OpenLLM-France/wikimedia huggingface dataset:
# Diagnostic Radiology/Musculoskeletal Diagnosis

Musculoskeletal diagnosis involves the assessment and identification of various conditions and disorders affecting the musculoskeletal system, which includes bones, joints, muscles, tendons, ligaments, and other connective tissues. Accurate diagnosis is crucial for planning appropriate treatment and rehabilitation strategies. Here are some key steps and methods used in musculoskeletal diagnosis:
An accurate musculoskeletal diagnosis is essential for developing a tailored treatment plan that may include physical therapy, medications, injections, surgical intervention, or other therapies. The choice of diagnostic methods depends on the patient's symptoms, medical history, and the suspected condition, and it often involves a multidisciplinary approach to provide comprehensive care.

## Musculoskeletal Radiology

* Arthritis
* Lucent Lesions of Bone
* Sclerotic Lesions of Bone
* Periosteal Reaction
* Soft Tissue Calcification
* Fractures Without Significant Trauma
* Painful Joint Prosthesis
* Orthopedic Hardware
* Scoliosis
* Osteopenia
# Diagnostic Radiology/Musculoskeletal Imaging/Basic Science
## Histogenesis of developing bone

* Intramembranous ossification
* Endochondral ossification
* Remodeling

## Bone anatomy

* Cellular constituents
** Osteoblasts
** Osteoclasts
* Non cellular constituents
** Organic matrix
** Inorganic matrix

## Bone physiology

* Mineralization of bone
* Calcium homeostasis
* Bone resorption
* Bone formation
* Humoral regulation
** Parathyroid hormone
** Calcitonin
** Vitamin D
** Osteoprotegerin
** Other humoral factors
# Diagnostic Radiology/Musculoskeletal Imaging/Congenital Spine

* Os odontoideum
* Klippel-Feil
* Sprengel deformity
* VATER association
* Vertebral anomaly (e.g., butterfly vertebra, hemivertebra)
* Spinal dysraphism, meningomyelocele
* Diastematomyelia
* Caudal regression syndrome including sacral agenesis
* Schmorl node
* Scheuermann disease
* Limbus vertebra
* Scoliosis
# Canadian Criminal Procedure and Practice/Pre-Trial Matters/Habeas Corpus
## General Principles

Habeas corpus refers to the common law prerogative writ of relief that challenges the detention of a detainee. This prerogative writ was also imported into section 10(c) of the Charter:
   10. Everyone has the right on arrest or detention...
       c) to have the validity of the detention determined by way of habeas corpus and to be released if the detention is not lawful.
A prerogative writ is a manner of correcting errors of jurisdiction made by inferior courts as well as correcting failures of natural justice or procedural fairness.
An application for habeas corpus requires:
* a deprivation of liberty and
* that the deprivation be unlawful
The onus of proof to establish the deprivation rests on the applicant while the onus to establish the lawfulness of the deprivation rests on the detaining authority.
The "double bunking" of inmates is generally not considered a form of deprivation of residual liberty. Similarly, housing an inmate in a double occupancy room instead of a usual single occupancy does not engage a deprivation of liberty.
* ↑ R. v. Forsythe , [1980] 2 S.C.R. 268, 53 C.C.C. (2d) 225
* ↑ May v. Ferndale Institution 2005 SCC 82, (2005), 3 S.C.R. 809 at 74
* ↑ May, supra
* ↑ See: B.R.L. v. Canada, [2000] F.C.J. No. 108 Robert Collin v. The Solicitor General of Canada, [1983] 1 F.C. 496 Piche v. Canada (Solicitor General), [1989] F.C.J. No. 204
* ↑ Mennes v. Canada (Attorney General), 2008 CanLII 6424 (ON SC)
# Canadian Criminal Procedure and Practice/Pre-Trial Matters/Costs
## General Principles

Costs against the Crown necessarily require Crown misconduct or a serious interference with the authority of the court or administration of justice.
While there is no closed list of circumstances, situations where costs may be ordered against the Crown is where the prosecution has been frivolous, for an oblique motive, or where the Crown has taken up the matter as a test case.
In determining whether there should be costs against the Crown, the Court may apply its "inherent power to protect against abuse of process"
The "jurisdiction for awarding costs in criminal matters is extremely narrow and the threshold is very high."
Under s.676.1, a party ordered to pay costs may appeal the order and amount with leave to the court of appeal.
* ↑ R. v. Magda, 2006 CanLII 36822 (ON CA) R. v. Griffin, 2009 ABQB 696 (CanLII) at para. 176
* ↑ R. v. King 1986 CanLII 1156 (BC CA), (1986), 26 C.C.C. (3d) 349 (B.C.C.A.) per Lambert J.A. at para. 13
* ↑ Canada (Attorney General) v. Foster 2006 CanLII 38732(ON CA), (2006), 215 C.C.C. (3d) 59 (Ont. C.A.) at para. 69
* ↑ R. v. Leyshon‑Hughes, 2009 ONCA 16 (CanLII), 2009 ONCA 16, 240 C.C.C. (3d) 181 at para. 55
# Canadian Criminal Procedure and Practice/Pre-Trial Matters/Withdraw and Dismissal of Charges
## Withdraw and Dismissal of Charges

The crown can withdraw a charge at any time prior to plea. Otherwise, it must be with leave of the court and will sometimes require consent of defence. There is a limited exception for abuse of process.
When an election to Superior Court court has been made, the charge can be withdrawn up until a preliminary inquiry is complete.

## Dismissal for Want of Prosecution

A judge may make an order dismissing charges for "want of prosecution" resulting in the cessation of the proceedings.
The order can be made at any point up until the commencement of trial.
An applicant can make a motion seeking the dismissal of the charges. Typically, this will arise where a matter cannot proceed any further such as where:
* the judge has refused to adjourn a matter
* the Crown elects to "offer no evidence"
* the crown has failed to attend or is otherwise incapable of moving a prosecution forward
The authority to dismiss charges is discretionary.
A judge cannot make an order to dismiss for want of prosecution where the prosecutor is late in attending court. And particularly where a guilty plea has already been entered.
A charge that is dismissed for want of prosecution may be recommenced with the laying of a new information or direct indictment only with written consent of the Attorney General or Deputy Attorney General (485.1).
* ↑ R. v. Fletcher and Smith 1990 CanLII 2507 (NS CA), (1990), 99 N.S.R. (2d) 258 at p. 260, para. 7
* ↑ R. v. Moreland, 1994 CanLII 1016 (BC SC)
* ↑ R. v. Siciliano, 2012 ONCA 168
# Canadian Criminal Procedure and Practice/Pre-Trial and Trial Motions
## Topics

* Pre-Trial Conferences
* Applications and Motions Procedure
* Adjournments
* Public and Media Restrictions
* Withdraw and Dismissal of Charges
* Stay of Proceedings
* Peace Bonds
* Change of Venue
* Mandamus, Certiorari, and Prohibition
* Habeas Corpus
* Challenging Legislation
* Costs

## See Also

* Case Digests
# Dungeons & Dragons/Commercial settings/Dragonlance/Tika Waylan

Tika Waylan Majere (332 AC - 37 SC) is a fictional character from the Dragonlance series of novels.

## Development

Tracy Hickman explained that the Dragonlance design group wanted to have a balanced and typical group in terms of role-playing games, and thought Tika as the female warrior of the party. Margaret Weis attributed her appearance because the artists wanted to have a "babe" to paint.

## Biography

Tika was the adopted daughter of Otik Sandath, owner of the Inn of the Last Home before the War of the Lance. Her true father, the conman Alleran Waylan, disappeared shortly after her tenth birthday. Despite being a simple barmaid, Tika is also brave and spunky, whacking Draconians in the face with her frying pan, and coming with Caramon on adventures on occasion. She married Caramon Majere during the War of the Lance. Otik retired and left his Inn in charge of the couple.
They had five children: Tanin, Sturm, Palin, Laura and Dezra Majere. Sturm and Tanin are deceased.
Tika died, apparently of old age, a few months before the outbreak of the War of Souls.

## References

* ↑ Margaret Weis. "Book 1, volume 1, chapter 2, Return to the Inn. A shock. The oath is broken.". The Annotated Chronicles (1st edition ed.). Wizards of the Coast. p. 36. ISBN 0-7869-1870-5. Retrieved 2006-07-01. {{cite book}}: |edition= has extra text (help); Unknown parameter |coauthors= ignored (|author= suggested) (help); Unknown parameter |origmonth= ignored (help)
* ↑ Margaret Weis. "Book 2, volume 1, chapter 5, The riot. Tas disappears. Alhana Starbreeze.". The Annotated Chronicles (1st edition ed.). Wizards of the Coast. p. 528. ISBN 0-7869-1870-5. Retrieved 2006-07-01. {{cite book}}: |edition= has extra text (help); Unknown parameter |coauthors= ignored (|author= suggested) (help); Unknown parameter |origmonth= ignored (help)

### Further reading

* Margaret Weis; Tracy Hickman (2000). Dragons of Autumn Twilight: Chronicles vol. I. Wizards of the Coast. ISBN 0-7869-1574-9.{{cite book}}: CS1 maint: multiple names: authors list (link)
* Margaret Weis; Tracy Hickman (2000). Dragons of Winter Night: Chronicles vol. II. Wizards of the Coast. ISBN 0-7869-1609-5.{{cite book}}: CS1 maint: multiple names: authors list (link)
* Margaret Weis; Tracy Hickman (2000). Dragons of Spring Dawning: Chronicles vol. III. Wizards of the Coast. ISBN 0-7869-1589-7.{{cite book}}: CS1 maint: multiple names: authors list (link)
* Margaret Weis; Tracy Hickman (2002). The Second Generation. Wizards of the Coast. ISBN 0-7869-2694-5.{{cite book}}: CS1 maint: multiple names: authors list (link)
* Margaret Weis; Tracy Hickman (2003). Dragons of a Fallen Sun: The War of Souls vol. I. Wizards of the Coast. ISBN 0-7869-1807-1.{{cite book}}: CS1 maint: multiple names: authors list (link)

## External links

* Tika Waylan at Dragonlance Nexus
# Dungeons & Dragons/Commercial settings/Forgotten Realms

Forgotten Realms is a commercial role-playing campaign setting intended for use with the Dungeons & Dragons game rules.

## Locations

* Dragonjaw Mountains
* Sword Coast

## Characters

* Bruenor Battlehammer
# EMT-Basic/Assessment/Trauma

Lesson 3.3: Focused History and Physical Exam: Trauma

## Objectives

By the end of this lesson, the EMT-Basic should be able to:
* Discuss the reasons for reconsideration concerning the mechanism of injury.
* State the reasons for performing a rapid trauma assessment.
* Recite examples and explain why patients should receive a rapid trauma assessment.
* Describe the areas included in the rapid trauma assessment and discuss what should be evaluated.
* Differentiate when the rapid assessment may be altered in order to provide patient care.
* Discuss the reason for performing a focused history and physical exam.
* Recognize and respect the feelings that patients might experience during assessment.
* Demonstrate the rapid trauma assessment that should be used to assess a patient based on their mechanism of injury.
# EMT-Basic/Medical/Allergies

Lesson 4.5: Allergies

## Objectives

By the end of this lesson, the EMT-Basic should be able to:
* Recognize the patient experiencing an allergic reaction.
* Describe the emergency medical care of a patient with an allergic reaction.
* Establish the relationship between airway management and the patient with an allergic reaction.
* Describe the mechanisms of allergic response and the implications for airway management.
* State the generic and trade names, medication forms, dose, administration, action, and contraindications for the epinephrine auto-injector.
* Evaluate the need for medical direction in the emergency medical care of the patient with an allergic reaction.
* Differentiate between the general category of those patients having an allergic reaction and those patients having an allergic reaction requiring immediate medical care, including immediate use of an epinephrine auto-injector.
* Explain the rationale for administering epinephrine using an auto-injector.
* Demonstrate the emergency medical care for the patient experiencing an allergic reaction.
* Demonstrate the use of an epinephrine auto-injector.
* Demonstrate the assessment and documentation of patient response to an epinephrine injection.
* Demonstrate proper disposal of equipment.
* Demonstrate completing a prehospital care report for patients with allergic emergencies.
# EMT-Basic/Assessment/Medical

Lesson 3.4: Focused History and Physical Exam: Medical

## Objectives

By the end of this lesson, the EMT-Basic should be able to:
* Describe the unique needs for assessing an individual with a chief complaint with no known prior history.
* Differentiate between the history and physical exam that are performed for responsive patients with no known prior history and responsive patients with a known prior history.
* Describe the needs for assessing a patient who is unresponsive.
* Differentiate between the assessment that is performed on a patient who is unresponsive or who has an altered mental status and other medical patients requiring assessment.
* Attend to the feelings that patients might be experiencing during assessment.
* Demonstrate the patient assessment that should be used to assess a patient who is responsive with no known prior history
* Demonstrate the patient assessment that should be used to assess a patient who is unresponsive or has an altered mental status.
# EMT-Basic/Assessment/Size-up

Lesson 3.1: Scene Size-Up

## Objectives

By the end of this lesson, the EMT-Basic should be able to:
* Recognize hazards/potential hazards.
* Describe common hazards found at the scene of a trauma and a medical patient.
* Determine if the scene is safe to enter.
* Discuss common mechanisms of injury and common natures of illnesses.
* Discuss the reason for identifying the total number of patients at the scene.
* Explain the reason for identifying the need for additional help or assistance.
* Explain the rationale for crew members to evaluate scene safety prior to entering.
* Serve as a model for others explaining how patient situations affect your evaluation of mechanism of injury or nature of illness.
* Observe various scenarios and identify potential hazards.

## Scene Size-up

The period from when you are called to a scene and when you interact with a patient is your scene size-up.
# EMT-Basic/Medical/Behavioral

Lesson 4.8: Behavioral Emergencies

## Objectives

By the end of this lesson, the EMT-Basic should be able to:
* Define behavioral emergencies.
* Discuss the general factors that may cause an alteration in a patient's behavior.
* State the various reasons for psychological crises.
* Discuss the characteristics of an individual's behavior which suggest that the patient is at risk for suicide.
* Discuss special medical/legal considerations for managing behavioral emergencies.
* Discuss the special considerations for assessing a patient with behavioral problems.
* Discuss the general principles of an individual's behavior which suggests that they are at risk for violence.
* Discuss methods to calm behavioral emergency patients.
* Explain the rationale for learning how to modify your behavior toward the patient with a behavioral emergency.
* Demonstrate the assessment and emergency medical care of the patient experiencing a behavioral emergency.
* Demonstrate the various techniques to safely restrain a patient with a behavioral problem.
# EMT-Basic/Medical/Diabetes AMS

Lesson 4.4: Diabetes/Altered Mental Status

## Objectives

By the end of this lesson, the EMT-Basic should be able to:
* Identify the patient taking diabetic medications with altered mental status and the implications of a diabetes history.
* State the steps in the emergency medical care of the patient taking diabetic medicine with an altered mental status and a history of diabetes.
* Establish the relationship between airway management and the patient with altered mental status.
* State the generic and trade names, medication forms, action, and contraindications for oral glucose.
* Evaluate the need for medical direction in the emergency medical care of the diabetic patient.
* Explain the rationale for administering oral glucose.
* Demonstrate the steps in the emergency medical care of the patient taking diabetic medicine with an altered mental status and a history of diabetes.
* Demonstrate the steps in the administration of oral glucose.
* Demonstrate the assessment and documentation of patient response to oral glucose.
* Demonstrate how to complete a prehospital care report for patients with diabetic emergencies.
# EMT-Basic/Assessment/Documentation

Lesson 3.8: Documentation

## Objectives

By the end of this lesson, the EMT-Basic should be able to:
* Explain the components of the written report and list the information that should be included in the written report.
* Identify the various sections of the written report.
* Describe what information is required in each section of the prehospital care report and how it should be entered.
* Define the special considerations concerning patient refusal.
* Describe the legal implications associated with the written report.
* Discuss all state and/or local record-keeping and reporting requirements.
* Explain the rationale for patient care documentation.
* Explain the rationale for the EMS system gathering data.
* Explain the rationale for using medical terminology correctly.
* Explain the rationale for using an accurate and synchronous clock so that information can be used in trending.
* Complete a prehospital care report.
# EMT-Basic/Assessment/Initial

Lesson 3.2: Initial Assessment

## Objectives

By the end of this lesson, the EMT-Basic should be able to:
* Summarize the reasons for forming a general impression of the patient.
* Discuss the methods of assessing altered mental status.
* Differentiate between assessing the mental status in the adult, child, and infant patient.
* Discuss methods of assessing the airway in the adult, child, and infant patient.
* State reasons for management of the cervical spine once the patient has been determined to be a trauma patient.
* Describe methods used for assessing if a patient is breathing.
* State what care should be provided to the adult, child, and infant patient with adequate breathing
* State what care should be provided to the adult, child, and infant patient without adequate breathing
* Differentiate between a patient with adequate and inadequate breathing.
* Distinguish between methods of assessing breathing in the adult, child, and infant patient.
* Compare the methods of providing airway care to the adult, child, and infant patient.
* Describe the methods used to obtain a pulse.
* Differentiate between obtaining a pulse in an adult, child, and infant patient.
* Discuss the need for assessing the patient for external bleeding.
* Describe normal and abnormal findings when assessing skin color.
* Describe normal and abnormal findings when assessing skin temperature.
* Describe normal and abnormal findings when assessing skin condition.
* Describe normal and abnormal findings when assessing capillary refill in the infant or child patient.
* Explain the reasoning for prioritizing a patient for care and transport.
* Explain the importance of forming a general impression of the patient.
* Explain the value of performing an initial assessment.
* Demonstrate techniques for assessing mental status.
* Demonstrate techniques for assessing the airway.
* Demonstrate techniques for assessing if the patient is breathing.
* Demonstrate techniques for assessing if the patient has a pulse.
* Demonstrate techniques for assessing for external bleeding.
* Demonstrate techniques for assessing the patients skin color, temperature, and condition, or capillary refill for infants and children.
* Demonstrate the ability to properly prioritize patients.
# EMT-Basic/Assessment/Ongoing

Lesson 3.6: On-going Assessment

## Objectives

By the end of this lesson the EMT-Basic should be able to:
* Discuss the reasons for repeating the initial assessment as part of the on-going assessment.
* Describe the components of the on-going assessment.
* Describe trending of assessment components.
* Explain the value of performing an on-going assessment.
* Recognize and respect the feeling that patients might experience during assessment.
* Explain the value of trending assessment components to other health care professionals who assume care of the patient.
* Demonstrate the skills involved in performing the on-going assessment.
# Chemical Sciences: A Manual for CSIR-UGC National Eligibility Test for Lectureship and JRF/Named Reactions/Reimer-Tiemann Reaction

The Reimer-Tiemann reaction is a chemical reaction used for the ortho-formylation of phenols. The reaction was discovered by Karl Ludwig Reimer and Ferdinand Tiemann. In the simplest case, the product is salicylaldehyde:

## Reaction mechanism

Chloroform (1) reacts with strong base to form the chloroform carbanion (2), which will quickly alpha-eliminate to give dichlorocarbene (3). Dichlorocarbene will react in the ortho- and para- position of the phenate (5) to give the dichloromethyl substituted phenol (7). After basic hydrolysis, the desired product (9) is formed.
# Chemical Sciences: A Manual for CSIR-UGC National Eligibility Test for Lectureship and JRF/Named Reactions/Lossen Rearrangement

The Lossen rearrangement is the conversion of a hydroxamic acid (1) to an isocyanate (3) via the formation of an O-acyl, sulfonyl, or phosphoryl intermediate hydroxamic acid O-derivative (2) and then conversion to its conjugate base. Here, 4-Toluenesulfonyl chloride is used to form a sulfonyl O-derivative of hydroxamic acid.
The isocyanate can be used further to generate ureas in the presence of amines (4) or generate amines in the presence of H$_2$O (5).

### Reaction Mechanism

The mechanism below begins with an O-acylated hydroxamic acid derivative that is treated with base to form an isocyanate that generates an amine and CO$_2$ gas in the presence of H$_2$O. The hydroxamic acid acid derivative is first converted to its conjugate base by abstraction of a hydrogen by a base. Spontaneous rearrangement kicks off a carboxylate anion to produce the isocyanate intermediate. The isocyanate in the presence H$_2$O hydrolyzes and then decarboxylation via abastraction of a hydrogen by a base generates an amine and CO$_2$ gas.
Several reviews have been published.
Hydroxamic acids are commonly synthesized from their corresponding esters.

## References

* ↑ Lossen, W. Ann. 1872, 161, 347.
* ↑ Lossen, W. Ann. 1874, 175, 271 & 313.
* ↑ Yale, H. L. Chem. Rev. 1943, 33, 209. (Review)
* ↑ Bauer, L.; Exner, O. Angew. Chem. Int. Ed. Engl. 1974, 13, 376. (Review)
* ↑ Shiori, T. Comp. Org. Syn. 1991, 6, 821-825. (Review)
* ↑ Hauser, C. R.; Renfrow, Jr., W. B. [[w:Organic Syntheses|]], Coll. Vol. 2, p.67 (1943); Vol. 19, p.15 (1939). (Article)