OpenLLM-France/wikimedia huggingface dataset:
# GRE/Rescheduling your GRE Exam

GRE
Question: I have a scheduled exam on 1st September. I want it to be rescheduled to late October or early November this year? possible?(dates) How? (need exact steps and links as i didnt find the exact page in the prometric site to do the same)
Answer:
go to ets.org >gre >register for a gre test >gre general test >online registeration( credit card only) >select gre general test from the pull down menu >select the country and location from the other pull down menus > reschudule or cancel an exam >it asks for the conformation/ tracking number (which you can find it from the conformation mail that you must have received earlier) and the first four letters of your last name after entering you will be directed to the calender page displaying available dates and sessions from which you can choose.after this the credit card formalities follow....hope this is useful
The above process may cause problems to a few. So you can directly follow the link below: https://securereg3.prometric.com/RescheduleOrCancel.aspx?resch=
It will say session expired. But will show you a link which you can directly click and proceed.
# GRE

The GRE (Graduate Record Exam) is required for entry into graduate programs at most institutions in the United States. As with most standardized tests, individuals who study and practice the test in advance can improve their scores by more than enough to justify the effort. This book will attempt to show the basic format of the GRE, how it is taken, how it is scored, and how to do well.

## Table of Contents

* About the Test
* Quantitative
* Verbal
* Analytical Writing
* Subject Tests
* Resources
* How to start preparing for GRE
* Frequently asked questions about GRE Preparation
* What should be GRE goals
* How to approach professor for funding
* Preparing for GRE while you are working
* Frequently asked questions on VISA process
* Some questions about Credit Card
* GRE Aspirations with a 3 year Degree
* Taking GRE the Second time
* Rescheduling your GRE Exam
* All about education in USA

## See Also

* A Guide to the GRE
# GRE/Preparing for GRE while you are working

GRE
1. Is there any advantage of having one and half years of experience? Or should I have more? Somebody told me that if anyone has more than two years of experience he'll get some additional scores.
That is not true. There are no such standard criteria. Moreover, if you apply now, you will be working for over two and a half years by the time you get an admit. These are the kinds of myths that you don't want to entertain. So, any work experience for any length of time will add to your strengths.
2. How difficult is the process from getting the GRE score to starting college? Is it possible for a person who's employed to handle the situations without help of any external agencies, like coaching centers?
YES! It most definitely is possible. However, you will need to approach the application process in a timely, professional manner and work out a detailed plan of action. Do be prepared to take a total of one or two weeks off over the course of a few months to take care of GRE preparation, the actual tests, obtaining reference letters, transcripts, etc. Moreover, there are no high quality coaching centers and training programs that can actually do this for you in a professional way.
3. If I am working, or about to start work before applying, what is an ideal time to take the TOEFL exam?
A GRE score is valid for five years and the TOEFL score for two years. I suppose most people take up GRE and TOEFL in the final year. If some of you are planning to work for more than a year, you should retake TOEFL.
It's better to take TOEFL as close as possible to the admission year.
# GRE/How to approach professor for funding

GRE
Contacting professors is something you should handle carefully and fairly. Use conferences and places like that as tools and places to network with Professors.
While contacting them, do not just write emails to dozens of them all over the place and expect random replies.
Make a list of Professors and labs where you know your skills will be applicable. Make sure you keep this broad. And then contact these people. Be respectful of the fact that thousands of students similar to you will be contacting these professors. So, express patience and leave enough time between follow ups.
Make sure your emails stay to the point and do not ramble on for ever. I suggest you build a portfolio of skills on a website. And leave clear contact information. Test your emails before you send them out. Try to use text emails instead of html rich ones, since at least some of them will read them using older unix options.
Use a lot of common sense and patience.
The following would be a desirable approach when you are contacting a professor after admit and seeking funding under him.
Paragraph 1: Say who you are, where you are from and that you are admitted to the university, a professor of which you are writing to. Include evidence to that effect: student ID / registration number / application number etc.
Paragraph 2: That you don't have funding, I believe you should make it clear that you are looking for funding. So you could say, "I am looking for funding and I would be very happy to work for you." or something of that nature. Keep this very short. One, or may be two sentences.
Paragraph 3: Here's where you tell _why_ you want to work with the professor you are writing too. Talk about their projects that interest you, talk about a paper or two that they have published (preferably where they are the first author) which are of interest to you. Keep this to at most 5 sentences. Remember that to appreciate a professor's work is much more effective than flattering her.
Paragraph 4: Talk about yourself. Tell them about any of your skills, certifications etc. and how they can be of use to them. This should also be brief and cover only those aspects that you think will be of use to the professor you are writing to. The rest of it is in your resume anyway.
Paragraph 5: Close your email politely. Tell them that you have attached your updated resume and any other files (certificates etc.) and that you eagerly wait for a reply.
The bottomline: be brief. Tell them concisely, what could be of interest, and be done.
Credits: Raghu.
# GRE/Analytical Writing

GRE
The analytical writing section is divided up into 2 essays: a critique and an opinion piece. Part of the score is determined by how well you separate your personal opinions from analytical arguments, and how well you stay on topic.

## The Opinion Essay: "Present Your Perspective"

The opinion essay provides you with two statements, one of which you must choose to answer. You are to give your personal opinion concerning the statement, agreeing with, disagreeing with, or qualifying the statement. You must not analyze the given statement, and you must not talk about other subjects. This is an important point, because this essay will be graded according to how well you stay on topic. If you don't stay on topic, you will lose points. Your skill in writing is not nearly as important as your ability to focus on the topic.

## The Critique Essay: "Analyze an Argument"

The critique essay provides you with an argument, often of dubious quality. Your task is to read the given passage, and analyze the logic of the assertion within the essay. You may accept or deny that the position presented is well-reasoned, but you must support this. (It is usually easier to find and discuss any logical flaws than to demonstrate that the brief argument is sound.) You must not use your personal opinions when writing this essay, and you must not speculate. You may only discuss the information that is provided, and you can comment on additional information that should be included. Again, your ability to follow the rules is much more important to the judges than your ability to write beautiful sentences. The opinion essay asks you to express your opinions and not critique the argument, while this essay asks you to do exactly the opposite. Check your emotions and opinions at the door, because if you start to express your opinions, you will lose points. The most difficult aspect of this essay is to separate the logical facts of the argument from your personal feelings on the issue. If you can separate these well, you will get a good score.

## Sample Essay Questions

The GRE website contains a large listing of sample essay questions. It is a good idea to read through this list, and get a good idea of what kinds of things the GRE is going to ask. Do not bother trying to memorize this list of questions, or to prepare essays ahead of time, unless you are just practicing. The phrasing of the questions may vary enough from the list to affect any prepared answers.
# GtkRadiant/Models

Models
GtkRadiant
Technically speaking, models are pre-compiled geometry parts which can be included in a map, if you didn't get that, they are objects, which can be used in your map, this includes stuff like chairs, tables, trees, you get it. These models are supplied with the game you make the maps for, not GtkRadiant itself, so they are different for each game which means you might not recognize any of the models used in the examples.
Models are usually made using modelling software such as 3ds Max or Blender, and for the id tech 3 engine, they usually come in the .md3 format. Using models, or even making your own can really simplify making your map, or at least visually spicing it up. The next chapters will teach you more about models.
# GtkRadiant/Patches

Patches
GtkRadiant

## Patch Meshes

Patch Meshes are simple polygon meshes that are 0 units high. The front side is visible and solid, the backside is not, allowing the player to go through it from one side only. They consist of vertices, e.g. you have to use the vertex editor (V) to edit and manipulate them. To create a patch you have to create a brush first. Then press SHIFT+P and the brush side you are looking at in the 2D window, will turn into a 3x3 patched mesh.

## Editing Patches/Curved Objects

With "Curve → Insert/Delete" you can add or remove columns or rows to a selected patch, cylinder, cap or bevel.
Press V to move vertices around.
Use SHIFT+LMB to select more than one vertex.
Press CTRL+I to invert front side and backside.
Press CTRL+C to add a cap to bevels and cylinders.

## Usage

* sprites, flares
* wires, cables, pipes
* arches
* round corners
* railings
# GtkRadiant/Model Tricks

Model Tricks
GtkRadiant

## Retexturing a Model

Retexturing a model is very useful sometimes, for example if you have a rock, and want it to be out of ice or so..
to do it, just add:
key: _remap value: *;[texture]
Example: key: _remap value: *;textures/hoth/ice2

### Per - surface model remapping

If you don't want to retexture the whole of the model with one texture, you can use per-surface model remapping.
To do this, use:
key: _remapNN value: [old texture];[new texture]
NN is the surface of the model - you can probably find this by looking at it in a text editor.
Example: key: _remap01 value: textures/hoth/ice;textures/hoth/ice2

## Rotating a model

Most people know how to rotate a model around the z-axis, just press the angle buttons. But, if you want to rotate the model around the x or the y axis you will have to use:
Key: angles Value: <X> <Y> <Z>
Example: Key: angles Value: 90 75 60

## Autoclipping/Lighting a Model

Autoclip(Should not be used on small models with many polys): Key: spawnflags Value: 2
Autolight: Key: spawnflags Value: 4
These can be combined to: Key: spawnflags Value: 6

## Scaling Models

Scale on all Axes: Key: modelscale Value: [Multiplier]
Example (makes model 1.3 times bigger): Key: modelscale Value: 1.3
Scale on specific axis: Key: modelscale_vec Value: [Multiplier X] [Multiplier Y] [Multiplier Z]
Example: Key: modelscale_vec Value: 1.2 0.7 2.1
# GtkRadiant/Skyportals

Skyportals
GtkRadiant
Skyportals are nothing else than another, smaller, skybox with a _skybox (or misc_skyportal) entity in it. The big advantage of skyportals is that you can put everything you want into the portal and those things will get projected into the normal skybox. That allows you to add special effects such as additional suns/planets but also a terrain or buildings into the skybox without editing the images.
As already said, the skyportal is a second skybox in your map. It is important that it is not inside of your normal map geometry. That means you have to place it separately so that it wont come into contact with any other brushwork of your map. Once you did that, you place the _skybox (or misc_skyportal) into the second skybox. If you cannot select this entity in Radiant, add the following lines at the end of your entity definition:
# GtkRadiant/Shader Syntax

Shader Syntax
GtkRadiant
A shader file consists of a series of surface attribute and rendering instructions formatted within braces: { and }. It uses a syntax similar to the C programming language. All shaders and shader examples in this book will be commented, with the comments being the stuff behind the //. Since this is commented out by the engine as well, you may just leave it if you copy and paste the shader. Below you can see a simple example of syntax and format for a single process, including the Q3Map2 keywords and Surface Parameters, which follow the first bracket and a single bracketed stage:
Shaders need to be referenced by the map editor, compiler (Q3Map2) and game engine - each of which uses a different part of the shader. In the above example shader, the different sections are listed on the right.
# GtkRadiant/Shaders

Shaders
GtkRadiant
Shaders are short text scripts that define the properties of a surface as it appears and functions in a game world (or compatible editing tool). By convention, the documents which contain these scripts usually have the same name as the texture set which contains the textures being modified (e.g.; base, hell, castle, etc.,). Several specific script documents have also been created to handle special cases, like liquids, sky and special effects.
# GtkRadiant/Sky

Sky
GtkRadiant
Sooner or later, you will want to add some kind of sky to your map. Whether its an indoor map with windows, or an outdoor map, most better maps have a sky. So let's first classify a sky in the id tech 3 engine. A sky, or skybox as most mappers call it is a texture which looks the same from all perspectives.
This means it doesn't move when you move in the map like all other textures do, hence giving an illusion of something far away. First off, the myth that to make a skybox, you will have to make a big box around your map, is wrong. it is enough to put the sky shader just where you want the sky to be, so if the sky is outside a window, just put a single brush with a sky shader on one side (the one facing the window) outside the window. This is enough to give the illusion of a sky on the other side of the window.
Usually, there are already a bunch of premade skies with shaders included with your game. These can be found in the texture folder called skies. Here, make sure you texture your skybox or sky brushes with the shaders, not the actual textures themselves. The shaders have a white frame around them, so you will be able to identify them in the texture browser.
# GtkRadiant/The CSG Tools

The CSG Tools
GtkRadiant
The next set of important brush tools are called the CSG tools. CSG in this case stands for Constructive solid geometry which, in a nutshell allows you to cut and merge brushes, as well hollowing them. The tools are called CSG Subtract, CSG Merge and Hollow.

## CSG Subtract

This tool allows you to "cut out" or "subtract" one brush with another. See the figure with the purple and olive brush. Modelers know this as a Boolean operation. To use CSG Subtract intersect two or more brushes, then select the brush you want to cut with, in the example, this was the olive one. Then press the first CSG Subtract button in the toolbar .
If you then delete the brush you cut with, you should now find that there's a hole in the other brush(es) where that brush was. If you select the brushes left, you will most likely see that they have split up into smaller brushes. This is because all brushes in the id tech 3 engine (and therefore in GtkRadiant) have to be convex.
This tool is very useful to make holes into brushes when placing doors etc. But be careful, if you use this with to complex objects, you might find yourself with an excessive number of brushes as result. So if you want to do arches or other round things, you're probably better off with patches and end caps.

## CSG Merge

This tools function is very simple, it merges multiple brushes into one brush. So to use it, select two or more brushes which align with each other on at least one side. Then press the CSG Merge button the in toolbar.
Generally, the reason why you only can merge aligning brushes is the same reason as for the subtract, id tech 3's inability to handle concave brushes. So a rule of thumb would be that any two brushes which when merged would become a concave brush cant be merged.

## Hollow

The Hollow tool allows you to (surprise) make a brush hollow. This replace the original brush with six brushes, making up the sides of the brush you had. The "side" brushes will be as thick as the grid size you have selected. This tool does however overlap the brushes in the corners, which should be avoided, so when using this tool, always fix the overlapping corners.
To use it, simply select the brush you want to hollow, make sure you have chosen the grid size you want, and click the hollow button in the toolbar.
# GtkRadiant/Linking Entities

Linking Entities
GtkRadiant
Many entities can trigger other entities, or be triggered. For example you could switch a light on and off with a button, so here the button triggers the light. You could also unlock a door with a button, or open a door. Not only buttons can trigger things, for example a destructible wall could trigger that an NPC spawns when it is destroyed, or that a message is broadcasted when it is shot at. But in this chapter we will simply turn a light on and off with a button.
Lets begin with making something that could look like a button, or at least could look like a button, a simple box is enough here. Texture it with any texture you like, and put it where ever you want. It doesnt matter where you put it since it isn't the button itself you press. To make something "pressable", you will have to add another brush in front of your button brush. This time, texture it with the system/trigger texture. Then, while the brush is still selected, right click, and choose trigger and then trigger_multiple. This will make the brush with the trigger texture a trigger_multiple entity. By default, this will trigger something as long as you are in the brush. But since you want the trigger to only trigger when you are in it and press the USE button, you will have to open the entity window (N) and check the use_button spawnflag.
Everything still isn't fine, since, right now the trigger will fire continuously as long as you hold down the button, so since you don't want that add the property wait with a value of 1 to make it wait one second between the triggerings. Now that the trigger is set up, create a light (you should know how by now), then deselect everything (ESC). Then select the trigger brush, and then the light (SHIFT+LMB) and press CTRL+K to connect them. If everything is done correctly, a line will appear between the two entities, if not, try again.
# General Learning Outcomes

The general learning outcomes at the biological level of analysis are a summary of all the information at this level.
There are four general learning outcomes:
* GLO1: Outline principles that define the biological level of analysis.
* GLO2: Explain how principles that define the biological level of analysis may be demonstrated in research.
* GLO3: Discuss how and why particular research methods are used at the biological level of analysis.
* GLO4: Discuss ethical considerations related to research studies at the biological 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

Outline principles that define the biological level of analysis.

## GLO2

Explain how principles that define the biological level of analysis may be demonstrated in research.

## GLO3

Discuss how and why particular research methods are used at the biological level of analysis.

## GLO4

Discuss ethical considerations related to research studies at the biological level of analysis.
# IB Psychology/Levels of Analysis/Levels/Sociocultural
## Sociocultural Level

    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
       SN1: Define the terms “culture” and “cultural norms”.
       SN2: Examine the role of two cultural dimensions on behaviour.
       SN3: Using one or more examples, explain “emic” and “etic” concepts.
# Cognitive Level

The cognitive level is focused on studying certain brain functions in relation to cognition, such as investigating memory and cognitive processes.
    General Learning Outcomes
       GLO1: Outline principles that define the cognitive level of analysis.
       GLO2: Explain how principles that define the cognitive level of analysis may be demonstrated in research.
       GLO3: Discuss how and why particular research methods are used at the cognitive level of analysis.
       GLO4: Discuss ethical considerations related to research studies at the cognitive level of analysis.
    Cognitive Processes
       CP1: Analyse schema theory with reference to research studies.
       CP2: Distinguish between (or analyse) theories of one cognitive process with reference to research studies.
       CP3: Explain how biological factors may affect one cognitive process.
       CP4: Explain how cultural factors affect one cognitive process.
       CP5: Explain the reliability of one cognitive process.
       CP6: Analyse the use of technology in investigating cognitive processes.
    Cognition and Emotion
       CE1: Explain how cognitive and biological factors interact in emotion.
       CE2: Analyse one theory of how emotion may affect one cognitive process.