OpenLLM-France/wikimedia huggingface dataset:
# Substance Abuse, Addictive Behaviour and Obesity

The substance abuse, addictive behaviour and obesity (SAABO) outcomes focus on how habits and addictions can cause health-related problems and illnesses.
There are four substance abuse, addictive behaviour and obesity outcomes:
* SAABO1: Explain factors related to the development of substance abuse or addictive behaviour.
* SAABO2: Examine prevention strategies and treatments for substance abuse and addictive behaviour.
* SAABO3: Discuss factors related to overeating and the development of obesity.
* SAABO4: Discuss prevention strategies and treatments for overeating and obesity.
Note that any example responses are not necessarily worth full marks, but exist simply to provide an idea of how an example looks.

# SAABO1

Explain factors related to the development of substance abuse or addictive behaviour.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.

# SSAABO2

Examine prevention strategies and treatments for substance abuse and addictive behaviour.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.

# SSAABO3

Discuss factors related to overeating and the development of obesity.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.

# SSAABO4

Discuss prevention strategies and treatments for overeating and obesity.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.
# General Framework

The general frameworks (GF) are the equivalent to the general learning outcomes of the biological, cognitive, and sociocultural levels of analysis.
There are two general frameworks:
* GF1: To what extent do biological, cognitive and sociocultural factors influence health-related behaviour?
* GF2: Evaluate psychological research (that is, theories and/or studies) relevant to health psychology.
Note that any example responses are not necessarily worth full marks, but exist simply to provide an idea of how an example looks.

# GF1

To what extent do biological, cognitive and sociocultural factors influence health-related behaviour?

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.

# GF2

Evaluate psychological research (that is, theories and/or studies) relevant to health psychology.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.
# Health Promotion

The health promotion (HP) outcomes focus on ways to increase and preserve health and decrease disease and illness.
There are two health promotion outcomes:
* HP1: Examine models and theories of health promotion.
* HP2: Discuss the effectiveness of health promotion strategies.
Note that any example responses are not necessarily worth full marks, but exist simply to provide an idea of how an example looks.

# HP1

Examine models and theories of health promotion.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.

# HP2

Discuss the effectiveness of health promotion strategies.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.
# Stress

The stress (S) outcomes focus on how to deal with perceived or real mental pressure and tension.
There are three stress outcomes:
* S1: Describe stressors.
* S2: Discuss physiological, psychological and social aspects of stress.
* S3: Evaluate strategies for coping with stress.
Note that any example responses are not necessarily worth full marks, but exist simply to provide an idea of how an example looks.

# S1

To what extent do biological, cognitive and sociocultural factors influence health-related behaviour?

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.

# S2

Discuss physiological, psychological and social aspects of stress.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.

# S3

Describe stressors.

## Example response

There is no example response yet for this outcome.

## Additional Notes

There are no additional notes yet for this outcome.
# IB Psychology/Options/Health psychology

Health psychology looks at the relationships between health and behaviour. It is concerned with how different factors (such as lifestyle, habits, and social context) can influence health and illness.

# Health Psychology

    General Framework
       GF1: To what extent do biological, cognitive and sociocultural factors influence health-related behaviour?
       GF2: Evaluate psychological research (that is, theories and/or studies) relevant to health psychology.
    Stress
       S1: Describe stressors.
       S2: Discuss physiological, psychological and social aspects of stress.
       S3: Evaluate strategies for coping with stress.
    Substance Abuse, Addictive Behaviour and Obesity
       SAABO1: Explain factors related to the development of substance abuse or addictive behaviour.
       SAABO2: Examine prevention strategies and treatments for substance abuse and addictive behaviour.
       SAABO3: Discuss factors related to overeating and the development of obesity.
       SAABO4: Discuss prevention strategies and treatments for overeating and obesity.
    Health Promotion
       HP1: Examine models and theories of health promotion.
       HP2: Discuss the effectiveness of health promotion strategies.
# History of wireless telegraphy and broadcasting in Australia/Topical/Publications/Australasian Radio World/Issues/1938 02
## Link to Issue PDF

WorldRadioHistory.com's scan of Australasian Radio World - Vol. 02 No. 10 - February 1938 has been utilised to create the partial content for this page and can be downloaded at this link to further extend the content and enable further text correction of this issue: ARW 1938 02
In general, only content which is required for other articles in this Wikibook has been entered here and text corrected. The material has been extensively used, inter alia, for compilation of biographical articles, radio club articles and station articles.

## Front Cover

The Australasian Radio World
February 1, 1938; Vol. 2 - No. 10; Price, 1/-
Registered at the G.P.O., Sydney, for transmission by post as a periodical
Cover Photo: Photo of Miss Jean Batten, noted NZ air-woman, being televised in BBC studios (see story on page 8)
Highlighted Contents: "1938 Fidelity Dual-Wave Six": More About the "Empire All-Wave Three": VK2NO Advanced U.H.F. Receiver: Result of Third Shortwave DX Contest: Latest World Shortwave News.

## P.02 - Editorial Notes

Editorial Notes . . .
Nil

## P.02 - Contents Banner

THE AUSTRALASIAN RADIO WORLD.
Incorporating the
ALL-WAVE ALL-WORLD DX NEWS.
Managing Editor:
A. EARL READ, B.Sc.
Vol. 2. - FEBRUARY 1, 1938 - No. 10.

## P.02 - Contents

CONTENTS:
The Fidelity Dual-Wave Six . . . . 3
New Ever Ready Factory Opened By Prime Minister . . . . 8
Radio Ramblings . . . . 10
More About The A.C. Empire All-Wave Three . . . . 14
Aden Amateur Station On The Air . . . . 16
Five Metres In S. Australia . . . . 18
VK2NO Advanced U.H.F. Receiver . . . . 19
Radio Valves In The Making (2) . . . . 24
Radio Step By Step (14) . . . . 27
Lavishly-Equipped Radio Service Workshop . . . . 29
What's New In Radio . . . . 32
Breaking- Into The Amateur Game (13) . . . . 35
The All-Wave All-World DX News . . . . 37
Shortwave Review . . . . 38
Third S.W. DX Contest . . . . 41
Round Table QSO Smashes Previous Record . . . . 42
Around The Shacks (6) . . . . 43
1937 Eventful Year For Shortwave Dxers . . . . 44
DX News And Views . . . . 47

## P.02 - Publication Notes

The "Australasian Radio World" is published monthly by Trade Publications Proprietary, Ltd. Editorial offices, 214 George Street, Sydney, N.S.W. Telephone BW6577. Cable address: "Repress," Sydney. Advertisers please note that copy should reach office of publication by 14th of month preceding that specified for insertion.
Subscription rates: 1/- per copy, 10/6 per year ( 12 issues) post free to Australia and New Zealand. Subscribers in New Zealand can remit by Postal Note or Money Order.
Printed by Bridge Printery Pty. Ltd., 214 George Street, Sydney, N.S.W., for the proprietors of the "Australasian Radio World," 214 George St., Sydney (Footnote P.48)
# Japanese/Vocabulary/Education
## Nouns

| Japanese | English | Reading |
| 教育 | education | きょういく |
| 研究 | research | けんきゅう |
| 研究室 | laboratory | けんきゅうしつ |
| 講義 | lecture | こうぎ |
| 高校 | high school | こうこう |
| 小学校 | elementary school | しょうがっこう |
| 答案 | examination paper answer sheet | とうあん |
| 入学 | entry to school | にゅうがく |

## Verbs

| Japanese | English | Reading | Notes |
| 通学 | commute (to school) | つうがく | |
# Japanese/Vocabulary/Clothes and accessories

| Japanese | English | Reading | Notes |
| ベルト | belt | | |
| ブラウス | blouse | | |
| ピアス | earrings | | From: pierce/piercings |
| 眼鏡 | glasses | めがね | |
| 手袋 | gloves | てぶくろ | |
| 帽子 | hat, cap | ぼうし | |
| ジャケット | jacket | | |
| ジーンズ | jeans | | |
| ネックレス | necklace | | |
| ズボン | pants | | |
| 指輪 | ring | ゆびわ | |
| サンダル | sandals | | |
| スカーフ or マフラー | scarf | | |
| シャツ | shirt | | |
| 靴 | shoes | くつ | |
| 靴下 | socks | くつした | |
| スーツ | suit | | |
| トレーナー | sweatshirt | | From: trainer |
| 時計 | watch | とけい | |

## Traditional clothing

| Japanese | English | Reading |
| 着物 | kimono | きもの |
| 浴衣 | yukata | ゆかた |
| 帯 | obi | おび |
| 甚兵衛 | jinbei, informal male summer jacket and pants | じんべえ |
| 下駄 | geta, (wooden) clogs | げた |
| 地下足袋 | (jika)tabi, split toe heavy cloth shoes with rubber soles(ninja shoes) | じかたび |
# Japanese/Vocabulary/Direction
## Cardinal

| Japanese | English | Reading | Notes |
| 北 | north | きた | e.g. 北向(きたむ)き (facing north)、北風(きたかぜ) (north wind)、北日本(きたにほん) (northern Japan) |
| 東 | (n) east | ひがし | |
| 南 | (n,vs) South, proceeding south/(P)/ | みなみ | |
| 西 | (n) west | にし | |
| 北東(ほくとう) (direction)、東北(とうほく) (region) | northeast | | e.g. 北東の風(かぜ)、東北地方(ちほう) |
| 北西(ほくせい) (direction)、西北(せいほく) (region) | northwest | | |
| 南東(なんとう) (direction)、東南(とうなん) (region) | southeast | | |
| 南西(なんせい) (direction)、西南(せいなん) (region) | southwest | | |
| 北北東 | north-northeast | ほくほくとう | |
| 東北東 | east-northeast | とうほくとう | |

## Relative

| Japanese | English | Reading | Notes |
| 左 | (a) left | ひだり | |
| 右 | (a) right | みぎ | |
| 上 | up | うえ | |
| 下 | down | した | |
| 左上 | upper left | ひだりうえ | |
| 左下 | lower left | ひだりした | |
| 右上 | upper right | みぎうえ | |
| 右下 | lower right | みぎした | |
| 前 | forward | まえ | |
| 後ろ | backward | うしろ | |
| 真っ直ぐ | straight | まっすぐ | Typically written "真っすぐ". |
| 縦 | vertical | たて | |
| 横 | horizontal | よこ | |
| 斜め | diagonal | ななめ | |
# Japanese/Vocabulary/Engineering

| Japanese | English | Reading | Notes |
| エンジニア | engineer | | |
| 道具 | tool | どうぐ | |

## Electrical engineering

| Japanese | English | Reading |
| 電気工学 | electrical engineering | でんきこうがく |
| 電線 | electrical cable | でんせん |
| 伝送線路 | transmission line | でんそうせんろ |
| 発電気 | electrical generator | はつでんき |
| 発電所 | power station, power plant | はつでんじょ |
| 変電所 | electrical substation | へんでんじょ |

## Electronics engineering

| Japanese | English | Reading |
| 抵抗器 | resistor | ていこうき |
| 電流 | current | でんりゅう |
| 電圧 | Voltage | でんあつ |

## Material engineering

| Japanese | English | Reading |
| 絶縁体 | insulator | ぜつえんたい |
| 電気伝導体 | conductor | でんきでんどうたい |
| 半導体 | semiconductor | はんどうたい |
# Japanese/Vocabulary/Classroom objects

| Japanese | English | Reading | Notes |
| バインダー | binder | | |
| 黒板 | blackboard | こくばん | |
| 天井 | ceiling | てんじょう | |
| 椅子 | chair | いす | |
| 教室 | classroom | きょうしつ | |
| コンピュータ | computer | | |
| 机 | desk | つくえ | |
| ドア | door | | |
| コンセント | electrical outlet | | |
| 床 | floor | ゆか | |
| 部屋 | room | へや | |
| 電気 | room light | でんき | Also means electricity. |
| ノート | notebook | | |
| ペン | pen | | |
| 鉛筆 | pencil | えんぴつ | |
| テレビ | television | | |
| 教科書 | textbook | きょうかしょ | |
| 壁 | wall | かべ | |
| ホワイトボード | whiteboard | | |
| 窓 | window | まど | |
# Japanese/Vocabulary/Economy

* Japanese/Vocabulary/Banking
* Japanese/Vocabulary/Business
| Japanese | English | Reading |
| 銀行 | bank | ぎんこう |
| 工業 | manufacturing industry | こうぎょう |
| 工場 | factory | こうじょう |
| 産業 | industry | さんぎょう |
| 事務所 | office | じむしょ |
| 値段 | price | ねだん |
| 貿易 | trade | ぼうえき |
# Invertebrate Zoology/Mollusks

* Chapter 11 ~ The Mollusks
* Contents ~ Introduction ~ Protozoans ~ Metazoans ~ Sponges ~ Cnidaria Ctenophores ~ Flatworms ~ Nemerteans ~ Pseudocoelomates ~ Annelids ~ Mollusks Arthropods ~ Chelicerates ~ Crustaceans ~ Insects ~ Echinoderms
* Some representative mollusks: Apple snail egg clusters, Melampid snails, Flume clam, and juvenile squid.

### Introduction to the Mollusks

Mollusks are metazoan animals that take a variety of forms. However, almost all mollusks are characterized by a body with several main regions: a muscular foot, a visceral mass covered by a mantle that secretes a shell, paired gills (called ctenidia) and a unique feeding organ called a radula. The radula is a tongue-like organ that is covered with a chitinous ribbon with numerous rows of teeth, which are used to tear food off substrate and bring it into the mouth. In terms of species, they are the second-most diverse phylum next to the Arthropods, but few phyla can rival their diversity in form, from giant clams to minute sea slugs to fast moving squid.
Commonly accepted molluscan classes include: Aplacophora
Monoplacophora
Polyplacophora (chitons) Gastropoda (snails and slugs) Cephalopoda (squid, octopus, nautilus) Bivalvia (clams, oysters, mussels) Scaphopoda (Tusk shells)
# Invertebrate Zoology/Nemerteans

they are psuedocoleomates which function as hydroskelton vermiforms
# Invertebrate Zoology/Guide Introduction

<< Contents Page

## Introduction to the Invertebrate Zoology Study Guide

This Study Guide to Invertebrate Zoology is a textbook at Wikibooks shelved at the biology bookshelf section and intended to establish a course of study in the subject of Invertebrate Zoology, mostly utilizing articles found in Wikipedia, with links to other relevant web sites as appropriate. In some cases, portions of the text from Wikipedia articles have been used to materially develop introductory text within the Guide.
For the new user, it need be pointed out that Wikipedia differs from a standard encyclopedia in two important respects: 1) it is a hypertext document, and 2) it is open and editable, and therefore constantly changing. For the student following this or any guide through Wikipedia to cover a specific subject, it is recommended that each article (page) be read first in its entirety, before any hyperlinks are followed to other topics or explanations. It is too easy, otherwise, to simply become lost in a maze of links, and miss the main thrust of an article presented as an assignment from the Guide. Because Wikipedia is constantly changing (and, it is hoped, improving) the quality of each article encountered will be variable. Some articles are well written and go to adequate depth, whereas others, lacking a proponent, are shallow and incomplete. This short-coming should diminish with time, but can be a problem.
One clear advantage to using this Guide linked to a hypertext like Wikipedia is the "circular redundancy with serendipity" factor that arises when an article is read and its hyperlinks followed; this factor can be a powerful learning tool. The persistent reader is subjected to a fairly high degree of repetitive reading, often presenting slightly different perspectives on the same general topic, with the result that learning comes from redundancy. At the same time, some hyperlinks lead down less relevant paths, bringing new and unanticipated knowledge.
# Invertebrate Zoology/Protozoans

One of the earliest forms forms of life, protozoans have simple body plans and are always single-celled, like the protozoan depicted to the right.
Protozoans exist as individuals, but some are colonial.
All the metabolic activities of an organism like respiration, digestion, excretion and reproduction are carried out by these single celled organisms.
# Invertebrate Zoology/Metazoans
## Metazoans

Metazoans is as name suggests. (Meta-beside or after: Zoon-animal) The most notable trait that sets metazoans apart from it's protozoan cousins is that these cells have learned to work together to form complex organisms capable of movement.
Metazoa is the taxological name for the "animal kingdom". Under Metazoa you will find every single furred, feathered, skinned, scaled creature that ever creepy crawled on the face of the Earth. This is where you are. Just know you are in the same Kingdom as the worm and the racoon, and that you have a city of cells that have done what so many could not. Now get moving.
# Invertebrate Zoology/Authors

This study guide to invertebrate zoology is a textbook at Wikibooks filed under Zoology and intended to establish a course of study in the subject of Invertebrate Zoology, mostly utilizing articles found in Wikipedia, with links to other relevant web sites as appropriate. Contributors are encouraged to spend time developing the relevant articles at Wikipedia, maintaining this textbook as a guide to those articles. At some future time, it may be desirable to simply import whole articles over to build a Zoology textbook rather than a "guide book", however the present approach seems to be a good one for getting a useful text at Wikibooks based upon the initial author's experience with Botany. Another Wikibook, Ecology, follows a similar approach, but requires more text per page, because of less congruence between chapter material and articles at Wikipedia.
The contributors to this book included:
* Eric Guinther, biologist and environmental consultant living in Kaneohe, Hawaii envisioned this "project" and developed the approach.
* AFriedman (talk), a User who also performs research in this field on Wikiversity
# Invertebrate Zoology/Cnidaria
## Cnidaria

These are beautifully dangerous animals. Almost every single one have one thing in common; they are all armed and potentially dangerous. Coral, jellyfish, and anemones are just a few examples of Cnidaria. As diverse as they are they are all equipped with nematocysts.
Nematocysts are tiny cells that inject toxins into the victims. This is how the gather food and ward off any intruders that should want harm. The burning that divers feel when they have a brush in with jellyfishes is due mostly to the toxins. There is only one jellyfish in the known world that cannot sting and has gone against the main stream theorys of Cnidaria, and it resides in an extremely poisonous lake in Palau. This is not to say it lacks the nematocysts rather that they are no longer functional.
There are four main groups to note when studying Cnidara. They are Anthozoa: true corals, Anemones, and sea pens; Cubozoa: box jellies with complex eyes and potent toxins; Hydrozoa: siphonophores, hydroids, fire corals, and many medusae; and Scyphozoa: real jellyfish. Not all of these animals are salt water creatures. Cnidaria is from the Greek word "cnidos," which means stinging nettle.
# Invertebrate Zoology/How to Use Guide

<< Contents Page
How to Use the Study Guide to Invertebrate Zoology
The purpose of the Study Guide to Invertebrate Zoology is to weave—out of the information on Life Science contained in Wikipedia—a course of study for the student or layman. It is anticipated that this course will be either supplemental to instruction being received at a school or college, or will be self-directed. In either case, the Guide is not a novel and should not be approached as one. A smooth flow of dialogue is simply not possible and should not be anticipated. The Guide may be closer to the sometimes disjointed notes generated by a student from a lecture or careful reading of a detailed textbook.
Within each subsection of a Chapter, introductory text is followed by one or more "reading assignments" of the form:
Following (that is clicking on) the link (to Wikipedia "Zoology" article in this case) will open an article intended to provide the details of the Chapter subsection. Recommended articles should be read from top to bottom, and then re-read following some or all of the links embedded in the article to other articles for expanded elucidation or to clarify terms; that is, in most cases, completion of an "assignment" (recommended article) includes at least some or all articles linked to the first. Obviously, it cannot be the case that all links are followed to articles, whose links are then followed to articles, and so on until no new material is encountered. It is likely there would be no quick end to such a pursuit. The amount of time spent wandering beyond the original article is partly a personal matter of how much the reader is getting out of the foray than anything else. Realize it is certainly possible to wander well off the subject at hand. As in the example above, notes are provided with assignments giving some direction for pursuing links. An instruction NOT to pursue links simply means the additional material will be encountered later in the course of instruction, and going beyond the assigned article may provide too much detail for a beginning student. The following example:
specifies that two other links ARE part of the assignment. Other links encountered may be followed to expand your knowledge or, as always, to aid in understanding of technical terms encountered. Hyperlinks included with the text in the Guide are there simply for convenience, usually to topics somewhat peripheral to the main one. In all cases, finding your way back to the Guide may become tricky, but we have to leave this up to you to establish, beyond pointing out that your browser's Back button is intended for this purpose.
Note that at the beginning of each module, links are provided to both the previous chapter and the succeeding chapter, as well as to the main Table of Contents.

## Final Note

As a final note, read the next Section and consider how you might make contributions to the text.