OpenLLM-France/wikimedia huggingface dataset:
# Geography

Welcome to this course on the geography of the world! Hopefully, this course will successfully balance useful geographical information with the learner's abilities to take in the work. The course is modeled after other courses on this wiki, such as Spanish 1 and Lua, and while geography is often considered to be an easy subject, this course hopes to prove that, when done with detail, geography can be more advanced than a student would expect. This Geography course provides some capital cities to know but focuses on physical geography. This course does not discuss economics or demographics.

### Directions

Read until you come to a quiz. Quizzes will be designed in such a way that the content between each quiz will not be too much to read. However, if you would prefer to read two sections at a time, feel free to do so.
General links and information about geography can be found at the school of geography and the geography portal.

## Lessons
#### Background

* Background
** Photos

#### Capital cities

* Capital cities

#### The basics of physical geography

* The Americas
* Eurasia
* Africa
* Oceania
* Antarctica

## Readings

* Regional geography

## Learning Tasks

* Explorers and Impact of Development of Settlements
* There is a worksheet that includes general geographical questions based on content from the above sections. It contains questions with longer answers that do not work with a quiz system; answer the questions on paper or type them on a computer.

## See Also

* Collaborative Mapping
* US States
* Cartography
* Navigation
* Geographic Information System
* Surveying
* Global Positioning System (GPS)

## Sources

* Physical Geography
* Geomorphology
# Geography/Asia quiz

There are sometimes various names and spellings for the same place. Go with the versions/spellings that were used in the textbook, but do so before taking the quiz!
If you pass the quiz, continue the course at Geography/Africa.
# Geography/Africa quiz

If you pass the quiz, continue the course at Geography/Oceania.
# Geography/Antarctica
## Antarctica

Antarctica, the southernmost continent, covers the South Pole and, on most maps, appears to extend outward to Chile and, when viewed on a map that has the South Pole at its center, appears to be roughly circular.
However, as the map shows, a sufficient portion of "west" Antarctica is actually under sea level that it is really a group of islands. This map achieves this view of the continent by ignoring the ice cap that covers Antarctica, and therefore views Antarctica as though the land underneath the ice is exposed. Such a map gives a completely different impression of the shape of the continent.
Antarctica has various points of interest for the geographer, but since nearly all of them are extremely remote, they have not received the tourist interest that such places might have in other parts of the world. Among the notable points of interest are these:
* Vinson Massif, Antarctica's highest point at over 16,000 feet (4,900 m).
* The Geographical South Pole.
* Lake Vostok, which is permanently covered by ice.
* The McMurdo Dry Valleys, one of the few regions of Antarctica not normally covered by ice.
* Mount Erebus, a large mountain near the McMurdo Base.

### Quiz

Complete the Antarctica quiz.
# Gene transcriptions/Boxes/CGCGs/Quiz

CGCG boxes is a lecture as part of the gene transcription series.
You are free to take this quiz based on the CGCG boxes at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{gene project}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* A1BG is not transcribed using a CGCG box.
# Gene transcriptions/Boxes/CArGs/Quiz

CArG boxes is a lecture as part of the gene transcription series.
You are free to take this quiz based on the CArG boxes at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{gene project}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* A1BG is not transcribed using a CArG box.
# Instructional design/Online Presentations

| Lessons | Next |

## Designing Online Instructional Presentations

At the time this is being written (Spring 2014), there are many options for creating presentations in the online environment. But why would you want to choose an online environment or an offline environment for presentation creation? The conditions that surround your presentation should always be used to dictate what you will use. There are, however, great benefits to using online presentations.
* View at own pace
* View all or part multiple times
* Convenient to launch
* Played anywhere with an internet connection
* Usually can be viewed on any platform
Best of all, you can reach far more people with an online presentation than you can with a face to face presentation!
Creating effective, efficient and engaging presentations is an important skill which can be applied to both online and offline presentations. In this tutorial, you will explore the qualities of effective, efficient, and engaging presentations. By the end of the presentation and given a rubric, you will be able to assess the quality of a given presentation - and your ratings will match that of an expert. How will you get there?
We will walk through each category of the rubric, explain it and show how (and how not) to apply each one.

### Structure and Navigation of Tutorial

To navigate this tutorial, use the hyperlinks given at the top and bottom of each page (example below). Click the "Next" and "Prev" links to move through the tutorial or the "Lessons" link to return to the List of Lesson pages. When you are finished, you can use the "Instructional Design" link at the top of the page to return to that menu.

### Get Started

Click a lesson to view the page
* A Rubric to Assess Online Presentations
* Content is Aligned to the Objective
* Content is Well Organized
* Topography, Color and Graphics are used Appropriately
* Use the Rubric to Assess an Online Presentation
* Summary and Next Steps
| Lessons | Next |
# Instructional design/Leveraging OER in Your Design/What Is OER?

Definition:
Creative Commons defines OER, or Open Educational Resources, as "free and openly licensed educational materials that can be used for teaching, learning, research, and other purposes."
For example, Wikiversity is considered an Open Educational Resource. It allows authors to provide free information to learners, and can be used as the full lesson or in conjuction with an already developed lesson plan.
On the other hand, while free for users, sites like Facebook are NOT considered OERs. This is because they are not lessons in themselves, but are used as tools to beef up existing lesson content.
Brief History of OER
* In 1998, the term "open resource" was coined by Utah State University's David Wiley.
* The first open resource license was created, "Open Publication License," in 1998.
* In 2001, Creative Commons was created and released, which provided legally stronger licenses. In the same year, MIT started their OpenCourseWare initiative to provide all of their courses for free for nonpublic use.
* In 2002, UNESCO held a forum of people who wished to provide a public educational sphere of knowledge for the betterment of humanity. They termed this initiative as "Open Educational Resource."
Resource:
Creative Commons Definition: https://wiki.creativecommons.org/wiki/What_is_OER%3
Wiley, David. (YEAR). Organisation for Economic Co-operation and Development. file:///C:/Users/Lindsay/Downloads/HistoryofOER.pdf

### Let's Practice

Let's test your knowledge on the difference between an OER and non-OER.
As soon as you get all greens, you have completed the lesson.
Click the Next button to continue.
| Back | Next |
Author: Lindsay Gerling-Nentrup
# Instructional design/Module 2

| Instructional Design: Homepage | Enhancing Engagement in Online Learning | Key Points | Module 2 | Exercise |

## Module 2 – Enhanced Assignments

The disengaged online student is a problem that all online IDs face. The following video module will guide to enhance your online training development. If you wish to follow the script as you view the module, click the notes tab on the top left hand corner of the screen.
# Instructional design/Online Presentations/Assessing an Online Presentation

| Lessons | Prev | Next |

## Use the Rubric to Assess an Online Presentation
### Instructions

You will now take all the information presented, and use it, along with the rubric provided below, to grade a presentation. Once you have determined your score for each section of the rubric, you can check your work against that of an expert. Your scores should come very close to their scores.
Let's take another look at the presentation rubric.
* Right-click (Windows) or Control-click (Mac) on the words [Open Rubric], then choose new tab or window.
* You may print the Rubric, or keep the window open for reference. You can also save the Rubric as a PDF file for future use.
[Open Rubric]
Click the link below to access the presentation to assess.
* Right-click (Windows) or Control-click (Mac) [Open Presentation], then choose new tab or window.
* You may print the Presentation, or keep the window open for reference. You can also save the Rubric as a PDF file for future use.
[Open Presentation]

### The Assessment

Choose the number which best describes the presentation. (4=exhibits criteria 1=does not exhibit)
How did you do? Did your assessment match the expert assessment? If needed, you can review concepts by clicking on the "Prev" or "Lessons" buttons. Otherwise, click "Next" to move on to the summary and next steps!
| Lessons | Prev | Next |
# Instructional design/Online Presentations/Benefits and Drawbacks of Using Online Presentations

| Lessons | Next |
REMOVE PAGE
At the time this is being written (spring 2014), there are many options for creating presentations in the online environment. But, why would you want to choose an online environment or an off line environment for presesntation creation? The conditions that surround your presentation should always be used to dictate what you will use. Read through the benefits and drawbacks to online presentations listed below. You can use these to help make the choice on whether or not your presentation should be online ... or offline.
| Benefits | Drawbacks |
| Audience may watch as many times as they like | Some learners may prefer other types of instruction |
| Can be played anywhere, anytime with an internet connection | Learners may be more passive rather than be actively involved |
| One click launch | Slides may be overloaded with bullets |
| Play on any platform and any browser | Bells and whistles may overwhelm content |
| Easily updated | Example |
| Lessons | Next |
# Instructional design/Online Presentations/Conclusion and Next Steps

| Lessons | Prev |

## Summary and Next Steps

Don't stop yet! This is the last page!

### Summary

During this lesson we explored ways to make presentations engaging, efficient, and effective. Specifically, we discussed:
* Aligning content to the objective
* Organizing information through chunking
* Typography
* Color
* Graphics
* Spelling and Grammar
Use the rubric to guide the creation or revision of your next presentation project. Doing this will help your presentation to be more effective, efficient, and engaging!

### Next Steps

In the next week, create a presentation (or pull out an old one) and use the rubric to grade yourself! The more you use the skills gained in this tutorial, the more effective, efficient, and engaging your presentations will be!

### Resources

Are you ready to get started making online presentations? Here are some resources to get you started:
* Prezi
* Powtoon
* Slideshare
* Google Slides
* Slide Rocket
* AuthorStream
| Lessons | Prev |
# Instructional design/Micro-level instructional methods
## About Micro-level Instructional Methods

The classification of instructional methods as "macro" and "micro" is attributable to Dr. Charles Reigeluth in his 1983 book, Instructional Design Theories and Models. Micro refers to instructional methods used to teach a single idea. Macro instructional methods, on the other hand, are used to teach multiple ideas.
Topic:Instructional Design
# Instructional design/Module 1

| Instructional Design: Homepage | Home | Key Points | Module 2 | Exercise |

## Module 1 - Key Points: Introduction

The following video will guide teach you how to discern the key points from any topic you are developing training for. If you wish to follow the script as you view the module, click the notes tab on the top left hand corner of the screen.
Key Points Presentation
A downloadable copy of the presentation is available below.
Key Points PPT

## Steps to identifying key points

* Decide if you will find an SME or study to be the SME.
* Identify the key points to be taught.
* Questions to ask:
** Who is your audience?
** What parts of the topic does the student need to know?
** Which key points need to be emphasized?
** Does the student need to understand the why, how, what behind a key point?
** Does the student need to know how to apply that knowledge in different situations or is it more procedural?
** What are the student learning time constraints?
** What are the available deliverable formats?
# Geochronology/Chemostratigraphy

"Global changes in marine geochemistry, on scales between one thousand and one million years permit the detailed correlation of sedimentary sequences in different ocean basins. The condition is that the geochemical signals are at least approximately dated by biostratigraphy (and magnetostratigraphy, where applicable). Through mutual reenforcement of chemostratigraphy and biostratigraphy unusually high stratigraphic resolution can be obtained. The integration of chemostratigraphy and biostratigraphy opens new avenues for analyzing the record-producing system within the framework of systemic stratigraphy. This type of stratigraphy focuses on global change in sea level, climate, and general geologic setting. It attempts to identify the underlying causes of global stratigraphic signals by considering 1) changes in input of matter and energy ; 2) changes in spatial distribution of sediments ; and 3) temporary changes in the partitioning of materials between active geochemical reservoirs."
"Correlation based on fossils (biostratigraphy) generally is superior to correlation based on lithologic properties (lithostratigraphy) when the goal is chronologic equivalence of rock sequences."
"There is one type of chemical record which has a minimum of regional interference, namely that of the deep sea. It is here, therefore, that global geochemical signals are most easily detected."
"Carbonate dissolution cycles in the Indo-Pacific, Swedish Deep-Sea Expedition. Cores 45 (7°40'N, 106°21'W) and 59 (3°05'N. 133°06'W); stratigraphic record and numbering system from Arrhenius (1952). Core 153 (2°18'S, 55°33'E): record from Olausson (1960); numbers added by us. Note the striking similarities in these records, but also the difficulty in correlating older cycles without additional information."
The "the approach to stratigraphy [...] now provide the framework for Pleistocene history. It is to these chemostratigraphic (i.e. lithostratigraphic) sequences that the traditional subdivisions (Günz, Mindel, Riss, Würm; Nebraskan, Kansan, Illinoian, Wisconsin) must be correlated to have more than regional meaning."
"Chemostratigraphic signaIs such as carbonate cycles and isotope cycles appear closely linked to sea level changes, at least in the Neogene."
Def. the "study and dating of sedimentary strata by the analysis of trace elements and isotopic ratios" is called chemostratigraphy.
# Geochronology/Dye 3/Quiz

Dye 3 geochronology is a lecture from the school of geology.
You are free to take this quiz based on Dye 3 geochronology at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{geology resources}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* Tephra layers may be the best geochronometer.
# Geochronology/Classics

The classical period dates from around 2,000 to 1,000 b2k.
Top are "pre-Columbian wall paintings which can be found in the Temple of the Warriors, Chichen Itza, on the east coast of Mexico. The first [on the left] depicts prisoners after their capture by the dark-skinned natives, and the second [on the right], shows a man with long blond hair being sacrificed."
# English-Chinese/Debts can go bad when a debtor has gone bankrupt

Debts can go bad when a debtor has gone bankrupt.
当债务人破产时，债务可能会变成坏账。
# English-Chinese/Decrease non-HDL cholesterol

Decrease non-HDL cholesterol. Statin treatment reduces cardiovascular mortality by about 31%.
降低非HDL胆固醇。 他汀类药物治疗可使心血管死亡率降低约31％。
# English-Chinese/Decrease psychosocial stress

Decrease psychosocial stress. This measure to reduce cardiovascular diseases may be complicated by imprecise definitions of what constitute psychosocial interventions.
减少心理社会压力。 这种减少心血管疾病的措施可能因对心理社会干预构成的不精确定义而变得复杂化。
# English-Chinese/Deep vein

A deep vein is a vein that is deep in the body.
深静脉是身体深处的静脉。
# English-Chinese/Deaths caused by obesity and sedentary lifestyle

At least 300,000 premature deaths, and $90 billion in direct healthcare costs are caused by obesity and sedentary lifestyle per year in the US alone.
仅在美国，每年至少有30万人过早死亡，直接医疗保健费用为900亿美元，这是由肥胖和久坐不动的生活方式引起的。
# English-Chinese/Decrease body fat if overweight or obese

Decrease body fat if overweight or obese. The effect of weight loss is often difficult to distinguish from dietary change, and evidence on weight reducing diets is limited.
如果超重或肥胖，减少身体脂肪。 体重减轻的影响通常难以与饮食改变区分开来，减肥饮食的证据有限。
# English-Chinese/Deaths of coronary artery disease and stroke

Coronary artery disease and stroke account for 80% of CVD (cardiovascular disease) deaths in males and 75% of CVD deaths in females.
冠状动脉疾病和中风占男性CVD（心血管疾病）死亡的80％和女性CVD死亡的75％。
# English-Chinese/Deep vein thrombosis

Deep vein thrombosis (DVT) is the formation of a blood clot in a deep vein, most commonly the legs.
深静脉血栓形成（DVT）是在深静脉中形成血凝块，最常见的是腿部。
# English-Chinese/Deep vein thrombosis no symptoms

About half of cases of deep vein thrombosis have no symptoms.
大约一半的深静脉血栓形成病例没有症状。
# Korean/Words/구부리다

* ㄱ ㄲ ㄴ ㄷ ㄸ ㄹ ㅁ ㅂ ㅃ ㅅ ㅆ ㅇ ㅈ ㅉ ㅊ ㅋ ㅌ ㅍ ㅎ -ㄱ-ㄲ-ㄴ-ㄷ-ㄸ-ㄹ-ㅁ-ㅂ-ㅃ-ㅅ-ㅆ-ㅇ-ㅈ-ㅉ-ㅊ-ㅋ-ㅌ-ㅍ-ㅎ- 말+/말씀+/물+/불+ a2z/Basics/News/Notes/Table/Legend/Sandbox

## 구부리다
### Noun

* 한쪽으로 구붓하게 굽히다.
    to curve cf. Latin cubo ("I kneel or lie down"), cubitum ("elbow")

### Relatives

* 굽 (hoof; heel; elbow")
* 굽다 (gub-da, "to be curved") > 굽히다 (gubhid-da, "to curve" lit. "to make curved")
* 구르다 (gureu-da, "to roll")
* 구리 (guri, "copper")

### Comparatives

* cobra, perhaps from Latin colubra (of unknown origin, "snake")
* cuprum #Latin ("copper")
* ↑ https://ko.dict.naver.com/#/search?query=구부리다
* ↑ https://en.wiktionary.org/wiki/구부리다
* ↑ From Κύπρος #Ancient Greek (Kúpros, "Cyprus")
# Korean/Words/군
## 군
### Noun

* 임금.
    king, prince, monarch, sovereignty

### See also

* 황제 (黃帝, hwangje, "king of kings, emperor of emperors")
# Korean/Words/군자

* ㄱ ㄲ ㄴ ㄷ ㄸ ㄹ ㅁ ㅂ ㅃ ㅅ ㅆ ㅇ ㅈ ㅉ ㅊ ㅋ ㅌ ㅍ ㅎ -ㄱ-ㄲ-ㄴ-ㄷ-ㄸ-ㄹ-ㅁ-ㅂ-ㅃ-ㅅ-ㅆ-ㅇ-ㅈ-ㅉ-ㅊ-ㅋ-ㅌ-ㅍ-ㅎ- 말+/말씀+/물+/불+ a2z/Basics/News/Notes/Table/Legend/Sandbox

## 군자 / 군
### Hanja: 君子

Man of virtue and wisdom... Philosophy of ethics centers around such man. So does Confucianism and Taoism. cf. Superman; George 'The Superman' Reeves looks more like a man of oriental than Christian virtue. prince (as son of the king), cf. Philosopher king

### Relatives

* 군 (君, gun, "king")
* 군주 (君主, gun-ju, "king")
* 공작 (公爵, gong-jag, "duke")
* 공주 (公主, gong-ju, "princess")
* 주공 (周公, ju-gong, "Duke of Zhou")
* ↑ encyclopedia--upreme.o rg/Superman
* ↑ Compare this Platonic idea with Confucianism and Taoism.
# Korean/Words/굴레

* ㄱ ㄲ ㄴ ㄷ ㄸ ㄹ ㅁ ㅂ ㅃ ㅅ ㅆ ㅇ ㅈ ㅉ ㅊ ㅋ ㅌ ㅍ ㅎ -ㄱ-ㄲ-ㄴ-ㄷ-ㄸ-ㄹ-ㅁ-ㅂ-ㅃ-ㅅ-ㅆ-ㅇ-ㅈ-ㅉ-ㅊ-ㅋ-ㅌ-ㅍ-ㅎ- 말+/말씀+/물+/불+ a2z/Basics/News/Notes/Table/Legend/Sandbox

## 굴레
### Noun

* 말이나 소 따위를 부리기 위하여 머리와 목에서 고삐에 걸쳐 얽어매는 줄.
    bridle

### Relatives

* 구레나룻 (gure-narut, "whisker")
* 구르다 (gureu-da, "to roll") cf. Latin gyro
* 둘레 (dulle, "girth, circumference")
* 두르다 (dureu-da, "to surround")
* 둘러싸다 (dulleo-ssada, "to surround")
* 돌다 (dol-da, "to turn") cf. Latin torno

### Comparatives

* garden
* yard
* gird
* girdle
* girt
* girth
* ↑ https://ko.dict.naver.com/#/search?query=굴레
* ↑ https://en.wiktionary.org/wiki/굴레
# Korean/Words/굽

* ㄱ ㄲ ㄴ ㄷ ㄸ ㄹ ㅁ ㅂ ㅃ ㅅ ㅆ ㅇ ㅈ ㅉ ㅊ ㅋ ㅌ ㅍ ㅎ -ㄱ-ㄲ-ㄴ-ㄷ-ㄸ-ㄹ-ㅁ-ㅂ-ㅃ-ㅅ-ㅆ-ㅇ-ㅈ-ㅉ-ㅊ-ㅋ-ㅌ-ㅍ-ㅎ- 말+/말씀+/물+/불+ a2z/Basics/News/Notes/Table/Legend/Sandbox

## 굽
### Noun

* 말, 소, 양 따위 짐승의 발 끝에 있는 두껍고 단단한 발톱.
    hoof
* 구두나 운동화 따위의 밑바닥에 붙은 발. 그릇 따위의 밑바닥에 붙은 나지막한 받침.
    heel
* 팔굽, 발굽, 말굽의 굽
    elbow, heel, hoof

### Compounds

* 팔굽 (pal-, "elbow") cf. Latin cubitum from cubo ("I kneel down")
* 발굽 (bal-, "heel")
* 말굽 (mal-, "hoof")

### Relatives

* 굽이 (gub-i, "curve, bend")
* 굽다 (gub-da, "to be curved, bent")
* 굽히다 (gubhi-da, "to curve, bend") cf. Latin cubo
* 구부리다 (cuburi-da, "to curve, bend") cf. Latin curvo, cuprum
* 구르다 (gureu-da, "to roll") cf. Latin curro
* 구리 (guri, "copper" from Latin cuprum)
* 톱 (tob, "tip" cf. top)

### Comparatives

* PIE for hoof
| Germanic | Slavic | Others |
| Danish: hov Dutch: hoef English: hoof German: Huf Icelandic: hófur Norwegian: hov Swedish: hov | Bulgarian: копито (kopito) Czech: kopyto Polish: kopyto Russian: копы́то (kopýto) Serbo-Croatian: ко̀пито (kòpito) Ukrainian: копито (kopyto) | Estonian: kabi Finnish: kavio |
* Japanese 首 (くび, kubi, "neck; neck & head as a whole" cf. "head" in Chinese & Korean)
* ↑ https://ko.dict.naver.com/#/search?query=굽
* ↑ https://en.wiktionary.org/wiki/굽
* ↑ All these words relate to the idea of 굽이 (gub-i, "curve or bend").
* ↑ See the photos on the right, relating to what is curved. Explain why the concubine is so called.
* ↑ The basic meaning "I lie down, sleep" may not well explain, say, cubitum "elbow". As such, the basic idea must be "to bend". Reconsider Relatives.
* ↑ Both may be related by means of metathesis.
* ↑ cf. Latin caput "neck" & Polish kopyto, etc. "hoof".