OpenLLM-France/wikimedia huggingface dataset:
# Instructional design/CARP/Design Principle Descriptions
## Part 3 - Design Principle Descriptions

Contrast: If two items are different, make them look very different:
The left side is a non-example, because the font color and gray value is too similar to the background making it hard to read. The example on the right successfully uses contrast, allowing the text to stand out clearly.
Alignment: Creates organization on a page by connecting items:
The left side is a poor example. It does use two columns as well as center justification, however center justification should be avoided when possible. The right side is a better example of alignment because the text in each column is left justified.
Repetition: Identical types of items should be repeated consistently throughout a piece. This means for instance, that all titles will have the same font size, color, style, and alignment since they are all titles, even though the text of the titles is not identical:
The four different jerseys all use repetition of the colors orange and black, as well as have the same socks, shoes, and belts throughout. The font used for the team names is consistent as well. Despite the fact that the jerseys are not identical, they all share many repeated attributes that tie them together and identify them all as belonging to the same (identical) baseball team.
Proximity: Related items should be grouped together:
The left side is a non-example because all items are grouped together so no items can be distinguished as distinctly similar to each other yet different from the rest. The right side is a good example, because items are grouped distinctly using spacing. There are clearly three groups, and we can surmise that items within each group are related to each other.
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# Instructional design/CARP/Design Principle Descriptions: Fill in the Blank
## Part 3 Continued - Design Principle Descriptions: Fill in the Blank

Fill in each blank with the number of the corresponding description.
Contrast =
Alignment =
Repetition =
Proximity =
1. Identical types of items should be repeated consistently throughout a piece. Examples: Bold, Italics, and Color.
2. Related items should be grouped together.
3. Creates organization on a page by connecting items. Examples: Columns, Margins, and Top/Bottom/Left/Right/Center Justification.
4. If two items are different, make them look very different. Examples: Size, Thickness, and Font. :
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# Literature/1982/Garfield

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &
[[Category:Authors {{{2}}}|Garfield]]

## Excerpts

   Bernal had been a significant factor in organizing the Royal Society Empire Scientific Conference on Scientific Information in 1946. The proceedings of this conference became a bible for me as a fledgling investigator. In particular, his idea of a centralized reprint center was in my thoughts when I first wrote about the as yet nonexistent SCI in Science in 1955.
   Many scientists and documentalists I met in those days knew and respected Bernal and also participated in that conference. They included Ralph Shaw and Derek J. de Solla Price, as well as G.M. Dyson, Mortimer Taube, B.C. Vickery, R. Fairthorne, J. Farradane, and D. Urquhart. James Murray Luck, the namesake of the National Academy of Sciences annual award for scientific reviewing, represented the academy at that conference. (p. 511-2)

## Wikipedia

* Science Citation Index
# Literature/1982/Hopfield

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &
[[Category:Authors {{{2}}}|Hopfield]]

## Relations

* Literature/1986/Rumelhart $^{[^]}$
# Literature/1982/Rhee

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &
[[Category:Authors {{{2}}}|Rhee]]

## Author

* PhD study with David Easton, University of Chicago.
* Yong Pil Rhee was president of the International Society for the Systems Sciences in 1996, and president of the International Federation for Systems Research (IFSR) from 2000 until 2002.
# Literature/1982/Adler

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Wikimedia
### w: Paideia Proposal

* The essence of the proposal involved three necessary types of learning and respective types of teaching: knowing what, knowing how, and knowing why: One of these was lacking from present-day practice after kindergarten and first grade.
* Didactic instruction (traditional lecturing) was ... the primary mode of teaching being applied in the traditional system. Its purpose was for the acquisition of organized knowledge or facts. Adler placed the least value on this form of knowledge, arguing that it generally fades away with time [...]
* Coaching is performed so that the student may acquire skills, such as reading, writing, speaking, listening, calculating, problem-solving, estimating, measuring, and exercising critical judgement. Skills are habits, not memories, thus are much more durable than memories, especially memories not based upon understanding. [...]
* The Socratic method (extended discussion) is the only path to understanding basic ideas and values. This cannot be acquired through didactic teaching or coaching. The basis of discussion cannot be textbooks, but must be works of art and books that deal with ideas and values. Adler states that our teachers are totally untrained for this. [...]
| w: Education reform w: Cognitive revolution w: World Brain | w: Great Books w: Great Books of the Western World w: Western canon |

## Chronology

* Literature/1990/Adler $^{[^]}$
* Adler, Mortimer J. & Geraldine van Doren (1988). Reforming Education: The Opening of the American Mind. New York: Macmillan. $^{[^]}$
* Bloom, Allan (1987). The Closing of the American Mind: How Higher Education Has Failed Democracy and Impoverished the Souls of Today's Students. New York: Simon & Schuster. $^{[^]}$
* Adler, Mortimer J. (1984). The Paideia Program: An Educational Syllabus: Essays by the Paideia Group.
* Adler, Mortimer J. & Paideia Group (1983). Paideia Problems and Possibilities: A Consideration of Questions Raised by The Paideia Proposal. New York: Macmillan Publishing Company.
* Adler, Mortimer J. & Paideia Group (1982). The Paideia Proposal: An Educational Manifesto. New York: Simon & Schuster. $^{[^]}$
* Literature/1977/Adler $^{[^]}$
* Literature/1972/Adler $^{[^]}$
* Hutchins, Robert, ed. (1952). Great Books of the Western World. Encyclopaedia Britannica. $^{[^]}$
* Bernal, J. D. (1939). The Social Function of Science. London: Routledge & Kegan Paul Ltd. $^{[^]}$
* Wells, H. G. (1938). World Brain. Garden City, NY: Doubleday, Doran & Co. $^{[^]}$

## Reviews

* http://books.google.com/books/about/Paideia_Proposal.html?id=_Q0ZM4lWK1EC
# Literature/1982/Cleveland

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Wikimedia

* w: DIKW
# Literature/1966

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Subpages

* Literature/1966/Berger $^{[^]}$
* Literature/1966/Foucault $^{[^]}$
# Literature/1967/Neisser

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Wikimedia
### w: Cognitive psychology

* Ulric Neisser coined the term "cognitive psychology" in his book Cognitive Psychology, published in 1967.
* The term "cognition" refers to all processes by which the sensory input is transformed, reduced, elaborated, stored, recovered, and used. It is concerned with these processes even when they operate in the absence of relevant stimulation, as in images and hallucinations... Given such a sweeping definition, it is apparent that cognition is involved in everything a human being might possibly do; that every psychological phenomenon is a cognitive phenomenon. But although cognitive psychology is concerned with all human activity rather than some fraction of it, the concern is from a particular point of view. Other viewpoints are equally legitimate and necessary. Dynamic psychology, which begins with motives rather than with sensory input, is a case in point. Instead of asking how a man's actions and experiences result from what he saw, remembered, or believed, the dynamic psychologist asks how they follow from the subject's goals, needs, or instincts. (as quoted in w: Cognitive psychology#History)
* w: Cognitive science

## Related works

* Moore, Thomas Verner (1939). Cognitive Psychology. J. B. Lippincott Co. $^{[^]}$
* Moore, Thomas Verner (1924). Dynamic Psychology: An Introduction to Modern Psychological Theory and Practice. J. B. Lippincott Co. $^{[^]}$
# Literature/1965/Price

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &
# Literature/1967/Kochen

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Contents

* The Universal Brain: Is Centralized Storage and Retrieval of All Knowledge Possible, Feasible, or Desirable? (pp. 60-65) by Watson Davis

## Wikipedia

* World Brain
# Literature/1965/Licklider

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Wikimedia

| w: Human-computer interaction | w: Digital library |

## Chronology

* Licklider, J. C. R. (1965). Libraries of the Future. MIT Press. $^{[^]}$
* Licklider, J. C. R. (1960). "Man-Computer Symbiosis." In: IRE Transactions on Human Factors in Electronics, vol. HFE-1, pp. 4–11. $^{[^]}$
# Literature/1965/Easton

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Related works

* Easton, David (1965). A Framework for Political Analysis. Englewood Cliffs: Prentice-Hall.
# Literature/1965/Kochen

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &
# Literature/1967/Stafford Beer

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Wikimedia

| w: Anthony Stafford Beer w: Cybernetics | w: Operations research w: Project Cybersyn |
# Literature/1965/Bernal

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &
[[Category:Authors {{{2}}}|Bernal]]

## Excerpts

   All great discoveries in science have an inter-disciplinary aspect and, indeed, it is this lack of distinction between the disciplines that is one of the chief virtues of the citation index. It is already lending itself to further studies in the science of science and will do so even more in the future.

## Wikipedia

* Science Citation Index
# Literature/1967

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Subpages

* Literature/1967/Bono $^{[^]}$
* Literature/1967/Garfield $^{[^]}$
* Kochen, Manfred, ed. (1967). The Growth of Knowledge: Readings on Organization and Retrieval of Information. New York: Wiley. $^{[^]}$
* Literature/1967/Koestler $^{[^]}$
* Literature/1967/Miller $^{[^]}$
* Literature/1967/Polanyi $^{[^]}$
# Multicultural Perspectives on Health and Wellbeing/How multicultural is our health?

How mulitcultural are we? Demographic trends e.g. focus on
Susan What do healthcare policies
Darebin; (historical perspectives & contemporary situation;
White Australia policy; push-pull; health policy (national, state,
local))
mean? Health check - migration;
access to health care - post
arrival; healthcare providers -
council, community, hospital, GP;
access; what is medicare
# Multicultural Perspectives on Health and Wellbeing/Is technology and health healthy?

The intention of this topic is to offer something of an introduction to a critical perspective on technology - as it is often talked about today, to begin to consider cultural implications, issues and perhaps affordances - especially related to people's and community's health and wellbeing. We will start by looking at the way technology is depicted and celebrated in its marketing and general reception today. Then we'll look at Futurism - an artistic and social movement from the early 20th century, but especially considering what legacy is left from Futurism. Finally, we'll jump across a number of examples of critical questioning of technology, including Postman's Technopoly and Illich's Tools for Conviviality, to new voices emerging today. We hope you'll be left with enough ideas and leads to ask your own questions about technology, especially its impact on culture and health. It is important to us that we develop professionals with an ability to see past marketing and foresee possible concerns with technology, beyond the ideal.

## Lecture

Watch the 15 minute presentation

### Technology marketing

* Apple - Think different
* Google - Don't be evil
* Progress and modernity
   * Modernity and the Myth of Progress

### Futurism

* Futurism and fascism
* All Watched Over by Machines of Loving Grace
* Future Ready

### Critical of Technology

* Technopoly
* Tools for Conviviality
* Let Them Eat Data

## Activity

* Watch the lecture
* Guiding questions
* What are examples of idealistic technology marketing?
* What are the three stages to Postman's Technopoly?
* What does 'tools for conviviality' mean?
* Define in a single sentence the central idea in Bowers' 'Let Them Eat Data'
# Multicultural Perspectives on Health and Wellbeing/Orientation and Introduction

~LMS, WIKI, FB; assessment; plagiarism; resources (library,
Equality and diversity; language used - PC)
# Multicultural Perspectives on Health and Wellbeing/Multicultural population and the healthcare system
## Preamble

Australia's health system is a complex web of public and private providers, settings, participants and supporting mechanisms. This includes an inter-play of multiple components and processes related to policy making, legislation, coordination and funding which affect the delivery of services. For many people, including those from immigrant and refugee communities, seeking healthcare and health information or education, and navigating the healthcare system can be intimidating, confusing and overwhelming. Further complicating this navigation is the issue of healthcare access and entitlements. Using the case study of an international students' access to sexual and reproductive services, the lecture will explore the inequalities and inequities in Australia's healthcare system and explore possibilities for a more equitable healthcare system based on gendered and cross-cultural understanding.

## Lecture

https://drive.google.com/file/d/0B5PbDKALKaPReGItVzVMVjNuNlE/view?pref=2&pli=1

## Resources

Henderson, S., Kendall, E., & See, L. (2011). The effectiveness of culturally appropriate interventions to manage or prevent chronic disease in culturally and linguistically diverse communities: a systematic literature review. Health & Social Care in the Community, 19(3), 225-249. doi: 10.1111/j.1365-2524.2010.00972.x
Henderson, S., & Kendall, E. (2011). Culturally and linguistically diverse peoples’ knowledge of accessibility and utilisation of health services: exploring the need for improvement in health service delivery. Australian Journal of Primary Health, 17(2), 195-201. doi: http://dx.doi.org/10.1071/PY10065
Anderson, L. M., Scrimshaw, S. C., Fullilove, M. T., Fielding, J. E., & Normand, J. (2003). Culturally competent healthcare systems: A systematic review. American Journal of Preventive Medicine, 24(3, Supplement), 68-79. doi: http://dx.doi.org/10.1016/S0749-3797(02)00657-8
Engebretson, J., Mahoney, J., & Carlson, E. D. (2008). Cultural Competence in the Era of Evidence-Based Practice. Journal of Professional Nursing, 24(3), 172-178. doi: http://dx.doi.org/10.1016/j.profnurs.2007.10.012

## Notes and Recordings

Copies to the LMS after the event
# Multicultural Perspectives on Health and Wellbeing/Online quizzes

There will be a total of seven online quizzes conducted over the semester. Quizzes will be held during weeks 3,4,5,6,8,9 and 12. Each quiz will consist of five multiple choice questions, covering the lecture topics from the previous weeks. For example, questions for the Week 12 quiz will be on topics from Weeks 10,11 and 12.
* Each quiz is the equivalent of 5% of your overall mark (35% for seven quizzes).
* You have 30 mins to complete each quiz, and one attempt only.
* Each quiz will open on the Friday of the week, eg Quiz 1 will open on Friday of week 3 (15 Aug).
* Quizzes will be open for the duration of one week, eg Quiz 3 opens on 29 August and closes on 5 September.

## Quizzes

* Quiz 1 Opens 15 August
* Quiz 1 (Opens 15 August)
* Quiz 2 (Opens 22 August)
* Quiz 3 (Opens 29 August)
* Quiz 4 (Opens 5 September)
* Quiz 5 (Opens 19 September)
* Quiz 6 (Opens 26 September)
* Quiz 7 (Opens 24 October)
# Multicultural Perspectives on Health and Wellbeing/Impact of language on health

Preamble The impact of language on health will be examined this week. Several aspects, including having to manage health issues in a second language, health issues associated with poor mastery of the majority language, linguistic isolation, intergenerational conflict will be discussed. We will also look at the cognitive frameworks associated with different cultures, focusing on the differences in assumptions about health and how these relate to people's health behaviour.

## Resources
### Lecture

Language and Health

### Readings

* Carol Lynn Pavlish, Sahra Noor, Joan Brandt (2010) Somali immigrant women and the American health care system: Discordant beliefs, divergent expectations, and silent worries Social Science & Medicine.71 (2): 353–361 http://0-www.sciencedirect.com.alpha2.latrobe.edu.au/science/article/pii/S0277953610003199
* Fanany, R. (2012) ‘Language, culture and health’, In P Liamputtong, R Fanany, G Verrinder (eds), Health, Illness and Well-being: Perspectives and Social Determinants. Oxford University Press, South Melbourne. Pp. 229-241.
* Flores, G. (2006). Language Barriers to Health Care in the United States. New England Journal of Medicine, 355(3), 229-231. doi: doi:10.1056/NEJMp058316
* Jacobs, E., Chen, A. H., Karliner, L. S., Agger-Gupta, N., & Mutha, S. (2006). The Need for More Research on Language Barriers in Health Care: A Proposed Research Agenda. Milbank Quarterly, 84(1), 111-133. doi: 10.1111/j.1468-0009.2006.00440.x

### Videos

Language and healthcare - a video playlist

### Media

http://www.sbs.com.au/ondemand/video/311557699836/mental-health-across-time-and-place-the-feed
http://www.abc.net.au/news/2010-09-08/dictionary-turns-aboriginal-words-into-good-health/2252482

## Notes and Recordings

Lecture notes
# Multicultural Perspectives on Health and Wellbeing/Mental health

The World Health Organization defines mental health as "a state of well-being in which every individual realizes his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community". Whereas, mental illness or disorder refers to a health problem that significantly affects how a person feels, thinks, behaves, and interacts with other people and standardised criteria is used for its diagnosis. A National Survey of Mental Health and Wellbeing conducted in 2007 estimated that one in five adults in Australia had experienced a mental disorder in the previous 12 months.
Studies have found that CALD communities are less likely to access mental health services than the mainstream population. There are a number of reasons for the lower uptake including, stigma, language barriers and cultural beliefs to causes and preference of treatment of mental illness. These impediments and different cultures' experiences of mental illness will be explored in this week's lecture and workshop.

## Lecture

https://drive.google.com/file/d/0B5PbDKALKaPRV1VieGE1MTRfMDA/view?pref=2&pli=1

## Resources
### Readings

Cross, W. M., & Bloomer, M. J. (2010). Extending boundaries: Clinical communication with culturally and linguistically diverse mental health clients and carers. International Journal of Mental Health Nursing, 19(4), 268-277. doi: 10.1111/j.1447-0349.2010.00667.x
Gorman, D., Brough, M., & Ramirez, E. (2003). How young people from culturally and linguistically diverse backgrounds experience mental health: Some insights for mental health nurses. International Journal of Mental Health Nursing, 12(3), 194-202. doi: 10.1046/j.1440-0979.2003.00289.x
Wynaden, D., Chapman, R., Orb, A., McGowan, S., Zeeman, Z., & Yeak, S. (2005). Factors that influence Asian communities’ access to mental health care. International Journal of Mental Health Nursing, 14(2), 88-95. doi: 10.1111/j.1440-0979.2005.00364.x

### Media

http://mobile.abc.net.au/news/2015-08-20/culturally-sensitive-program-launched-tackle-indigenous-suicide/6712482
# Multicultural Perspectives on Health and Wellbeing/Multicultural Australia

The phrase multicultural Australia conjures many images, particularly of myriad languages, ethnic groups, religions and cuisines. How did this ethnic and cultural diversity develop? What were the immigration policies that shaped the demographic of our population? When was multiculturalism as a concept and policy introduced and how has it evolved? What does Australia’s Multicultural Policy aim to achieve, and what structures and practices are required? How does Indigenous Australians unique position as the country’s first people interface with multiculturalism? These are a few of the aspects that will be examined, and providing the background necessary for exploring and analyzing the myriad dimensions of health and wellbeing of a multicultural population.

## Lecture

https://drive.google.com/file/d/0B7Hrit8ueO1bbzdhcEUzZXUwckU/view?pref=2&pli=1

## Activity
### Workshop

* Review of lecture, "Multicultural Australia: Monoculture to Cultural Pluralism"
* Working effectively in workshops and small groups
* Immigration Museum visit
* Assessments
* Making a multi media presentation - Leigh Blackall

## Resources
### Essential

* Smolicz, J. and M. Secombe, Globalisation cultural diversity and multiculturalism: Australia, in International Handbook on Globalisation, Education and Policy Research, J. Zajda, Editor. 2005, Springer: Netherlands. p. 207-220.
* Rodríguez-García, D., Beyond assimilation and multiculturalism: a critical review of the debate on managing diversity. Journal of International Migration and Integration / Revue de l'integration et de la migration internationale, 2010. 11(3): p. 251-271.

### Recommended

* Chiswick, B.R. and P.W. Miller, Immigration, language and multiculturalism in Australia. Australian Economic Review, 1999. 32(4): p. 369-385.
* Bhopal, R., Glossary of terms relating to ethnicity and race: for reflection and debate. Journal of Epidemiology and Community Health, 2004. 58: p. 441-445.
* Berry, John W.; Phinney, Jean S.; Sam, David L.; Vedder, Paul (2006). "Immigrant Youth: Acculturation, Identity, and Adaptation". Applied Psychology 55 (3): 303–332. doi:10.1111/j.1464-0597.2006.00256.x
* Davern, M., Warr, D., Higgs, C., Dickinson, H. & Phillimore, J. (2015). Superdiversity in Melbourne. Community Indicators Victoria and McCaughey VicHealth Community Wellbeing Unit, Melbourne School of Population and Global Health, University of Melbourne. http://www.communityindicators.net.au/files/docs/Superdiversity%20Final%20Report.pdf

### Media

* http://www.theage.com.au/victoria/the-faces-of-melbourne-which-migrants-went-to-which-suburbs-20150508-ggw90s.html

### Websites

* https://a.tiles.mapbox.com/v4/smallmultiples.m3pciij5/page.html?access_token=pk.eyJ1Ijoic21hbGxtdWx0aXBsZXMiLCJhIjoiRk4xSUp6OCJ9.GilBdBaV0oKMZgBwBqRMWA#11/-37.8486/145.3244
* http://www.harmony.gov.au/schools/students/young-australians-talk/
SabrinaGupta (discuss • contribs) 03:03, 13 May 2015 (UTC)
# Multicultural Perspectives on Health and Wellbeing/Orientation and introduction

This week the subject content outline, assessments, and structure will be introduced. This will include the weekly lecture topics, description of the assignments and the conduct of the face-to-face teaching sessions.

## Lecture

https://drive.google.com/file/d/0B7Hrit8ueO1baDJINzlpRDZ5NUU/view?pref=2&pli=1

## Activity

Workshops commence from Week 2