OpenLLM-France/wikimedia huggingface dataset:
# History of Creative Commons/Creative Commons Licenses
### What Licenses Do

Licenses allow creators of works to specify what uses can be made of those works, without seeking permission. Authors may still grant permission for uses that fall outside the license, but the uses allowed by the license do not require permission.
Creative Commons Licenses are both human-readable and machine-readable. This means that works with Creative Commons licenses can be identified as such in their metadata, allowing search engines to identify them. For instance, Google Image Search allows users to filter works by license.

### History

The first (1.0) Creative Commons licenses, issued in 2002, were inspired by the GNU General Public Licenses. They included three parts: a plain-language summary for anyone who wanted to use them, legal code to guarantee their permissions, and a machine-readable component to make them searchable via search engines.
The second iteration of the Creative Commons licenses (2.0) was released in 2004. It provided an attribution standard and made the Share-Alike licenses work internationally.
Version 3.0 was released in 2007. Today, 4.0 licenses are available.

### Types of Licenses

Authors can mix-and-match their licenses. The characteristics covered by the licenses include:
* BY (Attribution)
** Everyone who uses the work must provide attribution to the original author.
* SA (Share-Alike)
** Anyone who makes use of the work must make it available to others under the same license.
* NC (Non-Commercial)
** Commercial uses of the work are not allowed.
* ND (No Derivatives)
** The work can be reused but not remixed. Derivative works (such as translations, pastiches, etc) may not be made.
Thus, a range of possible Creative Commons licenses can exist. If a work is licensed CC BY, for instance, any uses are allowed as long as the original author is credited. If a work is licensed CC BY-NC-ND, then the work can be reused with attribution, but only in non-commercial contexts, and derivative works are not permitted.

### Popularity of Creative Commons Licenses

The first Creative Commons licenses were issued in 2002; by 2003, one million such licenses had been granted, and by 2004, that number had reached nearly five million. In 2006, 140 million works were available under CC licenses.
As of 2017, over 1.4 billion works had been released under Creative Commons licenses. Millions of CC-licensed works are available on platforms including Wikipedia, Wikimedia Commons, DeviantArt, Europeana, the Internet Archive, Medium, and the Directory of Open Access Journals.
Books, educational resources, and games have all been published under Creative Commons licenses.

## References

* 1 2 3 4 5 Geere, Duncan. "The History of Creative Commons." Wired UK. December 13, 2011. https://www.wired.co.uk/article/history-of-creative-commons
* ↑ Creative Commons. "Licensing Types." https://creativecommons.org/share-your-work/licensing-types-examples/
* 1 2 State of the Commons. https://stateof.creativecommons.org/
* ↑ "List of Major Creative Commons Works." Wikipedia. https://en.wikipedia.org/wiki/List_of_major_Creative_Commons_licensed_works
# History of Economic Thought/Alfred Marshall

Alfred Marshall, FBA (26 July 1842 – 13 July 1924) was one of the most influential economists of his time. His book, Principles of Economics (1890), was the dominant economic textbook in England for many years. It brings the ideas of supply and demand, marginal utility, and costs of production into a coherent whole. He is known as one of the founders of neoclassical economics. Although Marshall took economics to a more mathematically rigorous level, he did not want mathematics to overshadow economics and thus make economics irrelevant to the layman.

## Life

Marshall was born in London. His father was a bank cashier and devout Evangelical. Marshall grew up in Clapham and was educated at the Merchant Taylors' School and St John's College, Cambridge, where he demonstrated an aptitude in mathematics, achieving the rank of Second Wrangler in the 1865 Cambridge Mathematical Tripos. Marshall experienced a mental crisis that led him to abandon physics and switch to philosophy. He began with metaphysics, specifically "the philosophical foundation of knowledge, especially in relation to theology.". Metaphysics led Marshall to ethics, specifically a Sidgwickian version of utilitarianism; ethics, in turn, led him to economics, because economics played an essential role in providing the preconditions for the improvement of the working class.
He saw that the duty of economics was to improve material conditions, but such improvement would occur, Marshall believed, only in connection with social and political forces. His interest in Georgism, liberalism, socialism, trade unions, women's education, poverty and progress reflect the influence of his early social philosophy on his later activities and writings.
Marshall was elected in 1865 to a fellowship at St John's College at Cambridge, and became lecturer in the moral sciences in 1868. In 1885 he became professor of political economy at Cambridge, where he remained until his retirement in 1908. Over the years he interacted with many British thinkers including Henry Sidgwick, W.K. Clifford, Benjamin Jowett, William Stanley Jevons, Francis Ysidro Edgeworth, John Neville Keynes and John Maynard Keynes. Marshall founded the Cambridge School which paid special attention to increasing returns, the theory of the firm, and welfare economics; after his retirement leaderships passed to Arthur Cecil Pigou and John Maynard Keynes.
# History of Creative Commons
## Table of Contents

* Goals of Creative Commons
* Legal History
* Creative Commons Organization
* Creative Commons Licenses
# History of Creative Commons/Goals of Creative Commons

Creative Commons seeks to resolve the tension between copyright law and technologies that make it easy to share and remix materials.
The first United States copyright law was the copyright act of 1790. The first copyright laws were very limited in both scope and term; they covered only specific materials and lasted for fourteen years, with the possibility of one renewal. The copyright act has been revised repeatedly since that time, extending protection to all kinds of authored materials and extending the copyright term.
Additionally, copyright is now automatic. The creator of a work need no longer apply to the United States government in order to hold copyright in that work. Because all works are automatically granted the maximum possible protection under copyright, creators who want their works to be reused, remixed, or widely distributed need to specifically take action to allow these uses!
At the same time that it has become more difficult to remix or republish creative works from a legal standpoint, digital technology in the form of the internet has made such remixing easier than ever from a technical point of view. Digital copies are very inexpensive to produce, and do not degrade, no matter how many times they are copied.
Creative Commons bridges this gap by making it easy for creators to license their works for reuse and remixing. Several Creative Commons licenses are available; creators can specify whether other people can create derivative works, whether they need to make the work available under the same license, and commercial uses are allowed. By applying a Creative Commons license to their work, creators clearly signal what uses others are allowed to make of it.

## References

* ↑ Association of Research Libraries. "Copyright Timeline: A History of Copyright in the United States." ARL.org, Copyright & IP. http://www.arl.org/focus-areas/copyright-ip/2486-copyright-timeline#.W7iK_3tKjIV
* ↑ United States Copyright Office. "Copyright Basics." September 2017. https://www.copyright.gov/circs/circ01.pdf
* ↑ Blake, David. "Why Open Education Matters." YouTube. https://www.youtube.com/watch?v=gJWbVt2Nc-I
* ↑ Creative Commons. "Frequently Asked Questions." Creativecommons.org. August 29, 2018. https://creativecommons.org/faq/#what-is-creative-commons-and-what-do-you-do
# Gynecologic Oncology/Sarcomas
## Leiomyosarcoma (LMS)
### Case 1: Leiomyosarcoma diagnosis after hysterectomy by benign gynecologist

42 yo underwent a TAH for presumed fibroid causing meno-metorrhagia. Uterus was 20 wks in size. Ovaries appeared normal according to the pathology report. Final pathology is significant for LMS. She is then sent to the gynecologic oncologist for further management.
* Investigations:CT Chest/Abdomen/Pelvis (Lung metastasis is common)
* Surgery:
** CT negative: No further surgery recommended
*** Risk of ovarian metastasis is <3% PMID 14529683; Lymph node metastasis is less than 7% (Barakat, ISBN 1451176597 Ovarian preservation recommended as worsened disease specific survival with oophorectomy PMID 12798712
** CT positive: Poor prognosis. Not much literature available
* Adjuvant Radiation: No benefit in overall survival and progression free survival. Benefit in loco-regional failures. However in LMS increased distant failures
   * EORTC 55874 (1987-2000) -- observation vs. pelvic RT
   ** Randomized. 224 patients with high grade uterine sarcoma (leiomyosarcoma 46%, carcinosarcoma 41%, endometrial stromal sarcoma 13%), Stage I-II, treated with TAH/BSO + washings (75%), nodal sampling optional (25%). Arm 1) observation vs. Arm 2) pelvic RT 50.4/28 Field: top border L4/L5, lower border lower margin of obturator foramina, posterior border S2/S3
   ** 2008 PMID 18378136 -- "Phase III randomised study to evaluate the role of adjuvant pelvic radiotherapy in the treatment of uterine sarcomas stages I and II: An European Organisation for Research and Treatment of Cancer Gynaecological Cancer Group Study (protocol 55874)." (Reed NS, Eur J Cancer. 2008 Mar)
   *** Outcome: Loco-Regional Recurrence(LRR) only observation 18% vs. RT 3%, LRR at any time 40% vs. 21% (SS); no impact on PFS or OS
   *** By subset: No benefit for LMS, improved local control for Carcinosarcoma
   *** Conclusion: Pelvic RT improves local control but not PFS or OS for carcinosarcoma, there is no benefit in leiomyosarcoma
* Adjuvant Chemotherapy: Phase II data shows activity of four cycles of gemcitabine and docetaxel followed by 4 cycles of doxorubicin PMID 23335221
** FIGO stage I 81%, stage II 15%, and serosa-only stage IIIA 4%
** 78% progression free at 2 years and 57% progression free at 3 years
** Phase III randomized trial underway GOG 277
*** ARM 1: Gemcitabine 900 mg/m2 IV days 1 and 8 plus Docetaxel 75 mg/m2 IV day 8 (GCSF support) x 4 cycles every 21 days -->CT/MRI if disease free --> Doxorubicin 60 mg/m2 IV q 21 days x 4 cycles
*** ARM 2: Observation
# HKDSE Geography
## Table of Contents

* Objectives
* Living with our physical environment
** M1: Opportunities and Risks – Is it rational to live in hazard-prone areas?
** M2a: Managing Rivers and Coastal Environments I – A continuing challenge (Rivers)
** M2b: Managing Rivers and Coastal Environments II – A continuing challenge (Coasts)
* Facing changes in the human environment
** M3: Changing Industrial Location – How and why does it change over space and time?
** M4: Building a Sustainable City – Are environmental conservation and urban development mutually exclusive?
* Confronting global challenges
** M5: Combating Famine – Is technology a panacea for food shortage?
** M6: Disappearing Green Canopy – Who should pay for the massive deforestation inrainforest regions?
** M7: Global Warming – Is it fact or fiction?
* Elective modules
** E1: Dynamic Earth: the building of Hong Kong
** E2: Weather and Climate
** E3: Transport Development, Planning and Management
** E4: Regional Study of Zhujiang (Pearl River) Delta

## Full Table of Contents

Template:DSEGeogE3 Template:DSEGeogE4
# Gynecologic Oncology
## Gynecologic Oncology

Special Thanks to the wiki book 'Radiation oncology' This textbook has been designed to provide ready access to several important studies and evidence to support treatment for every stage of each disease.
Wikibooks succeed when readers contribute. So please contribute to this book and be a part of this initiative.
For comments, please use the "discussion" tab on top of each page.
* Ovarian Cancer
* Endometrial Cancer
* Cervical Cancer
* Vulvar Cancer
* Other Gynecologic Cancers
* Peri-operative
* Sarcomas

### Contributors

* Shitanshu Uppal, M.B;B.S (University of Michigan)
# Gynecologic Oncology/Ovarian Carcinoma/Borderline Tumors
## Borderline Tumors
#### FERTILITY DESIRED

35 yo is referred to gynecologic oncology with a complex pelvic mass (6 cm) and elevated CA 125. Laparoscopic removal of the mass in accomplished. No adhesions or evidence of spread on laparoscopic survey Frozen section: BORDERLINE TUMOR
# Gynecologic Oncology/Endometrial Cancer

* Endometrial Carcinoma
* Uterine Papillary Serous Carcinoma
# Gynecologic Oncology/Ovarian Carcinoma

* Borderline Tumors
* Early Stage Cancer (EOC)
* Advanced stage disease (AOC)
# Gynecologic Oncology/Ovarian Carcinoma/Early Stage Cancer (EOC)
#### Staging Surgery

54-year-old with a recent laparoscopic removal of her right ovary by a general OB/GYN. Her final pathology comes back as grade 3 papillary serous carcinoma contained in the ovary. The mass was not ruptured and was removed in a laparoscopic bag. Washings were obtained and were negative. The operative report mentions no evidence of any abnormality was noted on the laparoscopic survey. The patient is otherwise healthy and has recovered from the surgery well.
* Improved prognostic information: Clear Benefit
   * ACTION trial: N=448 Early ovarian cancer patients after surgery randomized to adjuvant chemotherapy vs observation (See ACTION trial in chemotherapy section for details)
   * 10 years PMID 20445161: More cancer-specific survival (CSS) observed in optimally staged patients compared to non-optimally staged patients 89% vs 69% (SS) in the observation arm. However in chemotherapy arm 85% vs 80% (NS). Therefore, non-optimally staged patients should be restaged or given chemotherapy if restaging is not feasible.
   * Subgroup analysis PMID 21495216: Observation arm of ACTION trial analyzed. Group A (Complete staging) 14.6% recurrences; Group B (all staging steps except LNs) - 34.8% recurrences and Groups C (All staging steps done except blind biopsies of peritoneum) - 35.7% recurrences (SS)
* Survival Benefit: Unclear
   * Level 1 data: RCT comparing lymphadenectomy (radical/complete/systematic) to lymph node sampling in patients with early ovarian cancer (EOC) PMID 16940979
20-year-old female presents to the emergency room with 15 cm simple cyst. She has been complaining of what seems like history of intermittent torsion. She was taken to the operating room and a single port laparoscopic removal of the ovary is accomplished. During removal the cyst ruptured. Frozen section of the removed tissue reveals mucinous cystadenoma. Patient did well and is discharged from the hospital postoperative day #1. Final pathology revealed high grade mucinous carcinoma. What should be the further management of this patient?
Answer:
# GCSE Mathematics/Quadratic Equations

2
: 3 : 10 : 23
1 7 13 first difference
6 6 second difference
using the formula
2a= the second difference
2a= 6
a=3
From finding a, you then proceed to find b
3a+b=first difference
3(3)+b=1
9+b=1
b=-8
Finding c
a+b+c= first term
3+(-8)+c=2
-5+c=2
c=7
Substitute the values for a, b and c into
Tn=an*2+bn+c (the first n being to the power of 2)
Tn= 3n*2-8n+7
# GCSE ICT/ICT in Schools

Schools use ICT for:

## Administration

Schools have to keep information about all the pupils and staff. The Schooltool project is developing an open source solution for this problem and has a detailed analysis of what is needed in all sorts of schools. Proprietary solutions include CCM's product CMIS and Capita's SIMS. Schools need to store information on:
* Individual Pupils:
** Name
** Name and Addresses of parent(s) and/or guardian(s)
** Subjects that a pupil is doing
** Past Examination Results
** Photographs
** Attendance records
* Groups of Pupils:
** Teaching Groups
** Pastoral Groups
** Clubs, Societies, Teams, etc.
** Previous pupils of the school
* Teachers
** Names and addresses
** Groups they teach
** Salary information

## A subject and a teaching tool

Schools also teach ICT and/or computing as a subject and often have networks for pupils to store their work on and to access eductional resources. The types of applications that the pupils will use will include:
* Standard Office Tools
** Word Processors
** Spreadsheets
** Presentation Graphics
** Database Management Systems
* Specific Teaching Tools
** Circuit Simulators
** Mathematical models of specific systems (e.g. prey/predator relationships)
** Drill programs
* Information Resources
These would include both specific and general resources.
# GCSE Mathematics/AQA Specification

For the latest specification (syllabus) see this page of the AQA's website.
The overall subject content is the same as for 2007, but there are changing to deal with the changes to tiers.

### Assessment Objectives

These are the four assessment objectives:
AO1: Using and applying mathematics
AO2: Number and algebra
AO3: Shape, space and measures
AO4: Handling data
AO1 is assessed in contexts provided by other Assessment Objectives.

## Internal assessment

This is compulsory. It comprises half the marks for AO1 and AO4 (the other halves being from written papers). A04 has a handling data task, A01 has an investigative task, which assesses AO1 in the context of AO2 and/or AO3.

## Mark Scheme

The written papers are structured so that 50% of marks are focused on the lowest two grades available, with 25-30% being focused on the top two grades.

### Paper 1

Written, no calculator. 40% of total marks. Foundation Tier - 1.5 hours, Higher Tier - 2 hours. All questions compulsory, question and answer book provided. Marked out of 100.

### Paper 2

Written, calculator. 40% of total marks. Foundation Tier - 1.3 hours, Higher Tier - 2 hours. All questions compulsory, question and answer book provided. Marked out of 100.

### Coursework

20% of total marks. Either Centre/AQA-set tasks, Centre marked or AQA-set tasks, AQA marked. Marked out of 48.
# GCSE Mathematics

GCSE Mathematics is offered by all five examination boards: AQA, CCEA, Edexcel, OCR and WJEC. This wikibook should be suitable for all exam boards, but check with your exam board to see what topics you need to know. For the exam structure used by AQA that is similar to that of most exam boards see the relevant chapter.

## Numbers

    Factorisation
    Sequences
    Percentages
    Probability
    Money
    Matrices

## Algebra

    Linear Equations
    Simultaneous Equations
    Quadratic Equations

## Graphs

    Travel Graphs
    Graphing Functions
    Linear Programming

## Shapes

    Area and Volume
    Circles
    Trigonometry
    Similar Shapes
    Transformations
    Constructions and Loci

## Other

    Statistics
    Sets
    Functions
# GCSE Mathematics/Matrices
## Adding/subtracting matrices

When adding or subtracting matrices you should add/subtract numbers in the same position, like this:
    ${\begin{bmatrix}1&5\\4&2\\\end{bmatrix}}+{\begin{bmatrix}7&2\\5&3\\\end{bmatrix}}={\begin{bmatrix}8&7\\9&5\\\end{bmatrix}}$
    ${\begin{bmatrix}7&5\\4&-2\\\end{bmatrix}}-{\begin{bmatrix}-1&2\\-3&5\\\end{bmatrix}}={\begin{bmatrix}8&3\\7&-7\\\end{bmatrix}}$
Matrices can only be added/subtracted if they are of the same size.

## Multiplying matrices

When multiplying matrices by a number, you should multiply all the numbers inside them by that number, for example:
    $2{\begin{bmatrix}1&3\\4&2\\\end{bmatrix}}={\begin{bmatrix}2&6\\8&4\\\end{bmatrix}}$
# GCSE Mathematics/Trigonometry
## Pythagoras

A use for pythagoras' theorem is to find the side of a hypotenuse of a right angled triangle, that being, the longest side. To do this, we can use the formula:
$a^{2}+b^{2}=c^{2}$
c being the hypotenuse and longest side, while a and b being the two other sides.
Then, to find the length of the hypotenuse, we must squareroot the result.
How does it work?
The therom says the two sides squared. This literally means squared, for example drawing a square with the lengths the same as a. The area of two squares, one with all lengths equal to a, and one with all equal to b, would equal the area of the square of the hypotenuse:
Due to this we can also do it in reverse. The hypotenuse, minus one of the other sides will equal the square of the third and final side.
$c^{2}-b^{2}=a^{2}$ or $c^{2}-a^{2}=b^{2}$

### Examples

An example of use of pythagoras would be in a triangle which has sides:
* a = 4 cm
* b = 6 cm
We must do
$4^{2}+6^{2}=52$
Then square root as 52 is the square of the side.
√52 = 7.211
Therefore, the other side is 7.211

## SohCahToa in right triangles

We can work out missing sides in a *Right triangle* using one angle and one side, or an angle using two sides. This can be done using the sin, cosine and tangent functions.
There are three sides in any triangle. In a right angled one, the side opposite the right angle is the hypotenuse, the one opposite the given angle/the angle being found out is the opposite, and the last one the adjacent.
The sides have been labelled in this triangle in relation to angle A.

## Area of triangle with sine

Use the formula
1/2 bcSinA
1/2 abSinB
1/2 acSinA

## Sine rule

For finding sides use
For angles finding angles
# GCSE ICT/ICT and Banks

Banks have been heavy users of ICT for a long time. From the introduction of MICR in the 1950's through to the current push for 'Chip and PIN'.
The reason for this enthusiasm for new technology is to keep costs down. A simple estimate of the number of transactions that occur daily in the UK will explain why automation is essential!
How many people have bank accounts? - estimate 1/3 of the population... some 20 million people.
How often do they use their accounts? this is a for bill payments, holes in the wall transactions, debit cards, etc. - estimate every other day... so 10 million transactions per day.
How long does it take to handle a transaction? guess 30 seconds of human work... so 5 million minutes of work per day.
How many transactions could a worker handle in a day? based on an 8 hour day... 8 hours = 480 minutes (roughly 500 minutes...)
So how many workers would be needed to keep up with these transactions?
$Workers\ Needed={\frac {Minutes\ work\ needed}{Minutes\ in\ a\ working\ day}}$
$Workers\ Needed={\frac {5,000,000}{500}}={\frac {50,000}{5}}=10,000$
So around an additional 10,000 workers would be required - and these figures are underestimates.
# GCSE Mathematics/Area and Volume
## Area of a square

To work out the area of a square, take one side, and multiply it by itself, as all sides on a square are equal.

## Area of a rectangle

To work out the area of a rectangle, multiply one of one of the sets of parallel sides, by one of the other set of parallel sides.

## Area of a circle

To work out the area of a circle, use the formula
$\mathrm {Area} =\pi r^{2}.\,$.
In the equation, r, the radius is the line from the circumference of a circle (the outside) to the center point.
# GCSE Mathematics/Simultaneous Equations
## Solving simultaneous equations
### By elimination

One way of solving a simultaneous equation is by canceling out either the x or y values so that you are left with a linear equation.

#### First example

    $20x+15y=135$
    $20x-8y=20$
In this example, we could subtract the second equation from the first to get this:
    $23y=115$
    $y=5$
Once we know this, we can go back to one of the original equations, and replace y with 5, then solve it, like this:
    $20x+15(5)=135$
    $20x=135-75$
    $x={\frac {60}{20}}=3$
So, the final solution is:
    $x=3$
    $y=5$

#### Second example

    $4x+2y=12$
    $x+y=4$
We can see that in this example the equations will not cancel each other out. To make them cancel each other out, we multiply the second equation by two and get:
    $2x+2y=8$
We can now subtract this from the original equation in order to get a linear equation that we can solve:
    $2x=4$
    $x=2$
Now that we know the value of x, we can substitute it in the first equation in order to solve it:
    $4(2)+2y=12$
    $2y=12-8$
    $y={\frac {4}{2}}=2$
So, the final solution is:
    $x=2$
    $y=2$