OpenLLM-France/wikimedia huggingface dataset:
# Programming Languages/Object-oriented Languages
## Object-Oriented Languages

* Smalltalk has closures, based on Lisp and Simula67. Squeak is the modern implementation
* Modern OOPLs are Java, C# (both inspired by C++), Dylan (inspired by CLOS), and Python (inspired by Smalltalk).
* Ruby more than Python is an example of a modern OOPL, also Squeak.

### Some common examples

    Smalltalk, Java, C#, Ruby
Hybrid languages allow object oriented and classic programming. Examples of such languages are Ada, OO-COBOL and C++. (Object Oriented Paradigms) Object-oriented methods are design and programming techniques that use the concept of class and object. Object-oriented real programming is based on identifying categories that represent organisms with well-defined characteristics and function. Object-oriented models include three main principles: Encapsulation. Data Hiding. Inheritance. (Polymorphism). Applications based on object-oriented methods and computer programs that consist of layers with their interactions: There are many and modern programming languages that support object-oriented methods, the most important of which is Java language where it is fully supported Languages that support object-oriented programming typically use inheritance for code reuse and extensibility in the form of either classes or prototypes. Those that use classes support two main concepts: Classes – the definitions for the data format and available procedures for a given type or class of object; may also contain data and procedures (known as class methods) themselves, i.e. classes contain the data members and member functions Objects – instances of classes Objects sometimes correspond to things found in the real world. For example, a graphics program may have objects such as "circle", "square", "menu". An online shopping system might have objects such as "shopping cart", "customer", and "product". Sometimes objects represent more abstract entities, like an object that represents an open file, or an object that provides the service of translating measurements from U.S. customary to metric
# Programming Languages/Procedural Languages

In procedural programming, the program is written as a collection of actions (a procedure) that are carried out in sequence, one after the other. The order is important.
A procedure is sometimes termed an algorithm.
An ingredient of procedural programming is the idea of state. The actions in a program change the value of data items, usually termed variables. As the program executes, the values of variables change. At any point in time the variables have a set of values, which is their state.
# Programming Languages/Scripting Languages
## Scripting Languages

These languages are oriented toward single tasks of limited complexity, varying natures, perhaps spanning across networked systems. Scripting languages are chiefly evolved toward the goal of increasing programmer productivity, which can often mean sacrificing efficiency and elegance (because scripts might only be run a couple of times anyway, or only periodically and for short amounts of time). For example, many tedious tasks can be automated, freeing the programmer to do more creative activities. The 'Scripting' derives from the everday occupation of UNIX (and other) system administrators who write adhoc scripts to perform various tasks such as report generation, file copy and installation across a network etc. These scripts vary from a loose collection of commands listed in sequence in a batch file to full programs in scripting languages like Perl.
Shell scripting may be considered as the first programming activity in this genre leading to dedicated languages embodying these principles. Scripting languages typically have simplified but powerful file-handling constructs, regular expression constructs, associative arrays and other data structures built in.
Python, Perl, TCL, Ruby, PHP, JavaScript
# Overview of Elasticity of Materials/Introduction

Currently, there is no suitable open source text for materials science that not only includes the basics of the topic, as seen in W.D. Callister's Materials Science and Engineering: An Introduction, but also covers additional concepts such as the derivation of Mohr's circle and an introduction to tensors. Never the less, these concepts are key for student to gain an understanding of more advanced topics in materials science and engineering. This text is built as an open-source companion for the currently available texts. It attempts to address these additional topics and give further detail on their application.
While this text will go in depth on the linear elastic behavior of materials, there are currently no plans to include boundary conditions, which are essential for advanced analysis. The non-linear response often observed in polymeric and biological materials also is neglected here. Thus, this content should only be considered as an introductory overview of the topic.
A basic level of understanding on the subject of materials science, including stress and strain, is required to understand the real-world applications of this text. While the resulting equations and concepts given here can be immediately applied by the reader, a basic understanding of the mathematical foundations presented here is recommended for advanced applications.
SPB -- April 2022
# Overview of Elasticity of Materials/Appendix B: List of Variables

This section lists the variables used throughout the text.
# Overview of Theology
## Contents
### Introduction to theology

An Introduction to Theology
* What is theology?
** 1.1 Death
** 1.2 Life
** 1.3 The purpose of Religion
* Types of religion
** 2.1 Religion and Law
* Christianity
** 3.1 Historical or spiritual truth?
** 3.2 Interpretation
** 3.3 History or Poetry?

### History of theology

* Classical theology
* Introduction
* Faith
* God
* Creation
* Church
* Morality

### Overview of major theologies

* Ásatrú theology
* Christian theology
* Jain theology
* Jewish theology
* Hindu theology
* Islamic theology
* New age
* Pagan theology
* Transcendentalist Theology
* Transatheism
* Zorastian theology

### Appendices and other pages

* Outline of the history of theology
* Glossary
* Theologians

## See also

* Wikiversity:School of Theology
# Radiation Oncology/RTOG Trials/9601

* Front Page: Radiation Oncology | RTOG Trials | Randomized Trials
RTOG 96-01 (PROSTATE)
* Title: A Phase III Trial of Radiation Therapy with or without Casodex in Patients with PSA Elevation Following Radical Prostatectomy For pT3N0 Carcinoma of the Prostate
* Objectives:
** (1) To compare overall survival outcome of radiation therapy plus Casodex to radiation therapy plus placebo by a randomized trial for patients who, following radical prostatectomy demonstrating pathologic T3 disease and pathologic N0 disease status, have an elevated PSA (either as persistence or as a relapse) and have no evidence of metastatic disease.
** (2) To compare the treatment with respect to time to second PSA-based progression, time to distant failure, and disease-specific survival.
** (3) To compare the treatment with respect to time to third PSA failure (or PSA progression on hormonal therapy for second PSA failure) as a potential predictor for impending cancer death.
* Protocol:
** Arm 1: 64.8 Gy RT + Casodex x2 years
** Arm 2: 64.8 Gy RT
* Eligibility:
** Status post RP
** pT3 or (pT2 with +SM) AND post-op PSA 0.2-4
** M0
* Enrollment Target: 810 patients
* Activation: March 17, 1998
* Closed: March 7, 2003
# Radiation Oncology/RTOG Trials/9902

* Front Page: Radiation Oncology | RTOG Trials | Randomized Trials
RTOG 99-02 (PROSTATE)
* Title: A Phase III Protocol of Androgen Suppression (AS) and Radiation Therapy (RT) vs. AS and RT Followed by Chemotherapy With Paclitaxel, Estramustine, and Etoposide (TEE) for Localized, High-Risk Prostate Cancer
* Objective: To assess the relative efficacy of the combination of androgen suppression + RT followed by androgen suppression vs. AS + RT followed by TEE chemotherapy + androgen suppression in a population of patients with clinically-localized prostate cancer with unfavorable prognostic factors. The primary endpoint will be survival, but biochemical control (freedom from PSA failure), local control, disease free survival, and freedom from distant metastasis will also be assessed.
* Protocol:
** Arm 1: AS x 8 weeks followed by 70.2 Gy RT + concurrent AS x 16 weeks
** Arm 2: AS x 8 weeks followed by 70.2 Gy RT + concurrent AS x 16 weeks + TEE x 4 cycles (start 28 days after completion of RT)
* Eligibility:
** (any cT and GS >=7 and PSA 20-100) or
** (>=cT2 and GS >=8 and PSA <100)
** N0M0
* Enroll Target: 1440
* Activation: January 11, 2000
* Closed: October 4, 2004
** This closure is for patient safety due to the observance of increased thromboembolic toxicity due to Emcyt.
# Radiation Oncology/RTOG Trials/9910

* Front Page: Radiation Oncology | RTOG Trials | Randomized Trials
RTOG 99-10 (PROSTATE)
* Title: A Phase III Trial to Evaluate The Duration of Neoadjuvant Total Androgen Suppression (TAS) and Radiation Therapy (RT) in Intermediate Risk Prostate Cancer
* Objective: To compare the efficacy of moderate-duration (28-week) neoadjuvant total androgen suppression and RT with short-duration (8-week) neoadjuvant total androgen suppression and RT as related to disease-specific survival.
* Protocol:
** Arm 1: TAS x 8 weeks followed by 70.2 Gy RT + concurrent TAS
** Arm 2: TAS x 28 weeks followed by 70.2 Gy RT + concurrent TAS
* Eligibility:
** (cT1b-T4 and GS 2-6 and PSA 10-100) or
** (cT1b-T4 and GS 7 and PSA <20) or
** (T1b-T1c and GS 8-10 and PSA <20)
** N0M0
* Enrollment Target: 1540 patients
* Activation: February 14, 2000
* Closed: May 3, 2004
# Radiation Oncology/RTOG Trials/9704

RTOG 97-04 (PANCREAS)
    RTOG Pancreas Trials
* Title: A Phase III Study of Pre and Post Chemoradiation 5-FU vs. Pre and Post Chemoradiation Gemcitabine for Postoperative Adjuvant Treatment of Resected Pancreatic Adenocarcinoma
* Objectives:
** 1) To determine whether 5-FU based chemoradiation preceded and followed by gemcitabine improves the overall survival, local-regional and distant disease control, and/or disease-free survival as compared to 5-FU based chemoradiation preceded and followed by 5-FU in the postoperative adjuvant treatment of pancreatic carcinoma.
** 2) To compare the acute and late toxicities between 5-FU chemoradiation preceded and followed by gemcitabine and 5-FU chemoradiation preceded and followed by 5-FU.
** 3) To prospectively evaluate the ability of post-resectional CA19-9 to predict survival among adjuvantly treated patients who have undergone a potentially curative resection for adenocarcinoma of the pancreas.
* Protocol:
# Radiation Oncology/RTOG Trials/9714

* Front Page: Radiation Oncology | RTOG Trials | Randomized Trials
RTOG 97-14 (PROSTATE, BREAST, PALLIATION)
* Title: Randomized Trial of Palliative Radiation Therapy For Osseous Metastases: A Study of Palliation of Symptoms and Quality of Life
* Objectives:
** (1) To determine whether 8 Gy in a single fraction provides equivalent pain and narcotic relief compared to 30 Gy in 10 fractions for patients with painful bone metastases.
** (2) To determine the frequency and duration of pain relief and narcotic relief for each of the two treatment arms.
** (3) To determine the effect on quality of life measures for each of the two treatment arms.
** (4) To determine the incidence of pathologic fracture within the treatment field for 8 Gy in a single fraction compared to 30 Gy in 10 fractions.
** (5) To evaluate resource utilization and create a model to compare resources/costs for each of the two protocol treatment arms.
** (6) To correlate survival time with physician prediction of survival, Karnofsky performance status, and FACT quality of life score to determine which gives the best estimation of actual survival time in this group of patients.
** (7) To determine cost-effectiveness of therapies in terms of cost/quality adjusted life years.
* Protocol:
** Arm (1): 3 Gy x 10 (30 Gy in 2 weeks)
** Arm (2): 8 Gy x 1 (8 Gy single dose)
* Eligibility:
** Breast or prostate malignancy
** Radiographic evidence of bone mets, excluding skull, hands, and feet
* Enrollment Target: 898 patients
* Activated: February 1, 1998
* Closed: April 30, 2001
* Conclusion:
** 2005 PMID 15928300 -- Randomized trial of short- versus long-course radiotherapy for palliation of painful bone metastases. (Hartsell WF, J Natl Cancer Inst. 2005 Jun 1;97(11):798-804.) Conclusion: Both regimens equivalent for pain control and narcotic relief at 3 months. 8/1 less acute toxicity but higher retreatment
# Radiation Oncology/RTOG Trials/9608

* Front Page: Radiation Oncology | RTOG Trials | Randomized Trials
RTOG 96-08 (PROSTATE)
* Title: A Phase III Trial of Total Androgen Suppression vs. Total Androgen Suppression Plus Definitive External Beam Irradiation for Pathologic Lymph Node Positive (pN+) Adenocarcinoma of the Prostate
* Objectives:
** (1) To test the results of the addition of pelvic radiation therapy to TAS in patients with lymph-node positive adenocarcinoma of the prostate. Endpoints of overall survival, disease specific survival, and disease free survival will be addressed.
** (2) To assess the differences in toxicity with the addition of pelvic radiation therapy to TAS. Endpoints of gastrointestinal toxicity and genitourinary toxicity will be utilized.
* Protocol:
** Arm 1: Total Androgen Suppression indefinitely
** Arm 2: Total Androgen Suppression indefinitely + EBRT whole pelvis to 50.4 Gy with boost to prostate to 68.4 Gy - 70.2 Gy
* Eligibility: pN+ and PSA >4
* Enrollment Target: 750 patients
* Activation: July 1, 1997
* Closed: September 23, 1998
# Radiation Oncology/RT Techniques

* Front Page: Radiation Oncology | RTOG Trials | Randomized Trials
Radiation Therapy Treatment Techniques
* External Beam
** Cranial stereotactic radiosurgery (SRS)
** Stereotactic body radiation therapy (SBRT)
** Whole brain RT (WBRT)
** Cranio-Spinal Irradiation (CSI)
** Total Body Irradiation (TBI)
** Total Marrow Irradiation (TMI)
** Total Scalp Irradiation (TSI)
** Total skin electron beam therapy (TSEBT)
** Three-dimensional conformal radiation therapy (3DCRT)
** Intensity modulated radiation therapy (IMRT)
** Image-guided radiotherapy (IGRT)
** Volumetric modulated arc therapy (VMAT)
** Helical Tomotherapy
** Adaptive radiotherapy
** FLASH radiotherapy (FLASH-RT)
** Superficial x-ray radiation therapy (SXRT)
* Brachytherapy
** Image-Guided Brachytherapy (IGBT)
* Intraoperative RT (IORT)
* Unsealed sources
* Radioimmunotherapy
* Protons
** Intensity Modulated Proton Therapy (IMPT)
** Image-Guided Proton Therapy (IGPT)
** Radiation Oncology/Protons/Proton Boron Capture Therapy (PBCT)
** Proton Boron Fusion Therapy (PBFT)
* Heavy Charged Particles
* Pion Therapy
* Neutrons
** Boron Neutron Capture Therapy (BNCT)
*** Accelerator-Based BNCT (AB-BNCT)
*** Reactor-Based BNCT (RB-BNCT)
** Gadolinium Neutron Capture Therapy (GdNCT)
* Hyperthermia
* Hyperbaric Oxygen
* Photodynamic Therapy (PDT)
* High-Intensity Focused Ultrasound (HIFU)
* Radiofrequency Ablation (RFA)
* Cryotherapy
* Laser Therapy
* Immobilization devices
* Virtual Reality
# Radiation Oncology/RT Techniques/Agricultural Applications

* Nuclear technology uses radiation to improve the productivity of the entire food chain in a substantial manner
* Water Use and Soil Management
** Neutron meters improve irrigation practices that help conserve water and protect vulnerable land
** Tagging fertilizers with radioisotopes can determine how plants are using nutrients
** Nuclear techniques help increase crop yields and help determine which plants to grow in areas with less available water
** Selective breeding creates disease resistant plants with greater nutritional value
* Pest Control
** Sterile insect technique (SIT) uses gamma radiation to sterilize large populations of insects
** The Mediterranean fruit fly (Medfly) and tsetse fly have been successful controlled using this method
* Animal Health and Productivity
** Radioisotope tracers are used to follow the path of the food in animals’ digestive systems and helps determine the nutritional value of the feed
** Radiation techniques can diagnose harmful pathogens in animals early so we can vaccinate them and eliminate the wide spread of diseases
* Food Safety
** Irradiation uses kills bacteria, molds, and parasites in our food
** Irradiated foods can be stored for an extended period without refrigeration, which increases their availability in underdeveloped countries
** Using lower does of ionizing radiation can lengthen the refrigerated life of fresh fish and chicken for several weeks
** Strawberries treated this way can last for about 30 days
** Sealed, treated foods–like canned goods–can stay on the shelf at room temperature for years
# Radiation Oncology/RT Fields

* Front Page: Radiation Oncology | RTOG Trials | Randomized Trials
We are slowly starting to work on putting fields on here... if you have nice fields, please share :) These are just examples; fields for each patient should be designed based on individual contours and situation
* Cervix, Early
* Cervix, Advanced
* Heterotopic Ossification, Elbow
* Myelodysplastic Spleen
# Scheme Programming/Why Scheme rather than Java, Python or another high-level language?

Java and Python are very powerful real world languages, but they often struggle as languages for learning. The extra syntax they have for enabling the programmer to easily access the more advanced features quickly complicate the whole matter, thus defeating the point of being easy to learn.
Scheme supports many features often only found in interpreted languages such as closures, first class functions and advanced meta-programming, even though Scheme can be compiled easily. In fact, many of these features which are today almost exclusively associated with interpreted languages started with Scheme and unlike Python, JavaScript and Ruby which inherited many features from Scheme, Scheme is a minimalistic language.
The main difference between most interpreted languages and Scheme is that in Scheme, more advanced operations are typically expressed in terms of simpler operations, this reduces the task of implementing Scheme and also gives the programmer the ability to further extend the language with similar extra features. For instance, a lexical block with top bindings as in C:
would be expressed in Scheme as:
Where the semantics of let are itself defined in Scheme as:
The majority of Scheme syntax is thus defined in Scheme code, thus, while most languages only provide the definition of subroutines, Scheme also allows the definition of new syntax while still being a compiled language. Indeed, Scheme can even decide at runtime what new syntax to include.
The obvious downside of this is that there is a lot of parentheses in Scheme source code, so much that this may be confusing at first. This is a characteristic of most LISP-derived languages, and has led to the nickname "Lost In Stupid Parentheses" for various LISP implementations. However, the brackets do have merit. The fact that there were a lot of functional attempts to express the full power of Scheme in a more conventional syntax that never became popular show that these brackets do work better than they seem at first glance, and most Scheme programmers support the fact that once you understand it, it makes things a lot clearer.
# School Science

This book provides experiments and demonstrations, as well as academic background, on science suitable for schools. Do not assume that everything is safe! Most will have some sort of safety advice on the page but the absence of written precautions does not mean that you can just go and play ahead. If you are an adult, you should use your own judgement and common sense. If you are a minor (child), it is highly recommended that you should ask for more advice and help from your teachers and parents.

## Introduction to science

* Electricity
   * Types of Electric Circuit

## School physics experiments and demonstrations

* How to make a transformer
* Westminster motor kits
* Atmospheric pressure demonstration
* Hydraulics demonstration
* The Indian rope trick (magnetism)
* Demonstrating properties of waves with a ripple tank
* Demonstrating the properties of waves on an Oscilloscope
* Rotational Inertia Experiment

## School biology experiments and demonstrations

* How to prepare an onion cell slide
* Staining onion cells without methylene blue
* Nail varnish impressions of stomata
* Paper chromatography of amino acids
* Screaming jelly babies
* Testing leaves for starch
* Using water snails and pond weed to investigate the carbon cycle
* Winkler test for dissolved oxygen
* Osmosis demonstration
** Apparatus for demonstrating osmosis using visking tubing
* Bell jar model lungs
* Showing CO$_2$ is produced by respiration using Huff'n'Puff
* Measuring transpiration with a Potometer
* Demonstrating the effects of amylases on starch
* Oyster cultivation in seawater ponds
* Frog dissection

## School chemistry experiments and demonstrations

* Flour bomb demonstration
* Flour fire ball
* Screaming jelly babies
* Cannon fire
* Lemon Battery
* Creating chemical solutions

## Constructing school science lab equipment

* Microscope slide
* Agar plate
* Cell holder
* Gram staining
* Bulb holder
* Simple switches
* Conductivity test
* OHP coil
* Friction blocks
* Hydraulics demonstration
* Angular momentum apparatus
* Demo periscope
* Graticule slides
* Bell jar model lungs
* Model of the plough
* Apparatus for demonstrating osmosis
* Torque demonstration
* Making Charles' law tubes
* Mercury cleanup

## School science technician

In schools, the science technician is the person who prepares the practical equipment and makes up the solutions used in school science labs. The role also includes instructing and assisting teachers with practical skills, including class demonstrations, for advanced techniques across all disciplines. Many are very well qualified and have degrees, such as a Bachelor's degree (B.A. or B.Sc.) or Master's degree (M.Sc.) and/or other professional qualifications such as the HNC, HND and NVQ.
Their main duties include:
* Care of living organisms
* Making up solutions
* School science experiments and demonstrations
* Inventory
* Stock control
* Budget and Accounts
* Repairing and constructing lab equipment
# School Science/Bulb holder

A bulb holder is a simple device for holding 3.5V bulbs for use in school laboratories. A cost-effective way of making bulb units to use with 4mm leads, follows.
See also: School Science/Cell holder

### Equipment Required (to Make 60 Bulb Holders)

* 60 pieces of wood at least 120mm x 36mm and 20mm thick
* plastic bulb holders to hold MES bulbs (available from most Design & Technology suppliers)
* 4mm terminals, 60 black and 60 red (available from most electrical component retailers)
* small screws to fit through the bulb holders
* Extra flexible lead wire, black and red
* Solder + soldering iron
* Pliers
* Screwdriver
* Drills 7.5mm, 5mm & 3mm
* Countersink drill bit
* Solder Flux

#### Method for making the bulb holders

* Get the wood cut the wood to the correct size and sanded if need be.
* Drill 2 x 7.5mm holes at either end as show in fig 1.
* Drill 2 x 5 mm holes near those.
* Countersink the larger holes to about half way, so that you can attach the nut of the 4mm terminals.
* Insert the 4mm terminals in the larger holes, one of each colour in either end, and secure with nut.
* Attach the plastic bulb holder with the 2 screws, first drilling holes.
* Cut a 6cm piece of each wire, strip the ends and solder onto the tags on the plastic bulb holder. Ensure you have got red wire to the red terminal and black wire going to the black terminal. Then push the wire through the 5mm hole and out the other side so you can then solder it onto the 4mm terminal.
* It should look something like this. see fig 2. these are usually very durable and can be used in conjuction with cell holders etc.