OpenLLM-France/wikimedia huggingface dataset:
# Human vision and function/Perception of objects
### Macro-anatomy of the eye and visual pathways to the brain

Topic learning outcomes
1. Draw and fill in diagrams, in order to understand:
* The gross structure of the eye in cross section: including the cornea, aqueous, (pupil), lens, vitreous and retina.
* The gross structure of the visual pathway from the retinal ganglion cells (in the eye), to V5 (in the brain cortex) and including the optic nerve; chiasm; optic tract; lateral geniculate nucleus (LGN); radiation fibres and connections in V1, V2, V3 and V4.
* How the structural components describedabove can provide a model to describe the flow of information to the cortical areas where perception occurs.
2. Use experimental evidence to demonstrate location specific retinal sensitivity by:
* Observing and recording awareness of stimulus position.
3. Use diagrams to describe simply, the steps that occur when light travels from an object being viewed, through the eye, to the brain for perception to occur by:
* Discussing normal function requirements at specific sites and connections, along the pathway.
* Using evidence from the pointe above as a basis for discussion of congenital colour vision anomalies.
* Considering lesion studies (damage), to highlight function by comparing loss of function with normal function, for form; colour and 3D vision (stereopsis).'<br />

### Visual illusions that demonstrate normal function of an imperfect system

Topic learning outcome
1. Describe the experience of visual illusions that demonstrate normal function in an imperfect system by demonstrating effects of:
* Motion (“L” effect with Leviant Illusory motion), and Time in “Stepping Feet” and “Motion Induced blindness” (Troxler effect)
* Luminance and Contrast with the Hermann Grid
* Geometric and angle illusions in the Poggendorf illusion
* Space, 3D and size constancy in the moon illusion
* Cognitive/Gestalt in Kanizsa triangles
# Film scoring/More musical theory

* Interesting examples by FIREborn: Fear.ogg ---- Sad.ogg ---- Tired.ogg ---- Surprise.ogg ---- Joy.ogg ---- Fast like the wind.ogg.
This school is:
Narrative film production - Wikiversity Film School and School of Music - Wikiversity Film School
This course is:
Film scoring
The pages in the course is:
Introduction to film scoring
Create the sound of fear from a single note
Create other moods from a single note
Create the sound of joy using a delicate rhythm
Create other moods from delicate rhythms
Quiz: Music which tells a story
Create a mood with a melody
Create a story with a melody
Quiz: The Spy Story - Who is who?
DVD-Video: Scoring your first scene - The Promotion
Create four motifs - Mama, papa, baby, and Goldie
Create continuity with a single motif
Foreground / Background music - soft vs. loud
Quiz: Watch a short movie - George Lucas In Love
DVD-Video: What is a "Spotting Session"? - Only A Dream
DVD-Video: Write two musical cues for Home Wrecker
More musical theory ← You are here!
Butchering Midi - The starwars theme
DVD-Video: How would you score Green Tea Smoothie ?
DVD-Video: Write a film score for Blindman's Bluff
Write a film score for Seduced by the Dark Side! :
| What happens to your music More film scoring theories Here are some theories that will be important to you. | Music behind the dialog Never step on the dialog When not to use foreground music You must never play foreground music (loud music) when the actors are talking. This is called "stepping on the dialog". What happens to loud music If you step on dialog, the sound mixer guy will happily turn down ALL your music. |
| What happens to your music More film scoring theories Here are some theories that will be important to you. | Too many notes Too many notes King's rule: Don't use too many notes The king is correct. You can have too many notes when you create a film score. The most confusing theory of film scoring Here is the most important theory of motion pictures. A motion picture conveys the most information in the least amount of time. A motion picture (or television drama) shows a continually changing picture (a new shot every 3 to 5 seconds) and has as many as 100 tracks of sound. All of this the audience eagerly absorbs. Every available method of conveying information is used in a motion picture. The same is true for a symphony. It transmits enough information to completely occupy the listener. The same is true for people who drive cars while talking on the cell phone, eating a hamburger, and drinking a large Pepsi. The driver's mind is so occupied, the driver cannot focus on the road. Not good! Limit your film score The rule is your film score must not completely occupy the mind of the viewer of the motion picture. The viewer must also absorb the visual information from the picture. Your music must not be so full and absorbing that the audience forgets entirely about the rest of the motion picture. A simple example If you want to use a piece of a symphony to score a motion picture, remove some of the tracks from the midi score and it will actually sound better. Keep your music thin. |
# Film scoring/Entrance Exam

* Interesting examples by FIREborn: Fear.ogg ---- Sad.ogg ---- Tired.ogg ---- Surprise.ogg ---- Joy.ogg ---- Fast like the wind.ogg.
This school is:
Narrative film production - Wikiversity Film School and School of Music - Wikiversity Film School
This course is:
Film scoring
The pages in the course is:
Introduction to film scoring
Create the sound of fear from a single note
Create other moods from a single note
Create the sound of joy using a delicate rhythm
Create other moods from delicate rhythms
Quiz: Music which tells a story
Create a mood with a melody
Create a story with a melody
Quiz: The Spy Story - Who is who?
DVD-Video: Scoring your first scene - The Promotion ← You are here!
Create four motifs - Mama, papa, baby, and Goldie
Create continuity with a single motif
Foreground / Background music - soft vs. loud
Quiz: Watch a short movie - George Lucas In Love
DVD-Video: What is a "Spotting Session"? - Only A Dream
DVD-Video: Write two musical cues for Home Wrecker
More musical theory
Butchering Midi - The starwars theme
DVD-Video: How would you score Green Tea Smoothie ?
DVD-Video: Write a film score for Blindman's Bluff
Write a film score for Seduced by the Dark Side! :
Congratulation
Free Disk Editing Workshop DVD-Video Now that you have finished all the basics of film scoring, you qualify for the free Editing Workshop for the film editing or the film scoring course. This disk is a good test of your computer's editing software to see if you have the right stuff. Contact me and tell me that you want the test disk. :
* Contact your instructor
* Your instructor for this course is Robert Elliott. You can send me a quick email by clicking here.
* NOTE: To submit assignments
* To submit assignments, attach your completed assignments to an email and send it to me at "r_elliott innercite.com".
# Film scoring/Creating the sound of fear

Select the software you are using. Just GarageBand - GarageBand with Symphony Orchestra - Notion Protégé
This course in music and filmmaking is:
Film scoring introduction for filmmakers
This lesson is:
Lesson #01: Creating the sound of "Fear" with just GarageBand
Pages of this Lesson:
Lesson Summary: Creating moods with individual notes using just GarageBand
Page 1: Getting started with GarageBand
Pop Quiz - garageBand (only) - 4 points
Page 2: Creating the sound of fear with just GarageBand - 6 points
Page 3: Creating additional moods for motion pictures with individual notes - 6 points :
| Overview What? No Jam Pack:Symphony Orchestra? You selected this page because you have GarageBand but you have no way to create the sounds of symphony orchestra. If this is a mistake, click on correct option at the top of this page. You do not need Jam Pack:Symphony Orchestra (or, as an alternative, MOTU's Symphony Instrument) to create simple moods with GarageBand. But I strongly recommend you get Jam Pack:Symphony Orchestra If you do not have the sounds of a symphony orchestra, you can still create moods by using cords. This reqires more musical knowledge. (Using Jam Pack:Symphony Orchestra requires absolutely no musical background to create fantastic musical sounds that create mood for your motion pictures.) Notation Protégé If you are using VirtuosoWorks' Notion Protégé - demo version, select "Notion Protégé" at the top of the page. | The Sound of Fear Creating moods with chords Some cords automatically create the sound of fear. You must try all the possible combination of software instruments and chords to find a sound which creates fear in the mind of the audience. Fade in and fade out Just playing a chord is not enough. When you play a cord with GarageBand, the trill turns on and then turns off. This is not realistic. To make the trill seem realistic, you must adjust the volume of the sound so it fades in and fades out, etc. That's it! This entire process is fast. Super fast! Once you have found the correct musical instrument and the chords to create the mood you want and after you have adjusted the volume of the note, you are done. How easy can it get!!! |
* The Next Page
* The next page explains the how to get started with GarageBand.
* Page 1: Getting started with GarageBand
* Contact Your Instructor
* Your instructor for these courses is Robert Elliott. To email me, you simply Click Here.
# History of Asia/East Asia
## Readings

* Wikipedia: History of East Asia

## East Asia History

* History of China
* History of Korea

## See Also

* Portal:History
# History of China
## Readings

* Wikipedia: History of China

## Units/courses

* Ancient China
* Imperial China
* Late Empire and Nationalist China
* People's Republic of China and the Modern World
* The Three Kingdoms

## See Also

* School:History
* Portal:History
* Topic:Southeast Asian History
* Topic:European History
* Topic:Indic History
* History of India
# History of China/Ancient China

SSHC-U1-ACH
This is the first unit of Chinese History

## Subject Materials

* Unit Guide

## Unit Outline

* Week 1 & 2:
** Introduction and Prehistory
* Week 3 & 4:
** Xia Dynasty
* Week 5 & 6:
** Shang Dynasty
* Week 7 & 8:
** Zhou Dynasty
* Week 9 & 10:
** Spring and Autumn Period
* Week 11:
** Warring States Period
* Prehistory
* The Three Traditional Dynasties (Xia, Shang and Zhou)
* Spring and Autumn Period
* Warring States Period
# History of Asia

If you are knowledgeable in any area Asian history, feel free to improve upon what you see, we would greatly appreciate your contributions.

## Readings

* Wikipedia: History of Asia

## Resources

* East Asia
* Southeast Asia

## See Also

* History of China
* History of Korea
* History of India
* History of Sri Lanka
# History of Asia/Southeast Asia
## Outline
### General Modules

* GM0001 Archaeology in Southeast Asia
* GM0002 Integration of Southeast Asia
* GM0003 Prehistory of Southeast Asia
* GM0004 Southeast Asia in the Global Context
* GM0005 Southeast Asian Islam in Historical Context
* GM0006 Historiography of Southeast Asia
* GM0007 Nationalism in Southeast Asia
* GM0008 Women in Southeast Asian Societies
* GM0009 Comparative Southeast Asia: The Eleven Governments
* GM0010 ASEAN: After the 1997 Financial Crisis

### History of Indonesia

* ID0001 From Sriwijaya to Majapahit
* ID0002 Rise Of The Nation

### History of Malaysia

* MA0001 From Malaya to Malaysia: A History of Modern Malaysia (1874-1970s)

### History of the Philippines

* PH001 The Philippines: Pre-1521
** PH001A The Austronesian Origins
** PH001B The Southeast Asian Connection
* PH002 The Colonial Crisis
** PH002A Spanish Colonial Period
** PH002B American Colonial Period
** PH002C Japanese Interlude
* PH003 Towards Philippine Nationhood
* PH005 Philippines Today: A Fragile Democracy (From EDSA to Gloria)

### History of Singapore

* SG0001 Economic History of Singapore, 1965-
* SG0002 International History of Singapore, 1965-

### Examination Boards Modules

* EB0001 Singapore Examinations and Assessment Board - GCE Ordinary Level History
* EB0002 Singapore Examinations and Assessment Board - GCE Advanced Level History
* EB0003 Cambridge International Examinations - GCE Ordinary Level History
* EB0004 Cambridge International Examinations - GCE Advanced Level History

### Special Interest Modules

* SI0001 History Education in Singapore

## Planned Modules

* History of Brunei
* History of Indo-China
* History of Malaya
* History of Myanmar
* History of the Philippines
* History of Indonesia & Timor-Leste
* History of Thailand
* History of Cambodia

## See Also

* School of History

## External Links

* Department of History (National University of Singapore)
* Council on Southeast Asia Studies (Yale University)
* Ancient Southeast Asia
* A Short History of South East Asia
# History of China/Imperial China

This is the second unit of Chinese History

## Subject Materials

* Unit Guide

## Unit Outline

* Week 1 & 2:
** Qin Dynasty
** Han Dynasty
* Week 3 & 4:
** The Three Kingdoms
** The Jin Period
* Week 5 & 6:
** Southern and Northern Dynasties
** Sui Dynasty
* Week 7 & 8:
** Tang Dynasty
** The Five Dynasties and Ten Kingdoms
* Week 9 & 10:
** Song, Liao, Jin, Western Xia
* Week 11:
** Yuan Dynasty
# History of Architecture/Maps
## External Links

* Google Map of the Ancient Ruins of Africa
* Google Map of the Ancient Ruins of Asia
* Google Map of the Ancient Ruins of Europe
* Google Map of the Ancient Ruins of South and Central America
* Google Map of the Ruins of The United States
* Google Map of Aztec, Egyptian, Inca, Mayan & Chinese Pyramids
* Google Map of Ancient Lost Cities
* Google Map of the Classic Castles of Europe
# History of Biology/Greeks and Romans

Under development
# History of China/Late Empire and Nationalist China

This is the third unit of Chinese History

## Subject Materials

SSHC-U2-LNC
* Unit Guide

## Unit Outline

* Week 1 & 2:
** Ming Dynasty
* Week 2 & 3:
** Qing Dynasty
* Week 4 & 5:
** The Republic of China
* Week 6 & 7:
** World War II -- Chinese Front
* Week 8 & 9:
** The Decline of the Nationalists
* Week 10 & 11:
** Chinese Civil War
* Ming Dynasty
* Qing Dynasty
* The Republic of China
** Sun Yat Sen
* World War II -- Chinese Front
* The Decline of the Nationalists
* Chinese Civil War
# Instructional design/Cognitive behaviors/Understanding/Page 2
## What is Understanding?

Understanding is meaningful learning. It is usually contrasted with rote learning (memorization), although it is also distinct from skill application and generic skill application. So, what is the difference between applying concepts and understanding concepts? We saw in Module 3 that concept classification is a mental skill which requires us to classify instances as being examples or nonexamples of a concept. But for many concepts, classification is not important, or not even possible. The concept of an atom is a case in point. We will probably never need (or be able) to classify actual instances as examples, but we certainly can acquire an understanding of what an atom is.
There are two major kinds of change relationships: procedures, which are actions performed to achieve a goal, and principles, which are natural changes, including natural processes and cause-effect relationships. Procedures can be learned rotely. You can learn to follow steps successfully without having any understanding of why you are doing what you are doing, nor why what you are doing works. In fact, it is principles which give one that understanding. Behind every procedure there is at least one principle which explains why it works (although we may not have discovered the principle yet). Hence, it is not procedures which are directly understoodóthey are only understood by understanding the principles which underlie them.
Let's consider a principle like the law of supply and demand. To understand the relationship between price and the quantity of a good supplied (by producers) and demanded (by consumers) is to form a mental model which integrates it with what you already know. Each such mental model, or cluster of interrelated knowledge, is referred to as a schema.
Understanding is probably the least studied and least understood type of learning within the cognitive domain. Fortunately, it is an area which is currently receiving a lot of attention by learning psychologists.
Click Next to continue.
| Instructional Design | Cognitive Behaviors |
Source: Procedure Using by Charles M. Reigeluth. Used by Permission.
# Instructional design/Cognitive behaviors/Understanding/Page 3
## Why is Understanding Important?

When something is meaningfully understood, it is retained much longer, can be built upon to acquire further understanding, is usually very versatile in the situations and ways it can be used, and facilitates creativity. For example, the law of supply and demand (understanding that a higher price for something will reduce the amount demanded and increase the amount supplied) is something which one is not likely to forget once it is meaningfully understood. It is important for acquiring an understanding of consumption theory. It can be applied in a broad range of ways, including deciding how much to charge for cutting someone's lawn and deciding for whom to vote. And it helps one to be creative in finding ways to maximize your income.
Similarly, once you understand what an atom is, you are not likely to forget it; it is essential for understanding the chemical behavior of matter (atomic theory); it is a broadly useful concept in chemistry; and it greatly facilitates a chemist's ability to develop creative ideas and products.
| Instructional Design | Cognitive Behaviors | < Back | Next > |
Source: Understanding by Charles M. Reigeluth. Used by Permission.
# Instructional design/Cognitive behaviors/Understanding Concepts

Back to Topic:Instructional Design > Cognitive behaviors > Understanding Concepts > Define > Learn > Teach > Tactics > Try It > Example
Source: Understanding Understanding by Charles M. Reigeluth. Used by Permission.

## Introduction

This lesson covers how to design instruction that includes meaningful learning, or understanding. After completing this lesson, you should be able to do the following:
   * Define Understanding
   * Design Meaningful Learning
   * Apply the Principals for Teaching Understanding
Topics include the following:
   * Define: Understanding: Defined
   * Learn: Understanding: The Importance of Understanding
   * Teach: Understanding: Principles for Learning Meaningful Knowledge
   * Tactics: Understanding: Principles for Teaching Understanding
   * Try It: Understanding: Skill Builder Practice
   * Example: Understanding: Example
Click Next to continue.
| Instructional Design | Cognitive Behaviors | < Back | Next > |

## References and Resources for this Lesson

References
    Ausubel, D.P. (1968). Educational Psychology: A Cognitive View. New York: Holt, Rinehart & Winston.
    Ausubel, D.P., Hanesian, & Novak, (1978) Educational Psychology: A Cognitive View (2nd ed.). New York: Holt, Rinehart & Winston.
    Bloom, B.S. (1976). Human Characteristics and School Learning. New York: McGraw-Hill.
    Gagné, R.M. (1985). The Conditions of Learning and Theory of Instruction (4th ed.). New York: Holt, Rinehart & Winston.
    Kaufman, R. (1979). Needs Assessment: Concept and Application. Englewood Cliffs, NJ: Educational Technology Publications.
    Keller, J. (October 1987). Strategies for stimulating the motivation to learn. Performance and Instruction, 1-7.
    Kulhavy, R. (1977). Feedback in written instruction. Review of Educational Research, 47, 211-232.
    Miller, G. (1956). The magical number seven, plus or minus two: Some limits on our capacity to process information. Psychological Review, 63, 81-97.
    Thiagarajan, S. (2004). Framegames by Thiagi. Bloomington, IN: Workshops by Thiagi.
    Thorndike, E.M. (1913). Educational Psychology. Volume II. The Psychology of Learning. New York: Teachers College, Columbia University.
Resources
    Wikipedia.com
# Instructional design/Cognitive behaviors/Teaching Procedures, page 6

Instructional Design > Cognitive behaviors > Teaching Procedures > Define > Learn > Teach > Routine > Power > Steps > Try > Example

## Power Tactics for Teaching Procedures

Power Tactics, also known as "Enrichment Tactics," are used to increase the learner's efficiency with a procedure or to encourage the user to generalize the procedure to new situations. There are power tactics for generalities, examples, practice and feedback.

### Power Tactics for a Generality

Attention-focusing. For procedures the most important aspect of the generality is the steps. Therefore, we should focus attention on the actions (mental or physical) which must be performed, and the order in which they should be performed.
Alternative representation. For procedures, the most useful alternatives are usually a flowchart or a paraphrase.
Mnemonic. In some procedures, it is hard to remember the order or nature of all the steps. In such cases, a mnemonic (like SQ3R: Survey, Question, Read, Recite, Review) can be very helpful to learners.

### Power Tactics for Examples

The number of examples (or demonstrations) should be increased as the difficulty of the procedure increases.
Examples should be presented in an easy-to-difficult sequence.
Attention-focusing should relate the example to the generality, either by explaining in general terms what is being done in each step of the example or by highlighting the key actions and orderings.
An alternative representation for an example will often be in the form of a flowchart.
A reminder of the mnemonic can be helpful.
Common errors are useful to warn the student about, as long as they are indeed common (otherwise you might increase the chances of the errors being made) and as long as they are explained meaningfully to the learner.

### Power Tactics for Practice

The number of practice items can be increased to enrich the instruction.
An easy-to-difficult sequence should also be used, as for examples.
Prompting is often helpful on early practice items when the procedure is a difficult one. Otherwise, power should be reserved for the feedback.

### Power Tactics for Feedback

Attention-focusing should be used to relate the instance to the generality by pointing out, depending on the nature of the learner's mistake, the way an action (mental or physical) should have been performed, or the order in which it should have been performed. It should be the same as attention-focusing for examples.
A variety of representations is often helpful for the correct-answer feedback when a procedure is difficult.
A reminder of the mnemonic (if one was presented earlier) is often a very helpful aspect of feedback.
Of course, motivational enrichment can also be used: praise for correct answers and encouragement for wrong answers.
Click Next to continue.
| Instructional Design | Cognitive Behaviors | Teaching Procedures | < Back | Next > |

## Source

Procedure Using by Charles M. Reigeluth. Used by Permission.