OpenLLM-France/wikimedia huggingface dataset:
# Ohio 7th Grade World History/Martin Luther

Martin Luther (was originally named Martin Luder) was born on November 10, 1483 in Eislenburg, Germany. He worked as a monk, teacher and a reformer. Luther’s father, Hans Luther, was determined to make his son a lawyer so he sent Luther to a school in Mansfeld. In 1498, he went to University of Erfurt to study law. During his time at the University, there was a lightning storm which made him decide that he should become a monk.
Despite his family’s and friend’s efforts to persuade Luther not to, Luther entered the Augustinian monastery in Erfurt in 1505. There, he studied the life of a monk: to fast, pray and work. He woke up at three in the morning and prayed. A monk’s life was hard. They were only given one meal a day in the winter and two in the summer. They were not allowed to talk during meals. They donated to people, made clothes, prayed, took care of sick people, provided shelter and helped people in times of need.
Martin Luther first became a reformer when he believed that the Church was doing things wrong. The Church was making people pay money for their sins to be forgiven (indulgences), the Pope was too involved in politics, and the Church had too much money. To protest against these doings, he found followers and made his own, the Lutherans. Luther’s idea spread quickly throughout Germany with the print press.

## Indulgences

Indulgences were documents given by the pope that excuses people from the sins that he or she had committed. It was like buying your way into heaven. Also indulgences could be used to reduce the time he or she spends in purgatory. Martin Luther wanted to change how the church was handling the sins of other people. So Martin Luther wrote the 95 theses. The 95 theses were the 95 complaints of the Catholic Church. At first no one followed him but then many people started to follow him. These people that followed him were called Lutherans. Martin at first didn’t want to form a new church, but ended up making the Lutheran Church.

## The 95 Theses

With the idea of protesting against the Catholic Church, Luther made his list of complaints or things he didn’t like about the church known as the 95 Theses.
Exsurge Domine is a papal bull by Pope Leo X to the opposition of the 95 Theses. The Exsurge Domine stated asked that 41 would be removed from the Theses. Pope Leo X gave Luther sixty days to remove 41. When Luther did not remove them by the time the 60 days were over, Pope Leo X excommunicated him on January 3, 1521.
# Ohio 7th Grade World History/Math and Science

Some Renaissance scientists thought mathematics could help them understand the universe. Scientists read Ancient texts and expanded on the ideas they found. They made new symbols like the square root symbol, the addition symbol, and the subtraction symbol. Advanced mathematics led to advances in other fields of science. Engineers and Architects used new mathematical formulas to strengthen buildings. Other scientists wanted to know about the heavens, and what was beyond the confines of the Earth. They studied astronomy to learn about the sun, stars, and planets. While studying the heavens, they learned that the earth revolves around the sun. All of these new ideas led to the making of a more accurate calendar.
# Ohio 7th Grade World History/Introduction to the Renaissance

There is a reason the Middle Ages were referred to as the “Dark Ages.” They were not literally dark, but metaphorically dark. It was a period in time when the average commoner knew almost nothing about academia, and when lords and kings ruled over serfs and villagers with iron fists. It was a time of knights, castles, and battles; of sieges, burning, and razing.
However, there was a ray of light emanating from the East. The Arabs, in their Golden Age, during their trading with the Romans and Greeks, had kept the classics and continued studying academics. They had reproduced the writings and works of Aristotle, Plutarch, Plato, Virgil, and other notables. The Arabs formulated algebra and explored science and geometry. They also incorporated elements of Greek and Roman architecture. They were also amazingly liberal in their attitudes toward life.
The Crusades were then launched in the name of reclaiming the Holy Land, and although the Crusades primarily involved fighting, an exchange of ideas occurred. The Crusades brought these ideas home, and they planted the seeds for a revitalization of scholarly thinking and learning – the Renaissance.
In essence, the Renaissance was actually a return to the past and to lost ideas from the past. It is true, then, that he who knows his past knows his future. The Renaissance paved the way by allowing city-states and thinking to flourish, allowing for new innovations and inventions that are the foundations for today’s arts, sciences, architecture, and technology.
# Ohio 7th Grade World History/Literature

Before the Renaissance and Reformation the only literature that people had was the Bible. The “re-birth” caused Protestants and humanists to create pieces of writing stating their ideas. Literature was affected by Johannes Gutenberg who invented the printing press. IT enabled people to create multiple copies of writings in different languages. The humanists and Protestants were able to spread their ideas all over the world. One of these humanists was William Shakespeare, commonly considered among the greatest English writers in history.

## William Shakespeare: 1564-1616

William Shakespeare was an important figure in literature. He was an English poet, playwright, and an actor. He wrote 38 plays and 154 sonnets. A sonnet has 14 lines, a structured rhyme and a logical structure. He attended King Edward VI Grammar School. He married Anne Hathaway at age 18. Shakespeare was a great playwright who created comedies, tragedies, and histories. A history is when Shakespeare make a powerful person who he thought had many faults look good, but made his opinions known on a different person. A comedy of his was “A Midsummers Night Dream”, and a tragedy was “Hamlet”. He also wrote poems, like “Venus and Adonis”. All of his literature contributed to humanism because he introduced ideas that the Middle Ages didn’t cover. Shakespeare talked about themes that are always going to be a problem. For example, he talked about forbidden love, death, war, etc. That’s a lot about Shakespeare.

## Machiavelli: 1469-1521

Niccoló di Bernardo dei Machiavelli was also very important to the advancement of literature. Born in a small town near Florence, Machiavelli was an Italian political philosopher, musician, poet, and romantic comedic playwright. He wrote many books, but one of his most famous books is The Prince. It describes how a prince can retain control of his realm. In this book, he focuses on the new prince, not the one born into royalty. That is because a new prince has to “stabilize his newfound power”. His main interests were politics, military theory, and history. He had a realist political theory. His influences were Cicero, Sallust, Livy, and Xenophon. He also influenced Thomas Hobbes, and James Harrington. Some of his other works are Discorso sopra le Cose di Pisa, Decennale Secondo, Clizia, and Frammenti Storici.
# Literary Criticism/Feminist Literary Criticism

| ←Psychological Literary Criticism | Literary Criticism Feminist Literary Criticism | Archetypal Literary Criticism→ |
Feminist criticism focuses on how literature has represented women and relationships between women and men, drawing attention to how women have been marginalized and denied a voice of their own in much of canonical literature, and to how literature reflects society's prevailing ideological assumptions with regard to gender and power.
# Literary Criticism

Welcome to the Wiki-Textbook on Literary Criticism. Feel free to contribute!

## Chapters

   * Preface
   * Introduction
   * Reading as a Literary Critic
      * Reading Novels
      * Reading Plays
      * Reading Poetry
   * Schools of Criticism
      * Formal Literary Criticism
      * Historical Literary Criticism
      * Psychological Literary Criticism
      * Feminist Literary Criticism
      * Archetypal Literary Criticism
   * Poems for Close Reading with Questions
   * Shakespeare Our Contemporary
   * Comparison Exercises
   * Shakespeare Statistics
   * Glossary
   * Authors and Contributors

## Further Reading

Foster, Thomas C. (2003). How to Read Literature Like a Professor. HarperCollins.
Fowler, Roger (1986). Linguistic Criticism,. Oxford.
Griffith, Benjamin. Barron's EZ101 Study Key - English Literature. Barron's.
Rozakis, Laurie (1999). Complete Idiot's Guide to American Literature. Harvester Wheatsheaf.
Selden, Raman (1985). A Reader's Guide to Contemporary Literary Theory. Harvester Wheatsheaf.
# Literary Criticism/Archetypal Literary Criticism

| ←Feminist Literary Criticism | Literary Criticism Archetypal Literary Criticism | Poems for Close Reading with Questions→ |
Archetypal criticism focuses on the archetypes ( comedy, romance, tragedy, and anti-romance) of stories. This school relies on the theories of the psychologist Carl Jung that all stories originate from the collective unconscious. This school of criticism involves the analysis of symbols (even ones unintended by the author) in the literature.
Archetypal criticism was further developed in the twentieth century by Northrop Frye.
# Literary Criticism/Authors

| ←Glossary | Literary Criticism Authors |
David Johncock
My Wikipedia Userpage is accessible here.
# Literary Criticism/Introduction

| ←Preface | Literary Criticism Introduction | Reading as a Literary Critic→ |
Traditional literary criticism is a system of analyzing, reviewing, and critiquing a work of literature. Literary criticism in practice is typically performed from the perspective of a particular school of critical thought. The purpose is to analyze a work's relevance and quality from that school's 'viewpoint'. The major schools of literary criticism include, but are not limited to: formal criticism, historical criticism, psychological criticism, and archetypal criticism. Each of these schools addresses the subject in a different manner, and are usually taught individually. However, there are certain underlying skills associated with all literary criticism which it is helpful to understand before learning about the methods and concerns of each of the schools.
# Literary Criticism/Historical Literary Criticism

| ←Formal Literary Criticism | Literary Criticism Historical Literary Criticism | Psychological Literary Criticism→ |
Historical literary criticism focuses mainly on the subject's relevance, relationship with, and influence upon the historical period in which it was written. A historical critic looks at how the time period influenced the writing of the work as well as how events in the authors life influenced him or her. A work of historical criticism posits a thesis about the author or time period based on the subject. Thus historical criticism looks at texts in the same way as a historian looks at historical documents: in order to learn what they reveal about the historical and socio-cultural circumstances in which they were produced.
New Historicism shares this interest in the historical context within which texts were produced, but also acknowledges that the act of reading texts is as much a product of the historical context within which it is done as the writing of texts is. It thus sees interpretation as both a creative activity and as a process which is never-ending, as each successive generation of readers experiences texts from the past from the perspective of a new social/ historical context.
# Social Norms

The social norms (SN) outcomes are involved in the common and expected behaviours of society.
There are four social norms outcomes:
* SN1: Explain social learning theory, making reference to two relevant studies.
* SN2: Discuss the use of compliance techniques.
* SN3: Evaluate research on conformity to group norms.
* SN4: Discuss factors influencing conformity.
Note that any example responses are not necessarily worth full marks, but exist simply to provide an idea of how an example looks.

# SN1

Explain social learning theory, making reference to two relevant studies.

## Example response

There is no example response yet for this outcome.

## Additional Notes

This outcome is very similar to GLO2 except that its focus is on the outcomes themselves as opposed to the research.

# SN2

Discuss the use of compliance techniques.

## Example response

There is no example response yet for this outcome.

## Additional Notes

This outcome is very similar to GLO1 except that its focus is on the research rather than the outcomes themselves.

# SN3

Evaluate research on conformity to group norms.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.

# SN4

Discuss factors influencing conformity.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.
# Sociocultural Cognition

The sociocultural cognition (SC) outcomes focus on the connection between cognition and sociocultural factors.
There are four sociocultural cognition outcomes:
* SC1: Describe the role of situational and dispositional factors in explaining behaviour.
* SC2: Discuss two errors in attributions.
* SC3: Evaluate social identity theory, making reference to relevant studies.
* SC4: Explain the formation of stereotypes and their effect on behaviour.
Note that any example responses are not necessarily worth full marks, but exist simply to provide an idea of how an example looks.

# SC1

Describe the role of situational and dispositional factors in explaining behaviour.

## Example response

There is no example response yet for this outcome.

## Additional Notes

This outcome is very similar to GLO2 except that its focus is on the outcomes themselves as opposed to the research.

# SC2

Discuss two errors in attributions.

## Example response

There is no example response yet for this outcome.

## Additional Notes

This outcome is very similar to GLO1 except that its focus is on the research rather than the outcomes themselves.

# SC3

Evaluate social identity theory, making reference to relevant studies.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.

# SC4

Explain the formation of stereotypes and their effect on behaviour.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.
# IB Psychology/Options/Abnormal psychology

Abnormal psychology focuses on the diagnosis, analysis, and treatment of various diseases relating to psychological disorders. This option concentrates on three main groups of disorders: anxiety, affective, and eating. Furthermore, there are three main groups for the therapeutic approaches to treating disorders: therapies, individual psychological therapies, and group psychological therapies. There are 4 overarching headings in developmental psychology, which together contain 12 learning outcomes.

# Abnormal Psychology

    General Frameworks
       GF1: To what extent do biological, cognitive and sociocultural factors influence abnormal behaviour?
       GF2: Evaluate psychological research (that is, theories and/or studies) relevant to the study of abnormal behaviour.
    Concepts and Diagnosis
       CD1: Examine the concepts of normality and abnormality.
       CD2: Discuss validity and reliability of diagnosis.
       CD3: Discuss cultural and ethical considerations in diagnosis.
    Psychological Disorders
       PD1: Describe symptoms and prevalence of one disorder from two of the following groups: – anxiety disorders – affective disorders – eating disorders.
       PD2: Analyse etiologies (in terms of biological, cognitive and/or sociocultural factors) of one disorder from two of the following groups: – anxiety disorders – affective disorders – eating disorders.
       PD3: Discuss cultural and gender variations in prevalence of disorders.
    Implementing Treatment
       IT1: Examine biomedical, individual and group approaches to treatment.
       IT2: Evaluate the use of biomedical, individual and group approaches to the treatment of one disorder.
       IT3: Discuss the use of eclectic approaches to treatment.
       IT4: Discuss the relationship between etiology and therapeutic approach in relation to one disorder.
# Sociocultural Level

The sociocultural level is how the environment and the influences of other people interact to affect behaviour, such as conformity and compliance. There are 4 overarching headings in the sociocultural level, which together contain 15 learning outcomes, of which 8 are essays and 7 are 8 marks.
    General Learning Outcomes
       GLO1: Outline principles that define the sociocultural level of analysis.
       GLO2: Explain how principles that define the sociocultural level of analysis may be demonstrated in research.
       GLO3: Discuss how and why particular research methods are used at the sociocultural level of analysis.
       GLO4: Discuss ethical considerations related to research studies at the sociocultural level of analysis.
    Sociocultural Cognition
       SC1: Describe the role of situational and dispositional factors in explaining behaviour.
       SC2: Discuss two errors in attributions.
       SC3: Evaluate social identity theory, making reference to relevant studies.
       SC4: Explain the formation of stereotypes and their effect on behaviour.
    Social Norms
       SN1: Explain social learning theory, making reference to two relevant studies.
       SN2: Discuss the use of compliance techniques.
       SN3: Evaluate research on conformity to group norms.
       SN4: Discuss factors influencing conformity.
    Cultural Norms
       CN1: Define the terms “culture” and “cultural norms”.
       CN2: Examine the role of two cultural dimensions on behaviour.
       CN3: Using one or more examples, explain “emic” and “etic” concepts.
# Cultural Norms

The cultural norms (CN) outcomes concentrate the expected behaviours from different cultures.
There are three cultural norms outcomes:
* CN1: Define the terms “culture” and “cultural norms”
* CN2: Discuss the use of compliance techniques.
* CN3: Evaluate research on conformity to group norms.
Note that any example responses are not necessarily worth full marks, but exist simply to provide an idea of how an example looks.

# CN1

Define the terms “culture” and “cultural norms”
Although the IB could technically ask this question individually as an 8-mark, this has never happened before, nor is it ever likely to happen. Instead, this question will be asked in conjunction with CN2.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.

# CN2

Discuss the use of compliance techniques.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.

# CN3

Evaluate research on conformity to group norms.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.
# General Framework

The general frameworks (GF) are the equivalent to the general learning outcomes of the biological, sociocultural, and developmental levels of analysis.
There are two general frameworks:
* GF1: To what extent do biological, cognitive and sociocultural factors influence abnormal behaviour?
* GF2: Evaluate psychological research (that is, theories and/or studies) relevant to the study of abnormal behaviour.
Note that any example responses are not necessarily worth full marks, but exist simply to provide an idea of how an example looks.

# GF1

To what extent do biological, cognitive and sociocultural factors influence abnormal behaviour?

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.

# GF2

Evaluate psychological research (that is, theories and/or studies) relevant to the study of abnormal behaviour.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.
# General Learning Outcomes

The general learning outcomes (GLO) at the sociocultural level of analysis (BLOA) include all of the information that is within this level.
There are four general learning outcomes:
* GLO1: Outline principles that define the sociocultural level of analysis.
* GLO2: Explain how principles that define the sociocultural level of analysis may be demonstrated in research.
* GLO3: Discuss how and why particular research methods are used at the sociocultural level of analysis.
* GLO4: Discuss ethical considerations related to research studies at the sociocultural level of analysis.
Note that any example responses are not necessarily worth full marks, but exist simply to provide an idea of how an example looks.

# GLO1

'Explain how the Internet, through the process of internalization, could have lead to a global culture where people from different societies share given beliefs and values that are in many cases different from those shared by their own societies.
" Stanley Milgram's experiment on obedience to authority has posed several ethical dilemmas. Explain the ethical implications of Milgram's experiment and state your opinion on whether or not they could have been avoided."

## Example response

There is no example response yet for this outcome.

## Additional Notes

This outcome is very similar to GLO2 except that its focus is on the outcomes themselves as opposed to the research.

# GLO2

'Discuss whether the formation of stereotypes affect our personality or it is the other way around. In your answer, explain the stereotype formation process and affiliate with one theory of personality.
"The fundamental attribution error and the self-serving bias are two examples of attribution errors. Contrast the two concepts then provide a critique explaining how these two errors might not be enough to explain a certain social behavior. "

## Example response

There is no example response yet for this outcome.

## Additional Notes

This outcome is very similar to GLO1 except that its focus is on the research rather than the outcomes themselves.

# GLO3

' Distinguish between the expression of emotion in countries that demonstrate a high level of individualism versus countries that have a higher level of collectivism'.
"Examine the effect of stereotypes of masculinity and femininity in a given culture on the developing gender identity of children, and their association with behaviors that are typical of being masculine or feminine."

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.

# GLO4

Discuss the role of reference groups and the possible resulting internalization process on the recruitment of personnel in crime syndicates or terrorist organizations'.
"Discuss minority influence in creating social change in a given society; in your answer, describe one possible path to achieve conformity to the new system."

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.