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We compared three activities for learning from an example adopted in general mathematical education or computational support systems for problem posing.
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Bishops in the Northwest, for example, adopted a pastoral letter in February urging the protection of the Columbia River and its tributaries as God's creations.
Spain, for example, adopted a wealth tax in 2012 and abolished it at the start of this year.
Arizona, for example, adopted its anti-takeover laws in 1987 to protect Greyhound from a hostile takeover.
Illinois, for example, adopted a new smoothing technique in 2009, when its funded ratio had plunged to a frightening 33 percent; the change pumped the ratio up to 43 percent, at least on paper.
The USSR, for example, adopted such an act only in 1988.
Kuwait, for example, adopted the women's-rights convention in 1994 without letting women vote or run for office.
Much of this increase is due to carbon dioxide released to the atmosphere from the burning of coal, oil, gas, and wood and from the slash-and-burn activities that accompany deforestation practices (as, for example, those adopted in the Amazon River basin).
On the other hand, traditional semi-automatic KA methods (model-based)—for example, those adopted in the Open Mind Common Sense (OMCS) project [34] and OMCS-Br [38] face difficulties in capturing users pragmatic knowledge and common-sense knowledge.
To demonstrate our theoretical result, some numerical examples are adopted in this section.
Although learning by solving examples is adopted in general education, it may not be sufficiently effective in fostering learner problem posing because cognitive skills differ between problem solving and problem posing.
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Since I tried Ludwig back in 2017, I have been constantly using it in both editing and translation. Ever since, I suggest it to my translators at ProSciEditing.

Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com