, MICHAEL DALY, ANN FIDDLER, JEFF GALLANT, JAMES GLAPA-GROSSKLAG, AMY HOFER, AND
content: text: CHAPTER 7.

content: text: TEXAS

content: text: MICHELLE REED

content: text: COURSE MARKING DRIVERS

content: text: I've worked at the University of Texas at Arlington (UTA) for the last three years as Open Education
Librarian and was recently promoted to the leadership team as Director of Open Educational
Resources following a half-million-dollar investment in OER from university administration. It was
in my first year as Open Education Librarian that the Texas Legislature passed Senate Bill 810
(SB810), which requires institutions of higher education across the state to provide searchable
information to students about OER-only courses. A strong definition of OER was provided:

content: text: "teaching, learning, and research resources that reside in the public domain or have been released under an
intellectual property license that allows for free use, reuse, modification, and sharing with others, including
full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools,
materials, or techniques used to support access to knowledge."

content: text: However, Texas was not given a very long implementation window. The bill passed in June 2017,
effective immediately, with a compliance deadline of Spring 2018. We in higher education know a
change of this scope, and impacting as many stakeholders as course marking does, takes longer. A
recent survey commissioned by the Digital Higher Education Consortium of Texas (DigiTex) and
administered in May 2019 shows only 59 respondents of the 158 two-and four-year institutions that
received the statewide survey have a course marking solution in place. The findings were presented
in Open Educational Resources (OER) in Texas Higher Education, 2019.1

content: text: 1.Jimes, C., Karaglani, A., Petrides, L., Rios,J., Sebesta,J., & Torre, K. (2019). Open Educational Resources (OER) in Texas Higher Education,
2019. Austin, TX: Digital Higher Education Consortium of Texas and Texas Higher Education Coordinating Board; Half Moon Bay,
CA: Institute for the Study of Knowledge Management in Education.

content: text: PRICE TRANSPARENCY 17
content: text: 66%
24%
18%
12%
8%
6%
No textbook Affordable Zero cost Free Low cost OER
required

content: text: Figure 7.1: Texas OER landscape survey results show terms used in course schedules

content: text: IMPLEMENTATION

content: text: Locally, we implemented a quick and free solution that reflects the constraints of system capabilities,
no financial support, and a local directive to vet every course to be tagged. Based on what was
feasible in the short term and conversations with key stakeholders (i.e., registrar, early OER adopters,
curriculum coordinators, student representatives, and the campus store), we incorporated an
"educational resources cost" option into an existing "course attribute" drop-down menu under the
system's advanced search options.

content: text: 18 BOYOUNG CHAE, KEVIN CORCORAN, MICHAEL DALY, ANN FIDDLER, JEFF GALLANT, JAMES GLAPA-GROSSKLAG, AMY HOFER, AND
content: text: Contents

content: text: 1. Front Matter 1
2. Introduction to Researching Wicked Problems 3
3. Our Mental Shortcuts 13
4. Identifying a Topic 25
5. Types of Sources 38
6. Access & Searching 55
7. SIFTing Information 67
8. Evaluating News Sources 80
9. Audience, Presentation & Citation 88
Instructor Resources 97
content: text: 2
Fact-Checking

content: text: In this
context, we are
talking about
fact-checking
that is done
before a source
is published.
Over the last
two decades
there has been
an increase in
fact checking as
an activity that
takes place after
a source has
been published,
a practice
discussed in
more detail in
the chapter,
SIFTing
Information.

content: text: Fact checkers verify that the names,
dates, and facts in a work (usually an
article or book) are correct. For
example, they may contact a person
who is quoted in a proposed news
article and ask the person whether
this quotation is correct, or how to
spell the person's name. Fact-
checkers are primarily useful in
catching accidental mistakes.

content: text: The number of people employed in
fact-checking varies by publication.
Some organizations have substantial
fact-checking departments. Others
may hire freelancers per piece, or
may combine fact-checking with
other duties. Magazines are more
likely to use fact checkers than
newspapers. Television and radio
programs rarely employ dedicated
fact checkers, and instead expect
others, including senior staff, to
engage in fact-checking in addition to
their other duties.

content: text: 2. Content in this section is adapted from the Wikipedia
entry "Fact-checking" (https://en.wikipedia.org/wiki/
Fact-checking) and is used under a CC BY-SA 3.0 license.

content: text: 48 | Types of Sources
content: text: Stop

content: text: Check your emotions. If a claim
causes strong emotion - anger, glee,
pride, vindication - STOP. You must
fact-check this claim. Remember
from the chapter, Our Mental
Shortcuts, that we more readily
accept information that confirms our
beliefs (confirmation bias) and we
tend to think less critically about that
kind of information than we do about
information that challenges our
beliefs (motivated reasoning.) A
strong emotional reaction is a sign
that these cognitive biases are at
work. Remember, these mental
shortcuts don't make us bad people,
we all have them. But we do need to
account for them if we want to move
toward better information.

content: text: In addition, if you get lost while
working on the other moves, or hit
dead ends, or find yourself going
down an increasingly confusing
rabbit hole during your investigation,
STOP. Back up and start over knowing
what you know now. You're likely to
take a more informed path with
different search terms and better decisions.

content: text: In these
chapters we're
focusing on
researching a
wicked problem,
but the SIFT
method is a
great thing to
use before you
share
information on
social media.
Often we feel
compelled to
share the things
that evoke the
strongest
feelings, but
those strong
feelings are a
good sign that
those things
need to be
checked before
they are shared.

content: text: SIFTing Information | 69
content: text: to expand this section to include notes, tips and feedback from
TWP instructors. If you use these materials, please let me know
how it went, what worked for you, and any suggested changes or
additions. I'd love to hear from you at chwixson (at) plymouth (dot)
edu or fill out as much of [this form] as you'd like.

content: text: Introduction

content: text: Throughout the chapters, I tried to generate Reflection &
Discussion Questions that could be used either as in class (whole
group or think/pair/share) discussion prompts or as written
reflections assigned out of class. If your students generate any
written answers to any of the Reflection & Discussion Questions in
this chapter, I would be very interested to see them.

content: text: Our Mental Shortcuts

content: text: If you'd like to reinforce Kahneman's ideas about System 1 and
System 2 thinking the video below (12 minutes) is very good, (thanks
to Mike Davidson for this suggestion.)

content: text: //www.youtbe.com/embed/UBVV8pch1dM

content: text: Reflection & Discussion Question 1: Taking Stock of What You
Already Know

content: text: 98 | Instructor Resources
content: text: be a starting point for asking questions too, but I would recommend
against brainstorming as the only strategy towards topic and
question identification since it does not enable students to get to
topics they didn't know existed.

content: text: I struggle with getting students to actually read the sources we
find together in our research consultations. They seem to want
to do all the searching first and all the reading later. No matter
how I tell them it's iterative and you need to go back and forth
between reading and searching many many times, the messages
wasn't landing. This chapter is my next iteration in how to talk
about the research process, but I really don't now what the secret
recipe is yet. Let me know if you think this one lands.

content: text: Types of Sources

content: text: I am a big fan of Mike Caulfield's information literacy work (see
the next chapter, SIFTing Information.) Sometimes I have found
my attempts to use his strategies in the classroom were hard for
students. For example, when I've tried the exercise about the
American Academy of Pediatrics and the American College of
Pediatricians (Reflection & Discussion Question 1) without first
talking about professional organizations, students rarely got how
they were different, and it did not build their confidence.

content: text: It's hard to identify a legitimate professional association if you've
never heard of the concept of professional associations. This
chapter may be long, but I felt it was important to enumerate at
least some of the dimensions of the sources they may find, SO that
when we get to Caulfield's SIFT method they are set up for success.

content: text: 102 | Instructor Resources
content: text: Other advice that might smooth the way for this exercise
is to remind students right before they start that we aren't
interested in what these organizations' websites say about
themselves, but what they can learn about them from the
rest of the internet. Encourage use of Wikipedia for this
type of source research. Encourage them to slow down and
to practice "click restraint" once they have Googled one of
these orgs. What can they learn from looking at just the
search results page, without clicking through to anything?
What is the overall impression from a variety of results?

content: text: · Center for Consumer Freedom: Many of the Google
search results (with or without including the search
term funding) indicate this is astroturing. A look at
the Wikipedia page tells us that this org was started
by a pretty well known PR guy and the sidebar lists
their focus as "represents the interests of restaurant
and food companies" and their method as "lobbying."
· National Consumers League: Students may note
that it has been around since 1899, has no critical
results on the first page of Google results, and even
has an entry in the Encyclopedia Britannica.
· One Fair Wage: a legitimately grass-roots effort to
raise the minimum wage for restaurant workers.
· Save Our Tips: This is one case where adding the
word funding to the search helps a bit. If we do that
we find sources indicating that this group is funded in
part by the National Restaurant Association and a
conservative strategy and consulting group. Not
what you would expect for a grassroots effort lead by
waitstaff.

content: text: 104 | Instructor Resources
content: text: of any individual to color their decisions, even when
they're acting in good faith.

content: text: · Credentials: Academic credentials tend to
represent a significant commitment of time towards
gaining mastery of a subject, and therefore requiring
a particular degree may increase the likelihood of
accurate information. However, not all groups are
equally represented in higher education. Degree
completion is uneven across race and income factors
(among others), making academia not
demographically representative of our society as a
whole. Some perspectives are therefore
systematically underrepresented in groups with
advanced degrees.
· Peer Review: Peer review sometimes only results in
collaborative improvements to a work. It can also
prevent the publication of very obviously flawed or
poorly executed or analyzed research. Very new or
radical ideas may be initially rejected because they
are such a departure from existing dogma. Peer
review is largely a practice of academia, therefore has
the same exclusionary problems mentioned in the
credentials section. It is possible for individual
reviewers to act in a biased or unethical way to
prevent the publication of some works.
· Fact Checking: Not a lot of downside here. Let me
know if your students come up with anything good.
· Domains: For some top level domains (mostly just
.gov and .edu) looking at the domain provides some
assurance that the web content there is an official
communication of a particular institution. There
really isn't any problem with domains excluding

content: text: 106 | Instructor Resources
content: text: 1. Edward Bernays
2. Wikipedia. Public Relations
3. Pinterest. Retrieved June 10, 2021.
4. Bernays, Edward. Crystalizing Public Opinion.
5. Encyclopedia of Propaganda

content: text: Possible directions for the discussion:

content: text: · What the sources suggest about the level of
research. Do sources like Wikipedia and Pinterest
indicate a deep engagement with the topic? What
about the Encyclopedia of Propaganda? Call back to
the chapter, Identifying a Topic, encyclopedias are
good preliminary sources, but if research stops with
an overview source, how valuable is it?
· Ways in which the citations are ambiguous. Is
enough information provided that readers can find
the original information? Is number 1 about that
person or written by that person? Is number 4 a book
or an article? It has implications for how we would
look for it. For number 5, there is more than one
book with the title Encyclopedia of Propaganda, and
also it's unlikely they meant to refer to the whole
encyclopedia.
· The difference between discovering a source on a
social media platform and citing the content. Is
enough information given to find the Pinterest
source? Revisit the creator concept from the chapter,
Types of Sources. Social media companies distribute
but do not create content, SO they are not the ones
that should be cited. Opportunity to talk about
specific sources students have found on social media

content: text: 114 | Instructor Resources
content: text: HOW CAN
YOU HELP?

content: text: As a boater:

content: text: · Check tidal conditions beforehand
· Stay within marked channels
· Pay attention to buoys and markers
· Do not run aground
· If you run aground, call for help
· Wear polarized sunglasses
· Take a safe boating course

content: text: As a developer:

content: text: · Do careful mapping of seagrass in
potential areas for development
· Avoid dredging and filling
· Learn about existing regulations

content: text: As a homeowner:

content: text: · Diminish fertilizer use (use soaking,
rain gardens, and native plants instead)
· Dispose of pet waste properly
· Keep seagrass in mind during
construction (for example, build high
docks with grating instead of planks)

content: text: As anyone who wants to help:

content: text: · Urge politicians to establish stricter
water quality regulations
· Mobilize to give seagrass an
'endangered' status
· Follow established laws for seagrass
protection
· Reach out to environmental
organizations and volunteer in
restoration projects
· Challenge the misconception that
seagrass is 'ugly' and 'useless'
· Tell your friends and family about the
importance of this ecosystem

content: text: FURTHER
RESOURCES

content: text: FLOWCODE

content: text: PRIVACY.FLOWCODE.COM

content: text: Scan this QR code and learn
more about seagrass, what you
can do to help, and what
organizations are fighting for
its restoration!

content: text: SEAGRASS
IN SOUTH FLORIDA

content: text: WHY IT IS IMPORTANT
&
WHAT YOU CAN DO

content: text: cco, 2022
content: text: Record your observations in Table 13.2.

content: text: Table 13.2. Effect of cations on flocculation of a clay suspension.

content: html: <tr><td>Added cation</td><td>Relative Size & Settling Rates of Floccules</td></tr><tr><td>K+</td><td></td></tr><tr><td>Na+</td><td></td></tr><tr><td>Ca2+</td><td></td></tr><tr><td>Al3+</td><td></td></tr><tr><td>Check</td><td></td></tr>

content: text: Activity 4. Determining CEC by replacing adsorbed cations.

content: text: In this activity, you will titrate the filtrate with a 0.01 molar solution of NaOH using phenolphthalein as an indicator.
Phenolphthalein changes from colorless to faint pink when the quantity of OH- ions added via the NaOH equals the
quantity of H+ ions in the solution (that is, when the pH is raised to 7). For this activity, assume the soil samples have
been extracted and the filtrates are now available for analysis.

content: text: 1. Place 10 ml of each filtrate into separate 125 ml flasks. This 10 ml quantity is the amount of filtrate from 1.0 gram of
soil.
2. Add 10 drops of the phenolphthalein indicator.
3. Titrate the extract with the NaOH solution to a faint pink endpoint. The titration must be done very carefully to
obtain meaningful results. If you put too much NaOH in the flask and get a bright pink color, discard the solution
and repeat the process. In the table below, record the milliliters of NaOH solution used to achieve the endpoint.

content: text: Calculate the CEC and record your data in Table 13.3.

content: text: Here is an example of how to calculate the CEC, assuming 2.5 mL of NaOH was required to achieve an end point.
The reaction occurring during titration is

content: text: \mathrm{NaOH}+\mathrm{H}^{+}\rightarrow\mathrm{Na}^{+}+\mathrm{H}_2\mathrm{O}

content: text: Thus, one mole of NaOH reacts with one mole of H+. Therefore, at the phenolphthalein end point, moles of NaOH added
= moles of H+ in solution.

content: text: The solution of 0.01 molar NaOH contains 1 cmol charge per liter (1 cmolc/L). Therefore 2.5 mL NaOH contains

content: text: 1 L 0.01 mol NaOH 1 molc 100 cmolc
cmolc of NaOH = 2.5 mL NaOH × × × × = 0.0025 molc NaOH
1000 mL 1 L 1 mol NaOH 1 molc

content: text: Thus, the CEC is

content: text: \frac{\mathrm{cmol}_{\mathrm{c}}}{\mathrm{kg}\text{soil}}=\frac{0.0025\mathrm{cmol}_{\mathrm{c}}}{1\mathrm{~g}\mathrm{soil}}\times\frac{1000\mathrm{~g}\mathrm{soil}}{1\mathrm{~kg}\text{soil}}=\frac{2.5\mathrm{\textit{cmolc}}}{\mathrm{kg}\text{soil}}

content: text: 114 | Soil Colloids