OpenLLM-France/wikimedia huggingface dataset:
# Open Education Handbook/Open Educational Resources (OER)

One way of thinking about open education is with reference to making educational resources - materials that are used for teaching and learning - more openly available. This is typically done by putting them online and making them available on an open licence which permits or encourages adaptation and/or re-use.
The Hewlett Foundation defines open educational resources (OER) as follows:
Some argue that for a resource to be an open educational resource, it must be both free to access and openly licensed (or in the public domain). One could describe OER as “liberally licensed stuff for use in education”. Wikipedia describes them (as of 21 November, 2014) as "freely accessible, openly licensed documents and media that are useful for teaching, learning, educational, assessment and research purposes." OER can consist of full courses or components of courses, including course materials, lesson plans, textbooks, learning objects, videos, games, tests, software, or any other tool, material, or technique that supports access to knowledge.
OER maximize the power of the Internet to improve teaching and learning, and increase access to education.
Open Educational Resources meet the “4Rs Framework,” meaning that users have free access and all of the legal rights necessary to:
* Reuse: Content can be used in its unaltered form;
* Revise: Content can be adapted, adjusted, modified or altered;
* Remix: The original or revised content can be combined with other content to create something new;
* Redistribute: Copies of the content can be shared with others in its original, revised or remixed form.
Although some people also consider the use of an open technical format to be an essential characteristic of OER, this is not a universally acknowledged requirement.

### Further resources

* The Hewlett definition of OER
* Understanding OER in 10 videos by OER Research Hub
* The Jisc InfoKit provides an excellent introductory guide to OER
# Open Education Handbook/Open Textbooks

An open textbook is an open educational resource or set of open educational resources that either is a textbook or can be used in place of a textbook at a higher education institution. The rising cost of text books has led to alternative solutions being considered and in the United States in particular there is a growing open textbook movement.
Some have argued that open textbooks could be the most significant step in the OER movement. A summary of the arguments in favour of open textbooks can be found on US senator Dick Durbin's website.
Gerd Kortemeyer writes in his article Ten Years Later: Why Open Educational Resources Have Not Noticeably Affected Higher Education, and Why We Should Care: "The flaws in the textbook market are clear, as is the solution: An outside player needs to provide a platform for content from various sources (faculty, grant projects, publishers, etc.) to be shared under common licensing schemes, including the means to sell content on a fine granularity level. In this model, faculty put together online course packs. They could choose and sequence content at granularity levels anywhere from individual pages or problems to whole chapters or modules, or even to complete prefabricated course packs, depending on how much work they want to invest in individualizing their materials. Students would buy access to these course packs at a price that depended on the contents, and the "player-device" (an iPod in the music-world example) would be the integrated CMS. The service provider for this system would collect the fees from students and distribute them to the content providers. If a particular course pack only contained OER content, it would be free."
Providers of open textbooks include:
* California Open Source Textbook Project
* Global Text Project
* CK12
* Siyavula Free text books
* WikiFM
* College Open textbooks
* OpenStax College
* BC Open Textbook Project
Another tool worth mentioning here is the Open Content Toolkit. Specifically aimed at the schools sector, the toolkit is a gateway to both contemporary and historical open digital media content from media archives and collections around the world. It includes links to resources, exemplars of how open digital content might be used in schools and links to resources for in depth study. It has been set up as a collaborative space to explore, discuss and share examples of the use of open media at all school stages and at all levels of education. It is intended to be a truly cross-curricular resource.
# Open Education Handbook/Open Licences

The definition used in the Open Definition effectively limits open content to libre content; any free content license would qualify as an open content license. According to this narrower criteria, the following still-maintained licenses qualify:
* Creative Commons Licenses: only Creative Commons Attribution (CC BY), Attribution-Share Alike (CC BY SA)
* Creative Commons Public Domain Tools: CC Zero (not a license but a tool that allows creators to dedicate their works to the public domain)
* Open Publication License (the original license of the Open Content Project, the Open Content License, did not permit for-profit copying of the licensed work and therefore does not qualify)
* Against DRM license
* GNU Free Documentation License
* Open Game License (a license designed for role-playing games by Wizards of the Coast)
* Free Art License
In addition to Open Definition aligned licenses, more copyright licenses exist. For example, the full suite of Creative Commons licenses are outlined at http://creativecommons.org/licenses. Below are the CC licenses as aligned to a spectrum from Least Open to Most Open. Examples of use for each license are provided at http://creativecommons.org/examples.

### Further resources

* Open content licensing for educators
* Software Licenses in Plain English
* Creative Commons FAQ
* Creative Commons Toolkit
* Open.Michigan guide to releasing content
* P2PU course - Get CC Savvy
# Open Education Handbook/Open Source Education Tools

Open source software is software where the source code is openly licensed so others can change and distribute the software to anyone and for any purpose.
Naturally the open community are keen to support open tools and there are a significant number of open source open education tools available.
There is a considerable amount of open source software for use in the education sector. An impressive list is available from OSSWatch.
The Free Software Foundation Europe(FSDE) also write a blog and have a section on education

### Other resources

* Why Aren’t More Schools Using Free, Open Tools?
* Open Source School: An initiative to replace monolithic and proprietary educational technology with open source software
# Open Education Handbook/Openness and the developing world

Open data can help identify gaps in the availability of education and provide simple solutions that can be delivered through the existing education system. In order to achieve this you need a robust analytical culture that demonstrates the impact of its work.
To date much work has been on the supply side of the education equation. Improving the quality of demand is key to making long term changes. Akshara Foundation recognised that a lack of publicly available data about public education was causing an imbalance between the education system and its users and within the system itself, so they set up the Karnataka Learning Partnership.
* Akshara Foundation
* Karnataka Learning Partnership
Norrag reports on Sub Saharan African education issues and states that :
The Ugandan government allocated funding for schools, but corruption at various levels meant much of the money never reached its intended destination. Between 1995 and 2001, the proportion of funding allocated which actually reached the schools rose from 24% to 82%. In the interim, they initiated a programme of publishing data on how much was allocated to each school. There were many other factors (Hubbard 2007) but Reinikke and Svensson’s (2004) analysis showed that the data publication played a significant part.
* Reinikka, R., and J. Svensson. May 2004. Local capture: Evidence from a central government transfer program in Uganda. Quarterly Journal of Economics: 679–705.
* Hubbard P. (2007); Putting the Power of Transparency in Context: Information’s Role in Reducing Corruption in Uganda’s Education Sector; Center for Global Development Working Paper No. 136 accessed at www.cgdev.org/files/15050_file_Uganda.pdf on March 2nd 2012
* Uganda Open Government data readiness study
* Is money reaching schools in Tanzania? and where does education money go?

### National Initiatives:

* Moldova
* Nigeria
* Rwanda
* Kenya
* Uganda
* Ghana

### Sub-­national initiatives:

* Edo state Nigeria

### Sub-­sector education:

* CHET South Africa Higher EducaBon Open Data project
# Open Education Handbook/Open Education Directory

* Linked Universities
* OKFN Open Bibliography
* Learning Analytics Google Group
* DCMI Education Community
* European Association for Technology-Enhanced Learning
* Adaptive Hypermedia - including Educational Adaptive Hypermedia
* ACL Community in Wales
* Association of History and Computing-UK
* Network for Aimhigher Data Analysts
* Advancing Research into Technology Enhanced Learning
* BCS Machine Translation
* Built Environment E-Learning Network
* Data Publication
* Evlauation of Online Learning
* Combining Data
* Technology in support of learning and teaching mathematics in HE
* Discussion on components of current and emerging library, publishing, and related bibliographic metadata
* EVIDENCE-BASED-LIBRARIES
* Economic and Social Data Service
* Educational Development Research Network
* CETIS-METADATA
* Digging for Data
* Research in Distance Learning
* EduBlog
* e-learning Research
* Digital technology in the theatre and theatre education
* Issues in museum education
* Higher Education CLose Up - research into HE
* Data.ac.uk
* Web support Jisc mail
* Web site info management
* Jisc managing research data
* Museums Computer Group
* DBpedia discussion
* Spotlight group
* Best Practices for Multilingual Linked Open Data Community Group
* Data Driven Standards Community Group
* Development Linked Data Community Group
* Microdata/RDFa Task Force
* Linking Open Data project and the broader Linked Data community
* Networked Data Community Group
* Web Dev Data Community Group
* Google Group LODLAM
* ePsi Platform: open data in education group

### Open practitioners & academics

* Ale Armellini, University of Northampton, OER and pedagogy
* Grainne Conole, University of Leicester, OER and pedagogy
* Simon Kear - Learning Technologist, Goldsmiths
* Chris Follows - Open practice in art and design
* Anne-Marie Cunningham - GP and Clinical Lecturer
* Martin Weller - Open University
* James Clay - Head off Higher Education and Student Experience, Jisc
* Diane Laurillard, Institute of Education, open practice - rethinking university teaching
* OER Research Hub
# Open Education Handbook/Open Educational Practices (OEP)

Open Educational Practices are teaching techniques that draw upon open technologies and open educational resources in order to facilitate collaborative and flexible learning. There are many ideas in this space including thoughts around collaborative working, fusing post-web pedagody, andragogy (adult learning) and heutagogy (self-determined learning). Open licensing, open research, collaboration, and new approaches to assessment.
OEP have begun to be included in policy descriptions of open education. Existing definitions include:
* Center for Open Learning and Teaching (COLT), University of Mississippi: "Open Educational Practices (OEP) offer contact with learners around the world, supporting self-directed learning and personal networking that can greatly enhance more traditional learning environments. Teachers and learners alike have much to gain from engaging openly with expert and diverse partners around the world."
* Cape Town Open Education Declaration: "Open education is not limited to just open educational resources. It also draws upon open technologies that facilitate collaborative, flexible learning and the open sharing of teaching practices that empower educators to benefit from the best ideas of their colleagues. It may also grow to include new approaches to assessment, accreditation and collaborative learning. Understanding and embracing innovations like these is critical to the long term vision of this movement."
Graphic: Conole, G. (2011) Defining Open Educational Practices
# Orthopaedic Surgery/Hand:Top ten ways to stay out of trouble

* 10.Have the patient take responsibility for their rehabilitation
* 9.Have data to support your decisions
* 8.Consult frequently
* 7.Communicate clearly and often
* 6.Evaluate the whole person
* 5.Be conservative in complex cases
* 4.When there is a choice, the simpler option is often the best
* 3.Do not empower a symptom by labeling it a disease
* 2.Observe more, do less
* 1.Needs of the patient come first
http://www.handsurgery.org/newsletters/winter2003/winter2003.pdf
# Orthopaedic Surgery/Hip and Femur

This year the first of 78 million baby boomers turn 60. Despite efforts to prevent osteoporosis a rising incidence of osteoporosis related hip fractures can be anticipated ( Mundy 2006). http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&dopt=Citation&list_uids=16470007
# Orthopaedic Surgery/Group Practice

Each orthopedic surgeon seeks the optimal job and in some cases finds it without effort, and in other cases can never seem to find the right fit. Indeed the decision as to where to work may be governed more by priorities other than the work itself. We may be satisfied with a lower income or the need to travel to several hospitals or a demanding call schedule if the pay off in a nice home by the water's edge.
Nothing it seems will do more for your happiness in your work than finding good partners to work with. While a partnership is not a marriage there is indeed a relationship based on trust, mutual respect, and a tendency to help one another out as a matter of course and without a rigid quid quo pro approach as one might have in ones general interactions in society. It is more than just the sharing of overhead. This is the setting in which most orthopedics tend to work. A staff model or faculty position functions in much the same way although the larger the group the more difficult it is to maintain a cohesive working structure.
A group practice in orthopedic surgery is a form of kinship group.
http://www.pnas.org/cgi/content/full/102/33/11951?maxtoshow=&HITS=&hits=&RESULTFORMAT=&fulltext=work+group+size&searchid=1&FIRSTINDEX=0&resourcetype=HWCIT
The most common basis for group structure is a shared call schedule. This is generally looked upon as a shared burden. Typically the work week is split each member of the group alternating each 24hours, as in from 7:30 to 7:30. Weekends are usually covered by one member who is available to the Emergency room, to field questions from patients and to be available for referrals to the practice occurring during this time. Inpatient rounds are likewise accomplished by the physician on call for the group.
The structure of the work week creates a natural tendency for an optimal group size of 5 which allows for one member absent on vacation and the remaining 4 each taking one day during the week, and one weekend a month. In groups smaller than 5 the burden of call can be one of the most onerous aspects of the job and one which even becomes the deciding factor in a decision to retire.
# Orthopaedic Surgery/Gastrointestinal Complications

* Orthopaedic Surgery
* INTRODUCTION ·
* AUTHORS ·
* ACKNOWLEDGEMENTS ·
* NOTE TO AUTHORS
* 1.Basic Sciences ·
* 2.Upper Limb ·
* 3.Foot and Ankle ·
* 4.Spine ·
* 5.Hand and Microsurgery ·
* 6.Paediatric Orthopaedics ·
* 7.Adult Reconstruction ·
* 8.Sports Medicine ·
* 9.Musculoskeletal Tumours ·
* 10.Injury ·
* 11.Surgical Procedures ·
* 12.Rehabilitation ·
* 13.Practice
* Current Chapter: Basic Sciences
| | Gastrointestinal Complications | |
| <<Myocardial Infarction | Gastrointestinal Complications | Decubitus Ulcers>> |
Post operative nausea and vomiting (PONV) remains a significant problem especially in the ambulatory surgery setting where delayed discharge from PACU or unanticipated admission to hospital can result. Nausea and Vomiting in the post operative period is among the top reasons for patient dissatisfaction with their post operative care. The incidence despite new antiemetics remians 20 to 30 %. Protracted difficulties interfere with pain management and participation in physical therapy.
http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&dopt=Citation&list_uids=15064261
# Orthopaedic Surgery/Hand:Design and Function

* Orthopaedic Surgery
* INTRODUCTION ·
* AUTHORS ·
* ACKNOWLEDGEMENTS ·
* NOTE TO AUTHORS
* 1.Basic Sciences ·
* 2.Upper Limb ·
* 3.Foot and Ankle ·
* 4.Spine ·
* 5.Hand and Microsurgery ·
* 6.Paediatric Orthopaedics ·
* 7.Adult Reconstruction ·
* 8.Sports Medicine ·
* 9.Musculoskeletal Tumours ·
* 10.Injury ·
* 11.Surgical Procedures ·
* 12.Rehabilitation ·
* 13.Practice
* Current Chapter: Hand and Microsurgery
| | Design and Function of Hand | |
| <<Hand and Microsurgery | Design and Function of Hand | Clinical Practice>> |
The concept is difficult to grasp. This expression is telling of the significance beyond function alone that our hands hold for us. Indeed the use of the word hold in this way alludes to the same point. With our hands we verify the reality of our physical existence and with our hands we make our way in the world and manipulate it's resources to improve our existence.
An encyclopedia of the periodic table attests to the fact that man has indeed sought to make some use of every element which composes the matter around us*. We are born to explore and exploit our world and our hands are not just the implements but symbolize that nature in us as well.
Even the most ardent atheist is given to wonder at the reiteration of forms found in our hands in our DNA and in the shapes of galaxies and consider that some universal design principle is at work. spiralfibonacci
Yet as we consider the intricacies it is apparent that this beautiful tool did indeed come about through a process of evolution from a limb for support to one of suspension then to a tool to modify the world.thumb
# PHP Programming/Data Structures
## Variable variables

PHP has a legacy concept called "variable variables". This is an older, more limited programming concept that came before composite data structures were available. Since the PHP language now supports composite data structures, the concept of variable variables is essentially obsolete.
The PHP manual states:
This approach has historically been used in programming languages that do not support composite data structures. There is no programmatic function or algorithm in PHP that can be obtained with variable that cannot also be obtained with composite data structures.
Moreover, "variable variables" are error-prone and require more maintenance overhead.

## The Basics

Data structures are the way to represent composite entities using regular PHP variables.
Those familiar with database design and database implementation know about the concept of database normalization.
Data structures in PHP represent a similar concept. Whenever dealing with complex concepts and representing them in PHP, data structures are a way to normalize PHP variables to consistently and uniformly represent complex concepts.

### PHP Native Structures

* String is a structure to represent a singular value (aka scalar)
* Array is a structure to represent a list of values (aka vector)

#### Examples

String Example:
Array Examples:

### PHP Composite Structures

* SimpleDictionary is a structure to represent an unordered sequence of name-value pairs. In native PHP, this is done using the standard Array with strings for indices.
* SimpleSequence is a structure to represent an ordered sequence of values. In native PHP, this is done using the standard Array with numeric indices.
* SimpleTable (aod) is an ordered sequence of one or more SimpleDictionary where each SimpleDictionary instance has matching names.
* SimpleTable (aoa) is a sequence of one or more SimpleSequence where each SimpleSequence instance has corresponding indices.
The square brackets method allows you to set up by directly setting the values. For example, to make $foobar[1] = $foo, all you need to do is:

#### Examples

SimpleDictionary Examples:
SimpleDictionary Examples:

## Notes and references

* ↑ http://stackoverflow.com/questions/3523670/whats-an-actual-use-of-variable-variables
# PHP Programming/Flat Frog
### What is Flat Frog ?

Flat Frog is a templating system created by Paul Lockaby <paul @ paullockaby.com>. The package is actually maintained by Serge Gilette. It can be found on SourceForge on its project page
Flat Frog commenced life as Smarty-Lite, as it relies on plugins to add in various support whilst the core remains smaller than Smarty.
This WikiBook will provide a series of examples and practical case on the use of Flat Frog testing
# PHP Programming/Inheritance

Inheritance is the extension of a class. A child class has all the properties and methods of its parent class.
Inheritance is one of the core concepts in object oriented programming. PHP supports inheritance like other object oriented language supports inheritance.

## Example 1: pets

For example, pets generally share similar characteristics, regardless of what type of animal they are. Pets eat, and sleep, and can be given names. However the different types of pet also have their own methods: dogs bark and cats meow. Below is an implementation of this:
Likewise we could use the PHP5 syntax for our inherited class:

## Example 2: persons

Consider two person one the parent and his child. By definition the child would have inherited certain properties from the parent. So the child might have all the characteristics of the parent and in addition to that the child might have additional characteristics. With this analogy in mind consider two classes Person and programmer the base class has the following code.
The Person class has two attributes $legs and $head and it has one method walk. Suppose there is another class programmer . The programmer class has all this attributes and methods so you can define it in again or you can just inherit from the Person class. So you can define the programmer class as follows.
No this that all we have to do is just use the keyword extends and then followed by base class then the all the properties of the base class are inherited which means we can do this.

## Traits

Initially, PHP was a language of simple inheritance. However since PHP 5.4.0, a data structure called "trait" allows the multiple inheritance.
Example:
# PHP Programming/Encryption

PHP provides several functions to encrypt data.

## Symmetrical encryption

Storing passwords in clear (unencrypted), in a file or a database, constitutes a security breach. To be able to encrypt and decrypt them, a symmetrical encryption can be done by:
* openssl_encrypt
* openssl_decrypt

## Asymmetrical encryption

The asymmetrical encryption est used to check an identity, via a public and a private key. In PHP, it's done with:
* openssl_public_encrypt
* openssl_private_decrypt

## Hashing

crypt is a hash function for a string, which can add a salt as an optional second parameter.

## References

* ↑ http://php.net/manual/en/function.openssl-encrypt.php
* ↑ https://www.php.net/manual/en/function.openssl-public-encrypt.php
* ↑ http://php.net/manual/en/function.crypt.php
# qaaa -- Quedalut

   * qaaa = qaaa
   * Qatom = Qatar
   * Qatoma = Qatari
   * Qatomat = Qatari, inhabitant of Qatar
   * qixotyena = quixotic
   * qo = q
   * qomul = quark
   * qomules = quark
   * Qued = Quechua
   * Quedaler = to speak Quechua
   * Quedalut = Quechua speaker