OpenLLM-France/wikimedia huggingface dataset:
# Structural design

Structural design is a Science and an Art. It is a tool for modern Creators and the world of Design. It can also be used in Literature and Music. It is a way of getting new ideas and inspirations,at Art schools and workshops,allowing [[architects,painters graphic designers,interior designers,industrial designers,better work out their projects,developing original creativity,while basing their designs on natural,biological elements or even other works created by other creators.
This is not a new way to produce design or art,but the systematic approach of getting it to work is.
Structural Research is not an artistic goal,in itself,rather a] catalyst of ideas and imagination,that can be used to suit all human creativness.
Principles of Structural design
Structural Research is based on a principle:
Since nature made things that can hold coherent together,from the beauty point of view,as well as function,construction and details,all for visual presence and utility,why modern creators will not make designs that behave in the same way?
For that several technics are possible:
* To copy nature and its elements.
* To study the natural objects in their details.
* To peel and dissect the elements of nature, as systematic way to seek hidden secrets that builds the internal and external architecture.
* To seek the Structure of chosen objects from nature and their composition,by taking into account the repetitive units,patterns, geometrical construction and shapes, discovering the algorithms hidden inside and outside the natural elements, in order to study the resistance of forms, overall architecture and the structure of fibers which are giving strength and overall beauty.

### History of Structural design
## Structural Research in Arts
### Structural Research in Architecture

* Gaudi and the beginning of bio Architecture ==

### Structural Research in Litterature

* Structural Analysis in Literature.
* Structures in Literature

### Structural Research in Music

* Musicology
* Vivaldi,The Four Seasons

### Structural Research in Fashion Design
## Structural Research in Science and Engineering

* Structural analysis
* Engineering

### Teaching Fine Arts

* Projects for two years the First (6 to 8) courses:
-Study of Natural elements and making designs out of them:
-Shells for example, and their structures and Patterns,will give birth to a Mural design.
* Reaserch to:
-Identify structural and aesthetic elements of music
-Identify structural and aesthetic elements of dance
-Identify structural and aesthetic elements of visual arts,paintings,sculptures,
-Identify structural and aesthetic elements of theater
* Film And Television
Principles of the audiovisual language and the main structural elements of the cinematic work. Discussion of the relationship between film, television and other arts/media. Film screenings.

### Universities teaching Structural Research

External links
Literature:
* Structure in Literature
* Structure in Literature
Art,Design,Architecture: Recherche Structurale
* Modern University,Germany
* A Structural Research site
* Gaudi,Architect and Designer,(1852-1926)
Music:
* Musicology
# Survey research and design in psychology/Assessment/Project/Lab report/Topics/Motivation

The study of motivation is concerned with understanding processes that drive and direct behaviour.
This page provide information specifically about university student motivation. Much theoretical and research attention has been given to determining different aspects, or factors, of motivation. A multidimensional model of student motivation could help to explain and better understand different motivational influences which may contribute to university participation (Hwang, Echols & Vrongisitinos, 2002).
Douvan and Kaye (1967, cited in Bogler & Somech, 2002) described four types of motives:
* vocational preparation
* intellectual broadening
* attractive social life, and
* release from parental control.
Clark (1962, as cited in Bogler & Somech, 2002) and Clark and Trow (1966, as cited in Bogler & Somech, 2002) characterized the student subcultures according to the foregoing distinctions:
* vocational subculture: students interested mostly in job preparation
* academic subculture: oriented toward “serious students” who seek to broaden their knowledge and to be associated with prominent intellectuals and scholars
* collegiate subculture: stresses the importance of student life on campus (i.e., sports, dating, fraternities, and sororities (in the US context))
* students' wishes to be released from their parents' control.
Henderson-King and Smith (2006) identified 10 underlying motivators for attending university:
* career preparation
* independence
* finding direction for the future
* learning
* self development
* taking the next step
* making social connections
* changing the world
* stress, and
* escape.
Career preparation was discovered to be the most common motivation for university attendance, whilst escape was the least indicated motivator. Age- and gender-related differences were also analysed. There was no gender difference for total overall motivation, however females scored higher on the career, learning, independence, self and world factors, whilst males scored higher on stress and escape motivations for university. No significant age differences in motivation were discovered.
# Survey research and design in psychology/Assessment/Lab report/Word count

* There is no minimum word count.
* Maximum word count: 2800 words + 10%
* Count everything using a word processor from the beginning of the Introduction (i.e., not Title page, Abstract etc.) to end of Discussion, including all text, headings, footnotes, citations, tables and figures etcetera (i.e., but not the sections after the Discussion, such as References and Appendices).
* Penalty for exceeding maximum word count: Markers will ignore words beyond the maximum (i.e., most likely resulting in a reduced mark for the Discussion).
* Word counts provided in the section overview are suggestions only.
# Survey research and design in psychology/Assessment/Overview
## Overview

* There are 9 online quizzes (5% each; total 45%), a data collection and entry exercise (10%) and a lab report (45%).
* All assessment is optional. Non-completed assessments will be awarded 0.
* A final overall mark of 50% or higher is required to Pass the unit. Partial final marks will be rounded up.
* Summary of assessment items:
# Survey research and design in psychology/Assessment/Project/Lab report/Topics/Learning self-efficacy

Perceived self-efficacy is an individual’s belief in their own ability to perform a specific task or behaviour (Bandura, 1977). The degree of self-efficacy in a certain domain can effect how an individual performs a particular behaviour and their level of persistence when engaging in that behaviour (Bandura).
Individuals scoring higher on self-efficacy have reported higher levels of university satisfaction and satisfaction has been identified as having a greater effect on performance than performance on satisfaction (Bean & Bradley, 1986; De Witz & Walsh, 2002). Students with a strong sense of academic self-efficacy seem to self-regulate more productively, apply more effort, set higher goals, achieve better academic performances and cognitively process information more effectively.
As self-efficacy beliefs have been linked to expended effort and task persistence, university teaching staff, need to help students maintain high, accurate learning self efficacy beliefs. Providing accurate feedback and challenging achievable tasks are two ways to maintain high learning self efficacy (Schunk, 1991). Another implication is for student support services. Learning self efficacy could potentially be enhanced by providing workshops designed to teach specific study, time management and stress reduction strategies (Quimby & O’Brien, 2006).
# Survey research and design in psychology/Assessment/Lab reports/3/Item correlations
## How to put a correlations table from a factor analysis into a lab report appendix

Presenting a large number of correlations in a single table can be challenging.
Here are some tips for using SPSS to create a table that is relatively easy to present in an Appendix:
* Generate a correlation table in SPSS via Analyze - Data Reduction - Factor - Descriptives - Correlation Matrix - Coefficients. Note to use the data for your final model (after some variables have been dropped).
* Select the Correlation table in the Output (by left clicking on the Table)
* Export the table via: File - Export - Objects to Export - Selected - Options - Change Options - Wide Pivot Tables - Wrap table to fit within page margins (should be the default setting) - Page set-up for export - Landscape. You may also wish to adjust the filename and location for the file to be saved.
* In your main lab report document, create a section break (this allows you to have Portrait layout for one section and Landscape layout for another section), then insert (or copy and paste) the exported correlation table from SPSS.
Alternatively, create a table in your lab report document from scratch and type the correlations in, rounding to two decimal places. It might be quicker, easier, and better presented.
# World War I/Lesson 10 - 1918 - The end of war

First World War
Back
Course Overview
· Lesson 1 - Introduction
· Lesson 2 - "Europe explodes" - The crisis which lead to World War I
· Lesson 3 - 1914 - The alliances and their agenda
· Lesson 4 - The "Schlieffen Plan" - First weeks of war
· Lesson 5 - The Eastern Front
· Lesson 6 - Inventions during World War I and their effects
· Lesson 7 - War at Sea
· Lesson 8 - The United States in World War I
· Lesson 9 - The Russian Revolution
· Lesson 10 - 1918 - The end of war
· Lesson 11 - The Treaty of Versailles
· Lesson 12 - The importance of World War I in the History of the 20th Century
· Lesson 13 - Conclusion
· Lesson 14 - U.S. Foreign Policy after WWI
Next :

## Armistice agreements

* First Armistice (11 November 1918 - 13 December 1918)
* First prolongation of the armistice (13 December 1918 - 16 January 1919)
* Second prolongation of the armistice (16 January 1919 - 16 February 1919)
* Third prolongation of the armistice (16 February 1919 - 10 January 1920)

## Questions

* When did the First World War end?
# World War I/Lesson 12 - The importance of World War I in the History of the 20th Century

First World War
Back
Course Overview
· Lesson 1 - Introduction
· Lesson 2 - "Europe explodes" - The crisis which lead to World War I
· Lesson 3 - 1914 - The alliances and their agenda
· Lesson 4 - The "Schlieffen Plan" - First weeks of war
· Lesson 5 - The Eastern Front
· Lesson 6 - Inventions during World War I and their effects
· Lesson 7 - War at Sea
· Lesson 8 - The United States in World War I
· Lesson 9 - The Russian Revolution
· Lesson 10 - 1918 - The end of war
· Lesson 11 - The Treaty of Versailles
· Lesson 12 - The importance of World War I in the History of the 20th Century
· Lesson 13 - Conclusion
· Lesson 14 - U.S. Foreign Policy after WWI
Next :

## The Aftermath
### Canada

Canada was a British Dominion before 1982. The relatively small nation was pushed to war as its mother country promised support to Belgium. Over the course of this war, tensions would arise between French Canadians and English Canadians over the involvement of Canada and conscription. During the war, Prime Minister Robert Borden promised women the vote if he was re-elected to office in 1917. This election between Borden and Laurier primarily dealt with conscription. Women who had men fighting overseas were permitted the vote. This was a huge step for woman suffrage.
# World War I/Inventions during World War I and their effects

First World War
Back
Course Overview
· Lesson 1 - Introduction
· Lesson 2 - "Europe explodes" - The crisis which lead to World War I
· Lesson 3 - 1914 - The alliances and their agenda
· Lesson 4 - The "Schlieffen Plan" - First weeks of war
· Lesson 5 - The Eastern Front
· Lesson 6 - Inventions during World War I and their effects
· Lesson 7 - War at Sea
· Lesson 8 - The United States in World War I
· Lesson 9 - The Russian Revolution
· Lesson 10 - 1918 - The end of war
· Lesson 11 - The Treaty of Versailles
· Lesson 12 - The importance of World War I in the History of the 20th Century
· Lesson 13 - Conclusion
· Lesson 14 - U.S. Foreign Policy after WWI
Next :

### German Inventions

List of German inventions during the Great war

#### Flamethrower

Possibly the most known of invention of the Great War other than the tank, invented in 1900 by German engineer Richard Fiedler, it was accepted into service of the German army in 1911, though it would not be used until 1915.
(to be continued)

## Literature

* The Increasing Power of Destruction: Military Technology in World War I (American Memory, Library of Congress)
* The Social History of the Machine Gun by John Ellis
# World War I/Lesson 14 - U.S. Foreign Policy after WWI

First World War
Back
Course Overview
· Lesson 1 - Introduction
· Lesson 2 - "Europe explodes" - The crisis which lead to World War I
· Lesson 3 - 1914 - The alliances and their agenda
· Lesson 4 - The "Schlieffen Plan" - First weeks of war
· Lesson 5 - The Eastern Front
· Lesson 6 - Inventions during World War I and their effects
· Lesson 7 - War at Sea
· Lesson 8 - The United States in World War I
· Lesson 9 - The Russian Revolution
· Lesson 10 - 1918 - The end of war
· Lesson 11 - The Treaty of Versailles
· Lesson 12 - The importance of World War I in the History of the 20th Century
· Lesson 13 - Conclusion
· Lesson 14 - U.S. Foreign Policy after WWI
Next :
* At the end of WWI, president Woodrow Wilson led the way by preparing a peace plan known as the Fourteen Points.
* He wanted the U.S. to join a world wide peace keeping organization that he thought of called the League of Nations.
* The U.S. Senate failed to ratify the Treaty of Versailles, whichh ended WWI.
* The Treaty of Versailles caused Germany to lose land, to take the blame for WWI, and to pay for all the damages caused.
* The League of Nations formed without the US and later, fails to prevent WWII.
* The United States develops a foreign policy of saltationism as a result of WWI.
# World War I/Lesson 13 - Conclusion

First World War
Back
Course Overview
· Lesson 1 - Introduction
· Lesson 2 - "Europe explodes" - The crisis which lead to World War I
· Lesson 3 - 1914 - The alliances and their agenda
· Lesson 4 - The "Schlieffen Plan" - First weeks of war
· Lesson 5 - The Eastern Front
· Lesson 6 - Inventions during World War I and their effects
· Lesson 7 - War at Sea
· Lesson 8 - The United States in World War I
· Lesson 9 - The Russian Revolution
· Lesson 10 - 1918 - The end of war
· Lesson 11 - The Treaty of Versailles
· Lesson 12 - The importance of World War I in the History of the 20th Century
· Lesson 13 - Conclusion
· Lesson 14 - U.S. Foreign Policy after WWI
Next :
# World War I/Lesson 1

The First World War was a global conflict which endured for 4 long years. The war marked a beginning of a New Era, the modern world. This conflict was so extreme it caused another one.

### Gavrilo Princip

June 28, 1914. Sarajevo. Archduke Ferdinand and his wife Sophie are driven towards a military parade by the Austrian army in Bosnia. Some decades before, Bosnia was conquered by the Austrians and the people were not happy with these invaders. They wanted an independent state. Gavrilo Princip was one of them and he went so far that he joined a mysterious group called the Black Hand. Their mission was to place bombs under some bridges and to assassinate the Archduke and his wife. Why did he do this?

#### Assignment 1

Search for more information about Gavrilo Princip, write a short biography (100-250 words) about him and include what he said about the assassination and his reason to do this.
# A queer-feminist look at the GND

This is a project to analyse the classification of gender and sexuality in the GND, the authority file used for cataloguing in German speaking libraries, with the aim of providing a resource for students of library science in Germany to introduce queer-feminist critique of library classification systems.

## To Dos

* Fill out this page
# A supplement to the Texas US history textbook/6th Grade - Contemporary Society
## Preface

As outlined in this statement, this resource is a supplement to the 6th grade social studies textbook for the state of Texas. Please read the statement before contributing to this resource.

## Scope

According to the Texas Essential Knowledge and Skills for Social Studies [PDF]:
    In Grade 6, students study people, places, and societies of the contemporary world. Societies for study are from the following regions of the world: Europe, Russia and the Eurasian republics, North America, Central America and the Caribbean, South America, Southwest Asia-North Africa, Sub-Saharan Africa, South Asia, East Asia, Southeast Asia, Australia, and the Pacific realm. Students describe the influence of individuals and groups on historical and contemporary events in those societies and identify the locations and geographic characteristics of various societies. Students identify different ways of organizing economic and governmental systems. The concepts of limited and unlimited government are introduced, and students describe the nature of citizenship in various societies. Students compare institutions common to all societies such as government, education, and religious institutions. Students explain how the level of technology affects the development of the various societies and identify different points of view about events. The concept of frame of reference is introduced as an influence on an individual's point of view.

## Reading Level

The reading level for the 6th grade as defined by the Flesch–Kincaid Grade Level is approx. 6 = (0.39 x Average Sentence Length) + (11.8 x Average Syllables per Word) − 15.59.
This website can be used to automatically analyze the reading level of our entries.

## How to Participate

We are especially hoping to get Texas school students involved in the creation of their own textbook. If you teach a class where it might be appropriate, please consider having your students conduct research to write articles for this supplement instead of writing term papers. This article describes a similar assignment. The spirit of such an assignment would be to ask your students to learn a subject so well that they could fascinate their peers by explaining the subject to them.
# A supplement to the Texas US history textbook/7th Grade - The History of Texas
## Preface

As outlined in this statement, this resource is a supplement to the 7th grade social studies textbook for the state of Texas. Please read the statement before contributing to this resource.

## Scope

According to the Texas Essential Knowledge and Skills for Social Studies [PDF]:
    In Grade 7, students study the history of Texas from early times to the present. Content is presented with more depth and breadth than in Grade 4. Students examine the full scope of Texas history, including Natural Texas and its People; Age of Contact; Spanish Colonial; Mexican National; Revolution and Republic; Early Statehood; Texas in the Civil War and Reconstruction; Cotton, Cattle, and Railroads; Age of Oil; Texas in the Great Depression and World War II; Civil Rights and Conservatism; and Contemporary Texas eras. The focus in each era is on key individuals, events, and issues and their impact. Students identify regions of Texas and the distribution of population within and among the regions and explain the factors that caused Texas to change from an agrarian to an urban society. Students describe the structure and functions of municipal, county, and state governments, explain the influence of the U.S. Constitution on the Texas Constitution, and examine the rights and responsibilities of Texas citizens. Students use primary and secondary sources to examine the rich and diverse cultural background of Texas as they identify the different racial and ethnic groups that settled in Texas to build a republic and then a state. Students analyze the impact of scientific discoveries and technological innovations on the development of Texas in various industries such as agricultural, energy, medical, computer, and aerospace. Students use primary and secondary sources to acquire information about Texas.

## Reading Level

The reading level for the 7th grade as defined by the Flesch–Kincaid Grade Level is approx. 7 = (0.39 x Average Sentence Length) + (11.8 x Average Syllables per Word) − 15.59.
This website can be used to automatically analyze the reading level of our entries.

## How to Participate

We are especially hoping to get Texas school students involved in the creation of their own textbook. If you teach a class where it might be appropriate, please consider having your students conduct research to write articles for this supplement instead of writing term papers. This article describes a similar assignment. The spirit of such an assignment would be to ask your students to learn a subject so well that they could fascinate their peers by explaining the subject to them.
# Baha'i Faith/Symbolism/Mirrors

Metaphoric mirrors are all around us. If the Sun is the symbol of truth, then a mirror is the symbol of the acquisition of truth. It is important that mirrors stay clean. But, it is especially important that all the mirrors stay pointed at the Sun. That's because we don't want mirrors to reflect falsehoods. We only want them to reflect parts of the truth. Thus, combining knowledge from all of these truthful mirrors can bring us even closer to the truth.

## Relation to Other Symbols

There are three symbols that seem to be directly related to mirrors. The first, and most obvious is the symbol of the Sun. The Sun is the symbol of truth. So, mirrors should always be pointed at the Sun. But, the symbols of fish and leaves are related to mirrors in a different way. Among the fish their is a need for a fruitful unity. Likewise, among the leaves their is a need to pursue unity by way of truth. That's why the Baha'i text sometimes equates mirrors to fish and leaves.

## The Bab

The Bab was the first to use mirrors to demonstrate unity through truth. He asked his followers to visualize what he called a "concourse of mirrors". All of these mirrors are pointed at the same Sun. This meant that the Sun is independent of the mirrors. But, the mirrors are not independent of the Sun. The followers of God are encouraged to be like a concourse of mirrors following the one true God.

## External Links

* Multi Fest
* Baha'i Library