OpenLLM-France/wikimedia huggingface dataset:
# History of Quebec and Canada/Study Guide/Topic 3: Territorial and Military Consequences

What were the territorial and military consequnces of the fur trade on New France? Territorial Consequences The most important territorial consequence for New France was the growth of its territory.
Over a period of one hundred fifty years New France's territory spread from a tiny colony on the St. Lawrence River to one that extended from the Atlantic to the Prairies, and from the lands surrounding Hudson Bay to the Gulf of Mexico. The demands of the fur trade and missionary zeal led to the exploration of the continent by explorers such as Jolliet and Marquette, LaVérendrye, LaSalle, Father Albanel and Radisson.
Military Consequences The fur trade brought about a series of alliances with the Native populations.
The French allied themselves with the Hurons and Algonquians while the Dutch, and later the English, allied themselves with the Iroquois. This led to numerous battles and skirmishes between the Europeans and their Native allies over the control of the fur trade. In 1649, the Hurons were destroyed by the Iroquois forcing the French to use coureurs de bois as their middlemen in the fur trade.
The expansion of New France's territory also brought about the
encirclement of the English colonies. The English felt threatened by this since their own expansion westwards and their access to fur resources was now limited . This as well leads to numerous battles and wars and to the eventual conquest of New France by the English in 1760. Try the following questions on the Topic 3: Territorial and Military Consequences 1. IDENTIFY ONE CONSEQUENCE OF THE FUR TRADE IN NORTH AMERICA. A) the expansion of the territory of New France B) the establishment of farming areas C) the substantial increase in trade with the English colonies D) the search for a route to Asia
2. WHICH THREE OF THE FOLLOWING STATEMENTS RELATE TO THE FUR TRADE
1. The fur trade provoked military confrontations between the French, the English and their allies. 2. The fur trade was controlled by chartered companies who obtained a monopoly in return for fulfilling
3. The fur trade favoured the development of agriculture. 4. The Amerindians became wealthy as a result of their participation in the fur trade. 5. The fur trade led to the expansion of the colony's territory. 6. As a result of the fur trade, New France had a rich and diversified economy.
A) 1, 2 and 5 C) 2, 4 and 6 B) 1, 3 and 6 D) 3, 4 and 5
3. WHY DID NEW FRANCE EXPAND ITS TERRITORY?
A) To convert as many Amerindians as possible to Christianity B) To find new sources of gold and silver C) To find new land for settlers D) To find new land to supply the fur trade
TRY THE FOLLOWING SYNTHESIS TYPE QUESTIONS DEALING WITH MODULE 1.
# History of Quebec and Canada/Study Guide/Topic 2: Seignorial System

The seignoral system was both fully and semi-feudal. Though Jesus is often acreddited with starting the seignoral system it was in fact Mr. T who realised the benefit of enslaving white people. Alot of seigneuries can still be visited today and are terrible.
# History of Quebec and Canada/Study Guide/Topic 3: Geographic Conditions

What kinds of regions did the European explorers find in North America?
North America has four main natural regions:
The Canadian Shield contains a vast area of hard rocks, thousands of lakes, and many rivers. In the south it is covered by dense forest.The Europeans found it hard to cross the Shield.
The Appalachians form a chain of old worn-down mountains on the east side of the continent.They are not high, but dense forest and rugged terrain made them difficult to cross.
The Western Mountains are a broad system of high mountain ranges and plateaus along the western side of the continent.
The Lowlands are found in the central parts of the continent and along the southeast coast.This region is mostly plain. Much of it is good farmland - the type of land that settlers wanted.
The St. Lawrence River and the Great Lakes form one of the main entry routes to the continent. People and ships coming across the Atlantic Ocean from Europe can use this route to reach the interior of the continent.The entry route passes between the Canadian Shield to the north and the Appalachians to the south. Other entry routes to the continent include the Hudson River and Hudson's Bay.
Do the following questions on Topic 3: Geographic Conditions
1. WHICH GEOGRAPHICAL FEATURE FAVOURED THE EXPLORATION OF NORTH AMERICA?
A) The extensive system of rivers and lakes
B) Rich and fertile soils
C) The temperate climate
D) The variety of natural resources
* Question goes here
| A text goes here Answer for A goes here | B text goes here Answer for B goes here | C text goes here Answer for C goes here | D text goes here Answer for D goes here |
ANSWER: A B C D
2. WHICH ONE OF THE FOLLOWING STATEMENTS CORRECTLY DESCRIBES A LINK BETWEEN GEOGRAPHY AND SETTLEMENT IN NEW FRANCE DURING THE 17TH CENTURY ?
A)The Appalachians were a natural barrier between the Iroquois territory and the French colony.
B)The Canadian Shield made settlement of the colony easier.
C)Harsh winters forced the French colonists to settle further south in the Appalachians.
D)The St. Lawrence River attracted colonists to settle in the lowlands.
* Question goes here
| A text goes here Answer for A goes here | B text goes here Answer for B goes here | C text goes here Answer for C goes here | D text goes here Answer for D goes here |
ANSWER: A B C D
3.WHICH GEOGRAPHIC CONDITION MADE SETTLEMENT EASIER FOR THE FIRST EUROPEANS IN NEW FRANCE BETWEEN 1608 AND 1642?
A) The waterways of the Canadian Shield
B) The climate of the Appalachian Mountains
C) The existence of the St. Lawrence River
D) The fertile lands south of the Great Lakes
ANSWER: A B C D
* Question goes here
| A text goes here Answer for A goes here | B text goes here Answer for B goes here | C text goes here Answer for C goes here | D text goes here Answer for D goes here |
Go on to: Unit 2: Amerindian Civilization
# History of Quebec and Canada/Study Guide/Topic 3: Jean Talon's Policies

what are were some of the major policies brought in by Intendant Jean Talon in order to increase population growth ?
Jean Talon was appointed Intendant of New France (1665-l672) by King Louis XIV. During this period, the population of the colony doubled from 3215 in 1666 to more than 7000 in 1672. New France's population increased through immigration and a high birth rate.
Immigration Policies Three types of immigrants settled in New France:
Les filles du roi about 900 orphan girls sent over by the King because of the shortage of women in the colony. In 1666, when the first census was taken, there was one woman for every sixteen men in the colony.
Soldiers who came with the Carignan-Salières Regiment were offered free land after having completed their military service.
Les engagés(hired workers) who agreed to come and work in New France for 3 years.
Between 1663 and 1670, about 2500 immigrants settled in New France.
However, New France did not attract many immigrants because of the cold climate, fear of Iroquois attacks and a long, difficult trip from France. Furthermore, France was not interested in depopulating her own population in order to populate the colony. Consequently most of New France's population growth stemmed from a high birth rate.
What were some of the major initatives enacted by Intendant Jean Talon in order to increase population growth in New France ?
Birth Rate
To increase the birth rate in the colony Intendant Talon initiated a series of measures to encourage large families and rapid population growth.
If boys aged 21 or girls aged 17 were not married, their father was fined.
A native woman who married a Canadian received a dowry.
Families with 10 or more children received an annual allowance.
School was free for the 26th child in the family.
bachelors were fined and not allowed to take part in the fur trade
Result
In 1681, New France's population was 10,000. By l760, it had increased to 70,000.
# History of Scotland/Admin subpage

This page is for administration of the main History of Scotland page.

## Interest

If you are interested in this topic, please register below by signing with four tildes (~~~~).
* The Jade Knight 19:00, 14 July 2007 (UTC)
* AlistairReece 13:58, 7 August 2007 (UTC)
* Ipuki 23:49, 11 October 2007 (UTC)
* Dani.warrior88 03:13, 19 February 2008 (UTC)
* CsikosLo 03:53, 31 October 2008 (UTC)
* Lewismith3 14:06, 16 December 2008 (UTC)
* Thaum1el
* 222.152.16.239 03:57, 22 July 2009 (UTC)
* Berek 22:15, 22 September 2009 (UTC)
* thirsty sponge 14:40, 19 May 2011 (UTC)

## Contributors

If you are knowledgeable about this subject and interested in contributing to this project, please sign below.
* AlistairReece 14:42, 28 August 2007 (UTC) I will start developing a few pages on the topics mentioned in the discussion page.
* Berek 22:15, 22 September 2009 (UTC)

## Possible course overview

* Pre-Celtic Scotland
* Dalriada
* The Picts
* Origins of Christianity in Scotland
* Wars of Independence
* Stuarts
* Reformation
* Run up to the Union
* Improvers
* Clearances
* Scotland in the Empire
* Modern Scotland
* Devolution

## Available Wikipedia articles on above topics

* Main article:History of Scotland
* Dalriada/Dalriata:Dalriada/Dal Riata
* The Picts: Picts
* Origins of Christianity in Scotland: History of Christianity in Scotland
* Wars of Independence: Scottish Wars of Independence
* Stuarts: Stuarts
* Reformation: Reformation in Scotland
* Run up to the Union: Act of Union 1707
* Clearances: Clearances
* Modern Scotland: Modern Scotland
* Devolution: History of Scottish devolution

## Wikibook resources

* Scottish Gaelic

## Wikiquote resources

* Scotland

## Wikimedia commons resources

* Scotland

## Other resources

* BBC - Scotland's History
* BBC - Scottish History
* Learning and Teaching Scotland - Scotland's History
* Heritage of Scotland - History of Scotland
# History of Quebec and Canada/Study Guide/Topic 2: Royal Government

Why was Royal Government adopted in 1663 and what were its key characteristics ?
King Louis XIV wanted to make France the most powerful country in Europe and to make New France a strong colony. Consequently, the charter of the Company of 100 Associates (1627-1663) was cancelled, since it had defaulted on its promise to transport thousands of settlers to New France, and the colony now came under the king's direct control. Jean-Baptiste Colbert was Louis XIV's most important minister and he was to run the colony through the Ministry of the Marine. To execute their plan, Royal Government was thus established in New France in 1663.
Royal Government
Intendant: Responsible for the daily economic
affairs of the colony, trade, justice, finance, settlement and seigneurialism.
The Bishop: Was in charge of the church which was responsible
for the spiritual needs of the colony, its schools,
charities, hospitals and for the conversion of the Natives.
Governor: represented the king in the colony; responsible for the defence
of New France and for relations with the English and the Indians
The Sovereign Council:
intendant and bishop.
Captains of militia
They reported to the intendant the concerns of the habitants and informed the habitants of the intendant's plans.
Try the following questions on Royal Government.
# Informal learning activities/EdcFrr/Ltd

[[w:{{{1}}}#{{{2}}}|{{{3}}}]] ({{{1}}})
This sets up a trailing item in Living Things lists, linking to Wikipedia. It is like LTh but is used when the Wikipedia link {{{1}}} needs qualification by {{{2}}}, with {{{3}}} to be displayed for the link. This sets up a leading item (note • not in the above) in Living Things lists, with {{{1}}}#{{{2}}} linking to Wikipedia, {{{3}}} displaying for the link, and {{{1}}} giving the hint.  Use Ltc for a similar leading item.
# Informal learning activities/EdcFrr/Lccc

[[w:{{{1}}}|{{{1}}}]].
This sets up a Wikipedia link to "{{1}}", without the plural form (-s of LCcc) for the link.  Note that this is to be used at the end of a sentence, and that a following space is generated.
# Informal learning activities/EdcFrr/LtS

[[w:{{{1}}} ({{{2}}})|{{{2}}}]] ({{{3}}})
This sets up a trailing item in Living Things lists, linking to Wikipedia. It is like LTb but is used when the Wikipedia header {{{1}}} needs a ({{{2}}}) for the link. This sets up a trailing item (note no • in the above) in Living Things lists, with {{{1}}} ({{{2}}}) linking to Wikipedia, {{{2}}} displaying for the link, and {{{3}}} giving the hint.   Thus {{../LtS|one|two|three}} gives two (three) where the two displayed links to one (two).  Use LtT for a similar leading item.
# Informal learning activities/EdcFrr/Lte

* [[w:{{{1}}} ({{{2}}})|{{{3}}}]] ({{{4}}})
This sets up a leading item in Living Things lists, linking to Wikipedia. It is like LTa but is used when the Wikipedia display {{{1}}} needs a ({{{2}}}) for the link. This sets up a leading item (note the • in the above) in Living Things lists, with {{{1}}} ({{{2}}}) linking to Wikipedia, {{{3}}} displaying for the link, and {{{4}}} giving the hint.  It is like LTe but is used when the Wikipedia link needs the suffix ({{{3}}}) to be displayed for the link.  Use Ltf for a similar trailing item.
# Informal learning activities/EdcFrr/Ltf

[[w:{{{1}}} ({{{2}}})|{{{3}}}]] ({{{4}}})
This sets up a trailing item (note that there is no • in the above) in Living Things lists, with {{{1}}} ({{{2}}}) linking to Wikipedia, with {{{3}}} displaying, and {{{4}}} giving the hint.  It is a simple trailer and relies on Wikipedia's insensitivity to case in the first letter of its item name.  Use Lte for a similar leading item.
# Informal learning activities/EdcFrr/Ltc

* [[w:{{{1}}}#{{{2}}}|{{{3}}}]] ({{{1}}})
This sets up a leading item in Living Things lists, linking to Wikipedia. It is like LTg but is used when the Wikipedia link {{{1}}} needs qualification by {{{2}}}, with {{{3}}} to be displayed for the link. This sets up a leading item (note the • in the above) in Living Things lists, with {{{1}}}#{{{2}}}linking to Wikipedia, {{{3}}} displaying for the link, and {{{1}}} giving the hint.  Use Ltd for a similar trailing item.
# Informal learning activities/EdcFrr/Ltq

[[w:{{{1}}} ({{{2}}})|{{{3}}}]] ({{{2}}})
This sets up a trailing item in Living Things lists, linking to Wikipedia.  It is like LTq but is used when the second part of the Wikipedia link {{{2}}} is also used for the hint.  Thus {{../Ltq|one|two|three}} gives three (two) where the three displayed links to one (two).  Use Ltr for a similar leading item.
# Informal learning activities/EdcFrr/Ltr

* [[w:{{{1}}} ({{{2}}})|{{{3}}}]] ({{{2}}})
This sets up a leading item in Living Things lists, linking to Wikipedia.  It is like LTr but is used when the second part of the Wikipedia link {{{2}}} is also used for the hint.  Thus {{../Ltr|one|two|three}} gives • three (two) where the three displayed links to one (two).  Use Ltq for a similar trailing item.
# Informal learning activities/EdcFrr/Lts

[[w:{{{1}}} ({{{2}}})|{{{2}}}]] ({{{1}}})
This sets up a trailing item in Living Things lists, linking to Wikipedia. It is like LTb but is used when the Wikipedia display {{{1}}} needs a ({{{2}}}) for the link. This sets up a trailing item (note no • in the above) in Living Things lists, with {{{1}}} ({{{2}}}) linking to Wikipedia, {{{2}}} displaying for the link, and {{{1}}} giving the hint.   Thus {{../Lts|one|two}} gives two (one) where the two displayed links to one (two).  Use Ltt for a similar leading item.
# Informal learning activities/EdcFrr/LtT

* [[w:{{{1}}} ({{{2}}})|{{{2}}}]] ({{{3}}})
This sets up a leading item in Living Things lists, linking to Wikipedia. It is like LTa but is used when the Wikipedia header {{{1}}} needs a ({{{2}}}) for the link. This sets up a leading item (note the • in the above) in Living Things lists, with {{{1}}} ({{{2}}}) linking to Wikipedia, {{{2}}} displaying for the link, and {{{3}}} giving the hint.   Thus {{../LtT|one|two|three}} gives • two (three) where the two displayed links to one (two).  Use LtS for a similar trailing item.
# Finite elements/Steady state heat conduction
## Steady state heat conduction

If the problem does not depend on time and the material is isotropic, we get the boundary value problem for steady state heat conduction.

### Poisson's equation

If the material is homogeneous the density, heat capacity, and the thermal conductivity are constant. Define the thermal diffusivity as
    $k:={\frac {\kappa }{C_{v}~\rho }}$
Then, the boundary value problem becomes
where $\nabla ^{2}T$ is the Laplacian
    $\nabla ^{2}T:={\boldsymbol {\nabla }}\bullet {\boldsymbol {\nabla T}}$

### Laplace's equation

Finally, if there is no internal source of heat, the value of $Q$ is zero, and we get Laplace's equation.

## The Analogous Membrane Problem

The thin elastic membrane problem is another similar problem. See Figure 1 for the geometry of the membrane.
The membrane is thin and elastic. It is initially planar and occupies the 2D domain $\Omega$. It is fixed along part of its boundary $\Gamma _{u}$. A transverse force $\mathbf {f}$ per unit area is applied. The final shape at equilibrium is nonplanar. The final displacement of a point $\mathbf {x}$ on the membrane is $\mathbf {u} (\mathbf {x} )$. There is no dependence on time.
The goal is to find the displacement $\mathbf {u} (\mathbf {x} )$ at equilibrium.
* Figure 1. The membrane problem.
It turns out that the equations for this problem are the same as those for the heat conduction problem - with the following changes:
* The time derivatives vanish.
* The balance of energy is replaced by the balance of forces.
* The constitutive equation is replaced by a relation that states that the vertical force depends on the displacement gradient (${\boldsymbol {\nabla }}\mathbf {u}$).
If the membrane if inhomogeneous, the boundary value problem is:
For a homogeneous membrane, we get
Note that the membrane problem can be formulated in terms of a problem of minimization of potential energy.
# Finite field/Smooth projective curve/Vector bundle/Affineness and nonexistence of curves/Fact

Let $C$ denote a smooth projective curve over the algebraic closure of a finite field $K$, let ${\mathcal {S}}$ be a locally free sheaf on $C$ and let $c\in H^{1}(C,{\mathcal {S}})$ be a cohomology class with corresponding torsor $T\rightarrow C$.
$T$
# Finite field/Smooth projective curve/Vector bundel/Etale trivializable and Frobenius periodicity/Fact

Let $K$ denote a finite field (or the algebraic closure of a finite field) and let $X$ be a smooth projective curve over $K$. Let ${\mathcal {S}}$ be a locally free sheaf over $X$.
${\mathcal {S}}$
$n$
$F^{n*}{\mathcal {S}}\cong {\mathcal {S}}$
# Instructional design/Divergent Thinking/Summary

| ID Homepage | 1. Framing the Conversation | 2. Why use it? | 3. Intro to SCAMPER | 4. Example SCAMPER Activities | 5. Assess Your Learning | 6. Summary |
* Importance of Divergent Thinking
* Through the brief lesson, the ideas outlined at beginning are clearly described:
* Fluency (thinking of many ideas)
* Flexibility (Thinking of different categories or point of view)
* Originality (thinking of unusual ideas)
* Elaboration (Adding Details to Improve Ideas) (Starko, 2005)
* Providing your learners the opportunity to exercise divergent thinking, you will receive results that will be more unique. In addition, learners will feel more ownership for his or her own idea as it was hatched through much processing and divergent thinking.
* Take a chance on something new and here's how you justify it
* By using divergent thinking, you are sacrificing efficiency over effectiveness and appeal. Divergent thinking could take more time at the beginning, but as your learners become trained in becoming divergent thinkers, you will regain some, but not all of the effectiveness in instruction.
* One last review of SCAMPER
* Subsitution
* Combine
* Adapt
* Modify
* Put to another use
* Eliminate
* Reverse
* Additional Resources
* Starko, A. (2005) Creativity in the Classroom- 3rd Edition. Mahway, New Jersey: Lawrence Erlbaum Associates
* MindTools Page on SCAMPER
Click the Home to return to the Instructional Design Homepage.
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# Instructional design/Divergent Thinking/Why should you care

* Boxes for Wikiversity lesson pages
* =Fancy boxes=
* ;Templates for boxes
* :This page shows templates that you can use to create boxes for lessons.
# Instructional design/Divergent Thinking/Why use Divergent Thinking

| ID Homepage | 1. Framing the Conversation | 2. Why use it? | 3. Intro to SCAMPER | 4. Example SCAMPER Activities | 5. Assess Your Learning | 6. Summary |
* What is in this lesson for you?
* Divergent thinking is difficult to cultivate in any structured learning intervention. How do you get learners to think creatively in a society where learners are always looking for the right answer to move on to the next task in the world? As we look at some of the new technologies and inventions in the past decade, we can see that many of them are a result of divergent thinking. This course will help instructional designers understand the SCAMPER concept as well as how to infuse divergent thinking questions into his or her design to promote divergent thinking and creativity when approaching a problem. Through the course, the elements of SCAMPER will be broken down, described and learners will be given an opportunity to apply their knowledge by selecting the questions that are related to each element of the SCAMPER process.
Click the Next button to continue.
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