OpenLLM-France/wikimedia huggingface dataset:
# Structural Biochemistry/Protein function/Concerted Model
## Concerted Model

The Concerted Model, also known as MWC model or symmetry model, of hemoglobin is used to explain the cooperativity in oxygen binding as well as the transitions of proteins which made up of identical subunits. It focuses on the two states of the Hemoglobin; the T and R states. The T state of the hemoglobin is more tense as it is in the deoxyhemoglobin form while the R state of the hemoglobin is more relaxed as it is in the oxyhemoglobin form. T state is constrained due to the subunit-subunit interactions while the R state is more flexible due to the ability of oxygen binding. The difference in deoxyhemoglobin and oxyhemoglobin is that the "deoxy" form doesn't have Oxygen and the "oxy" form is highly oxygen bounded. The binding of oxygen at one site increases the binding affinity in other active sites. Thus in the concerted model of the hemoglobin, it shows that the one oxygen binding to an active site will increase the probability of other oxygen binding to the other active sites in the hemoglobin. Overall, oxygen binding shifts the equilibrium toward the R state. This means that at high oxygen levels, the R form will be prevalent and at lower oxygen levels, the T form will be prevalent. Allosteric effectors of hemoglobin, such as 2,3-BPG, function by shifting the equilibrium towards or away from the T-state, depends on whether it's an inhibitor or a promoter. This model and the sequential model displays the extreme cases of R and T transitions. In a real system, properties from both models are needed to explain the behavior of hemoglobin.
Molecules can exist either in the T (tense) state, or R (relaxed) state. The T-state is the deoxy form of hemoglobin and the R-State is the fully oxygenated form. Equilibrium is shifted between both states. When the model has high oxygen affinity, it means that it is highly R state favored; and hemoglobin is T state favored when it has no bounded oxygen. In the concerted model, all oxygen binding sites on Hemoglobin in the T state must be filled before the molecule converts to the R state. This is also true in the conversion of the R state to the T state- all bounded oxygen must be released before a full conversion can take place.
# Structural Biochemistry/Protein function/Binding Sites/Cooperativity/Allosterism

Allosterism a characteristic of certain enzymes. These particular enzymes can have its effectiveness altered by the enzyme changing its tertiary structure. This change in tertiary structure alters the reactivity of other binding sites, possibly increasing substrate affinity at these other sites. As a result, the binding can become cooperative, which means that binding at one site can increase the chances of a substrate binding to other sites. This leads to sigmoidal graphs of substrate concentration versus reaction velocity. On a side note, these allosteric enzymes do not obey Michaelis-Menten Kinetics. They do not obey the Michaelis-Menten Kinetics because the rate of product v.s substrate concentration resembles a "S" curve and a sigmoidal kinetics. And that sigmoidal kinetics result from cooperativity, which is the binding of substrate to an active site will facilitate the binding of other substrates to other active sites.
An example of Allosterism is the Allosteric effectors of Carbon Dioxide and Hydrogen ions in red blood cells. The Allosteric Hemoglobin has hydrogen ions and Carbon dioxide that will bind to other sites on hemoglobin that will alter the actual active sites of the hemoglobin. In this case, the hydrogen ion and Carbon dioxide will bind to hemoglobin that will result in the decrease of the affinity of hemoglobin for oxygen.
# Super Smash Bros. series strategy guide/Games/Super Smash Bros. Ultimate
## Introduction

Super Smash Bros. Ultimate was released for the Nintendo Switch in 2018.

## Notable features

* Return of all previous characters.
* Introduction of a number of new characters and stages.
# Super Smash Bros. series strategy guide/Games/Super Smash Bros. for Nintendo 3DS
## Introduction

Super Smash Bros. for the Nintendo 3DS was released in 2014 as a companion game for Super Smash Bros. for the Nintendo Wii U.

## Notable features

* First official release of Super Smash Bros. for a portable console.
* Featured a unique art style.
# Super Smash Bros. series strategy guide/Games/Super Smash Bros.
## Introduction

Super Smash Bros. was released for the Nintendo 64 in 1999.

## Notable features

* Establishment of series formula.
* Re-released later on for the Virtual Console.
# Supplemental Guide to Lord of the Flies

This book is intended to provide help for students studying the novel "Lord of the Flies" by William Golding at any level.

## Contents

* Characters
* Symbolism

### Chapters

* The Sound of the Shell
* Fire on the Mountain
* Huts on the Beach
* Painted Faces and Long Hair
* Beast from Water
* Beast from Air
* Shadows and Tall Trees
* Gift for the Darkness
* A View to a Death
* The Shell and the Glasses
* Castle Rock
* Cry of the Hunters
# Super Smash Bros. series strategy guide/Games/Super Smash Bros. Brawl
## Introduction

Super Smash Bros. Brawl was released for the Nintendo Wii in 2008.

## Notable features

* Introduction of a comprehensive story mode.
* Introduction of stage builder.
* Introduction of online play.
# Super Smash Bros. series strategy guide/Games/Super Smash Bros. Melee
## Introduction

Super Smash Bros. Melee was released for the Nintendo GameCube in 2001.

## Notable features

* Substantial improvement in features, graphics, and audio.
* Introduction of new characters and stages.
* Became a popular E-Sport for over two decades.
# Super Smash Bros. series strategy guide/Games/Super Smash Bros. for Nintendo Wii U
## Introduction

Super Smash Bros. for the Nintendo Wii U was released in 2014 as a companion game for Super Smash Bros. for the Nintendo 3DS.

## Notable features

* Featured improved multiplayer.
# Training Best Practices/Strategic Visioning

Grove' Best Practice Profile

## Grove:

Grove provides integrated solutions to a wide range of facilitation and organization-change challenges. They pioneered creative, visual approaches to traditional organization-change work that consistently stimulate participation, focus big-picture thinking, enhance group memory and win commitment to action.

## Description:

Grove
The Grove's Strategic Visioning™ Process engages an entire organization in combining its best hindsight and foresight in aligned action. It uses large, graphic templates or Graphic Guides® to step groups through the development of traditional strategic analysis, creative visioning work, focused action planning, and organization-communications design. The Strategic Visioning Process illustrates an optimal path through these activities and, like other Grove tools, invites variations and improvisation.
The stages are:
* Preparing: Sponsors, process-design teams, and consultants determine the Outcomes, Agenda, Roles and Rules for the process, and plan for involvement of critical stakeholders.
* Exploring and Learning: Participants review the history of the organization for insight into values and core competencies, scan the relevant environment, and study industry structures and competitive patterns.
* Agreeing on Current Realities: Complete traditional SWOT analysis, trends, assumptions and imperatives, and reviews of existing constraints and givens.
* Opening to a Vision: Tap the group's stories about the future—its aspirations and concerns—and find shared themes about future direction.
* Creating Strategies: Ground the visions in clear strategies that articulate the bold steps and initiatives needed to move forward.
* Implementing Change: Involve the organization in creating action plans for strategies and initiatives, changing processes, and refining value propositions.
* Living the Vision: Determine ways to walk the talk every day and keep the vital strategic conversations alive in the organization.

## Techologies Used

* Large 4'x 8' preprinted graphic templates.
* Powerpoint templates that match the preprinted, allowing one to easily create a powerpoint slides that capture items recorded during the use of the preprinted templates.

## Lessons Learned

* The process must be followed.
* Facilitators of the process should avail themselves of the training, though a seasoned facilitator can use the template guides to learn the best use and process for each template.
* The results are positive and exciting.
* Groups walk away with a vision of the future and elements of the vision which easily can be translated into strategies.
* The process itself is quite scalable, and individual templates can be used for many other processes.
Return to Training Best Practices main menu.
# Training Best Practices/Simulations Designed to Keep Learners Engaged

Edutainment is the fun road to learning. Most people don't realize when they've landed in this zone but what they do know is that some magic has happened and as a result they now know, think or do something as a result of this type of active engagement.
Prime examples of edutainment are found in children's shows like Sesame Street, Barney, etc... Adults also often learn this way but are not always acutely aware of what they've learned because they've had so much fun. A great debrief will get at the acquired knowledge.
Being a "edutainer" opens new pathways to learning particularly as the Aging of America dominates the landscape.
# Training Best Practices/Training Games and Activities

Training games and activities are fantastic ways for a trainer to make the training fun and interactive. There are many different games and activities one can engage in during the training.
The website of Sivasailam "Thiagi" Thiagarajan, who uses games and activities extensively in his training programs, has a large amount of game ideas.
# Training Best Practices/PowerPoint for E-Learning/Keeping it Simple

KISS
This is not only best practice for presidential candidates, but needs to be embraced by anyone creating a PowerPoint presentation.
Remember:
Use graphics Use single points on each page You the presenter still need to present.
# Training Best Practices/Resources

Low Cost E-Learning Resources
* clipart - source of clip art images/
* animations - another source of images
* Quia - creates games for e-Learning modules
* Surveymonkey free quiz tools
* QuizCreator - flash quiz maker to make SCORM compliant quiz for elearning
Already-haves:
Many Windows users are not aware that their computers are loaded with the MS Paint product, a tool for creating and editing graphics, including clip art. Windows users with Service Pack 2 also have Windows Movie Maker, with which they can create and edit movie clips, add narration, music and sound effects, and add custom titles and other effects.
# Training Best Practices/Sample

Nestle' Best Practice Profile

## Description:

Network Information Officer

## Methods Used

Ice breaker to develop self confidence. Brainstorming and workgroup exercises to get them involve Minimize the amount of time by using powerpoint slide show.

## Results

This class mostly benefited families living overseas to know each other, build relationship, help each other and working as a team.

## Technologies Used

On line training and microsoft powerpoint.

## Lessons Learned

* Many learning modules have a short shelf life, so the most cost-efficient way to produce the content is through SME-developed, rapid authoring using PowerPoint.
* In many cases, you don’t need an LMS to launch and track the learning. The content map approach provides more flexibility when accessing learning content.
* Competencies should most often be measured on-the-job and not through online learning. Online learning works well for teaching, but assess outside the course using more traditional measures.
* If more interaction is needed for instructional purposes, add a “learn more” link to provide additional opportunities. These can be online, such as simulations, or perhaps can even give someone an assignment to talk to another person or engage in on-the-job learning.
* Content stored in PowerPoint is much easier to translate than content organized in other authoring tools.
* PowerPoint-converted learning can be used for self-paced learning, but many people overlook its potential for using the same material for group learning in a classroom setting. We’ve found that it works great for facilitated learning.
Return to Training Best Practices main menu.
# Training Best Practices/Simulations

Simulations Designed to Meet Business Needs Intel has had great success in customizing simulations to address business challenges. The process involves the following steps:
* Scoping meeting with General Manager
* Organizational Needs Analysis
* Customization of Business Challenges Tasks
* Debrief and follow up

## Simulation Pedagogy

Simulation Pedagogy is the instructional strategy that is aligns the simulation activities to the learning. Simulation Pedagogies in use are Total Enterprise Simulation (TE), Large Scale Simulation (LSS), and Goal Based Scenario(GBS).

### Total Enterprise Simulation (TE)

Washbush and Gosen (2001) conducted longitudinal exploratory studies to reveal learning in total enterprise simulations. They proposed research hypothesis on the basis of three issues: (a) the validity of simulations as learning tools, (b) the relation between learning and simulation performance, and (c) the relation between individual differences and learning from simulation. As a result of the study, they found that due to the participation into simulation activities learning took place. That is why they stated that “the simulation is a valid learning experience” (p. 288). Moreover, they pointed out that there is no relation between learning and simulation performance.

### Large Scale Simulation (LSS)

Brown,Parente,Stephen (2002) Parente(1995) LSS integrates theory, simulation, and role-playing into a coherent whole that seeks to provide an active, experiential learning environment. The LSS pedagogy prescribes to teaching techniques that are appropriate for selected learning objectives. Component of an LSS can include computer based simulation, and role play.

## References

Washbush, J. & Gosen, J. (2001). An exploration of game-derived learning in total enterprise simulations. Simulation & Gaming, 32(3), 281 – 296.
Stephen, J., Parente, D. & Brown R. (2002). Seeing the forest and the trees:balancing functional and integrative knowledge using large-scale simulations in capstone business strategy classes. Journal of Management Education, 26(2), 164 -193.
# Training Best Practices/Simulations Designed to Meet Business Goals

To create simulations that speak to business goals, it is critical to have a scoping meeting with the business or operations manager. In addition, it is key to "socialize" these concepts with appropriate key stakeholders in the business group and other peers.
# Training Best Practices/Subject Matter Experts

Because Nestle (270,000 employees) has a very decentralized training function, with training development occurring inside many of the Nestle lines of business (such as Carnation, Perrier, Purina, Nestle chocolate, etc.); the company established a staff of centralized training resources. The purpose of the central staff is not to create training for the operate, rather their purpose is to train "learning champions" across the organization and also to establish centralized tools and processes for creating online learning.
Several years ago, the central training group came up with a plan to have Subject Matter Experts (SME) create learning content directly inside PowerPoint with a central repository for all master PowerPoint source material. The consistent format of the training material allows "learning champions" to download, repurpose, translate, etc. the content for their own use.

## Methods Used

The plan focused around 3 main objectives:
* Use a tool, common to all groups, to convert the PowerPoint Source material online.
* Provide specific training to the groups on (1) how to develop instructionally sound PowerPoint learning materials and (2) how to use the features and functions of PowerPoint.
* Encourge knowledge sharing amongst business units

## Results

In a very short time frame, the groups used 50 SME's to create over 200 learning modules, available in 13 languages with only a few months of development time.
Learners rated the courses highly, stating that the courses are "more engaging because of the realism and the relevance" of the material created by SME's.

## Techologies Used

The company uses Impatica for PowerPoint to Learning conversions and SumTotal LMS as the central delivery engine.

## Lessons Learned

* Many learning modules have a short shelf life, so the most cost-efficient way to produce the content is through SME-developed, rapid authoring using PowerPoint.
* In many cases, you don’t need an LMS to launch and track the learning. The content map approach provides more flexibility when accessing learning content.
* Competencies should most often be measured on-the-job and not through online learning. Online learning works well for teaching, but assess outside the course using more traditional measures.
* If more interaction is needed for instructional purposes, add a “learn more” link to provide additional opportunities. These can be online, such as simulations, or perhaps can even give someone an assignment to talk to another person or engage in on-the-job learning.
* Content stored in PowerPoint is much easier to translate than content organized in other authoring tools.
* PowerPoint-converted learning can be used for self-paced learning, but many people overlook its potential for using the same material for group learning in a classroom setting. We’ve found that it works great for facilitated learning.
# The Ten Commandments

This book should be a helpful resource when studying the Ten Commandments and teaching others about how the Judeo-Christian and Islamic ethical commandments relate to the laws imposed modern societies and personal moral codes.
    Note that blue text indicates a link to a page or article that is helpful to read but reading them all is not necessarily essential.

## Understanding the Ten Commandments

* The Commandments: Then And Now
* Which Is The Most Important Commandment?
* /Human weaknesses and divine aspirations

## The Commandments

| Commandment | Jewish | Orthodox | Catholic, Lutheran |
| I am the Lord your God | 1 | 1 | 1 |
| You shall have no other gods before me | 2 | 1 | 1 |
| You shall not make for yourself an idol | 2 | 2 | 1 |
| You shall not make wrongful use of the name of the Lord your God | 3 | 3 | 2 |
| Remember the Sabbath and keep it holy | 4 | 4 | 3 |
| Honor your father and your mother | 5 | 5 | 4 |
| You shall not murder | 6 | 6 | 5 |
| You shall not commit adultery | 7 | 7 | 6 |
| You shall not steal | 8 | 8 | 7 |
| You shall not bear false witness against your neighbor | 9 | 9 | 8 |
| You shall not covet your neighbor's wife | 10 | 10 | 9 |
| You shall not covet anything that belongs to your neighbor | 10 | 10 | 10 |
# The Sway Reference Manual/Precedence and Associativity
## Precedence

Precedence (partially) describes the order in which operators, in an expression involving different operators, are evaluated. In Sway, the expression
evaluates to true. In particular, 3 + 4 and 10 - 2 are evaluated before the <, yielding 7 < 8, which is indeed true. This implies that + and - have higher precedence than <. If < had higher precedence, then 4 < 10 would be evaluated first, yielding 3 + true - 2, which is nonsensical.
Note that precedence is only a partial ordering. We cannot tell, for example whether 3 + 4 is evaluated before the 10 - 2, or vice versa. Upon close examination, we see that it does not matter which is performed first as long as both are performed before the expression involving < is evaluated. It is common to assume that the left operand is evaluated before the right operand. For the logical connectives, this is indeed true. But for other operators, such an assumption can lead you into trouble. You will learn why later. For now, remember never, never, never depend on the order in which operands are evaluated!
The lowest precedence operator in Sway is the assignment operator which is described later. Next come the Boolean connectives && and ||. At the next higher level are the Boolean comparatives, <, <=, >, >=, ==, and !=. After that come the arithmetic operators +, -, *, /, and %. Finally, at the highest level of precedence is the selection, or dot operator (the dot operator is a period or full-stop). Higher precedence operations are performed before lower precedence operations. Functions which are called with operator syntax have the same precedence level as the mathematical operators.
Unlike the algebraic precedence you learned in grammar school, multiplication and division are at the same precedence level as addition and subtraction in Sway. Thus, in combinations of these operators, operations to the left are performed before operations to the right. To force multiplication and division to be performed prior to addition and subtraction, parentheses must be used. For example:
but:

## Associativity

Associativity describes how multiple expressions connected by operators at the same precedence level are evaluated. All the operators, with the exception of the assignment operator, are left associative. For example the expression 5 - 4 - 3 - 2 - 1 is equivalent to ((((5 - 4) - 3) - 2) - 1). For a left-associative structure, the equivalent, fully parenthesized, structure has open parentheses piling up on the left. If the minus operator was right associative, the equivalent expression would be (5 - (4 - (3 - (2 - 1)))), with the close parentheses piling up on the right. For a commutative operator, it does not matter whether it is left associative or right associative. Subtraction, however, is not commutative, so associativity does matter. For the given expression, the left associative evaluation is -5. If minus were right associative, the evaluation would be 3. The only operator that is right associate is the assignment operator. You will see why in the assignment chapter.
← Combining Primitives · Variables and Environments →
# The Sway Reference Manual/Starting Up

A word of warning: if you require fancy graphically oriented development environments, you will be sorely disappointed in the Sway Programming System. Sway is programming at its simplest: a prompt at which you type in expressions which the Sway interpreter evaluates. Of course, you can create Sway programs using your favorite text editor (mine is vim). Sway can be used as a scripting language, as well.

## Installing Sway

Procedures for downloading and installing Sway can be found at http://sway.cs.ua.edu.

## Running Sway

In a terminal window (DOS box on MS Windows), simply type the command:
and press the <Enter> key. You should be rewarded with the Sway prompt.
← Introduction · Primitives →