OpenLLM-France/wikimedia huggingface dataset:
# Adventist Youth Honors Answer Book/Household Arts/Dressmaking - Advanced

Dressmaking - Advanced :
| Household Arts General Conference | Skill Level 2 |
| Household Arts General Conference | Year of Introduction: 1956 |

## 1. Have the Dressmaking Honor.

Instructions and tips for earning the Dressmaking honor can be found in the Household Arts chapter.
# Aymara/Phrases
## see you tomorrow

    qhiphürkama

## Where are you from?

    Cauquitaastasa?

## Mist's place

    urputatacheka

## To eat ok

    suma manq'aña
# Aymara/Verbs

* to have : -nītwa
* to be : -wa
** I am a teacher : Nayax yatichirïtwa
* -nni
** There's pasturage : qullchanni
* drink : lima
** I drink : umtwa
# Ayurveda/Pitta

'Pitta' relates to acid contents in our bodies.
# Aymara/Numerals
### Ordinals

* First : nayriri, nayanquiri
* Second : payiri, payanquiri
* Thirth : quimsiri, quisanquiri
* Fourth : pusiri, pusinquiri
* Fifth : pheskeri, pheskanquiri
* Sixth : sojjtiri, sojjtanquiri
* Seventh : pakallkori, pakallkonquiri
* Eighth : quimsakallkori, quimsakallkonquiri
* Ninth : llätunquiri, llätuncanquiri
* Tenth : tunquiri, tuncanquiri

### Percentages

* 1% - Sapa patakat maya
* 2% - Sapa patakat paya
* 3% - Sapa patakat kinsa
* 4% - Sapa patakat pusi
* 5% - Sapa patakat pishka
* 6% - Sapa patakat suxta
* 7% - Sapa patakat paqalqu
* 8% - Sapa patakat kinsaqalqu
* 9% - Sapa patakat llatunka
* 10% - Sapa patakat tunka
* 21% - Sapa patakat pä tunk mayani
# Aymara/Vocabulary
### Family

* Brother - jilata
* Girl - imilla
* Mist - urpu
* Lightning - q'ixuq'ixu
* Ice - chhuilunkhaya
* Hailstone - chhijchhi
   * Otros
* Flag - wiphala
# Ayurveda/Kapha

'Kapha' relates to salt (saline) contents in our body.
# Aymara/Prepositions

* until : kama
* Behind : qhipha
# Aymara/Pronouns
### Personal pronouns

* Singular
** I (exclusive [sender + | receiver — ]) = Naya
** I (inclusive [sender + | receiver + ]) = Jiwasa
** You = Juma
** He / She = Jupa
* Plural
** We (exclusive [I and other(s) without you]) = Nayanaka / Nänaka
** We (inclusive [I, you and other(s)] = Jiwasanaka
** You = Jumanaka
** They = Jupanaka

### Possessives pronoun

* Singular
** My (exclusive) = -ja
** Your = -ma
** His / her = -pa
** My (inclusive) = -sa
* Plural
** Our (exclusive) = -nakaja
** Your = -nakama
** Their = -nakapa
** Our (inclusive) = -nakasa
# Active Learning In Virtual Environment/Kinesthetic Learning

Activity: #in-class/short-term, #individual-work, #needs-preparation

### Outline

Learning method in which learning takes place by the students carrying out physical activities, rather than listening to a lecture or watching demonstrations. A kinesthetic learning method requires that you manipulate or touch material to learn. Kinesthetic techniques are used in combination with visual or auditory study techniques, producing multi-sensory learning. Important note is that if you move your body while studying and reviewing, you will find you also need to move your body during a test to aid recall. Keep this in mind when choosing the type of movement to use.

### Activity arrangement

* Plan a practise that requires moving for example to different spots in the classroom where groups need to go once they finish exercise on spot 1 and then move on to spot 2.
* Different tasks on every spot but make sure that there is movement in the classroom.
* Onces all spots are covered by all the student groups end the exercise.
* Ask the students what they learned and if it was easier for them to concentrate on once they didn’t have to be still the whole class.

### Pointers

* Learning through their bodies and their sense of touch.
* Learning through fine motor movements rather than whole body movement.
* Develops coordinated and have an excellent sense of their body in space and of body timing.

### How to use this method in online class?

This method is also possible to perform in an online environment. There are a few ways to do so, for example send students on virtual field trips where Because kinesthetic learners enjoy exploration and immersion, virtual field trips are a great option for helping them engage new topics (Cordiner, n.d.; Kato, 2017). You can either send students to websites that have already put together field trips, or assign students to create their own field trip by requiring them to virtually visit several websites or physically visit local sites and take videos or pictures. Kinesthetic learners retain information best when they are able to associate a movement with it (Major, 2016). Thus, encourage students to take notes in a way that makes sense to them. Remind kinesthetic learners to draw sketches or diagrams of what they’re learning, or to stand up and physically act out a concept if they can.

### Footnotes

* ↑ Child1st, ‘16 Characteristics of Kinesthetic and Tactile Learners’, 2019, received from https://child1st.com/blogs/resources/113559047-16-characteristics-of-kinesthetic-and-tactile-learners
* ↑ Houghton College, ‘Kinesthetic Learning Style’, n.d., received from https://www.houghton.edu/current-students/center-for-student-success/academic-support-and-accessibility-services/study-advisement/general-study-information/kinesthetic-learning-style/
* ↑ Ibid, note 2
* ↑ Ibid, note 1
* ↑ Ibid
* ↑ Ibid
* ↑ Kittrina Bartlett and Jennifer Bell, ‘Kinesthetic Learning in an Online Learning Environment’, 2019, Center for Teaching and Learning, Wiley Education Services, received from https://ctl.wiley.com/kinesthetic-learning-online-learning-environment/
* ↑ Ibid, note 7
# Active Learning In Virtual Environment/Mind Maps Concept Maps

Activity: #offline/long-term, #individual-work

### Outline

As one of the most effective learning techniques, mind mapping can help students take better notes, improve comprehension, and foster creativity. Mind mapping helps students reignite their creativity, promoting ideas through association, and introducing an engaging, visual, and memorable approach to learning. Mind mapping is a visual form of note taking that offers an overview of a topic and its complex information, allowing students to comprehend, create new ideas and build connections. Through the use of colors, images and words, mind mapping encourages students to begin with a central idea and expand outward to more in-depth sub-topics. It uses a simple interface to create graphical representations of linked information.

### Activity arrangement

* For example in the end of the class ask the students to make a mind map about the topic discussed in the class.
* Advice to start them with the topic of the class and then start filling their mind map.
* Invite your students to provide suggestions and add them to the board as they are given, connecting each suggestion to the center with a new line.
* Then after a while ask the students to present their mind maps and see what the students took from the class and elaborate on these results.

### Pointers

* As one of the most effective learning techniques, mind mapping can help students take better notes, improve comprehension, and foster creativity.
* Mind mapping helps students reignite their creativity, promoting ideas through association, and introducing an engaging, visual, and memorable approach to learning.
* Through the use of colors, images and words, mind mapping encourages students to begin with a central idea and expand outward to more in-depth sub-topics.
* It uses a simple interface to create graphical representations of linked information.

### How to use this method in online class?

In Zoom for example, tell the students that next time they need to provide a mind map of what they learned about this class and what kind of conclusions they drew about the topic discussed. Then in the next class ask students to provide their mind map and give feedback and discuss about the students mind maps and the topic in general. Point out what the students did good, what they might have forgotten that you taught was important and overall what they thought about the exercise. Also explain why mind maps are both useful to them and to you as a teacher.

### Footnotes

* ↑ Mind-mapping, n.d.m received from http://www.bchmsg.yolasite.com/mindmapping.php
# Active Learning In Virtual Environment/Peer Review

Activity: #in-class/short-term, #offline/long-term, #individual-work

### Outline

The main point of peer review activity is to give an opportunity for students to test their abilities in commenting and analysing their classmate’s work. As a matter of fact, it encourages students to communicate or collaborate with peers in a project. During this activity, students provide feedback for each other’s assignments, stating constructive critique on the issue. For more efficiency, a teacher should create a list of prompts students should pay attention to while providing feedback. Once comments are written down, students then should verbally go through their overviews. Consequently, students learn essential communicative skills as well as taking other people’s opinions into account.

### Activity arrangement

* create a guideline students should follow that may consist of several steps. An example of a scheme could be as follows:
* Read the piece
* Say what you like about it
* Ask what the main idea is
* Listen
* Say “Add that, please” when you hear a good detail
* give examples of what constructive critique should look like so that no one ends up in a situation where someone is offended
* divide the class either into pairs if individual assignments are reviewed or groups for team tasks
* set the approximate time when the task has to be finished
The task does not necessarily need to be held online, it is suitable as an offline activity as well. But then, a clear deadline has to be set.

### Pointers

* less grading workload on a teacher during introductory-level courses
* students are able to develop crucial skills such as reviewing, criticizing, developing arguments, describing and more
* students may become more inspired to study the course further
* if the activity is to be done outside of the class, students are able to schedule their time independently

### How to use this method in online class?

This type of assignment can be done in Zoom breakout rooms or in Google Meet breakout rooms. Students exchange their documents in a chat box and then review it in their preferable document editor. If the task is assigned to be done offline, a teacher should make sure students are able to contact each other and exchange their works.

### Footnotes

* ↑ Science Education Resource Center, ‘Pedagogy in Action - Peer Review’, Carleton College, 07.05.2018
* ↑ ReadWriteThink, ‘Strategy Guide: Peer Review, n.d.
# Active Learning In Virtual Environment/Flipped Classroom

Activity: #offline/long-term, #group-work, #needs-preparation

### Outline

This method activates students learning both at home and in class. In this blended learning approach, face-to-face interaction is mixed with independent study usually via technology. In a common Flipped Classroom scenario, students might watch pre-recorded videos at home, then come to school to do the homework armed with questions and at least some background knowledge. The point of flipped classroom is to rethink when students have access to the resources they need most. If the problem is that students need help doing the work rather than being introduced to the new thinking behind the work, then the solution the flipped classroom takes is to reverse that pattern.

### Activity arrangement

* Discuss the topic briefly in class before giving the assignment.
* Divide the class into groups and assign which part of for example the phenomenon the group should cover.
* Then give the students the instructions that they need to find out at home what are the key points or main topics which are related to the topic briefly discussed.
* Tell the students that they need to be able to present the findings of their home assignment.
* During the flipped classroom and the students presenting be ready to provide feedback and pay attention to what the students might have missed.

### Pointers

* Create flexible spaces in which students choose when and where they learn.
* Educators who flip their classes are flexible in their expectations of student timelines for learning and in their assessments of student learning
* In the traditional teacher-centered model, the teacher is the primary source of information.
* The students determine what they need to teach and what materials students should explore on their own.
* Educators use Intentional Content to maximize classroom time in order to adopt methods of student-centered, active learning strategies, depending on grade level and subject matter

### How to use this method in online class?

This method is pretty easy to interpret in online class. Give the instructions on what needs to be done for the next class and assign the groups in Zoom for example. Then be ready to provide feedback to the groups as well as cover or elaborate more on matters that might not be covered. The basic idea is that the students are the teachers and they do the teaching and this can be done easily in Zoom.

### Footnotes

* ↑ TeachThought, ‘The Definition of the Flipped Classroom’, 2014, received from https://www.teachthought.com/learning/the-definition-of-the-flipped-classroom/
* ↑ FLIP learning, ‘What is flipped learning?’, n.d, received from https://flippedlearning.org/wp-content/uploads/2016/07/FLIP_handout_FNL_Web.pdf
# Active Learning In Virtual Environment/Pro and Con Grid

Activity: #in-class/short-term, #individual-work, #quick-preparation

### Outline

A rather effective way to encourage students to develop their critical thinking skills could be creating a list of advantages and disadvantages on a given matter. Furthermore, students have an opportunity to compare and contrast their viewpoints. This strategy determines a person to analyse the information deeper and therefore state more constructive responses. Moreover, completed lists of points could become a starting point for a class debate. Students have to create two columns on a spreadsheet - one with benefits and another one with drawbacks regarding a certain topic. Depending on the time given and complexity of the topic, the number of points varies. If activity is held during an online class some platforms can be used such as any document editor, Google documents or Blackboard Discussion Boards.

### Activity arrangement

* pick a specific topic based on some problem or issue students are already familiar with, provide students with a clear statement or a question
* state the number of pros and cons students should list
* decide on the platform students will be using
* set the approximate time of the activity, for example, 20 minutes give or take
* divide the class into small groups or assign the task to be done individually
* after the task is completed, encourage students to share their ideas

### Pointers

* develops analytical and evaluative skills
* makes students to think beyond their initial response
* students list ideas on both sides of a topic, not only their preferable opinion
* may become a starting activity before going into details of a certain subject

### How to use this method in online class?

The simplest way to conduct this activity would be to set a statement or a question and then ask students to create a table. The table can be created in any document editor. The most accessible to everyone is google documents. A simple or a more complicated table can be created. An example of such a table would be the following:
If you need a detailed instruction of how to create the table, it is available here: . Blackboard Discussion Boards is great for creating class discussions during online meetings. However, most of the content is accessible only by a fee.

### Footnotes

* ↑ Griffith University, ‘Explore learning and teaching - Pro and Con Grid’, 18.05.2020
* ↑ Academic Outreach and Innovation, ‘Pro and Con Grid’, Washington Academic University, n.d.
* ↑ QepCafe, ‘Pro and Con Grid’, n.d.
* ↑ Queen’s University, ‘Teaching and learning in higher education - Examples of Active Learning Activities’, n.d.
# Active Learning In Virtual Environment/Minute Paper

Activity: #in-class/short-term, #individual-work, #feedback, #discussion

### Outline

A minute paper is a teaching tool in which students have to provide responses or thoughts about the class held or about the homework that they had. The main goal of the minute paper is to understand what the students have learned or what they found interesting and even what subject they found difficult in class. A minute paper gives an idea to the teacher of what the students have actually learned and whether the outcomes of the students’ learnings correspond to what the teacher had in mind. Results of the minute paper can be discussed in the class which gives the students even more possibilities to reflect on what they have learned, what other students have learned, and even learn from those other students. This can be used in various platforms, for example Moodle. The teacher can upload the questions in Moodle and the students can go and provide answers to the questions.

### Activity arrangement

* inform the students that they may have to provide answer to a minute paper during the end of the class or in the beginning of the class for example for homework
* stop the lecture at the time of your choosing
* ask questions which require broader thinking about the topic of the class, avoid yes and no questions
* students provide their answers, look into them
* provide feedback and discussion about the answer either in the class or before the next class

### Pointers

* extremely quick way of collecting feedback.
* provides results if the students perceived the teachers main point or ideas that the teacher had in mind for the class.
* the students must self-reflect on what was studied in the class and therefore analyse what they’ve learned.

### Footnotes

* ↑ University of Rochester, Center for excellence in Teaching and Learning, ‘The One-Minute Paper’, n.d., received from https://www.rochester.edu/college/cetl/faculty/one-minute-paper.html
* ↑ The University of Queensland, Teaching toolkit series, ‘The Minute Paper’, n.d., received from https://www.mariancollege.org/miitle/assets/downloads/mitle/resources/minutepaper.pdf
* ↑ University of Nebraska-Lincoln, Office of Graduate Studies, ‘Minute Paper’, n.d., received from https://www.unl.edu/gradstudies/current/teaching/minute
* ↑ https://provost.tufts.edu/celt/files/MinutePaper.pdf
# Active Learning In Virtual Environment/Polling

Activity: #in-class/short-term, #individual-work, #quick-preparation

### Outline

Polling can be used as a fast method to explore students’ opinions on a certain subject. What makes it convenient is Zoom’s polling feature that allows students to post their responses during the class. Therefore, teachers are able to view the answers right away. A variety of polling types is available to choose from, such as multiple choice polls, true or false statements or Likert-type questions. Additionally, it helps a teacher to keep track of students’ attendance or prevent any miscomprehensions at any time throughout the class. As a matter of fact, there are alternative online polling platforms to choose from: SurveyMonkey, Poll Everywhere and Google Forms.

### Activity arrangement

* create a poll in one of the platforms
* decide on the approximate time for students to answer during the class
* check that the questions are understandable and set correctly
* provide students with verbal instruction (or/and written if needed)
Once students start answering the questions, you will be able to view the responses simultaneously.
* end the poll.

### Pointers

* easy to arrange in large groups of students.
* less pressure on students that don't like active participation.
* engages students to stay attentive.

### How to use this method in online class?

One of the most common options to use polling during the class is Zoom polling feature. There are certain necessary aspects you should keep in mind, before creating a poll in Zoom. For example, there are such limitations as max 10 questions in one poll and the number of participants being max 25. In addition, you have to make sure you created a meeting using your Personal Meeting ID. A detailed step-wise instruction is available on their website.
If a meeting is done through Google Meet, a Google Forms feature would be the most convenient feature to use. Besides, unlike Zoom polling feature, google forms can be conducted offline.

### Footnotes

* ↑ Columbia, Center for teaching and learning: ‘Active Learning for Your Online Classroom: Five Strategies Using Zoom’, n.d.
* ↑ Pedagogy Day 2017: Total Participation workshop, ‘Polling as Active Learning’, 2017
* ↑ SurveyMonkey, ‘How to create a poll in 3 simple steps’, n.d., received from https://www.surveymonkey.com/mp/online-polls/
# Active Learning In Virtual Environment/Reciprocal Questioning

Activity: #in-class/short-term, #group-work, #needs-preparation

### Outline

In reciprocal questioning technique students take the role of the teacher. Students are given some materials to read and afterwards, they should come up with a list of questions. The teacher then answers students’ questions. This task benefits students’ comprehension of a subject. Firstly, students have to deeply analyze the reading selection in order to produce “teacher” questions. Secondly, as the teacher answers the questions, it reinforces the learning process. It should be noted that this strategy does not fit all subject areas. For example, Math is a subject that requires exact answers rather than interpretation. Therefore, this technique should be used in reviewing reading and writing assignments.

### Activity arrangement

* divide class into small groups and give them a section to read
* explain the task to them: students should read the sections and write down questions for the teacher
* set an exact time to complete the task
* let groups collect all the questions and present a list of final questions
* the spokesperson of the groups asks questions to the teacher
* the teacher answers the questions
* ask students to recognize the strategies they used in writing the questions
Note that this activity can be assigned as an individual task as well.

### Pointers

* improves questioning, reasoning and reading comprehension skills
* encourages thinking skills
* learning in stress-free environment
* students learn to use meta-cognition

### How to use this method in online class?

To use this activity as a group assignment, students can be divided into Zoom breakout rooms or Google Meet breakout rooms. Then, students can use a shared Google document to list their questions. In the main session, students present their questions to the teacher.

### Footnotes

* ↑ Reading Educator, ‘Reciprocal Questioning”, n.d., received from http://www.readingeducator.com/strategies/request.htm
* ↑ TAP Facilitator Resource Center, ‘Reciprocal Questioning”, n.d., received from https://sites.google.com/site/tapfacilitatorresourcecenter/questioning-techniques/reciprical-questioning
* ↑ Ibid, note 1
* ↑ Ibid, note 2
# Abnormal Sexual Psychology/navtemplate

Abnormal Sexual Psychology
DSM-IV Clinical Paraphilias and Mental Health
* Table of Contents   |   Preface   |   Warning to Readers   |   Further Reading
| Overview Abnormal Sexual Psychology (or ASP) is a college-level text that is intended to cover the specialized study of DSM-IV recognized paraphilia. This book is written for both a person who is familiar with psychology and who has some knowledge of the clinical disorders in question. if you are unfamiliar with paraphilia, the book serves as a primer and explanation. Specifically, the book covers: What paraphilias are What paraphilias are recognized as aberrant or abnormal by DSM-IV The effects these paraphilias have on mental health Related mental disorders and resultant psychological effects Diagnosing paraphiliac behaviors and discrimination of true paraphilia and fetishism. This book may contain graphic descriptions of acts that some readers will find morally objectionable. A further discussion can be found in the Warning Section. | Editing Functions Book MOS WB MOS |