OpenLLM-France/wikimedia huggingface dataset:
# Racism/History

Races in the sense of this project are social, cultural or political constructions in the form of explicit or implicit racist ideologies, created for purposes like exploitation and suppression. Races in the sense of this institute are groups of people discriminated against (positively or negatively) by a racist ideology. The aim of the research is to find out how, when, where, by whom and for what reason and purpose such constructions have been created, how the ideas involved developed and how they influenced history. In this sense, the research of this institute may be called biased.

## Scope

The scope of this project may include questions like:
* Research about the origin of racism
** in Western culture.
*** Where and when did the idea of dividing humans into "races" originate. Possible questions here are for example:
*** Is the origin of racism related to the Spanish reconquista, the crusades etc.?
*** Where, when and why did the specific anti-"black" form of racism in Western culture begin?
*** Does it stem from Arab-Muslim prejudices against non-Arabs during the Umayyad conquests?
*** Are its roots to be found in Biblical Israel, or earlier?
** in Chinese Culture
*** What are the oldest Chinese records which state that non-Chinese peoples are racially inferior?
Initially, an annotated bibliography about this topic shall be developed. This can then be used to develop teaching materials and to improve the quality of the coverage of the subject on Wikipedia. (An example of the method to be used for this can be seen in the Department of African philosophy.)
Further goals of this project include:
* Creating the basis for the improvement of the quality of coverage of these topics in Wikipedia.
* Creation of teaching materials about the origins and history of racism for schools and universities worldwide.

## Links

Wikipedia: Racism
# Racism as a system of advantage - comments from Annaliina

When reading Tatum's text, I found the discussion of the definition of racism very intriquing. The definition of racism as a system of advantage based on race is, as far as I can see, functional in most senses and in itself surprisingly neutral. However, I am left wondering wheter this definition, applies also for other races than in the case of Whites and Blacks. It is natural that Tatum discusses racial issues from the US perspective, herself being part of the American society where these issues have been "burning" since the Civil Rights movement and before. After having read Tatum I felt a need to study other texts with scholars with other backgrounds; Swedish, European, Asian, African and so on, as it seems that the understanding of racism has a tight connection to the society where it has been (or is) present.
Tatum's definition of racism left me also wondering whether there are places where racism according to Tatum's definition is targeted towards the White, meaning that the White, for once, wouldn't be in position of power. In this reflection, aspects of time and history become relevant, as in the case of South Africa where White nationalism has been replaced with Black nationalism to a certain extent. Also, a few days ago, I saw a news programme from Bolivia where the country for the first time in modern history (since somewhat 500 years of Spanish domination) has an indigenous head of state, Evo Morales. The programme dealt with the historical development of the society and the uneven distribution of power since the Spanish conquest that has resulted in bitterness amongst the indigenous peoples who now, when given power (through President Morales and MAS-party; Movement for Socialism) continue to distribute it unevenly, now placing Whites at disadvantage.
The examples mentioned here carry, in my opinion, traits of racism, if it is to be described as a system of advantage based on race. The same might apply also to Whites opportunities in the Japanese society. Having said this, I still feel unsure whether my understanding of the definition would be accepted by Tatum. Perhaps something to discuss in class?
# Racism

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.

## Discussion points

* http://truth-out.org/opinion/item/28255-flipping-the-script-pedagogy-theater-and-radical-organizing-in-schools-of-poverty
* http://fergusonsolidaritytour.com/
# Server-Side Scripting/Introduction/Go
## Try It

Copy and paste the code above into the following free online development environment or use your own Go compiler / interpreter / IDE.
* Repl.it

## See Also

* Docker/Go
# Server-Side Scripting/Internet Data/Node.js (Express)
## Try It

See Server-Side Scripting/Routes and Templates/Node.js (Express) to create a test environment.
# Server-Side Scripting/Internet Data/PHP
## Try It

Copy and paste the code above into the following free online development environment or use your own PHP compiler / interpreter / IDE.
* PHPFiddle
* Repl.it
# Server-Side Scripting/Introduction/Python (FastAPI)
## Try It

Copy and paste the code above into the following free online development environment or use your own Python (FastAPI) compiler / interpreter / IDE.
* Repl.it

## See Also

* FastAPI
# Server-Side Scripting/Introduction/Java (JSP)
## Try It

Copy and paste the code above into the following free online development environment or use your own Java (JSP) compiler / interpreter / IDE.
* TutorialsPoint

## See Also

* Docker/Tomcat
# Server-Side Scripting/Introduction/Node.js (Express)
## Try It

Copy and paste the code above into the following free online development environment or use your own Node.js (Express) compiler / interpreter / IDE.
* Log in to Repl.it. Create a user account if you don't have one already.
# Server-Side Scripting/Internet Data/Python (FastAPI)
## Try It

See Server-Side Scripting/Routes and Templates/Python (FastAPI) to create a test environment.

## See Also

* FastAPI
# Server-Side Scripting/Internet Data/Python (Flask)
## Try It

Copy and paste the code above into the following free online development environment or use your own Python (Flask) compiler / interpreter / IDE.
* Repl.it

## See Also

* Flask
# The Varanasi Heritage Dossier/Siddheshvari and other temples

Detailed description of each heritage Site - Scindhia Ghat to Pancaganga Ghat
Siddheshvari Temple
1.Name : Siddheshvari Temple

### Location

25º 18.732’ North and 83º 00.918’ East (Siddheshvari Temple). 25º 18.738’ North and 83º 00.938’ East (Vindhyavasini Temple). 3.Exact location on a map: Siddheshvari, near Sankatha Ghat

#### Area

0.023ha (Siddheshvari), and 0.015 (Vindhyavasini)

### Historical/cultural/natural significance

Coming from the lane linking the Sankatha Ghat close to the corner of Sankatha Devi temple is the temple of Vindhyavasini (CK 2/ 33), a spatial manifestation of the goddess of the Vindhya Mountain (Vindhya-vasini), the original place of which is 78km southwest of Varanasi city. The legends refer that in mythic period goddess Durga was residing in the Vindhyan Mountain, so the name Vindhyavasini. The annual celebration is held on the 3rd day of dark fortnight of Bhadrapada (August-September) which is known as her birthday. This is one of the popular temples among the devotees of Kashi, especially for the tonsure (mundana) ritual of children. After a short walk along the lane towards the left, one reaches the compound of Siddheshvari Devi (CK 7/ 124). The Kashi Khanda (79.105) says that by living here for six months one can attain great spiritual power. The compound is divided into two parts. Close to the entrance on the left is a stone image of Koka Varaha in the open space, and on the right is the shrine of Satynarayana Vishnu. Beside this on the open porch is Varaheshvara linga, a symbolic image of interrelatedness between Shiva (linga) and Vishnu (Varaha). In the corner below the surface is Kaliyugeshvara linga, and in the adjacent wall is Candreshvara Yantra, a cosmic design to please the Moon god (Candra) who represents fertility, coolness and beauty. In the courtyard is Candreshvara Kupa (well), in the water of which devotees see their auspicious reflection with a view to having long life. Passing through a narrow gate one enters into second part of the compound. In the left corner first one meets the lingas of Candreshvara and Siddheshvara. Attached to them on the altar along the wall is the image of Siddheshvari Devi. On the opposite side of this hall is the Vidyeshvara linga.

### Present state of conservation

Except by the two temple trusts and the local public organisations, those work on their own ways, there are no specific action plans, programmes and strategies for conservation and preservation of the ghats.

### Specific measures being taken for conserving the specific property

It is expected that by the support of active people participation, awareness to save the age-old rich heritage, and development under the Master Plan (and its judiciary control) the ghat heritage will be protected and conserved for the better befit to the society.

### Ownership

The temples are owned by their Temple Trusts; the ghat area by the Municipal Corporation.
# The Varanasi Heritage Dossier/Razia Mosque

Detailed description of each heritage Site - Adi Vishvanatha, Vishvanatha, Vishalakshi Kshetra
Razia Bibi Mosque

### Location

25º 18.695’N and 83º 00.658’E

##### Exact location on a map

Godawlia-Chowk road, Bansphatak Varanasi.

#### Area

0.06ha

### Historical/cultural/natural significance

The first original site of Vishveshvara or Vishvanatha (Golden) Temple is an issue of historical investigation. However it is accepted that the first destruction took place in 1194 by the order of Qutb-ud-din Aibak, including demolishing the temple of Visheshvara which was at the presently existing Razia Mosque. During her reign Razia Sultana (1236-1240) had built a mosque on the deserted site of the above temple. In 1448 Muhmud Shah Sharqui demolished the debris existing there and expanded the Razia Bibi mosque. The mosque is on a high raised mound. On every Friday a considerable number of Muslims assemble here to offer prayer (namaz).
6.Authenticity (as according to article 24 to 34 of operational guidelines): The mound on which the Razia Bibi mosque stands is surrounded by houses, so that the courtyard of the mosque is practically at the same level as the house terraces. However an old flanking wall with a round buttress on top is still visible on the west side.

### Description

As under columns 5 and 6, The laonet of the prayer Hall in the Razia Bibi Mosque is unusual, the middle of the façade thrusts forward the central gate (A) with three flanking arcades to either side. The interior is divided by a thick wall with openings provided by three arcades. The two hall thus formed are built of pillars lintels and slabs made from stone taken from a building dating back beyond CE 1000. Originally, the northern wall opened directly out onto a garden, there was no intervening wall but only two double columns bearing lintels in the east (D). This was clumsily walled up in relatively recent times. It is obvious from the close study of the architectural design and plan that mosque was not completed and that the south hall was originally supposed to be at the centre. The structure of the south hall is of 13th century (Razia Sultana)and the planned extension is probably 15th century (Mahmud Shah Sharqui). This could be confirmed by the style of the extension in the back (C) of the qibla (direction of the Mecca) wall and the niches in the north wall. 8.History and development - As No. 5 above.

### Present state of conservation

There is no such specific organisation to take care of preservation and conservation.

### Specific measures being taken for conserving the specific property

No specific measures are taken to conserve and preserve the area.

### Motwalli -

( waqf No. 97 Masjid Bibi Razia C. k. 38/5 Aadiveseswar Gayanvapi Varanasi U. P. India.)
The area is administered and managed by the Sunni (Muslim) Waqf (or Waqf Alal-Awlad )a charitable trust, and represented by Mutawalli, a representative, who serves as Priest-cum-Administrator.
# The Varanasi Heritage Dossier/Rana Mahal Ghat

Detailed description of each heritage Site - Ranamahal Ghat to Tripurabhairavi Ghat
Rana Mahal Ghat

### Location

25º 18.282’ North and 83º 00.585’ East (Rana Mahal Ghat, centre to Ghat).

##### Exact location on a map

Rana Mahal Ghat

#### Area

0.06 ha

### Historical/cultural/natural significance

Attached to the northern part of the Causatthi Ghat, the palace at the ghat was built in ca 1670 by the king Rana Jagatsingh of Udaipur (Rajasthan), thus it is called as Rana Mahal ghat. During his pilgrimage to Kashi the king has taken shelter in this palace. The palace is a distinct example of Rajasthani style of architecture. There are three porches facing the Ganga river, and the windows with stone networking are the additional example of craftsmanship. From the river bank towards the upper part at every five steps there is a platform. In the upper portion of steps in north and south there are niches containing Shiva lingas. In its vicinity at the upper part there is a shrine of Vakratunda Vinayaka (house no. D 21/ 22).

### Present state of conservation

Except by the Rana Mahal Udaipur Estate trust directly taking care of its properties, there are no specific action plans, programmes and strategies for conservation and preservation of the ghats. The trusts maintain their properties according to their own perspectives without specific plans.

### Specific measures being taken for conserving the specific property

It is expected that by the support of active people participation, awareness to save the age-old rich heritage, and development under the Master Plan (and its judiciary control) the ghat heritage will be protected and conserved for the better befit to the society.

### Ownership

The palace related properties along the ghat are owned by the Udaipur Estate Trust; the houses and other properties by the inhabitants; and the ghat area is owned by the Municipal Corporation.
# Narrative, Gender and Ideology in Video Games

Narrative, Genre and Ideology in Video Games is an original academic thesis by author Bruna Boege Pickler in partial fulfillment of requirements for the degree of Master of Arts in Communication and New Media at the University of Macau.
This dissertation aims to produce knowledge regarding the modern video game medium by analyzing the narrative of one such game: Assassin's Creed Revelations, a contemporary example of the cultural form.
The dissertation focuses on the narrative structure of the text using the theoretical work of Vladimir Propp and the ideas he develops in Morphology of Folktale (1968). This work argues that the morphology identified by Propp as being present in traditional folk narratives can also be found in a contemporary electronic cultural text. It also identify and discuss issues regarding character development, the relationships between archetypes and categories, the allocation of tasks to the players within the story-as-game, characteristics such as temporal development of the narrative, the significance of roles of the main characters and the extent to which gender politics informs the narrative of this contemporary video game.
# Narcissistic personality disorder

Narcissistic personality disorder (NPD) is a medial term used to refer to a dissocial individual with a leadership personality type. Individuals who suffer from NPD are excessively preoccupied with issues of personal adequacy, power, prestige and vanity.

## Symptoms

Symptoms of this disorder include, but are not limited to:
* Reacts to criticism with anger, shame, or humiliation
* May take advantage of others to reach his or her own goal
* Tends to exaggerate their own importance, achievements, and talents
* Imagines unrealistic fantasies of success, beauty, power, intelligence, or romance
* Requires constant attention and positive reinforcement from others
* Easily becomes jealous
* Lacks empathy and disregards the feelings of others
* Obsessed with oneself
* Mainly pursues selfish goals
* Trouble keeping healthy relationships
* Is easily hurt and rejected
* Sets unrealistic goals
* Wants "the best" of everything
* Appears as tough-minded or unemotional
# Narrative dialog editing/Pop Quiz:Follow Dave

This school is
Narrative Film Production
This course is:
Fundamentals of narrative film editing
This lesson is:
A quick overview of narrative dialog editing
The pages of this lesson are:
Lesson Summary - What is dialog editing?
Lesson Page - "Follow Dave?" Editing Workshop CD
Lesson Page - Analyze the dailies
Pop Quiz - Guess how many takes? - 4 points
Lesson Page - Select an editing program
Lesson Page - Edit the scene :
Pop Quiz - How many total film dailies from the scene "Follow Dave?" :
| What are "Circle Takes"? Before you can take this pop quiz, you need to learn about circle takes. Circle takes are the best takes for the scene. These are the takes that the director gives to the film editor. The other takes are ignored. Procedure When the director yells "Cut", the director must decide if she likes the take or not. If she likes the take, the director will also yell "Print it". Then the camera person and the sound person circle the take numbers. This becomes a circle takes. These are the takes which are turned into film dailies. The bad takes are not turned into film dailies. Look at the scene numbers Now look at the scene numbers on each of the dailies in the scene called "Follow Dave?". You will see a scene number and a take number. The scene number gets a new alphabet character after the take number for each different camera setup. The take number increases with each filming of the scene (or filming of part of the scene.) (If this is not clear, email me.) Look for the missing numbers Once you understand what the numbers mean, look for missing numbers. Do you see any gaps in the numbers? Those are the takes that the director did not think were good enough. These bad takes were not circle takes. Now total up all the takes for this scene - the circle takes and the bad takes (the takes which were not circle takes.) This is the answer to the pop quiz! | The Pop Quiz You get 2 points each for a correct answer to the following questions. First question How many camera setups were there? - 2 points Second question How many total takes (individual movie clips) were filmed for this scene? - 2 points Email me with your answer. Look here for the answers to the pop quiz! 1. These are the good takes. 2. The missing numbers are the bad takes. 3. Total them up. It's easy! |
* The next page
* The next page looks at the editing programs which can edit the "Follow Dave?" Editing Workshop CD.
* Selecting your editing program.
* Contact your instructor
* Your instructor for this film editing class is Robert Elliott. You can email me by clicking here.
| previous lesson | previous page | next page | lesson intro | next lesson | course menu | Filmmaking |
# Narrative therapy
## Narrative therapy

* Narrative therapy (Wikipedia)
* Solution-focused brief therapy
* Solution-focused problem solving
# Nanotechnology readings
### @ Wikipedia

* Nanotechnology
* Molecular nanotechnology
* National Nanotechnology Initiative
* Portal:Nanotechnology
* Nanoparticle
* Nanotechnology education
* w: List of nanotechnology topics
* List of nanotechnology applications
* List of nanotechnology organizations
* Category:Nanotechnology
* Category:Nanotechnology companies
* Nanotube membrane
* Nanophotonics
* Nanomanufacturing
* Nanoengineering
* Nanotechnology
* Category:Lithography
# Sound therapy

This demonstrates how music, relaxation talk or nature sounds can improve ones mood or mindset. Alternatively, music with negative emotional messages or certain classical music can adversely affect the listeners' emotional state. Hypnosis widely uses it to deeply engage with the patients.

## Depression

Studies have shown, that psychological therapy that included music therapy improved depression recovery results.

## Communication

Listening to music rewires the brain for an improvement of communication skills, even if brain damage is the issue. Politicians use it to control the crowd, and turn them into their ways.

## Playing music

Playing musical instruments has been shown to improve mental functioning.
# Sounding rockets/Astronomy/Quiz

Sounding rockets for astronomy is a lecture and an article about a specific lofting technology that benefits radiation astronomy.
You are free to take this quiz based on sounding rockets for astronomy 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 {{radiation astronomy 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

* A quiz on sounding rockets may reveal more about the technology than just astronomical uses.
# UTPA STEM/CBI Courses/Introduction to STEM/Educational Testing and Measurement

Classical Item Analysis
# UTPA STEM/CBI Courses/Introduction to STEM/Educational Testing and Measurement/Classical Item Analysis

Course Title: EDCI 6304 Testing and Measurement
Lecture Topic: Classical Item Analysis: Basic Knowledge
Instructor: Dr. Jaime Curts
Institution:The University of Texas Pan American The University of Texas Pan American

## Backwards Design

Course Objectives
* Primary Objectives- By the next class period students will be able to:
** Understand the concepts of difficulty and discrimination
** Calculate the index of difficulty and index of discrimination of a multiple choice test item
** Use information about difficulty and discrimination to evaluate the quality of testing
* Sub Objectives- The objectives will require that students be able to:
** Integrate concepts of item analysis to construct a well-designed test to improve instruction
* Difficulties- Students may have difficulty:
** work in progress
** text
* Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
** work in progress
** text
Model of Knowledge
* Concept Map
** text
** text
** text
* Content Priorities
** Enduring Understanding
*** text
*** text
*** text
** Important to Do and Know
*** text
*** text
*** text
** Worth Being Familiar with
*** text
*** text
*** text
Assessment of Learning
* Formative Assessment
** In Class (groups)
*** text
*** text
** Homework (individual)
*** text
*** text
* Summative Assessment
** text
** text

## Legacy Cycle

OBJECTIVE
By the next class period, students will be able to:
* text
* text
* text
The objectives will require that students be able to:
* text
* text
* text
THE CHALLENGE
text
GENERATE IDEAS
text
MULTIPLE PERSPECTIVES
text
RESEARCH & REVISE
text
TEST YOUR METTLE
text
GO PUBLIC
text

## Pre-Lesson Quiz

* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question

## Test Your Mettle Quiz

* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
# UTPA STEM/CBI Courses/Introduction to STEM/Live Science, Survey of

Topics
Genetics
# UTPA STEM/CBI Courses/Introduction to STEM

Topics
Batteries From Coins
Cold and Hot Packs
DNA Extraction
Educational Testing and Measurement
Live Science, Survey of
Polymers
Preparation of Soap
UV Sensitive Beads
# System development/Modelling/Concepts/Task/Due date

< task
The due date is the date by which a task is supposed to be completed. You can send an e-mail to the taskholder on, or right before the due date.