OpenLLM-France/wikimedia huggingface dataset:
# French Defence, Winawer Variation

From now on Black must defend very carefully.
Luckily Black's pawn structure on the kingside is very solid and ready to block any dangerous diagonal and vertical attacks of the White player - if needed.
After Black's last move 8... Nbc6 White's most common way of strengthening their attack on the Black King is 9. Bd3.
Other ideas are 9. h4 (with the aim of sacrificing a knight on g5 in exchange for an open h-File, e.g. after hxg5), and also 9. Qh3 has been tried (with the idea of playing Ng5 and after Black's necessary response h6 White can later try to open the g-file by playing g5).
Black should keep in mind that in this variation White often has a chance of sacrificing a bishop for two pawns on h6 and get a very strong attack on the black king, so Black must be very careful not to play h6 at a wrong time.

## Theory table

For explanation of theory tables, see theory table and for notation, see algebraic notation.
1. e4 e6 2. d4 d5 3. Nc3 Bb4 4. e5 c5 5. a3 Bxc3+ 6. bxc3 Ne7 7. Qg4 O-O 8. Nf3 Nbc6
| | 9 |
| Main Continuation | Bd3 f5 | = |
| Variation h4 | h4 ... | = |
| Variation Qh3 | Qh3 ... | = |
When contributing to this Wikibook, please follow the Conventions for organization.

## References

* Kasparov, Garry, & Keene, Raymond 1989 Batsford chess openings 2. ISBN 0-8050-3409-9.
# Final Fantasy VII/Walkthrough/Sewers, the Train Graveyard, and the fall of Sector 7

(Todo: May need some expansion)
After the cutscene you splash down in the sewers. Talk to Tifa and Aerith to wake them up, but before you wake up the other of them, be sure to check up your healing and materia if necessary. Of course, Don Corneo wouldn't have thrown you into the sewers expecting the foul stench alone would have killed you!
There's a single notable item in the sewers, a Steal materia. Getting back to the surface after beating the boss should present no problems, the enemies are relatively weak.

## Train graveyard

The train graveyard is easier than it looks. The only thing that probably confuses at first is that the train cars may have holes on their roof so figuring out where the items are is more difficult. Use the ladders and ramps and whatnot to cross to the other side. There's a Hi-Potion and Ether here, loose or in rain barrels.
On the other end of the train graveyard, the trains block your path. Hop on the nearest engine that has a door open. The engine will push one of the cars off the way. Then hop on the another engine, and the way clears.
TIPS: Give Tifa the steal materia since her DEX rating should be higher than Cloud and Aerith. On the second screen, you can steal ethers from Deenglows (the green flying creatures) and you can steal the Striking Staff for Aerith from Eligor, who looks kind of like a cross of Baraka from Mortal Kombat and a Centaur. The Striking Staff will not be sold in stores for a very LONG time (Junon).

## The fall of Sector 7

The column is still standing! Regrettably, Wedge isn't, as he just fell down. Nor are Biggs and Jessie in much better condition a bit further up. Aerith scurries off to get Marlene from Tifa's bar. You can buy stuff from the merchant here. Save if you feel like.
Once you reach the top, Barret says that the enemies are coming by air and lets you get your Materia and equipment sorted out before they get closer. Get Barret equipped.
And then... oops, Reno shows up and calmly sets the hell bomb loose. Of course, fighting him does no good, but it always pays to try...
* Reno
* Lv: 17, HP: 1000, MP: 0, Weaknesses: -, Strong against: Gravity, Bolt, Absorbs: -
* The red-tailed Turk is one of the recurring bosses, so don't think this will end here. Bolt only does half damage, but other elemental spells are pretty good. Reno's special attack is the Pyramid, which shields one of your characters in a gold pyramid. While a character is in the pyramid, they are considered knocked out, and if all three characters get enclosed, it's game over. To remove the pyramid, simply attack the character affected, and the pyramid will go away. His low HP makes this a relatively quick battle.
Reno will rush off at one point, and it's time for our characters to make for a quick escape. Barret will figure out how to use the hook cable, and off you go...
* On to...Back to Aerith's House and the Road to Shin-Ra HQ
Final Fantasy VII Walkthrough Disc 1 Part 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 | Disc 2 Part 1 2 3 4 5 | Disc 3 Part 1 2
# Exercise as it relates to Disease/The effects of Resistance Training on the HbA1c of Type II Diabetes
## What is Diabetes?

Diabetes is a group of metabolic disorders characterised by hyperglycemia resulting from defects in insulin secretion, insulin action, or both from the pancreas. Type 2 is caused by the body's ineffective use of insulin. It is associated with obesity and physical inactivity.

## What is the HbA1c?

In the blood stream are red blood cells which are haemoglobin molecules. The glucose sticks to these molecules to form a 'glycosylated haemoglobin' molecule which is the HbA1c. The more glucose in the blood the more HbA1c. Strict control of the hyperglycemia is an essential part of the management of diabetes in order to prevent chronic progression of the complications.
Diabetes Test : HbA1c explanation.

## Resistance Training : A Definition

Resistance training involves using weights such as a dumbbell, barbell or other type of resistance as a force working against the muscles to increase muscular strength. This type of training has many benefits as shown below

## What are the benefits of Resistance training for the HbA1c ?

There are many benefits of using Resistance training on the HbA1c of people with Type II Diabetes.
The 'Lift for Life' program based on research conducted by Baker IDI which showed that using strength training, there were changes in blood glucose control which matched and sometimes exceeded that which is normally produced by the traditional drug solutions, is one such program that shows benefits.
Other benefits of Resistance Training for diabetic patients include increased muscle size and strength which are shown to increase functionality and insulin sensitivity.

## Recommendations for training programs

The individual should involve a range of exercises from 6-9, with a focus on the major muscle groups (leg,chest,shoulders,back,arms and abdomen) The style of exercise should be similar to that used by an athlete for muscular endurance where the aim is to gain improvements in muscle mass and not necessarily strength.
Style of Resistance Training for Type 2 diabetics
| Weight | 45-80% of 1 RM |
| Rep | 8-12 |
| Set | 1-3 |
| Frequency | 2-4 / week |

## Further Reading/References

Learn more about Lift for Life
More Info - Resistance Training for Beginners
Diabetes Mellitus - World Health Organisation
Balducci, S,. Leonetti, F,. Di Mario, U,. & Fallucca, F. (2004). Is a long-term aerobic plus resistance training program feasible for and effective on metabolic profiles in type 2 diabetic patients? Diabetes Care, 27 (3), 841-842
Dunstan, D., Daly, R., Owen, N., Jolley, D., De Courten, M., Shaw, J., & Zimmet, P. (2002) High-Intensity resistance training improves Glycemic Control in Older patients with type 2 diabetes. Diabetes Care, 25 (10), 1729–1736)
Snowling, N., & Hopkins, W. (2006) Effects of Different modes of exercise training on glucose control and risk factors for complications in type 2 diabetic patients. Diabetic Care, 29 (11) 2518-2527
# EMT-Basic/Assessment/Detailed

Lesson 3.5: Detailed Physical Exam

## Objectives

By the end of this lesson, the EMT-Basic should be able to:
* Discuss the components of the detailed physical exam.
* State the areas of the body that are evaluated during the detailed physical exam.
* Explain what additional care should be provided while performing the detailed physical exam.
* Distinguish between the detailed physical exam that is performed on a trauma patient and that of the medical patient.
* Explain the rationale for the feelings that patients might be feeling during the detailed physical exam.
* Demonstrate a detailed physical exam for a medical and a trauma patient.
# EMT-Basic/Airway

Lesson 2.1: Airway

## Objectives

By the end of this lesson, the EMT-Basic should be able to:
* Name and label the major structures of the respiratory system on a diagram.
* List the signs of adequate breathing.
* List the signs of inadequate breathing.
* Describe the steps in performing the head-tilt chin-lift.
* Relate mechanism of injury to opening the airway.
* Describe the steps in performing the jaw thrust.
* State the importance of having a suction unit ready for immediate use when providing emergency care.
* Describe the techniques of suctioning.
* Describe how to artificially ventilate a patient with a pocket mask.
* Describe the steps of artificially ventilating a patient with a bag-valve-mask while using the jaw thrust.
* List the components of a bag-valve-mask system.
* Describe the steps of artificially ventilating a patient with a bag-valve-mask for one and two rescuers.
* Describe the signs of adequate artificial ventilation using the bag-valve-mask.
* Describe the signs of inadequate artificial ventilation using the bag-valve-mask.
* Describe the steps in artificially ventilating a patient with a flow-restricted, oxygen-powered ventilation device.
* List the steps in performing the actions taken when providing mouth-to-mouth and mouth-to-stoma artificial ventilation.
* Describe how to measure and insert an oropharyngeal airway.
* Describe how to measure and insert a nasopharyngeal airway.
* Define the components of an oxygen delivery system.
* Identify a nonrebreather face mask and state the oxygen flow requirements for its use.
* Describe the indications for using a nasal cannula versus a nonrebreather face mask.
* Identify a nasal cannula and state the oxygen flow requirements for its use.
* Explain the raitonale for BLS artificial ventilation and airway protective skills taking priority over most other BLS skills.
* Explain the rationale for providing adequate oxygenation through high inspired oxygen concentrations to patients who, in the past, may have received low concentrations.
* Demonstrate the head-tilt chin-lift.
* Demonstrate the jaw thrust.
* Demonstrate the techniques of suctioning.
* Demonstrate the steps in providing mouth-to-mouth with body substance isolation (barrier shields).
* Demonstrate the use of a pocket mask to artificially ventilate a patient.
* Demonstrate the assembly of a bag-valve-mask unit.
* Demonstrate artificial ventilation of a patient using a bag-valve-mask for one and two rescuers.
* Demonstrate the use of a bag-valve-mask using the jaw thrust technique.
* Demonstrate how to artificially ventilate a patient with a stoma.
* Demonstrate artificial ventilation of a patient with a flow-restricted, oxygen-powered ventilation device.
* Demonstrate how to insert an oropharyngeal airway.
* Demonstrate how to insert a nasopharyngeal airway.
* Demonstrate the correct assembly and operation of oxygen tanks and regulators.
* Demonstrate the use of a nonrebreather face mask.
* Demonstrate the use of a nasal cannula.
* Demonstrate how to artificially ventilate an infant or child patient.
* Demonstrate oxygen administration for an infant or child patient.
# EMT-Basic/Assessment/Communications

Lesson 3.7: Communications

## Objectives

By the end of this lesson, the EMT-Basic should be able to:
* List the proper methods of initiating and terminating a radio call.
* State the proper sequence for delivery of patient information.
* Explain the importance of effective communication of patient information in the verbal report.
* Identify the essential components of the verbal report.
* Describe the attributes for increasing effectiveness and efficiency of verbal communications.
* State legal aspects to consider in verbal communication.
* Discuss the verbal communication skills that should be used to interact with the patient.
* Discuss the verbal communication skills that should be used to interact with the family, bystanders, individuals from other agencies providing patient care, and the difference between skills used to interact with the patient and those used to interact with others.
* List the correct radio procedures in the following phases of a typical call: to the scene, at the scene, to the facility, at the facility, to the station, at the station.
* Explain the rationale for providing efficient and effective radio communications and patient reports.
* Perform simulated, organized, concise radio transmission.
* Perform an organized, concise patient report that would be given to the staff at a receiving facility.
* Perform a brief, organized report that would be given to an ALS provider arriving at a scene at which the EMT-Basic was already providing care.
# E-government/Preface
## Preface to the First Edition

One the many challenges facing the countries in the Asia-Pacific today is preparing their societies and governments for globalization and the information and communication revolution. Policy-makers, business executives, NGO activists, academics, and ordinary citizens are increasingly concerned with the need to make their societies competitive in the emergent information economy.
The e-ASEAN Task Force and the UNDP Asia Pacific Development Information Programme (UNDP-APDIP) share the belief that with enabling information and communication technologies (ICTs), countries can face the challenge of the information age. With ICTs they can leap forth to higher levels of social, economic and political development. We hope that in making this leap, policy and decision-makers, planners, researchers, development practitioners, opinion-makers, and others will find this series of e-primers on the information economy, society, and polity useful.
The e-primers aim to provide readers with a clear understanding of the various terminologies, definitions, trends, and issues associated with the information age. The primers are written in simple, easy-to-understand language. They provide examples, case studies, lessons learned, and best practices that will help planners and decision makers in addressing pertinent issues and crafting policies and strategies appropriate for the information economy.
The present series of e-primers includes the following titles:
* The Information Age
* Nets, Webs and the Information Infrastructure
* e-Commerce and e-Business
* Legal and Regulatory Issues for the Information Economy
* e-Government;
* ICT and Education
* Genes, Technology and Policy: An Introduction to Biotechnology
These e-primers are also available online at http://www.eprimers.org. and http://www.apdip.net.
The primers are brought to you by UNDP- APDIP, which seeks to create an ICT enabling environment through advocacy and policy reform in the Asia-Pacific region, and the e-ASEAN Task Force, an ICT for development initiative of the 10-member Association of Southeast Asian Nations. We welcome your views on new topics and issues on which the e-primers may be useful.
Finally, we thank all who have been involved with this series of e-primers-writers, researchers, peer reviewers and the production team.
| Roberto R. Romulo Chairman (2000-2002) e-ASEAN Task Force Manila, Philippines | Shahid Akhtar Program Coordinator UNDP-APDIP Kuala Lumpur, Malaysia http://www.apdip.net |
# False Friends of the Slavist/Map slovensk

Semasiological map for *slověnьskъjь
R. словенский • Blr. славенскі • Ukr. словенський • Pol. słoweński • Ka. słowensczi • LSo. słowjeński • USo. słowjenski • Cz. slovenský • Slk. slovenský • Sln. slovenski • Cr. slovenski • Bo. slovenski • Sb. словенски • Mk. словенски • Bg. словенски •
| *slověnьskъjь | Meanings: ‘Slovak’ ‘Slovenian’ ‘Slavic, Slavonic’   no such word (For areas without shading there is no information yet.) |
| *slověnьskъjь | Meanings | Meanings | Meanings |
| *slověnьskъjь | Slovak | Slovenian | Slavic, Slavonic |
| R. словенский | | + | |
| Blr. славенскі | | + | |
| Ukr. словенський | | + | |
| Pol. słoweński | | + | |
| Ka. słowensczi | | + | |
| LSo. słowjeński | | + | |
| USo. słowjenski | | + | |
| Cz. slovenský | + | | |
| Slk. slovenský | + | | |
| Sln. slovenski | | + | |
| Cr. slovenski | | + | |
| Bo. slovenski | | + | |
| Sb. словенски | | | + |
| Mk. словенски | | | + |
| Bg. словенски | | + | |
| < Index of semasiological maps | < False Friends of the Slavist Homepage |
# False Friends of the Slavist/Map slovo

Semasiological map for *slovo
R. слово • Blr. слова • Ukr. слово • Pol. słowo • Ka. słowò • LSo. słowo • USo. słowo • Cz. slovo • Slk. slovo • Sln. slovo • Cr. slovo • Bo. slovo • Sb. слово • Mk. слово • Bg. слово •
| *slovo | Meanings: ‘letter (of the alphabet)’ ‘word’ ‘leave-taking, farewell’   no such word (For areas without shading there is no information yet.) |
| *slovo | Meanings | Meanings | Meanings |
| *slovo | letter (of the alphabet) | word | leave-taking, farewell |
| R. слово | | + | |
| Blr. слова | | + | |
| Ukr. слово | | + | |
| Pol. słowo | | + | |
| Ka. słowò | | + | |
| LSo. słowo | | + | |
| USo. słowo | | + | |
| Cz. slovo | | + | |
| Slk. slovo | | + | |
| Sln. slovo | | | + |
| Cr. slovo | + | | |
| Bo. slovo | + | | |
| Sb. слово | + | | |
| Mk. слово | | + | |
| Bg. слово | | + | |
| < Index of semasiological maps | < False Friends of the Slavist Homepage |
# False Friends of the Slavist/Map stol

Semasiological map for *stolъ
R. стол • Blr. стол • Ukr. стіл • Pol. stół • Ka. stół • LSo. stoł • USo. stoł • Cz. stůl • Slk. stôl(2), prestol (4) • Sln. stol • Cr. stol • Bo. sto • Sb. сто • Mk. стол • Bg. стол •
| *stolъ | Meanings: ‘chair’ ‘table’ ‘canteen’ ‘throne’   no such word (For areas without shading there is no information yet.) |
| *stolъ | Meanings | Meanings | Meanings | Meanings |
| *stolъ | chair | table | canteen | throne |
| R. стол | | + | | |
| Blr. стол | | + | | |
| Ukr. стіл | | + | | |
| Pol. stół | | + | | |
| Ka. stół | | + | | |
| LSo. stoł | + | | | + |
| USo. stoł | + | | | |
| Cz. stůl | | + | | |
| Slk. stôl(2), prestol (4) | | + | | + |
| Sln. stol | + | | | |
| Cr. stol | | + | | |
| Bo. sto | | + | | |
| Sb. сто | | + | | |
| Mk. стол | + | | | |
| Bg. стол | + | | + | |
| < Index of semasiological maps | < False Friends of the Slavist Homepage |
# False Friends of the Slavist/Map stolica

Semasiological map for *stolica
R. столица • Blr. сталіца • Ukr. столиця • Pol. stolica • Ka. stolëca • LSo. stolica • USo. stolica • Cz. stolice • Slk. stolica • Sln. stolica • Cr. stolica • Bo. stolica • Sb. столица • Mk. столица • Bg. столица •
| *stolica | Meanings: ‘capital’ ‘chair’ ‘stool (physiological)’ ‘professorship’   no such word (For areas without shading there is no information yet.) |
| *stolica | Meanings | Meanings | Meanings | Meanings |
| *stolica | capital | chair | stool (physiological) | professorship |
| R. столица | + | | | |
| Blr. сталіца | + | | | |
| Ukr. столиця | + | | | |
| Pol. stolica | + | | | |
| Ka. stolëca | + | | | |
| LSo. stolica | + | | | |
| USo. stolica | + | | | |
| Cz. stolice | | + | + | |
| Slk. stolica | + | + | + | |
| Sln. stolica | | + | + | + |
| Cr. stolica | | + | + | |
| Bo. stolica | | + | + | |
| Sb. столица | | + | + | |
| Mk. столица | | + | + | |
| Bg. столица | + | | | |
| < Index of semasiological maps | < False Friends of the Slavist Homepage |
# False Friends of the Slavist/Map stěna

Semasiological map for *stěna
R. стена • Blr. сцяна • Ukr. стіна • Pol. ściana • Cz. stěna • Slk. stena • Sln. stena • Cr. stjena • Bo. stjena • Sb. stena • Mk. • Bg. стена •
| *stěna | Meanings: ‘wall’ ‘rock, cliff’   no such word (For areas without shading there is no information yet.) |
| *stěna | Meanings | Meanings |
| *stěna | wall | rock, cliff |
| R. стена | + | |
| Blr. сцяна | + | |
| Ukr. стіна | + | |
| Pol. ściana | + | |
| Cz. stěna | + | |
| Slk. stena | + | |
| Sln. stena | + | |
| Cr. stjena | | + |
| Bo. stjena | | + |
| Sb. stena | | + |
| Mk. | | |
| Bg. стена | + | |
| < Index of semasiological maps | < False Friends of the Slavist Homepage |
# False Friends of the Slavist/Map sto

Semasiological map for *sto
R. сто • Blr. сто • Ukr. сто • Pol. sto • Ka. sto • Cz. sto • Slk. sto • Sln. sto(1, 2),stol (3) • Cr. sto(stol) • Bo. sto(stol) • Sb. сто(стол) • Bg. сто •
| *sto | Meanings: ‘a hundred’ ‘World Trade Organization’ ‘chair’ ‘table’   no such word (For areas without shading there is no information yet.) |
| *sto | Meanings | Meanings | Meanings | Meanings |
| *sto | a hundred | World Trade Organization | chair | table |
| R. сто | + | | | |
| Blr. сто | + | | | |
| Ukr. сто | + | | | |
| Pol. sto | + | | | |
| Ka. sto | + | | | |
| Cz. sto | + | | | |
| Slk. sto | + | | | |
| Sln. sto(1, 2),stol (3) | + | + | + | |
| Cr. sto(stol) | + | | | + |
| Bo. sto(stol) | + | | | + |
| Sb. сто(стол) | + | | | + |
| Bg. сто | + | + | | |
| < Index of semasiological maps | < False Friends of the Slavist Homepage |
# False Friends of the Slavist/Map studn

Semasiological map for *studьnь
R. студень • Blr. студзень • Ukr. Ø • Pol. studzony • Cz. studený • Slk. studený • Sln. Ø • Cr. studeni • Bo. Ø • Sb. Ø • Mk. Ø • Bg. студен •
| *studьnь | Meanings: ‘November’ ‘January’ ‘jelly’ ‘freezing, cold’ ‘cooled’   no such word (For areas without shading there is no information yet.) |
| *studьnь | Meanings | Meanings | Meanings | Meanings | Meanings |
| *studьnь | November | January | jelly | freezing, cold | cooled |
| R. студень | | | + | | |
| Blr. студзень | | + | | | |
| Ukr. Ø | | | | | |
| Pol. studzony | | | | | + |
| Cz. studený | | | | + | |
| Slk. studený | | | | + | |
| Sln. Ø | | | | | |
| Cr. studeni | + | | | | |
| Bo. Ø | | | | | |
| Sb. Ø | | | | | |
| Mk. Ø | | | | | |
| Bg. студен | | | | + | |
| < Index of semasiological maps | < False Friends of the Slavist Homepage |
# False Friends of the Slavist/Map sprezati

Semasiological map for *sъpręzati
R. запрягать(1), спрягать(2) • Ukr. запрягати • Pol. zaprzęgać(1), sprzęgać(2,3) • Ka. zaprzëgac • Cz. zapřáhnout(1), spřáhnout(2) • Slk. zapriahnuť(1), spriahnuť (sa) (2) • Sln. spregati • Cr. sprezati • Bo. sprezati • Sb. спрезати • Bg. запрягам(1), спрягам(2) •
| *sъpręzati | Meanings: ‘to put (horses) to (a coach), to harness’ ‘to conjugate’ ‘to couple, to join, to interface’   no such word (For areas without shading there is no information yet.) |
| *sъpręzati | Meanings | Meanings | Meanings |
| *sъpręzati | to put (horses) to (a coach), to harness | to conjugate | to couple, to join, to interface |
| R. запрягать(1), спрягать(2) | + | + | |
| Ukr. запрягати | + | | |
| Pol. zaprzęgać(1), sprzęgać(2,3) | + | + | + |
| Ka. zaprzëgac | + | | |
| Cz. zapřáhnout(1), spřáhnout(2) | + | + | |
| Slk. zapriahnuť(1), spriahnuť (sa) (2) | + | + | |
| Sln. spregati | | + | |
| Cr. sprezati | + | + | |
| Bo. sprezati | + | | |
| Sb. спрезати | + | | |
| Bg. запрягам(1), спрягам(2) | + | + | |
| < Index of semasiological maps | < False Friends of the Slavist Homepage |
# False Friends of the Slavist/Map srpn

Semasiological map for *sьrpьnь
R. Ø • Blr. Ø • Ukr. серпень • Pol. sierpień • Ka. Ø • Cz. srpen • Slk. Ø • Sln. srpen (mali, veliki) • Cr. srpanj • Bo. Ø • Sb. Ø • Mk. Ø • Bg. Ø •
| *sьrpьnь | Meanings: ‘July’ ‘August’   no such word (For areas without shading there is no information yet.) |
| *sьrpьnь | Meanings | Meanings |
| *sьrpьnь | July | August |
| R. Ø | | |
| Blr. Ø | | |
| Ukr. серпень | | + |
| Pol. sierpień | | + |
| Ka. Ø | | |
| Cz. srpen | | + |
| Slk. Ø | | |
| Sln. srpen (mali, veliki) | + | + |
| Cr. srpanj | + | |
| Bo. Ø | | |
| Sb. Ø | | |
| Mk. Ø | | |
| Bg. Ø | | |
| < Index of semasiological maps | < False Friends of the Slavist Homepage |