OpenLLM-France/wikimedia huggingface dataset:
# FOSS Open Content/List of Acronyms
## A2K

    Access to Knowledge Treaty

## BSD

    Berkeley Software Distribution

## CC

    Creative Commons

## CPTECH

    Consumer Project on Technology

## FOSS

    Free/Open Source Software

## GATT

    General Agreement on Tariffs and Trade

## GDP

    Gross Domestic Product

## GPL

    General Public License

## MIT OCW

    Massachusetts Institute of Technology Open CourseWare Initiative

## P2P

    Peer-to-Peer

## PPP

    Purchasing Power Parity

## TRIPS

    Agreement on Trade-Related Aspects of Intellectual Property Rights
# FOSS Open Content/Preface
## Preface

The developments in information and communication technologies heralding the ‘information age’ are marked by the possibilities of greater dissemination of knowledge and culture.Yet at the same time, stricter copyright laws have created an invisible barrier to knowledge access in the information age. A number of scholars have used the metaphor of ‘second enclosures’ as a way of illustrating how the ‘commons’ of knowledge and culture are increasingly being fenced by the imposition of strict property protections on the intangible domain of intellectual property. It is in this context that a number of initiatives such as ‘Free Software’ and ‘Open Content’ have emerged. These initiatives recognize that the future depends on proactively nurturing a vibrant ‘commons’ of knowledge and cultural resources.
The Open Content model of knowledge creation and dissemination has emerged as a significant way in which we can move beyond the barriers of restrictive licensing.At the same time, it enables us to rethink our relationship to the world of knowledge and cultural production. Inspired by the Free Software movement, Open Content seeks to move away from the traditional user/producer binary in favour of a more participative process of knowledge creation and usage.
This e-Primer introduces the idea of Open Content by locating it within the larger historical context of copyright’s relation to the public domain. It examines the foundational premises of copyright and argues that a number of these premises have to be tested on the basis of the public interest that they purport to serve. It then looks at the ways in which content owners are increasingly using copyright as a tool to create monopolies, and how an alternative paradigm like Open Content can facilitate a democratization of knowledge and culture.This e-Primer focuses on some of the implications for policy makers thinking about information policies, and the advantages that the Open Content model may offer, especially for developing countries.
# FOSS Open Content/Resources
## General Open Content Resources

Connexions: Sharing Knowledge and Building Communities http://www.cnx.org
Creative Commons http://www.creativecommons.org
Lawrence Lessig homepage http://www.lessig.org
Loca Records http://www.locarecords.com/index2.html
Opencontent.org http://www.opencontent.org
The Open Knowledge Definition http://www.okfn.org/okd
Proyecto Alqua (Spanish) http://www.alqua.com/index.html

## Educational Resources

Carnegie Mellon University Open Learning Initiative http://www.cmu.edu/oli
Free Curricula Center http://www.freecurricula.org
Global Text Project http://globaltext.org
Harvard University Library Open Collections Program http://ocp.hul.harvard.edu
Ibiblio.org http://www.ibiblio.org
Johns Hopkins Bloomberg School of Public Health OpenCourseWare http://ocw.jhsph.edu
MIT OpenCourseWare http://ocw.mit.edu/index.html

## File Sharing Resources

Azureus http://azureus.sourceforge.net
BitTorrent http://www.bittorrent.com/index.html
LimeWire http://www.limewire.com
Piratebay.org http://www.piratebay.org

## Wikipedia Resources

Wikibooks http://en.wikibooks.org/wiki/Main_Page
Wikimedia Commons http://commons.wikimedia.org/wiki/Main_Page
Wikinews http://en.wikinews.org/wiki/Main_Page
Wikipedia http://en.wikipedia.org
Wikiquote http://en.wikiquote.org/wiki/Main_Page
Wikisource http://en.wikisource.org/wiki/Main_Page
Wikispecies http://species.wikimedia.org/wiki/Main_Page
Wiktionary http://en.wiktionary.org/wiki/Wiktionary:Main_Page
# FOSS Open Standards/About IOSN

The International Open Source Network (IOSN) is an initiative of APDIP and supported by the International Development Research Centre of Canada. IOSN is a Centre of Excellence for Free/Open Source Software (FOSS), Open Content and Open Standards in the Asia-Pacific region. It is a network with a small secretariat based at the UNDP Regional Centre in Bangkok and three centres of excellence - IOSN ASEAN+3, IOSN PIC (Pacific Island Countries), and IOSN South Asia, based in Manila, Suva and Chennai respectively.
IOSN provides policy and technical advice on FOSS to governments, civil society and the private sector. It produces FOSS awareness and training materials and distributes them under open content licenses. It also organizes awareness raising, training, research and networking initiatives to assist countries in developing a pool of human resources skilled in the use and development of FOSS. IOSN works primarily through its web portal http://www.iosn.net that is collectively managed by the FOSS community. The web portal serves as a clearinghouse and a platform for knowledge sharing and collaborations.
http://www.iosn.net
# Chinese (Mandarin)/Animals

| Mandarin - Simplified Han character 汉字 - 简化字 | Mandarin - Traditional Han character 漢字 - 繁體字/正體字/傳統漢字 | Hanyu Pinyin 汉语拼音 / 漢語拼音 | English 英语 / 英語 |
| 斑马 | 斑馬 | bān mǎ | zebra |
| 蝙蝠 | 蝙蝠 | biān fú | bat |
| 苍蝇 | 蒼蠅 | cāng ying | fly |
| 长颈鹿 | 長頸鹿 | cháng jǐng lù | giraffe |
| 臭鼬 | 臭鼬 | chòu yòu | skunk |
| 刺蝟 | 刺蝟 | cì wèi | hedgehog |
| 大老鼠 | 大老鼠 | dà lǎo shǔ | rat |
| 大象 | 大象 | dà xiàng | elephant |
| 袋鼠 | 袋鼠 | dài shǔ | kangaroo |
| 鹅 | 鵝 | é | goose |
| 鳄鱼 | 鱷魚 | è yú | alligator |
| 鸽子 | 鴿子 | gē zi | pigeon |
| 公牛 | 公牛 | gōng niú | bull |
| 狗 | 狗 | gǒu | dog |
| 河狸 | 河狸 | hé lí | beaver |
| 河马 | 河馬 | hé mǎ | hippopotamus |
| 河豚 | 河豚 | hé tún | pufferfish |
| 海豚 | 海豚 | hái tún | dolphin |
| 黑豹 | 黑豹 | hēi bào | panther |
| 猴子 | 猴子 | hóu zi | monkey |
| 蝴蝶 | 蝴蝶 | hú dié | butterfly |
| 胡蜂 | 胡蜂 | hú fēng | wasp |
| 狐狸 | 狐狸 | hú li | fox |
| 火鸡 | 火雞 | huǒ jī | turkey |
| 鸡 | 雞 | jī | chicken |
| 鲸鱼 | 鯨魚 | jīng yú | whale |
| 孔雀 | 孔雀 | kǒng què | peacock |
| 狼 | 狼 | láng | wolf |
| 老虎 | 老虎 | lǎo hǔ | tiger |
| 老鼠 | 老鼠 | lǎo shǔ | mouse |
| 龙虾 | 龍蝦 | lóng xiā | lobster |
| 驴子 | 驢子 | lǘ zi | donkey |
| 骆驼 | 駱駝 | luò tu | camel |
| 马 | 馬 | mǎ | horse |
| 蚂蚁 | 螞蟻 | mǎ yǐ | ant |
| 猫 | 貓 | māo | cat |
| 蜜蜂 | 蜜蜂 | mì fēng | bee |
| 鸟 | 鳥 | niǎo | bird |
| 牛 | 牛 | niú | cow |
| 螃蟹 | 螃蟹 | páng xiè | crab |
| 企鹅 | 企鵝 | qǐ é | penguin |
| 蜻蜓 | 蜻蜓 | qīng tíng | dragonfly |
| 青蛙 | 青蛙 | qīng wā | frog |
| 鲨鱼 | 鯊魚 | shā yú | shark |
| 山羊 | 山羊 | shān yáng | goat |
| 蛇 | 蛇 | shé | snake |
| 狮子 | 獅子 | shī zi | lion |
| 松鼠 | 松鼠 | sōng shǔ | squirrel |
| 兔子 | 兔子 | tù zi | rabbit |
| 蚊子 | 蚊子 | wén zi | mosquito |
| 蜗牛 | 蝸牛 | wō niú | snail |
| 乌龟 | 烏龜 | wū guī | turtle |
| 犀牛 | 犀牛 | xī niú | rhinoceros |
| 虾 | 蝦 | xiā | shrimp |
| 熊 | 熊 | xióng | bear |
| 熊猫 | 熊貓 | xióng māo | panda |
| 鸭 | 鴨 | yā | duck |
| 羊 | 羊 | yáng | sheep |
| 鹰 | 鷹 | yīng | eagle |
| 鱼 | 魚 | yú | fish |
| 猪 | 豬 | zhū | pig |
| 乌鸦 | 烏鴉 | wū yā | Crow |
# Chinese (Mandarin)/Answer Key
## Lesson1
### Matching Sentences

1c,2g,3d,4b,5f,6a,7h,8e
# Chinese (Mandarin)/Abbreviations

=Abbreviations=语表 Below is table of the grammatical abbreviations used in this book and their expanded forms. If you would like more detailed information on any item, click on the word to read the Wikipedia article on it.
| Abbr. | Expanded Abbreviation |
| adj | adjective 形容词 |
| adv | adverb |
| m | measure word |
| n suffix | noun suffix |
| num | numeral |
| part | particle/function word |
| phrase | set phrase/idiom |
| pro | pronoun |
| v | verb |
# Chinese (Mandarin)/Buildings

| 简体字 (Simplified character) | 繁体字 (Traditional character) | 拼音 (Chinese pinyin) | 英语（English) |
| 变电所 | 變電所 | biàndiànsuǒ | electrical substation |
| 倉庫 | | cāngkù | warehouse |
| 办公司 | 辦公司 | bàngōngsī | office |
| 发电厂 | 發電廠 | fādiànchǎng | power plant, power station |
| 工廠 | | gōngchǎng | factory |
| 实验室 | 實驗室 | shíyànshì | laboratory |
# Chinese (Mandarin)/Chinese-English Dictionary

* Pinyin-Hanzi-English Chinese-English dictionary
* WrittenChinese.Com Free Online Chinese-English Dictionary Search results are ranked by frequency of occurrence in everyday Chinese text.
* Yahoo!奇摩字典
* Multilingual Chinese Dictionary 9 languages (English, French, German, Spanish, Italian, Russian...)
* Chinese <-> English Online Dictionary with Pinyin and Zhuyin.
* English - Chinese Dictionary
* Chinese <-> Dictionary search in Chinese, pinyin or English
* zhongwen A Chinese Dictionary
* Ting Audio Dictionary Chinese English dictionary with Illustration sentences
* Chinese <-> English Online Dictionary with English pronunciation and Pinyin (Simplified Chinese简体)
* Chinese <-> English Online Dictionary with traditional characters and flashcards
* Chinese <-> French Online Dictionary with flashcards
* Chinese Tutor's Chinese-English Dictionary - Searchable by English, Pinyin, and Hanzi. Simplified & Traditional characters. Most words have audio.
# Chinese (Mandarin)/Commodities

| Mandarin - Simplified Han character 汉字 - 简化字 | Hanyu Pinyin 汉语拼音 | English 英语 |
| 洗发露 | xǐfàlù | Shampoo |
| 沐浴露 | mùyùlù | Body Wash |
| 洗衣粉 | xǐyīfěn | Washing powder |
| 漂白液 | piǎobáiyè | Bleach |
# EMT-Basic/Medical/Pharmacology

Lesson 4.1: General Pharmacology

## Objectives

By the end of this lesson the EMT-Basic should be able to:
* Identify which medications will be carried on the unit.
* State the medications carried on the unit by generic name.
* Identify the medications with which the EMT-Basic may assist the patient with administering.
* State the medications the EMT-Basic can assist the patient with by generic name.
* Discuss the forms in which the medications may be found.
* Explain the rationale for the administration of medications.
* Demonstrate the general steps for assisting the patient with self-administration of medications.
* Read the labels and inspect each type of medication.
# EMT-Basic/Medical/Poison

Lesson 4.6: Poisoning/Overdose

## Objectives

By the end of this lesson, the EMT-Basic should be able to:
* List the various ways that poisons enter the body.
* List signs/symptoms associated with poisoning.
* Discuss the emergency medical care for the patient with possible overdose.
* Describe the steps in the emergency medical care for the patient with suspected poisoning.
* Establish the relationship between the patient suffering from poisoning or overdose and airway management.
* State the generic and trade names, indications, contraindications, medication form, dose, administration, actions, side effects, and re-assessment strategies for activated charcoal.
* Recognize the need for medical direction in caring for the patient with poisoning or overdose.
* Explain the rationale for administering activated charcoal.
* Explain the rationale for contacting medical direction early in the prehospital management of the poisoning or overdose patient.
* Demonstrate the steps in the emergency medical care for the patient with possible overdose.
* Demonstrate the steps in the emergency medical care for the patient with suspected poisoning.
* Perform the necessary steps required to provide a patient with activated charcoal.
* Demonstrate the assessment and documentation of patient response.
* Demonstrate proper disposal of the equipment for the administration of activated charcoal.
* Demonstrate completing a prehospital care report for patients with a poisoning/overdose emergency.
# EMT-Basic/Medical/Environmental

Lesson 4.7: Environmental Emergencies

## Objectives

By the end of this lesson, the EMT-Basic should be able to:
* Describe the various ways that the body loses heat.
* List the signs and symptoms of exposure to cold
* Explain the steps in providing emergency medical care to a patient exposed to cold.
* List the signs and symptoms of exposure to heat.
* Explain the steps in providing emergency care to a patient exposed to heat.
* Recognize the signs and symptoms of water-related emergencies.
* Describe the complications of near drowning.
* Discuss the emergency medical care of bites and stings.
* Demonstrate the assessment and emergency medical care of a patient with exposure to cold.
* Demonstrate the assessment and emergency medical care of a patient with exposure to heat.
* Demonstrate the assessment and emergency medical care of a near drowning patient.
* Demonstrate completing a prehospital care report for patients with environmental emergencies.
# EMT-Basic/Preparatory/Human Body

Lesson 1.4: The Human Body

## Objectives

By the end of this lesson, the EMT-Basic should be able to:
* Identify the following topographic terms and medical termonology including: medial, lateral, proximal, distal, superior, inferior, anterior, posterior, midline, right and left, mid-clavicular, bilateral, and mid-axillary.
* Describe the anatomy and phisiology of the major body systems: respiratory, circulatory, musculoskeletal, nervous, and endocrine, digestive, urinary, reproducutive, integmuntary. that are relavent to emt-B. {{BookCat}}
# EMT-Basic/Ops/Access

Lesson 7.2: Gaining Access

## Objectives

By the end of this lesson, the EMT-Basic should be able to:
* Describe the purpose of extrication.
* Discuss the role of the EMT-Basic in extrication.
* Identify what equipment for personal safety is required for the EMT-Basic.
* Define the fundamental components of extrication.
* State the steps that should be taken to protect the patient during extrication.
* Evaluate various methods of gaining access to the patient.
* Distinguish between simple and complex access.
# EMT-Basic/Ops/Ambulance

Lesson 7.1: Ambulance Operations

## Objectives

By the end of this lesson, the EMT-Basic should be able to:
* Discuss the medical and non-medical equipment needed to respond to a call.
* List the phases of an ambulance call.
* Describe the general provisions of state laws relating to the operation of the ambulance and privileges in any or all of the following categories: speed, warning lights, sirens, right-of-way, parking, turning.
* List contributing factors to unsafe driving conditions.
* Describe the considerations that should be given to: requests for escorts, following an escort vehicle, and intersections.
* Discuss "due regard for the safety of all others" while operating an emergency vehicle.
* State what information is essential in order to respond to a call.
* Discuss various situations that may affect response to a call.
* Differentiate between the various methods of moving a patient to the ambulance based upon injury or illness.
* Apply the components of essential patient information in a written report.
* Summarize the importance of preparing the unit for the next response.
* Identify what is essential for the completion of a call.
* Distinguish among the terms cleaning, disinfection, high-level disinfection, and sterilization.
* Describe how to clean or disinfect items following patient care.
* Explain the rationale for appropriate reporting of patient information.
* Explain the rationale for having the unit prepared to respond.
# EMT-Basic/Pediatrics

Lesson 6.1: Infants and Children

## Objectives

By the end of this lesson, the EMT-Basic should be able to:
* Identify the developmental considerations for the following age groups: infants, toddlers, pre-school, school age, and adolescent.
* Describe the differences in anatomy and physiology between infant, child, and adult patients.
* Differentiate the response of the ill or injured infant or child from that of an adult.
* Indicate various causes of respiratory emergencies.
* Differentiate between respiratory distress and respiratory failure.
* List the steps in the management of foreign body airway obstruction.
* Summarize the emergency medical care strategies for respiratory distress and respiratory failure.
* Identify the signs and symptoms of hypoperfusion in the infant and child patient.
* Describe the methods of determining end organ perfusion in the infant and child patient.
* State the usual cause of cardiac arrest in infants and children versus adults.
* List the common causes of seizures in infants and children.
* Describe the management of seizures in infant and child patients.
* Differentiate between the injury patterns in adults, infants, and children.
* Discuss the field management of the infant and child trauma patient.
* Summarize the indicators of possible child abuse and neglect.
* Describe medical/legal responsibilities in suspected child abuse.
* Recognize the need for EMT-Basic debriefing following difficult infant or child transport.
* Explain the rationale for having knowledge and skills appropriate for dealing with infant and child patients.
* Attend to the feelings of the family when dealing with an ill or injured infant or child patient.
* Understand the EMT-Basic's own emotional response to caring for ill or injured infants and children.
* Demonstrate the techniques of foreign body airway obstruction removal in the infant.
* Demonstrate the techniques of foreign body airway obstruction removal in the child.
* Demonstrate the assessment of the infant and child.
* Demonstrate bag-valve-mask artificial ventilation of the infant.
* Demonstrate bag-valve-mask artificial ventilation of the child.
* Demonstrate oxygen delivery for the infant and child.
# EMT-Basic/Medical/OBGYN

Lesson 4.9: Obstetrics/Gynecology

## Objectives

By the end of this lesson, the EMT-Basic should be able to:
* Identify the following structures: uterus, vagina, fetus, placenta, umbilical cord, amniotic sac, perineum.
* Identify and explain the use of the contents of an obstetrics kit.
* Identify pre-delivery emergencies.
* State indications of an imminent delivery.
* Differentiate the emergency medical care provide to a patient with pre-delivery emergencies from a normal delivery.
* State the steps in pre-delivery preparation of the mother.
* Establish the relationship between body substance isolation and childbirth.
* State the steps to assist in the delivery.
* Describe care of the baby as the head appears
* Describe how and when to cut the umbilical cord.
* Discuss the steps in the delivery of the placenta.
* Describe the procedures for the following abnormal deliveries: Breech birth, prolapsed cord, limb presentation.
* Differentiate the special considerations for multiple births.
* Describe special considerations of meconium.
* Describe special considerations of a premature baby.
* Discuss the emergency medical care of a patient with a gynecological emergency.
* Explain the rationale for understanding the implications of treating two patients (mother and baby)
* Demonstrate the steps to assist in the normal cephalic delivery.
* Demonstrate the necessary care procedures of the fetus as the head appears.
* Demonstrate infant neonatal procedures.
* Demonstrate post delivery care of the infant.
* Demonstrate how and when to cut the umbilical cord.
* Attend to the steps in the delivery of the placenta.
* Demonstrate post-delivery care of the mother.
* Demonstrate the procedures for the following abnormal deliveries: vaginal bleeding, breech birth, prolapsed cord, limb presentation.
* Demonstrate the steps in the emergency medical care of the mother with excessive bleeding.
* Demonstrate completing a prehospital care report for patients with obstetrical/gynecological emergencies.
# EMT-Basic/Medical/Respiratory

Lesson 4.2: Respiratory Emergencies

## Objectives

By the end of this lesson, the EMT-Basic should be able to:
* Describe the structure and function of the respiratory system.
* State the signs and symptoms of breathing difficulty.
* Describe the emergency medical care of the patient with breathing difficulty.
* Recognize the need for medical direction to assist in the emergency medical care of the patient with breathing difficulty.
* Describe the emergency medical care of the patient with breathing distress.
* Establish the relationship between airway management and the patient with difficulty breathing.
* List the signs of adequate air exchange.
* State the generic name, medication forms, dose, administration, action, indications, and contraindications for the prescribed inhaler.
* Distinguish between the emergency medical care of the infant, child, and adult patient with breathing difficulty.
* Differentiate between upper airway obstruction and lower airway disease in the infant and child patient.
* Defend EMT-Basic treatment regimens for various respiratory emergencies.
* Explain the rationale for administering an inhaler.
* Demonstrate the emergency medical care for breathing difficulty.
* Perform the steps in facilitating the use of an inhaler.
# EMT-Basic/Ops/SpecOps

Lesson 7.3: Special EMS Operations Overviews

## Objectives

By the end of this lesson, the EMT-Basic should be able to:
* Explain the EMT-Basic's role during a call involving hazardous materials.
* Describe what the EMT-Basic should do if there is reason to believe that there is a hazard at the scene.
* Describe what actions an EMT-Basic should take to ensure bystander safety.
* State the role that an EMT-Basic should perform until appropriately trained personnel arrive at the scene of a hazardous materials situation.
* Break down the steps to approaching a hazardous situation.
* Discuss the various environmental hazards that affect EMS.
* Describe the criteria for a multiple-casualty situation.
* Evaluate the role of the EMT-Basic in the multiple-casualty situation.
* Summarize the components of basic triage.
* Define the role of the EMT-Basic in a disaster operation.
* Describe the basic concepts of incident management.
* Explain the methods for preventing contamination of self, equipment, and facilities.
* Review the local mass-casualty incident plan.
* Demonstrate how triage would be performed at a mass-casualty incident.
# English History/Authors and Contributors

Roman England: Frenzie23
# English History/Roman England

The Romans controlled England from 43 AD until c. 410. "Britain" in Latin (the language the Romans spoke) was "Britannia." The capital of this Roman province was Camelodunum/Londinium.
Before the Roman invasion, Iron Age Britain had already established significant cultural links with Continental Europe. In 43 AD, Emperor Claudius organised the final and successful Roman invasion of Britain. General Aulus Plautius led four legions with 25,000 men, plus an equal number of auxiliary soldiers. They crossed the Channel in three divisions, landing at Richborough, Dover, and Lympne. The Romans fought many battles with Britons. The biggest battle was fought on the banks of the River Medway, close to Rochester. It went on for two days before the Celtic tribes retreated. Many tribes tried to resist the Romans. One tribe called the Icenis had a leader named Boudica, a woman who is well known as one of the bravest leaders to ever resist the Romans. There is a statue of her in London. Unfortunately she lost her battle to the Romans, so she poisoned herself instead of being captured. It took about four years for the invaders to finally gain control over southern England, and another 30 years for them to conquer all of the West Country and the mountains and valleys of Wales. The battle for Yorkshire and the remainder of northern England was still underway in 70 AD. It is not certain why the Romans invaded Britain. Two reasons have been suggested: 1) the Britons helped the Gauls fight the Romans, 2) Britain had many natural resources - iron, lead, zinc, copper, silver and gold.