OpenLLM-France/wikimedia huggingface dataset:
# Cultural preservation/Fort Benning

As time progresses, it is important to document important cultural changes and aspects in order to fully understand the ramifications and impact structures and buildings have on a society. This page will explore how preservation documents and historical sources can be used to recreate buildings and structures that no longer exist and can no longer exists. In particular, Fort Benning, Georgia will be used as the primary source of analysis since the U.S. Federal Government devoted many resources into expanding and documenting the base between World War 1 and World War 2.

## Fort Benning

This is the main structure map of Fort Benning, Georgia around the time of changes to the base made in preparation for World War 2. During this time, the Second Armored Division was stationed at Fort Benning, and many of the structures were devoted to training soldiers and mechanics in modern tank warfare.

## Officer homes map

Structure numbers:
* Left: 202-3, 205-6, 208-9, 211-3
* Right: 214-220
* Center: 213, 785-6
* Bottom Center: 288-9
* Bottom Right: 327-30, 332, 359-61

### Officer structures

* 326
* 327
* 329

## Non Commissioned Officer homes map

Structure numbers:
* Left Bottom: 235, 238, 240-1, 243-4, 246-7
* Left: 250-286
* Center Left: 287-8, 290-323
* Center Right: 331, 333-358
* Right: 362-387
* Bottom Right: 799, 390

### NCO structures

* 317
* 318
* 325
# Culture/Tangible aspect

tangible aspect of culture deals with physical object,resources and spaces that people use to define their culture. e.g homes,cities,temple,tools,plant,goods,technology,food and dress.
# Culture

    See also: Wikipedia: Culture

## Culture in origin

    See also: Wikipedia: Culture #Etymology
The umbrella term culture may cover the way how humans live, hence the ground of humanities, especially of philosophy, anthropology and sociology. Meanwhile, The Two Cultures for example literally regards humanities and sciences as poles apart, like yin and yang in contrast. But the one would better be regarded as wuji (無極) or taiji (太極), including the other within.
The noun culture stems from the Latin verb colere meaning "to turn over the soil so as to grow plants" above all. Such etymology suggests that culture in itself may have begun with agriculture or cultivation of plants.
The modern use of culture traces back to the ancient Roman orator Cicero, who, by using an agricultural metaphor, mentioned "cultura animi" ("cultivation of the soul") as the ideal for human development and way of life.
By the way, to plough or turn over the soil, to be precise, is to form not only the furrow but also the ridge in pair, side by side, as yin and yang. Their joint cross-section is roughly sinusoid.
The schematic cross-section of the ancient Offa's Dyke shows both concavity and convexity, west and east, or left and right, of the inflection point at the center of the curve.
In Korean, the one is 굳 (gut, "hollow, cave, gut") as yin, while the other is 둑 (duk, "dyke, levee") as yang. One is an anagram of, as well as antonym to, another. This pair may well compare with the 고랑 (gorang) and 두둑 (duduk), respectively.
In Chinese, 凹 is concavity while 凸 is convexity. Both renders 凹凸 "bumpy, rugged, uneven".
In Japanese, both 凹凸 (outotsu) and 凸凹 (dekoboko) are used. The Japanese convexity 凸, whether totsu or deko, may well compare with Korean 둑 (duk, 凸).
The curve is sinusoid. The like is also found in Taijitu, the Western Roman shield pattern, and the Flag of South Korea.
In English, meanwhile, both aspects confuse into the British spelling dyke and the American alternative form dike. Perhaps to avoid such confusion, American Wikipedia resorted to Levee instead.
The doublet ditch means "trench" as for irrigation or drainage. German Teich ("pond") is the doublet of Deich ("dyke, levee"), both senses of which are also found in Korean 방죽 alone, confusingly again!
More doublets or cognates may include dough and even thigh and thick in English; respectively, Deig and even Diech and dick in German.
While concavity and convexity must be polar, the mild and wild, or thin and thick, kinds of convexity may well contrast dune with dyke, as well as thin with thick, dünn with dick in German, or 둔 (dun) with 둑 (duk) in Korean.

### See also

* Korean/Words/둑

## Cultural studies

    See also: Wikipedia: Cultural studies

## Beyond Culture

    See also: Wikipedia: Beyond Culture
* ↑ That is, 갈다 (galda) in Korean.
* ↑ Korean 기르다 (gireuda, "to grow") is the exact counterpart of Engish grow, as each adopts both agricultural and cultural objects.
* ↑ In Korean, the one is Korean/Words/고랑 (gorang) and the other is Korean/Words/두둑 (duduk).
# Culture/Origin
## Culture in origin

    See also: Wikipedia: Culture #Etymology
The umbrella term culture may cover the way how humans live, hence the ground of humanities, especially of philosophy, anthropology and sociology. Meanwhile, The Two Cultures for example literally regards humanities and sciences as poles apart, like yin and yang in contrast. But the one would better be regarded as wuji (無極) or taiji (太極), including the other within.
The noun culture stems from the Latin verb colere meaning "to turn over the soil so as to grow plants" above all. Such etymology suggests that culture in itself may have begun with agriculture or cultivation of plants.
The modern use of culture traces back to the ancient Roman orator Cicero, who, by using an agricultural metaphor, mentioned "cultura animi" ("cultivation of the soul") as the ideal for human development and way of life.
By the way, to plough or turn over the soil, to be precise, is to form not only the furrow but also the ridge in pair, side by side, as yin and yang. Their joint cross-section is roughly sinusoid.
The schematic cross-section of the ancient Offa's Dyke shows both concavity and convexity, west and east, or left and right, of the inflection point at the center of the curve.
In Korean, the one is 굳 (gut, "hollow, cave, gut") as yin, while the other is 둑 (duk, "dyke, levee") as yang. One is an anagram of, as well as antonym to, another. This pair may well compare with the 고랑 (gorang) and 두둑 (duduk), respectively.
In Chinese, 凹 is concavity while 凸 is convexity. Both renders 凹凸 "bumpy, rugged, uneven".
In Japanese, both 凹凸 (outotsu) and 凸凹 (dekoboko) are used. The Japanese convexity 凸, whether totsu or deko, may well compare with Korean 둑 (duk, 凸).
The curve is sinusoid. The like is also found in Taijitu, the Western Roman shield pattern, and the Flag of South Korea.
In English, meanwhile, both aspects confuse into the British spelling dyke and the American alternative form dike. Perhaps to avoid such confusion, American Wikipedia resorted to Levee instead.
The doublet ditch means "trench" as for irrigation or drainage. German Teich ("pond") is the doublet of Deich ("dyke, levee"), both senses of which are also found in Korean 방죽 alone, confusingly again!
More doublets or cognates may include dough and even thigh and thick in English; respectively, Deig and even Diech and dick in German.
While concavity and convexity must be polar, the mild and wild, or thin and thick, kinds of convexity may well contrast dune with dyke, as well as thin with thick, dünn with dick in German, or 둔 (dun) with 둑 (duk) in Korean.

### See also

* Korean/Words/둑
* ↑ That is, 갈다 (galda) in Korean.
* ↑ Korean 기르다 (gireuda, "to grow") is the exact counterpart of Engish grow, as each adopts both agricultural and cultural objects.
* ↑ In Korean, the one is Korean/Words/고랑 (gorang) and the other is Korean/Words/두둑 (duduk).
# Culture/Studies
## Cultural studies

    See also: Wikipedia: Cultural studies
# Cultural psychology

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
Cultural psychology is a field of psychology which assumes the idea that culture and mind are inseparable, thus there are no universal laws for how the mind works and that psychological theories grounded in one culture are likely to be limited in applicability when applied to a different culture.
Cultural psychology research informs several fields within psychology, including social psychology, developmental psychology, and cognitive psychology. However, the relativist perspective of cultural psychology tends to clash with the universalist perspectives common in most fields in psychology.
Cultural psychology is distinct from cross-cultural psychology in that the cross-cultural psychologists generally use culture as a means of testing the universality of psychological processes rather than determining how local cultural practices shape psychological processes.

## Search

Search for Cultural psychology on Wikipedia.
Wikimedia Commons has media related to Cultural psychology.
Search for Cultural psychology on the following projects:
Wikisource
Wikinews
Wikiquote
Wiktionary
Wikibooks
Wikispecies
Lost on Wikiversity? Please help by choosing project boxes to classify this resource by:
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# Culturally Specific Syndromes/amok

This page is currently under construction
# Culture/Beyond
## Beyond Culture

    See also: Wikipedia: Beyond Culture
# Composing educational resources/Orientation

    A week spent orientating yourself into the course, the commitment required, the assignments and what else is involved. For those new to this way of learning online, this week will seem daunting. Get through it and the rest of the course will flow for you nicely.
To do
* Set up a blog for your weekly work in this course. If you already have a blog, you are welcome to use that so long as you can clearly indicate what posts are for this course. If you are new to blogging, refer to Blogger help resources.
* Post to your blog a little bit about you and why you are joining in with the course.
* Introduce yourself to the course by adding your blog's web address to the participant blog list
* Prepare your computer and attend the first of our regular meetings (Date TBA)
# Composing educational resources/Finding, creating and publishing audio

There are a range of sites for finding reusable audio. There is free software available for creating audio. And publishing your audio so that it is accessible, rusable and connected is free and simple.
To do
* Search for audio related to your subject area at Archive.org. Search for music
* How to share your audios as educational resources online?
* With this you need to look at installing audacity and LAME. (You won't need to install these two if you already have an audio recorder on your computer that produces MP3 files)
** there is a good YouTube tutorial for this http://www.youtube.com/watch?v==r5K1ZsoO1sU
* Once you have the software installed the fun begins; you can find a number of audacity tutorials on YouTube
* After creating a few MP3 podcasts you can upload them to some of the podcasting services like;
** Odeo
** Switchpod
** We need to find some Open podcast hosting sites
* read about podcasting
* read about Vorbis Ogg, it is an important part of openness and sound files
* read about the creative commons and their connection to audio. Consider using CC licensed music files in your OER.
Assignments:
* You should write only one (1) blog post but do many other things, too
* Study the materials
* Install audacity and LAME (or your favorite audio recorder)
* Create a podcast that provides a detailed (and creative) description of the view outside your home, take a photograph of this view.
* Upload the photograph to flickr
* Upload the audio to odeo or switchpod
* Include the photo and podcast as links in this weeks blog posting, so we can all appreciate the view from your home
* Think about how RSS fits into podcasting; later in the day describe RSS to a friend over coffee (or a free beer ;)
# Composing educational resources/Finding, creating and publishing texts

To do
* Join an online meeting (Date TBA) to consider the question of how we can find and/or re/produce educational texts for both on and offline use.
* Find at least 1 talk or paper that considers searching for and/or re/producing educational texts and summarise its key points to less than 250 words.
* Find an example of an educational text that is designed for on and offline use, it could be a text that has been produced deliberatley for both purposes or software functionaility or process design that facilitates such a cross over.
* Write a post to your blog that reviews the discussion had in the meeting, that introduces and summarises the talk or paper you have referenced, and outlines how you will go about locating and/or re/producing an educational text for on and offline use in your work. Make sure you link to or reference your sources.
# Composing educational resources/Managing collections of resources

    In this topic we will explore tools for managing online resources. The tools we will use simply bookmark resources where they are on the Internet, saving you time and storage. If you think there is a chance that the resource will not remain, you should download it and manage it in a filing system that you normally use. '
To do
* Watch the demo video on how to use Diigo. Create an account on Diigo, join the Composing Educational Resources group, and bookmark that video using the tag word CER09 as well as your own tag words. Find other resources that explain Diigo and bookmark them using the tag word CER09 as well.
* Create an account on Youtube and search for videos about Diigo. When you find videos you like, click the link in the bottom left of the video that says "Favorite". When you have favourited a number of videos, view your account (Youtube.com/YOUR USER NAME) and bookmark the webpage to your Diigo account using the tag word CER09
* Write a post to your blog that tells about your experience doing these tasks, and describes how you understand Diigo to be useful in your own settings. Tag that blog post to your Diigo account using the tag word CER09.
* Join an online meeting (Date TBA) to discuss with other participants your experiences and ideas.
# Composing educational resources/Develop and publish an educational resource

Use production techniques learned during this course to compose your own educational resource. Your resource will use text, images, audio and video, and it will be usable both on and off-line and in both digital and non digital formats. Your resource will also include content sampled from other legitimate sources, and have the appropriate attributions and acknowledgments.
# Composing educational resources/Meetings

During facilitated periods of this course, regular online meetings will be held to discuss the course, its topics and assignments. Each new meeting will be announced on the course blog at least 7 days prior, and recordings and notes will be made available on each of the meetings pages of this wiki.
Remember this link: TBA Every time we have a meeting, it will be at that link.
This web conference room will be open from TBA and can be used any time between those dates. Some people can have difficulties getting their computer set up ready to use this web conferencing facility, please allow an hour or so to set up and trouble shoot the first time you access it. Help resources are available at Elluminate's support pages.
# Composing educational resources/Participants

If you are joining us for the September-December 2009 course, please add your name with a link to your blog below:
* Leigh Blackall - http://leighblackall.blogspot.com
* Your name - your blog address
# Composing educational resources/Finding, creating and publishing pictures

    A picture paints a thousand words
To do
* You should write only one (1) blog post but do all the things below:
* Study the links below, and search for images of your home town.
* Use a digital camera to take photos in your home town, or for an educational resource you are working on.
* Edit the photos that you have chosen (crop, add text or graphics, create new images with graphics).
* Join Flickr and upload the photos that you selected. Describe photos with tags, place them on a map and add a Creative Commons Attribution license to your images.
* Join Wikimedia Commons and upload one or more of your photos there as well.
* Search for similar images to what you have loaded to Wikimedia Commons and Flickr Creative Commons.
* Write a blog post where you summarize what you done in this task, including adding your image to your blog post. Tell us if you have found images in Flickr and Wikimedia Commons that are reusable as an educational resource in your subject area. If yes, show us an example image in your blog and tell us how you think it useful. If no, find at least 3 other image libraries that might have images you can reuse.
# Composing educational resources/Finding, creating and publishing video

   * Vidipedia - the free video encyclopedia that anyone can edit
   * Video Lectures - On demand and free video from the worlds leading scientists
   * TeacherTube - Videos for teachers by teachers
   * Archive.org - Olden style videos, with an increasing number of new ones
   * Blip.tv -
   * Sclipo - Broadcast your skills
   * Expert Village - How to videos
   * Youtube - A lot of video
   * Sutree - Collecting how to videos from many other sites
   * Graspr - Instructional videos
   * Scivee - Research published on video
   * Videojug - Explaining videos
* Making video more accessible - what about people who don't have broadband, or who can't hear, or who need it in text?
* Tutorials for making videos - Windows and Macintosh
* KinoDV - Editor for GNU Linux
* Websites to remix video - with the necessary bandwidth, web based editors can solve the problem of not having video editing software on your own computer.
To do:
* Find a video that you find useful from one or more of the sites listed above and embed the video in your blog. Embedding video is a simple way of displaying a video from one of the sites directly in your blog. When you find a video, look for the "embed" code and copy paste it to your blog.
* Create your own 3-5 minute video and post it to Blip.tv and Youtube and then embed it on your blog
* Post that same video to Dotsub and use that service to create subtitles for your video. Embed the new subtitled video on your blog
* Many videos on the sites listed above do not offer copy rights for the videos they offer, or they do not give users the option to use open licensing like Creative Commons. Some of these sites do however! Write a post on your blog that points out the video sites that do contain openly licensed videos and suggest a process that you might go through to negotiate the open use of videos that you find that do not already have open license rights.
# Composing educational resources/Search techniques

    We will look at 3 search techniques. Advanced search through Google and collective search engines like CC; search specific sites and collections known for free media and resources; connecting to networks and information feeds for future finds.
To do
* Bring up the normal Google search page, and click "advanced search". At the bottom of the various input fields you will see a link that reads, "+Date, usage rights, numeric range, and more". Clicking this link will expose further options, the one we are interested in is the drop down menu called "usage rights". Use all this to refine your search for an educational resource in your preferred subject area. Use Diigo to bookmark 3 resources you find useful. Remember to double check the license!
* Phew, that was probably harder than it should have been. Now try the collected search on the Creative Commons website.
* There are a large number of web services that host reusable media. Most notably Wikipedia and the Wikimedia Commons, Archive.org and many others. Join a web meeting to tour many of these sites and discuss the idea of using networks and feeds to find resources.
# Children, Schools and Families Bill/Amendments to Section 19I of Schedule 1
## Current wording of Section 19I

19I Home education register: statutory guidance
    In exercising their functions under or by virtue of sections 19A to 19H, a local authority in England shall have regard to any guidance given from time to time by the Secretary of State.”

## Proposed amendments

There are no proposed amendments to section 19I at this time
I don't like the idea of statutory guidance on registration and monitoring. They could take out most of the amendments to s.19 but if there were enabling powers for statutory guidance this is regulation by the backdoor. I therefore propose that this section be excised. FionaNicholson 14:17, 17 January 2010 (UTC)

## How Section 19I would look when amended

(see current wording)

## Links

Children Schools and Families Bill
Explanatory notes for Amendments
Amendments to Section 19B of Schedule 1
Amendments to Section 19C of Schedule 1
Amendments to Section 19D of Schedule 1
Amendments to Section 19E of Schedule 1
Amendments to Section 19F of Schedule 1
Amendments to Section 19G of Schedule 1
Amendments to Section 19H of Schedule 1
Amendments to Section 19I of Schedule 1
Proposed new Section 19J of Schedule 1
Amendments to Section 437 of EA 1996
Amendments to Section 442 of EA 1996
Amendments to Section 443 of EA 1996
Amendments to Section 176 of EA 2002
Wish-list for Amendments
Discussion on Amendments
# Children, Schools and Families Bill/Links
## Links

Children Schools and Families Bill
Explanatory notes for Amendments
Amendments to Section 19B of Schedule 1
Amendments to Section 19C of Schedule 1
Amendments to Section 19D of Schedule 1
Amendments to Section 19E of Schedule 1
Amendments to Section 19F of Schedule 1
Amendments to Section 19G of Schedule 1
Amendments to Section 19H of Schedule 1
Amendments to Section 19I of Schedule 1
Proposed new Section 19J of Schedule 1
Amendments to Section 437 of EA 1996
Amendments to Section 442 of EA 1996
Amendments to Section 443 of EA 1996
Amendments to Section 176 of EA 2002
Wish-list for Amendments
Discussion on Amendments
# Children, Schools and Families Bill/Proposed new Section 19J of Schedule 1
## Current wording of Section 19J

(none)

## Proposed amendment 1

Add section 19J:
In considering the cost-effectiveness of the registration scheme, Regulations may make provision for the entire scheme to be scrapped if it represents poor value for money.

## How Section 19J would look when amended

19J Termination of registration scheme
    In considering the cost-effectiveness of the registration scheme, Regulations may make provision for the entire scheme to be scrapped if it represents poor value for money.

## Links

Children Schools and Families Bill
Explanatory notes for Amendments
Amendments to Section 19B of Schedule 1
Amendments to Section 19C of Schedule 1
Amendments to Section 19D of Schedule 1
Amendments to Section 19E of Schedule 1
Amendments to Section 19F of Schedule 1
Amendments to Section 19G of Schedule 1
Amendments to Section 19H of Schedule 1
Amendments to Section 19I of Schedule 1
Proposed new Section 19J of Schedule 1
Amendments to Section 437 of EA 1996
Amendments to Section 442 of EA 1996
Amendments to Section 443 of EA 1996
Amendments to Section 176 of EA 2002
Wish-list for Amendments
Discussion on Amendments
# Children/Schoolbreaks/Exercise

Negate the statement "in the break, all children eat a slice of bread with butter or an apple“, using an existence statement.
# Content Prioritization for Standards-based Education/Show me how find the highest and lowest possible scores

To determine the highest possible score, assume that every participant assigned the highest possible score to every criteria. The sum will be the highest possible score.
To determine the lowest possible score, assume that every participant assigned the lowest possible score to every criteria. The sum will be the lowest possible score.
| | Participant 1 | Participant 2 | Participant 3 | Participant 4 | Participant 5 | TOTALS |
| Highest Possible Score | 5+5+5+5+5+5 | 5+5+5+5+5+5 | 5+5+5+5+5+5 | 5+5+5+5+5+5 | 5+5+5+5+5+5 | 150 |
| Lowest Possible Score | 1+1+1+1+1+1 | 1+1+1+1+1+1 | 1+1+1+1+1+1 | 1+1+1+1+1+1 | 1+1+1+1+1+1 | 30 |

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