OpenLLM-France/wikimedia huggingface dataset:
# Medical Informatics/MUMPS
## Mumps

Mumps (also referred to as 'M') is a general purpose programming language that supports a native hierarchical data base facility. It is supported by a large user community (mainly biomedical), and a diversified installed application software base. The language originated in the mid-60's at the Massachusetts General Hospital and it became widely used in both clinical and commercial settings. A dwindling number of implementations exist for the language. There have been ANSI, ISO (ISO/IEC 11756:1992) and DOD approved standards for Mumps.
As originally conceived, Mumps differed from other mini-computer based languages of the late 1960's by providing: 1) an easily manipulated hierarchical (multi-dimensional) data base that was well suited to representing medical records; 2) flexible string handling support; and (3) multiple concurrent tasks in limited memory on very small machines. Syntactically, Mumps is based on an earlier language named JOSS and has an appearance that is similar to early versions of Basic that were also based on JOSS.
See also Wikipedia:MUMPS
See also Mumps By Example
See also M Technology Association of the UK & Ireland
See also Annotate Mumps Standards

### The Mumps Compiler

See The Mumps Compiler Manual
See The MDH Toolkit
See Mumps Compiler/MDH Downloads

### Intersystems Cache'

See Cache' Overview
See Free Single User Download
See Cache Online Documentation

### GT.M Mumps

See Sanchez GT.M (Fidelity Information Systems)
See GT.M Online Manual
See SourceForge GT.M Distributions
O'Kane 15:27, 20 December 2005 (UTC)
# Medical Machines/Contributors

These people have donated information and materials, and assisted with photography. A.M. Carbungco, Biomedical Engineering, UBC Hospital. F. Keong, Biomedical Engineering, UBC Hospital. C. Linden, Biomedical Engineering, Vancouver General Hospital. J. Burgoyne, The Marshall Clinic, Vancouver, BC. J. Fox, Biomedical Engineering, Vancouver General Hospital. J. Lapointe, MD, Radiology, retired, Vancouver General Hospital. J. Tai, Department of Pathology and Laboratory Medicine, UBC. M. Bulloch. M. Murphy, Biomedical Engineering, UBC Hospital. P. Odermatt, KBNF.
# Medical Machines/Centrifuges

A centrifuge can separate components of a fluid by density. They are often used in medicine for tasks such as bloodwork.
# Medical Informatics/Online Resources
## Online Links

* Healthcare Informatics Online
* American Health Information Management Association
* Medical Records Institute
* LinuxMedNews
* Open Source Resources
* Hardhats.Org
* Decision Support Systems
* The Informatics Review - e-journal of the Association of Medical Directors of Information Systems and The Improve-IT Institute
* Massachusetts General Hospital Laboratory for Computer Science
* Health Informatics Forum
# Medical Informatics/QMR

Methods Inf Med. 1989 Nov;28(4):340-5 Use of the Quick Medical Reference (QMR) program as a tool for medical education
    "...Miller RA, Masarie FE Jr.
    The original goal of the INTERNIST-1 project, as formulated in the early 1970s, was to develop an expert consultant program for diagnosis in general internal medicine. By the early 1980s, it was recognized that the most valuable product of the project was its medical knowledge base (KB). The INTERNIST-1/QMR KB comprehensively summarizes information contained in the medical literature regarding diagnosis of disorders seen in internal medicine. The QMR program was developed to enable its users to exploit the contents of the INTERNIST-1/QMR KB in educationally, clinically, and computationally useful ways. Utilizing commonly available microcomputers, the program operates at three levels--as an electronic textbook, as an intermediate level spreadsheet for the combination and exploration of simple diagnostic concepts, and as an expert consultant program. The electronic textbook contains an average of 85 findings and 8 associated disorders relevant to the diagnosis of approximately 600 disorders in internal medicine. Inverting the disease profiles creates extensive differential diagnosis lists for the over 4250 patient findings known to the system. Unlike a standard printed medical textbook, the QMR knowledge base can be manipulated "on the fly" to format displays that match the information needs of users. Preliminary use of the program for education of medical students and medical house officers at several sites has met with an enthusiastic response. ..." (from the link above).
# Medical Machines/Crash Carts

* A crash cart at the John D. Dingell VA Medical Center in Detroit, Michigan.
* A crash cart made in Waterloo, Ontario, Canada.

## Purpose

A crash cart can provide timely and mobile access to equipment, instruments, materials and pharmaceuticals needed for care of a patient in critical distress. Survival of a patient can depend upon the rapid availability of something in the cart.

## Contents

Typically, a cart is stocked by an assigned staff member in coordination with a pharmacist and a stores department at the site where the cart is used. Contents are reviewed against a checklist on a fixed schedule and items are replaced after use. Contents accord to site practice. The list here is an example and not authoritative.
An adjustable IV pole and brackets holding an arrest board are on the back of the cart.

### Top Drawer

* Laryngoscope
* Intubation (Magill) forceps
* Suction tubes
* Oxygen masks

### Middle Drawer

* Disposable endotracheal tubes

### Bottom Drawer

* Disposable syringes
* Dressings
* Adhesive tapes
* Disposable gloves

### Cubby

* Portable suction machine
* Needle disposal box
* Sphygmomanometer
* ↑ This list accords to practice of KBNF for shipment to countries in West Africa. Medications are not shipped by KBNF.
# Instructional Technology/Instructional Design/ADDIE

--ADDIE is an instructional model for teaching the Instructional Design process. The acronym corresponds with the five stages of instructional development: analysis, design, development, implementation, and evaluation. Each step of the model has an outcome that feeds information to the following steps.

## Advantages of Using ADDIE

Cost effective
Saves time
Promotes effective learning
Consistent
Effective in training

## Criticisms of ADDIE

There are drawbacks to any large system or model and ADDIE is not different. ADDIE has been criticized for being: Too systematic Too dogmatic Too linear Too constraining Too time-consuming to implement --Nackj

## Introducing a Rapid Prototyping Phase in ADDIE

For best results, the development process for CD-ROM or Web-based training programs should use a modified ADDIE model, which borrows from the most valuable aspects of the systemic approach. Specifically, a rapid prototype phase is inserted after, or as an extension of, the design phase. A rapid prototype is simply a quickly assembled module that can be tested with the student audience early in the ISD process. The evaluation typically looks at things like how well the learners responded to the creative metaphor, how effective the learning activities are, and how well the program performs on the chosen technology platform. Based on the feedback, the design can be revised and another prototype developed. This iterative process continues until there is agreement and confidence in the prototype.
In this process, only after the prototype is completed is additional development work done. However, this work often moves more quickly after a rapid prototype than in the traditional ADDIE model. Instructional designers and writers are able to proceed more efficiently since they know exactly what the program will look like and what it will be capable of doing. Additionally, with all of the major technical issues resolved, final programming becomes a simple matter of assembly of media components.
# Instructional Technology/Instructional Theory

The following authors have had profound influence on the field of instructional technology.

## Robert Gagne

* Conditions of Learning
* Mastery Learning
* Learning Hierarchies
* Nine Events of Instruction
* Five Domains of Learning

## M. David Merrill

* Teaching Concepts (with Tennyson)
* Component Display Theory
* Elaboration Theory for Content Sequencing (with Reigeluth)
* Instructional Transaction Theory for Instructional Strategies
* First Principles for Instruction
* Five Star Rating System for Instruction

## Michael J. Spector

* Automated Instructional Design

## Charles Reigeluth

* Elaboration Theory

## David Jonassen

* Constructivist Learning Environments (CLEs)
Return to Bases of the Field.
# Instructional Technology/Instructional Design/Dick & Carey
## Dick & Carey Model

The Dick and Carey models follows the Gagneian approach (from Robert Gagne who developed the Conditions of Learning Theory, see )to instructional design, incorporating conditions of learning and stressing a hierarchical analysis and approach to designing instruction, (see the Dick & Carey Model).
# MediaWiki User Guide/Glossary

This is a glossary of the book.

## C
### category

    TODO

## N
### namespace

    The part of the name of the page before the first ":".

## P
### piped link

    An internal link or interwiki link where the link target and link label are both specified.

## W
### wikilink

    An internal link; a link pointing to another page of the same wiki or knowledge base, marked up using [[target word]], contrasting to links to other web sites.

### wikitext

    Text containing wiki markup, such as '''text''' for boldface.
# MediaWiki User Guide/Hyperlinks

There are two types of hyperlinks in MediaWiki: internal, also called wikilinks, and external.

## Internal hyperlinks

| Task | Markup |
| Internal hyperlink | [[keyword]] |
| Internal hyperlink 2 | [[keyword]]s |
| Internal hyperlink to a section | [[keyword#section_heading|link title]] |
| Internal hyperlink showing a different word | [[keyword|its appearance]] |
| Internal hyperlink with a tooltip | [[keyword|<span title="A tooltip">its appearance</span>]] |
| Internal hyperlink in bold | '''[[keyword]]''' |
| Internal hyperlink to a diff/edit | [[Special:Diff/(diff-number)]] |
| Internal hyperlink to a revision | [[Special:Permalink/(revision-number)]] |

## External hyperlinks

| Task | Markup | Note |
| External hyperlink | [URL_containing_no_spaces title of the URL] | |

## Redirecting

Readers and editors from different backgrounds search for the same topic under different titles, such as TODO. To avoid replication of similar content and confusion of editors and readers, the editors of a wiki website usually choose one topic title as the authorized one, under which the content is to be created, and let one or more alternative topic titles redirect to it.
To let a page title redirect to another one, create a page with the unauthorized (or minor) title, containing only the following text:
An alternative markup; notice the additional colon (":"):
If an unauthorized topic title has more possible target authorized topic titles, redirecting does not do. In that case, a disambiguation page can be created, such as:
The exact wording depends on the kind of content of the wiki website.

## Further reading

* Meta:Help:Link
# MediaWiki User Guide

This is a user guide to MediaWiki, the software that runs Wikipedia, Wikibooks and other Wikimedia projects. The book focuses on reading and editing wikis that are running MediaWiki, including the MediaWiki markup. Topics out of scope of the book include administration and development of MediaWiki.

## Contents

* Introduction
* User Interface
** Search
* Markup
** Text Formatting
** Hyperlinks
** Sections and Headings
** Lists
** Tables
** Images
** Sound files
** Categories
** Templates
** References
** Mathematics
** Namespaces
** Graphs
* Extensions
* Index
* Glossary
* Links

## Related books

* Help:Contents
* Editing Wikitext
* MediaWiki Developer's Handbook
* MediaWiki Administrator's Handbook
# MediaWiki User Guide/Categories

Pages in wiki can be put into categories, by placing a category assignment anywhere in them. An example:
Categories have their own namespace "Category:", and are pages of sorts too. A category can be put into another category, so the categories can form a hierarchy or other structures.
A list of uncategorized pages can be shown by Mediawiki software.
Without extensions there is no easy way to rename a category; all its pages need to be edited and the line of category assignment changed. For a bulk category change you can use Replace Text extension.

## Linking

A wikilink to a category needs to start with ":", such as
Otherwise, the page is put into the category instead of linking to it, and the wikilink is not shown.

## Templates

Categories can be used in templates, just like in mainspace pages. However, when you put a category assignment into a template, all the pages using that template become a member of that category. That is sometimes the required effect, but it may be unwanted, for instance when you want to categorize the templates rather than the pages that use the templates. For that case, embrace the category assignment into <noinclude> tag, such as:
# MediaWiki User Guide/Extensions

Extensions, as the name implies, are extra pieces of code that extend the features of MediaWiki.
While MediaWiki is quite customizable and feature rich without any extensions, extensions often provide features not possible to provide by MediaWiki alone, such as advanced page security, the ability to read and display additional file formats, or even provide ways for other web applications to directly interact with MediaWiki itself.
Ordinary users do not have control over which extensions are installed, though some extensions have features that can be enabled and disabled via the user preferences menu (provided the user has an account on the wiki).
# MediaWiki User Guide/Graphs

MediaWiki has graph extension that allows to enter data into the wiki markup and have a graph rendered automatically as a raster image. Many wikis have Graph:Chart template that encapsulates the raw markup for the graphs.
A mimimal example of a line chart:
A bar chart with dimensions, axis titles, a grid that shows values above the bars and setting of a bar color:
A line chart with x-axis values of the type date and x-axis labels at an angle:
A line chart with two data series with line colors set and a legend:
A semilog line chart, that is, one with logarithmic scale of the y-axis:
A pie chart with colors, values shown in the chart and a legend showing the x values:

## Links

* Extension:Graph/Demo, mediawiki.org
* Extension:Graph, mediawiki.org
* Template:Graph:Chart, wikipedia.org
* Module:Graph, mediawiki.org - documents arguments of graphing, such as type
# MediaWiki User Guide/Index

This is an alphabetical index to the book.

## B

* Boldface

## C

* Comments
* Control structures

## F

* Formatting
* Formulas

## G

* Galleries
* Graphs

## H

* HTML
* Headings
* Hyperlinks

## I

* #If
* #Ifeq
* #Ifexists
* Images
* Inclusion
* Italics

## L

* Lists

## M

* <math>
* Math
* Mathematics

## P

* <pre>
* Preformatted

## R

* Redirecting
* References

## S

* Sections
* Source code
* Subst:
* Substitution
* #Switch
* Symbols

## T

* Tables
* Table of contents
* Templates
* TOC
* Transclusion

## U

* Uploading images

## W

* Wikilinks
# MediaWiki User Guide/Links

Links complementing or sourcing this user guide:
* Meta:Help:Contents
* Meta:Category:MediaWiki handbook
** Meta:Category:Reader handbook
* mw:Category:Help
# MediaWiki User Guide/Introduction

So you went to a wiki like Wikipedia which runs the Mediawiki software, but you don't know how to do anything in it because you don't know what all the buttons are and what they do. This Wikibook is intended for new users to the software and explain all the basic features.
# MediaWiki User Guide/Images

Mediawiki supports the use of images in various formats. In order to be used in a wiki, image first needs to be uploaded, to which we come later.

## Placing images

The following is an overview of placing images into pages, such images that have already been uploaded.
Placing of images :
| Task | Markup | Default Frame | Note |
| Image | [[Image:image_name.png]] | No | The image is shown in its full size as found in the file. |
| Image with thumb | [[Image:image_name.png|thumb|A caption text of the image.]] | Yes | Thumbs are always scaled down so as not to exceed an upper limit on the size. |
| Image without thumb, with restricted size | [[Image:image_name.png|150px]] | No | |
Location:
* 'right'
* 'left'
* 'center'
* 'none'

## Galleries

Images can be put into a gallery as follows. Notice the absent "[[" and "]]" around the names of the image files.
Images in galleries can be given captions, as follows.

## Links

* W:Help:Pictures, wikipedia.org
* W:Wikipedia:Uploading images, wikipedia.org
# International Relations/International Political Economy

International political economy is concerned with the ways in which political forces (states, institutions, individual actors, etc.) shape the systems through which economic interactions are expressed, and conversely the effects that economic interactions (including the power of collective markets and individuals acting both within and outside them) have upon political structures and outcomes. The major theoretical perspectives in international political economy are Mercantilsm, liberalism, Marxism and constructivism.

## Mercantilsm/realism

Mercantilsm is similar to International relations realism.
# International Relations/The European Union

* History- History of the European Union
* Institutions- Institutions of the European Union
* European Integration Theory- Neo-Functionalism & Intergovernmentalism
# International Relations/Liberal International Theory vs. International Realism Theory

The two modern major schools of International Relations theory are International Liberal Theory and International Realism Theory.
Liberal theory is often marked by an analysis of an ideal, or utopian, outcome. Realist theory, however, focuses on the ways and means that states interact. An excellent discussion on the differences of the natures of these two theories can be found in Edwards H. Carr's "The Twenty Years' Crisis, 1919-1939" (he uses the term 'utopianism' for 'liberalism') or in Hans Morgenthau's "Politics Among Nations."
Realists often credit Thucydides as the first realist thinker for his desire to leave an account of war as a "possession for all time," his writing style in which he was only concerned with facts from reliable sources, and for his concentration on power in "The History of the Peloponnesian War." The Melian Dialogue is often given extra attention due to the unique use of dialogue, leading many to believe that Thucydides is trying to highlight an important event. From this comes the quote "The strong do what they have the power to do and the weak accept what they must," expressing the realist theme of might-equals-right. However, for an interesting look at the worldview that shaped Thucydides' writing, see RG Collingwood's "The Idea of History."
Realism has traditionally focused on power, and in the Westphalian state system, the state is seen as having the most power. Because it is concerned with power, realism has tended to focus more on high politics than low politics. However, with most wars since the early 1990s being fought within states instead of between states, this is currently being redefined within realism.
Other formative thinkers in the realist tradition include:
* St Augustine of Hippo (The City of God)
* Niccolò Machiavelli (The Prince)
* Thomas Hobbes (Leviathan)
* Carl Schmitt (Concept of the Political)
* Hans Morgenthau (Politics Among Nations)
* Henry Kissinger
* Hedley Bull (The Anarchical Society)
* Kenneth Waltz
* John Mearsheimer (The Tragedy of Great Power Politics)
Liberalism (also called "Idealism" pejoratively) gained popularity following the end of World War I and the triumph of Wilsonian liberalism. Liberalism in international relations theory is generally associated with internationalism, institutionalism, and socialism. Essentially, they believe human nature is good, war can be avoided, and there is a moral universalism. They do not trace a long history of their theory, like realists do. Key themes include international law, sovereignty, international organisations, and global governance.
Formative thinkers in the liberal tradition include:
* Francisco de Vitoria & the School of Salamanca (De Indis debates)
* Immanuel Kant (Perpetual Peace) w:Perpetual_Peace
* Vladimir Lenin (Imperialism: The Highest Stage of Capitalism)
* David Held (Democracy and the Global Order)
# International Relations/Regionalisation
## Regionalisation

In International Relations regionalisation (or regionalism) is actually the set of processes that lead states to work together in an international system on a regional scale. From the realist perspective of International Relations it is actually an outward expansion from the nation state.
Behind the process of regionalisation lies the concept of regionalism. This can be seen as the normative aspects, or values, that underly regionalisation e.g. the (contested) European identity. However, it is also a theoretical tool for analysis of international relations. For example the concept of security regime in regional security would not be possible without the analytic tool of 'regionalism'.
The E.U. Model C.S.N. (Comunidad de Sudamericana Naciones) The African Union A.S.E.A.N. A.P.E.C. N.A.F.T.A.
# International Relations/International Liberal Theory

Both International Liberal Theory and International Realism Theory take for granted the state of anarchy: no world government exists, therefore each state acts on its own. International Realism Theory focuses on predicting how a rational state would behave in its own interests. It is hoped that, if every state can predict how other states will react to its actions, armed conflict can be avoided.
Liberal theory, on the other hand, focuses on ways to avoid interstate conflict be regulating state behaviour. Therefore, Liberal Theory focuses on international institutions and systems.
Liberal International theory is comparable to the "social contract" of Rousseau. States value their freedom to act in their self-interest, but they realize that they lose some of that freedom to act if they are in constant conflict with other states. Therefore, they voluntarily give up some of that freedom and create international institutions. These institutions create contacts for interstate co-operation and rules to resolve interstate conflicts. Liberal theorists often study institutions such as the United Nations, the European Union, and the Organization of American States.
One of the most influential believers in International Liberal theory was U.S. President Woodrow Wilson. He pushed for the creation of the Legaue of Nations after World War I as an institution that could provide a forum for resolving international disputes. The failure of the League of Nations to prevent World War II is one of the often-cited examples used by critics of International Liberal Theory. Nonetheless, International Liberal theory is strongly evident in the creation of the United Nations and the European Union, two of the more successful post-World War II international institutions.