OpenLLM-France/wikimedia huggingface dataset:
# Guide to Electrical Equipment for Travelers/Adapter leads

These can be made up from appropriate plugs and extension sockets (or power strips if more than one socket is required) and cable. This method has the advantage of allowing use of the exact right parts (adapters often attempt to generalise which can lead to loose fitment and easy disloging). Another possibility is to make an adaptor lead with an IEC male plug (with pins as on the cables used to connect power from older PC PSUs to monitors) and an appropriate power strip. This can then be connected to a local power cord which should be easily obtainable in most countries. If not there is still the option of unscrewing the IEC male plug and screwing on a locally purchased plug.
# Guide to Electrical Equipment for Travelers/Other considerations

Radio and television receivers use different bands of frequencies in different parts of the world. For example, a North American NTSC receiver will not operate in countries using the PAL television standard or on the different channel assignments for Japanese NTSC television. AM (medium-wave) broadcast stations are on 10 kHz frequency spacing in North America and 9 kHZ in other parts of the world; some digital tuners may have a switch to allow for different spacing of the assigned frequencies.
Operation of receivers may require a licence or permit or tax to be paid, even if the receiver is technically capable of operating with local standards. Some governments restrict traveller's use of GPS satellite receivers.
Personal radio transmitter devices, such as amateur radio equipment, FRS, GMRS, MURS, or Citizen's band transmitters may not be permitted in different countries. Frequency assignments dedicated to these services vary by country and an FRS transmitter may interfere with local public safety or business communications.
Power frequency is 50 Hz in much of the world and 60 Hz in North America and certain other regions. Some motor-operated devices may work at different speeds even if a transformer is used to change the voltage. For example, very old tape players and record players may not work properly as the pitch of reproduced sound will be off. As a rule of thumb, if the equipment also operates on internal batteries, it will not be sensitive to power system frequency.
# Guide to Electrical Equipment for Travelers/Plug adapters

These do not convert electricity. They simply allow an appliance (dual-voltage if necessary), a transformer, or a converter from one country to be plugged into the wall outlet of another country. Adapters sometimes do not make an earth connection, and so may be unsafe. For UK and Hong Kong natives and visitors, you can visit page Common electrical adapters in Hong Kong and the United Kingdom for adapters available for you.

## World map of plug types used

* World map of plug types used.
* Legend of AC power socket types.

## Non-Standard Sockets

* A Multi Plug socket, capable of accepting multiple plug types. Note that this type of socket does not ensure compatibility with different electrical standards.
# Guide to Electrical Equipment for Travelers/Earthing & Grounding

Anyone who travels much is sooner or later likely to find themselves in a situation where no earth is available or the earth that is available won't join with any of their plugs or adaptors. Also, just because sockets have earth contacts doesn't necessarily mean they are actually connected to a properly designed and safe earthing system.
For this reason wherever possible double insulated equipment is the smart choice for the traveller. Where single insulated equipment is all that is available and the sockets have no earths or dubious earths it is best to at least ensure that the earths of all appliances likely to be touched at the same time are connected together (for example by plugging them into the same powerstrip with earth contacts). This way if one of the cases becomes live they all do and therefore there is minimal voltage between them and therefore touching them at the same time won't give a shock (remember current has to flow between two points on a persons body to give a shock). The worst thing to do in this situation is join the earths in groups which are isolated from each other (for example two powerstrips with earth contacts in two unearthed sockets) as this will spread a fault without providing an equipotential zone throughout the equipment.
It is also a good idea to carry a portable Residual-Current Device (RCD or GFCI) which may save a person from electrocution by disconnecting the power very rapidly at a very low leakage current.
# Guide to Dayi input/Introduction

This article is still not completed yet!

## Introduction to Dayi input

Dayi input method (大易輸入法 - Dà yì shūrù fǎ) is a Chinese shape based input method. Dayi method was created for traditional Chinese characters and many implementations doesn't support the simplified set of characters. This guide is invented to help English students learn Dayi. Authoritative information in chinese is available at www.dayi.com.
Shape based input methods use components, that are combined to create Chinese characters. They are bound to keys on a keyboard and are typed one after another to make the combination. These are example components and characters created by them("day", "person", "soil"):
* 日　=>　旦　昔　旲
* 人　=>　亾　汆　今
* 土　=>　在　吐　時
Note that some components are Chinese characters themselves (e.g. 日). Dayi uses a total of 46 components, bound to 20 keys, which means that the single key can include a few components bound. The components are bound to all the letter keys, numeral keys (above the letters) and , . / ; keys. To create a character, one must type the keys with components used in that character, and hit space. If there's only one possible character, the character will be typed. Otherwise, the list with potential characters will show up, and the user will choose the character. The way the components are combined is explained in the next page.

## The placement of Dayi components

As you can see on the image above, Dayi has more than one component bound to the keys (for example the key "6" has 車，門，片，鬥，甫，爿，丱，丬 and some more). This makes Dayi harder to learn, but the creators tried to place them in the logical way. Both the placement and memorization hints will be covered in this guide.
List of all components will be found here

## How Can I get Dayi IME

For traditional characters, dayi is available on:
* Windows (eg. 7, 8 or 10)
* Linux - via ibus, gcin and similar
* Mac OS - via openvilla and similar
* Android - via LIME, gcin and similar
Additional support for simplified characters is available on:
* Windows 10
* Android - via LIME

## About the guide

The guide is split into 4 main parts:
* Introduction (this page),
* The way of making combinations (next page),
* Memorization of the components and their placement (pages 3-9),
* Exmaple combinations (last page).

### Notation

The guide uses "components" notation instead of keys, so that the readers will get used to the components. Due to the fact that some components are not Chinese characters, they can not be typed alone. In that case, the "parental" component will be used (that main shape on keyboard above). eg. 陳 without 東. In this case, component 耳 would be used in the notation.

## Categories

Main components are split to 7 categories:
* Five elements (五行)
* Human (人)
* Animals (動物)
* Nature (自然)
* Agriculture (農業)
* Craft (工藝)
* Others (其他)
# Intensive Care Medicine/preface

This reference text book is an user created, user modified and openly accessibly resource. The aim is to create an open repository of Intensive Care Medicine knowledgebase which could be updated from the user end.
The advantages of such a system over traditional text books are very obvious. For example, this text book gives the users the power to update the content quickly, obviating the need to wait for a new 'edition' of a conventional reference text to be published reflecting the contemporaneous change. Traditional reference texts also are bound by Copyright issues which might restrict the access to information of life-saving, quality-of-life-improving genre for everyone.
There are obvious shortfalls in such a system as Wikibooks. For instance, the book generally stays as a 'work in progress' for ever. And such open textbooks might not be considered an 'authoritarian' reference. The intent of such repositories appears to be to complement and not to replace 'authoritarian' text books. The internationally collaborative nature of this system could help in understanding and incorporating the views of practitioners of Intensive Care Medicine from different countries.
The book could also serve as a silo to deposit copyright-free non-textual clinical content (e.g. illustrations, pictures and videos) which may then be utilized for teaching, training and research purposes.
Any section could be edited in this text book - including this preface.
This text book was initiated with a computer running Open Source Operating system.
# Intelligence Intensification/Visualization

* Intelligence Intensification
* Introduction |
* Information Sifting |
* Information grasping
* Information Evaluation |
* Information Invention |
* Information Utilization
What is visualization? Put simply it's the act of holding an image or several images in your mind with clarity. That's all it is.
Doing it is just as simple.
Try this. Take a common object - pencil, pen, etc. - something that is interesting to your eyes and you feel comfortable with.
Hold it in your hands. Focus on it and nothing else. Rotate it slowly so you can see all sides of it.
Now close your eyes. Try to picture yourself rotating the object in your mind. Do your best to recall as many details as possible. Open your eyes if you're unsure about something in particular. Try to build the object in front of your eyes while they're closed.
It'll take time but not as long as you think. The important part is to do this every day in some small way. Like a muscle this ability will grow stronger the more you use it.
Once you've done one object - try for a second one. Two at once, then three, then four, etc. Try re-building the room you're in in your mind. Re-organize the furniture in your mind so the room has all the same parts but is completely different.
Don't be troubled if you can't visualize exactly right down to the scratches on the wooden coffee table. That will come with time and practice. Just keep working at it.
After you're comfortable with visualizing objects, rooms, whatnot, then you can move on to visualizing goals for yourself.
Start with a little bit of motion in your mental scenes. Put yourself into those scenes.
Again, little by little change the scene you're visualizing to what you want.
Visualize yourself learning something you always wanted to. Or getting a new job that pays more or has more perks. Visualize yourself on vacation - a good anti-stress method by the way.
Focusing on these goals using visualization will make them far more real to you and much easier to work towards.
Another exercise for increasing your visualization skills is through art. Drawing, painting, sculpting and other forms of art are all ways of creating links between your initial perceptions of things, and how well you can recreate those perceptions. For example: Try to sketch an object without looking at it. When you have gotten as far as you can, try to reconcile the drawing with the original image. How much of what you drew was merely what you expected to see instead of what you actually saw?
A good drawing exercise for training your perceptions is to try to copy another drawing upside-down. Take a dollar bill and turn it upside down. Then try to copy it (not tracing, just copying it line for line). This exercise helps you to become an accurate scribe of what you see, instead of merely what you think you see.
The goal is to develop your ability to record specific visual information. In many cases it is better to amalgamate information instead of remembering every detail. These exercises will help you develop the ability to choose how your brain will store information.
# Intensive Care Medicine

A Wikibook on Intensive Care Medicine
* Table of contents
* Help for authors
Volunteer Editors:
Disclaimer: Wikibooks contains books on many medical topics; however, no warranty whatsoever is made that any of the books are accurate. There is absolutely no assurance that any statement contained or cited in a book touching on medical matters is true, correct, precise, or up-to-date. The overwhelming majority of such books are written, in part or in whole, by nonprofessionals. Even if a statement made about medicine is accurate, it may not apply to you or your symptoms.
The medical information provided on Wikibooks is, at best, of a general nature and cannot substitute for the advice of a medical professional (for instance, a qualified doctor/physician, nurse, pharmacist/chemist, and so on). Wikibooks is not a doctor.
None of the individual contributors, system operators, developers, sponsors of Wikibooks nor anyone else connected to Wikibooks can take any responsibility for the results or consequences of any attempt to use or adopt any of the information presented on this web site.
Nothing on Wikibooks.org or included as part of any project of Wikimedia Foundation Inc., should be construed as an attempt to offer or render a medical opinion or otherwise engage in the practice of medicine.
# Intensive Care Medicine/authors

Please add your name to the list below:
| Name | User name | Contribution/s (Optional) |
| Dr. Balaji Bikshandi, MBBS, FCICM | user:balaji.md_au | Project initiator Intensive Care Medicine |
| Vito Francisco | user:VitoFrancisco | |
| Example | Example | Example |
# Intensive Care Medicine/illus

| S.No | Name | Illustration |
| 1 | A-a gradient | A-a gradient |
| 2 | Mechanical Ventilation | Overview of mechanical ventilators |
| 3 | Echocardiography - TTE - View 1 | Parasternal long axis view |
| 4 | Echocardiography - TTE - View 2 | Apical short axis view |
| 5 | Echocardiography - TTE - View 3 | Apical four chamber view |
| 6 | ARDS - gradation of severity | ARDS gradation of severity |
| 7 | Ventilator waveforms - Flow-Time | Flow-time graph |
| 8 | Mechanical ventilation parameters - Constraint satisfaction model: A simple 'constraint-satisfaction' model illustrating the inter-relatedness of Mechanical ventilatory variables. Simply defining two points within any coloured triangle also defines the third point within the triangle of the same colour. If another point is selected from a triangle of a different colour, the whole picture is completed. Only 3 independent variables can be selected at a given time. While setting up the Mechanical Ventilator, this diagram helps understand the relation between the ventilatory variables. | Inter-relatedness of Mechanical Ventilator settings |
| Example | Example | Example |
| Example | Example | Example |
| Example | Example | Example |
| Example | Example | Example |
| Example | Example | Example |
| Example | Example | Example |
| Example | Example | Example |
# Intensive Care Medicine/organ/ventilation
## Introduction

Mechanical ventilation is a form of organ supportive therapy which employs breathing assist devices in circumstances when the patient's breathing apparatus is unable to provide sufficient vital gas exchange. Such devices range from simple human-powered "Bag-Valve-Mask" Ventilators to electricity-powered, compressor-driven, computerized Ventilators. A simple overview is provided in Fig 1.
(Work in progress) - Basic physics -- Composition of the Atmosphere -- Pressures and Partial Pressures - Breathing -- Lung volumes -- Breathing mechanics ---Resistance/Elastance/Compliance --- Work of breathing -- Control of Breathing - The Oxygen transport system -- Haemodynamic influences -- Haemoglobin, Red Blood Corpuscles and dissolved Oxygen -- Intracellular Oxygen transport - Mitochondrial Respiration - Carbon-di-Oxide origin and transport
(Work in progress)
- Design of Mechanical Ventilators -- The Bag-Valve-Mask system -- Electro-Mechanical ventilators --- Normal Frequency ventilators --- High Frequency Oscillatory ventilators -- Control systems -- Software 'Modes' of ventilation --- Assistive ventilatory modes
Invasive
Feed-back modes
Non-invasive
Feed-back modes
--- Replacement ventilatory modes -- Understanding various parameters - Patient ventilator matching - Assessment of efficacy of ventilation

### Liberation from the ventilator

(Work in progress)

### Complications relating to Mechanical Ventilation and prevention strategies

(Work in progress) - Ventilator Induced Lung Injury - Ventilator-associated Pneumonia
Existing article in public domain link:
# Interlingual Energizers/Squirrel-Tree-Earthquake

Facilitator :
| amount | 1, more to show how it works in case the group doesn't already know the game |
| language level | (medium) |
| Participants ||
| age | 6+ |
| group size | 10-20 |
| Setting ||
| materials | nothing special |
| space | free space, preferably outdoors |
| time | up to 15 min |
| Outcome ||
| energizer, game for breaks ||
The activity Squirrel-Tree-Earthquake (Deutsch: Eichhörnchen-Baum-Erdbeben, română: Veveriță-Copac-Cutremur, español: Ardilla-Arbol-Terremoto) is part of the collection of interlingual energizers. See a list of all activities.

## Introduction

The introduction is also available in 2 other languages: español, Deutsch
Let's play a game about squirrels, trees and earthquakes.

## Rules

The rules is also available in 2 other languages: español, Deutsch
* Please stand in a circle. I'll stay in the middle.
* I'll split you into two groups. (The group should be divisible by 3 + one facilitator. One third of the group is going to squirrels, the others trees. You can for example point at the participants and say "squirrel" or "tree").
* Please organize yourself in groups of one squirrel and two trees. The trees are building a house for the squirrel.
* I'll now say either "squirrel", "tree" or "earthquake".
** When I say "squirrel", the squirrels change places.
** When I say "tree", the trees change places.
** When I say "earthquake", everybody changes places and tries to find build new houses.
* The person in the middle tries to get into the circle.
* Now you (the new person in the middle) will say either "squirrel", "tree" or "earthquake".
* a squirrel sitting on a tree
* The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsi­ble for any use which may be made of the information contained therein.
# Interlingual Energizers/Toaster

Facilitator :
| amount | 1, more for groups which don't know the game |
| language level | (medium) |
| Participants ||
| age | 6+ |
| group size | 5-15 |
| Setting ||
| materials | nothing special |
| space | free space, indoor or outdoor |
| time | 5-10 min |
| Outcome ||
| energizer for younger children or teambuilder for older participants ||
The activity Toaster (Deutsch: Toaster, română: Toaster, español: Tostadora) is part of the collection of interlingual energizers. See a list of all activities.

## Introduction

The introduction is also available in 2 other languages: español, Deutsch
Let's play a game in which we turn into household devices and other characters.

## Rules

The rules is also available in 2 other languages: español, Deutsch
* Let's stand in a circle. One person stands in the middle.
* You (the person in the middle) point randomly at a person in the circle and shout the name of one movement:
* If somebody makes a mistake, he or she replaces the person in the middle.
* toaster
* monkey
* blender
* elephant
* firefighters
* freezer
* James Bond
* vomiting kangaroo
* rooster
* dinosaur
* washing machine
* palm tree
* splash

## Possible extensions

* As soon as the group gets used to the rules you can start to eliminate players who make mistakes instead of sending them to the middle.
* The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsi­ble for any use which may be made of the information contained therein.
# Interlingual Energizers/Vibrating hands

Facilitator :
| amount | 1-2 |
| language level | (advanced) |
| Participants ||
| age | 12+ |
| group size | 7-20 |
| Setting ||
| materials | nothing |
| space | free space, indoors or outdoors at a silent place |
| time | max 10 min |
| Outcome ||
| concentration, teambuilder ||
The activity Vibrating hands (Deutsch: Vibrierende Hände) is part of the collection of interlingual energizers. See a list of all activities.

## Introduction

The introduction is also available in 1 other languages: Deutsch
Let's play a game about listening to each other. We will be completely silent, nobody will speak a word but we have to be attentive and focused on the others.

## Rules

The rules is also available in 1 other languages: Deutsch
* Let's stand in a circle.
* Please lift your hands so they are at chest level.
* The only rule is, that exactly three hands move at the same time.
* I'll start moving my two hands. You (the person next to me) move the hand which is next to me.
* When I stop moving one of my hands, you have to start moving your second hand. It goes on like this.
* The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsi­ble for any use which may be made of the information contained therein.
# Interlingual Energizers/Preload

Facilitator :
* amount
* Participants |
* age
* group size
* Setting |
* materials
* space
* time
* Outcome |
The activity ' is part of the collection of interlingual energizers. See a list of all activities.

## Rules

The rules is also available in 1 other languages: Deutsch
* step 1
* step 2
* The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsi­ble for any use which may be made of the information contained therein.