OpenLLM-France/wikimedia huggingface dataset:
# Tectonic hazards/Seismic performance

Seismic performance is an execution of a structure's ability to sustain its due functions, such as safety and serviceability, at and after a particular earthquake exposure. A structure is, normally, considered safe if it does not endanger the lives and wellbeing of those in or around it by partially or completely collapsing. A structure may be considered serviceable if it is able to fulfill its operational functions for which it was designed.
Basic concepts of the earthquake engineering, implemented in the major building codes, assume that a building should survive The Big One (the most powerful anticipated earthquake) though with partial destruction. Drawing an analogy with a human body, it will have dislocated joints, fractured ribs, traumatized spine and knocked out teeth but be alive and, therefore, quite O.K. according to the prescriptive building codes. This situation is a major barrier to implementation of any structural innovations in the earthquake engineering technologies employing the seismic vibration control and, particularly, the most effective brands of base isolation.
However, alternative performance-based design approaches already exist and are implemented at earthquake engineering research. Some of them, for assessment or comparison of the anticipated seismic performance or for seismic performance analysis, use the Story Performance Rating R as a major criterion while the Seismic Performance Ratio (SPR) is used for a rather accurate prediction of seismic performance of a building up to the point of its state of severe damage.
Anyway, replacement of the present prescriptive design standards with the future codes of performance is not an easy task: most of the designers would be reluctant to accept any additional legal obligations.
# Tectonic hazards/Seismic performance evaluation

Seismic performance evaluation is a formal procedure to quantify the level of actual or anticipated seismic performance associated with the direct damage to an individual building subject to a specified ground shaking.
The best way to do it is to put a model that simulates the building structure on a shake-table that simulates the earth shaking and to watch what may happen next (if you have no time to stand out in the field and wait for a real earthquake to strike, which is called a field testing). Such kinds of experiments were performed still more than a century ago. Another way is to evaluate the earthquake performance analytically.
The very first earthquake simulations were performed by statically applying some horizontal inertia forces, based on scaled peak ground accelerations, to a mathematical model of a building. With the further development of computational technologies, static approaches began to give way to dynamic ones.
Traditionally, numerical simulation and physical tests have been uncoupled and performed separately. So-called hybrid testing systems employ rapid, parallel analysis using both physical and computational tests.
# Tectonic hazards/Seismogram

A seismogram is a record of an earthquake induced motion at a measuring station as a function of time. Seismograms are usually taken by seismometers. Seisometers record motions in three cartesian axes (x, y, and z), with the z axis perpendicular to the Earth's surface and the x- and y- axes parallel to the surface.
Historically, seismograms were recorded on paper attached to rotatingdrums. Some used pens on ordinary paper. Others used light beams to expose photosensitive paper.
Today, almost all seismograms are recorded digitally to make analysis by computer easier. Seismograms are very important for measuring earthquakes using the Richter scale.

## Other websites

* An example seismogram
* REV, the Rapid Earthquake Viewer Seismograms recorded around the world from recent earthquakes (weeks old) as well as larger earthquakes from the past.
# Tectonic hazards/Seismic load

Seismic load is one of the basic concepts of earthquake engineering which means application of an earthquake-generated agitation to a building structure.
It happens at contact surfaces of a structure either with the ground, see The Geotechnical Earthquake Engineering Portal, or with adjacent structures, see Seismic Pounding between Adjacent Building Structures, or with gravity waves from tsunami, see Tsunami wave propagation.
Seismic load depends, primarily, on:
* Anticipated earthquake’s parameters at the site
* Geotechnical parameters of the site
* Structure’s parameters
* Characteristics of the anticipated gravity waves from tsunami (if applicable).
Sometimes, seismic load exceeds ability of a structure to resist it without being broken, partially or completely. Due to their mutual interaction, seismic loading and seismic performance of a structure are intimately related.
# Tectonic hazards/Seismic retrofit

Seismic retrofit is the modification of a building that already exists to make it resistant to earthquake impact. Seismic retrofitting techniques can be applied to other kinds of natural disasters such as tornadoes and strong winds from thunderstorms.
Main levels of seismically retrofitted building structure performance objectives may vary, namely:
* To protect human lives.
* To protect a structure from total failure.
* To preserve a structure's functionality after a strong earthquake.
* To make a structure, practically, unaffected by any earthquake.
# Tectonic hazards/Seismic performance analysis

Seismic performance analysis is an intellectual tool of earthquake engineering which breaks the complex topic into smaller parts to gain a better understanding of seismic performance of building and non-building structures. The technique as a formal concept is a relatively recent development. In general, seismic analysis is based on the methods of structural dynamics. For decades, the most prominent instrument of seismic analysis has been the earthquake response spectrum method which, also, contributed to the proposed building code's concept of today .
However, those response spectra are good, mostly, for single-degree-of-freedom structural systems. Numerical step-by-step integration, applied with the charts of seismic performance , proved to be a more effective method of performance analysis for the multi-degree-of-freedom structural systems with severe non-linearity and under a substantially transient process of earthquake type kinematic excitation or earthquake simulation.
# UTPA STEM/CBI Courses/Graduate Seminar (combined with BVP-MATH 4318)

Topics
How to use Maxwell Model to Reconstruct Radar Image
# UTPA STEM/CBI Courses/Fundamentals of Product Design

Topics
Design Concept Generation
# UTPA STEM/CBI Courses/Environmental Impact Assessment

Map, Compass, and GPS Skills
# UTPA STEM/CBI Courses/General Physics

Course Title: General Physics (1401)
Lecture Topic: Motion in One Dimension Instructor:
Institution: UTPA

## Backwards Design

Course Objectives
* Primary Objectives- By the next class period students will be able to:
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* Sub Objectives- The objectives will require that students be able to:
** Understand the quantities in motion: displacement, velocity, acceleration
** How and when to apply kinematic equations
* Difficulties- Students may have difficulty:
** The students have difficulties in making the difference betwen distance and displacement, speed and velocity,
** text
* Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
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Model of Knowledge
* Concept Map
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* Content Priorities
** Enduring Understanding
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** Important to Do and Know
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** Worth Being Familiar with
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Assessment of Learning
* Formative Assessment
** In Class (groups)
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** Homework (individual)
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* Summative Assessment
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## Legacy Cycle

OBJECTIVE
By the next class period, students will be able to:
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The objectives will require that students be able to:
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THE CHALLENGE
A car traveling at 100 m/s passes a trooper hiding at the roadside. The driver uniformly reduces his speed in 3.50s. Is he going to be fined if the speed limit is 30 mi/h? (b) What is the magnitude and the direction of the car’s acceleration as it slows down? (c) How far does the car travel in the 3.5s time period?
GENERATE IDEAS
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MULTIPLE PERSPECTIVES
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RESEARCH & REVISE
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TEST YOUR METTLE
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GO PUBLIC
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## Pre-Lesson Quiz

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waves ex.1 wave ex
# UTPA STEM/CBI Courses/Geometry

Courses
Properties of area of triangles
# UTPA STEM/CBI Courses/Geometry/Properties of area of triangles

Course Title: Geometry and Measurement
Lecture Topic: Properties of area of triangles
Instructor: JenqJong Tsay
Institution: UTPA

## Backwards Design

Course Objectives
* Primary Objectives- By the next class period students will be able to:
** Explain the reason why non-congruent triangles with the same length of base and height have the same area
** Explain the reason why all the third vertices of triangles with a fixed base form lines parallel to the fixed side
* Sub Objectives- The objectives will require that students be able to:
** Understand the fundamental concept of area of triangle as counting the number of square units enclosed by the triangle
** Apply transformation on the triangle to be measured and relate it to a rectangle so that counting the number of square units is feasible
* Difficulties- Students may have difficulty:
** In connecting their understanding of finding the area of triangle without giving the length and height of that triangle so that they can use the formula directly
** In observing the common characteristics of all the triangles with a fixed base and the relation to the third vertices of triangles on a parallel line to the fixed side
* Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
** text
** text
Model of Knowledge
* Concept Map
** text
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* Content Priorities
** Enduring Understanding
*** text
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*** text
** Important to Do and Know
*** text
*** text
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** 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

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## Test Your Mettle Quiz

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# UTPA STEM/CBI Courses/Graphics

Course Description
Topics
Introduction to CAD
Introduction to Multi-view Drawings - Snap Cubes
Introduction to Pictorial Drawings - Snap Cubes & Special Graph Paper
A Lesson in Sub-Assemblies - CAD - Snap Cubes
A Lesson in Sub-Assemblies & Working Drawings - CAD - Lincoln Log House
# Web Design/Web design group learning activities

Web Design → Web design group learning activities
This page is part of the Web Design project. :
If you are lucky enough to be learning together with a group of people, you might want to break up your class or project work with some fun group activities related to your Web Design course that challenge the way the web is used for learning!
# Web Foundations

The World Wide Web (abbreviated WWW or the Web) is an information space where documents and other web resources are identified by Uniform Resource Locators (URLs), interlinked by hypertext links, and can be accessed via the Internet. Web foundations concepts include editors and hosting, HTML documents, block elements, text elements, lists, CSS formatting and layout, hyperlinks, tables, forms, multimedia, JavaScript, server-side scripting, and frameworks.
This course comprises 15 lessons covering web foundations concepts. Each lesson includes a combination of Wikipedia readings, YouTube videos, and hands-on learning activities. The course also assists learners in preparing for CIW Site Development Associate certification.

## Preparation

This is a second-semester college-level computer course. Learners should already be familiar with Internet fundamentals.

## Lessons

* Introduction
* Editors and Hosting
* HTML Documents
* Block Elements
* Inline Elements
* CSS Formatting
* CSS Layout
* Hyperlinks
* Lists
* Tables
* Forms
* Multimedia
* JavaScript
* Servers and Data
* Additional Topics

## See Also

* Internet Fundamentals
* Web Design
* Web development
* Web Science
* HTML
* JavaScript Programming
* Server-Side Scripting
* Wikibooks: HyperText Markup Language
# Web Foundations/Additional Topics

This lesson introduces additional web foundations topics.

## Objectives and Skills

Objectives and skills for this lesson include:
* Identify essential issues in developing and maintaining a Web site, including project management, testing, legal issues.
* Identify steps in the Web site planning and development process.
* Plan and deliver oral presentations of your Web site, during and after site development.
* Define electronic commerce (e-commerce) and related technologies and concepts necessary to develop a secure, useful interface (i.e., storefront).

## Readings

* Wikipedia: Software development process
* Wikipedia: Technical communication
* Wikipedia: E-commerce
# Web Foundations/Block Elements

This lesson introduces HTML block elements.

## Objectives and Skills

Objectives and skills for this lesson include:
* Use the most current version of Hypertext Markup Language (HTML5) to create web pages.
* Design web pages to industry standards.

## Reads

* Wikipedia: Block-level element
* Wikibooks: HyperText Markup Language/Paragraphs and Headings

## Videos

* YouTube: HTML5 Tutorial for Beginners

## Examples
### Section Headings

Example:

# Level 1 Heading
## Level 2 Heading
### Paragraph

Example:
Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.

### Quotation (indented margins)

A block level quotation, for when the quotation includes block level elements.
Example:
   Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.

### Pre-formatted Text

Example:

### Horizontal Rule

Example:

## Activities

* Complete the tutorial TutorialsPoint: HTML Blocks
* Complete the tutorial TutorialsPoint: HTML Elements
* Complete the tutorial TutorialsPoint: HTML Attributes
# Web Foundations/CSS Formatting

This lesson introduces CSS formatting.

## Objectives and Skills

Objectives and skills for this lesson include:
* Identify and use design and color principles for Web pages.
* Define and apply essential aspects of the Cascading Style Sheets (CSS) standard, including CSS versions 1, 2 and 3.
* Design Web pages to industry standards.
* Identify essential Web site navigation issues, and ensure page/site accessibility.

## Readings

* Wikipedia: Cascading Style Sheets
* Wikipedia: Style sheet (web development)
* Wikipedia: Font family (HTML)
* Wikipedia: Web colors
* Wikibooks: HyperText Markup Language/CSS

## Multimedia

* YouTube: CSS Tutorial for Beginners
* YouTube: CSS3 Tutorial

## Activities

** TutorialsPoint: HTML Style Sheet

## See Also

* W3Schools: HTML CSS
# Wikimedia Ethics/List of questions/JWSchmidt answers

My main focus: I'm trying to educate myself about the some problems on biographical articles.
1. What is the purpose of this learning project?
    There are multiple participants who each have their own interests and goals (see). I think the original purpose was mainly centered on problems with biased biographical articles.
2. What are the goals of this learning project? 3. What are the aims of this learning project?
    I don't know what would be different between "goals" and aims". Wikipedia has biased biographical articles. We need to find ways to improve the quality of Wikipedia articles.
10. What does this learning project hope to accomplish?
    I think the goal is to improve the quality of Wikipedia articles.
4. What assumptions or prior knowledge is assumed about the learners of this learning project?
    They want to improve the quality of Wikipedia articles.
5. What issues or problems is this learning project trying to address? What concerns sparked this learning project? 6. What is the subject or subjects of this learning project's research?
    See Ethical Management of the English Language Wikipedia/Case Studies for introductions to some specific examples of "when things when wrong at Wikipedia". They include biased biographies, mis-guided actions taken by Wikipedia administrators, poorly-justified blocks and bans of editors who were trying to improve the encyclopedia, fights over the release of personal information, etc.
7. What initial assumptions are the researchers making?
    Wikipedia has some institutional defects that create problems, poor articles and administrators who abuse editors who are trying to help the project. Wikipedia has less-than-efficient processes for getting rid of bad administrators and preventing the creation of biased articles. Study and understanding of these problems might lead to correction of the problems.
8. What are the foundations being used for the research? 9. What criteria are being used for the research? See Wikiversity:Scholarly ethics.
# Research process

This research resource is a "stub". Learn how you can help Wikiversity to develop it.
The scientific research process is often described as a series of steps and depicted in diagrams e.g., research process (Google Images)
# Assistant teacher course/Teachers' handbook

* A curriculum which acknowledges the social responsibilities of education must present situations where problems are relevant to the problems of living together, and where observation and information are calculated to develop social insight and interest.
—Democracy and Education, John Dewey
A PDF version of this book is available.

## Introduction

* Assuming that it is possible, should we allow parents to have their children genetically modified for intelligence and health?
* We are more than happy for parents to try to enhance intelligence and health through education.
* If a school were to develop a programme that resulted in pupils gaining dramatically in both, it would no doubt be applauded.
* Parents would rightly seek to get their children admitted.
* They would demand to know why similar techniques weren't used at other schools.
—The Philosophy Gym, Stephen Law
The teachers' handbook tries to give some recommendations to teachers who have a group of assistant teachers available.
The course invited the assistant teachers in several places to make suboptimal or questionable choices in order to provide motivation for the other pupils to become politically active and to try to influence the situation.
Teachers should be aware what suboptimal solutions have been implemented intentionally and what better solutions the assistant teachers would prefer themselves. At some time pupils and assistant teachers may need encouragement to change existing arrangements in order to prevent significant disadvantages for the pupils.
The normal run of events, however, should be that pupils discover the inadequate solutions and alert their grade to the fact that something might have to be changed.
The advantage of having assistant teachers available should be that the teacher can focus on teaching, pedagogy and classroom management. The role of supervisor should mostly be delegated to the assistant teachers. A teacher can also delegate the role of lecturer, which allows to focus on monitoring the class or to attend to individual pupils.
This teacher's handbook is meant as a convenient entry for teachers but should not be interpreted to mean that teachers shouldn't read the whole course.

## Content

| I | Preparation |
| II | Pedagogy |
| III | Democracy |
| IV | Classroom management |
| V | Administration |
| VI | Mentoring programs |
| VII | Voluntary educational year |
| VIII | Parenting |

### Appendices

| A | Policy framework Galileo |
| B | Policy framework Sudbury-Summerhill |
| C | Policy framework Waldorf-Freinet |
# Assistant teacher course/Software

* This resource has been released into the public domain by the copyright holder, its copyright has expired, or it is ineligible for copyright. This applies worldwide. You are advised to consider the possibility of extraterrestrial intellectual property rights claims that do require mentoring duties in compensation ("either mentoring or trouble with extraterrestrials").
* Content released into the public domain may be used for any purpose without attribution, including commercial activities and creation of derivative works.