OpenLLM-France/wikimedia huggingface dataset:
# Radiation Oncology/Uterine Sarcoma/Staging

Uterine Sarcomas

## Current Staging

AJCC 7th Edition (2009)
    Corresponds to the updated FIGO staging (2009)
    FIGO 2009 PMID 19135669 -- "FIGO staging for uterine sarcomas."
    Note: This is a new staging classification for uterine sarcomas. Previously they were staged according to the system in use for other cancers of the uterine corpus (see: Endometrial staging)
    Includes: leiomyosarcoma, endometrial stromal sarcoma, adenosarcoma
       Carcinosarcoma (MMMT) should be staged as carcinoma
Leiomyosarcoma and Endometrial Stromal Sarcoma
Primary Tumor:
* T1 (I) - limited to the uterus
** T1a (IA) - 5 cm or less
** T1b (IB) - more than 5 cm
* T2 (II) - extends beyond uterus but within the pelvis
** T2a (IIA) - involves adnexa
** T2b (IIB) - involves other pelvic tissues
* T3 (III) - tumor infiltrates abdominal tissues (must infilitrate the tissues and not just protrude into the abdominal cavity)
** T3a (IIIA) - one site
** T3b (IIIB) - more than one site
* T4 (IVA) - invades bladder or rectum
Adenosarcoma
Primary Tumor:
* T1 (I) - limited to the uterus
** T1a (IA) - limited to the endometrium/endocervix
** T1b (IB) - invades ≤ 1/2 of the myometrium
** T1c (IC) - invades more than 1/2 of the myometrium
* T2 (II) - extends beyond uterus but within the pelvis
** T2a (IIA) - involves adnexa
** T2b (IIB) - involves other pelvic tissues
* T3 (III) - tumor infiltrates abdominal tissues (must infilitrate the tissues and not just protrude into the abdominal cavity)
** T3a (IIIA) - one site
** T3b (IIIB) - more than one site
* T4 (IVA) - invades bladder or rectum
For All Sites Regional Lymph Nodes: pelvic or para-aortic
* N0 - no
* N1 (IIIC) - yes
Distant Metastases:
* M0 - none
* M1 (IVB) - yes
Stage Grouping:
* Corresponds to FIGO stage (given above in parentheses)
# Simulation with AnyLogic/Discrete Event Simulation/Bank Model/Step 5. Adding custom animations for clients

Step 5. Adding Custom Animations for Clients
At the moment bank clients are displayed on the animation as small rectangles. Now we want to define some custom animation for bank clients. You can use for that any existing image or draw some sophisticated animation using primitive AnyLogic shapes.
Draw a group of shapes to represent a bank client
Add just drawn shapes to the group
* Select the oval and the polyline.
* Right-click the selection and choose Grouping|Create a group from the popup menu.
* You will see the group icon appeared in the centre of the selection.
* Select the group and modify its properties.Name the group customerShape.
* Select shapes and belittle them by dragging the handles.
* We want to place the group outside the presentation area. Therefore, drag the diagram down with right mouse button pressed. Then drag the group of shapes above the flowchart as shown on the figure. Successfully added shapes will move along with the group. If some shape stays where it is, it means it was not added to the group and you need to redo the previous steps.
Now tell the source object that generated entities should be represented by this group of shapes.
Modify the source properties
* Select the source object.
* Type customerShape as Entity animation shape. You can use code completion assistant.
Run the model and view the animation.
    You can see customers are represented by our custom shapes now.
This model demonstrated the basics of the Enterprise Library. Now we are ready to create more advanced model.
# Simulation with AnyLogic/Discrete Event Simulation/Ophthalmology Department Model
## Ophthalmology Department Model

In this section of the tutorial we will build a model of a typical ophthalmology unit. Patients arrive to the department to undergo the ophthalmoscopy procedure. They are held in the waiting room and wait for ophthalmologists to come and make an examination. The procedure is held in the procedure room. When a doctor arrives, patient moves to empty procedure room escorted by the doctor. The procedure is performed using an ophthalmoscope. Ophthalmoscopes are stored in the storage room and are taken by doctors just before the procedure begins. Following the procedure, the doctor transports the ophthalmoscope back to the storage room and returns to the staffroom, and the patient leaves the ophthalmology department.
We will construct our model using network based modeling blocks. A group of the Enterprise Library objects with common prefix "Network" enable network- or layout-based modeling. Typically, they are used when the processes being modeled are going on in a certain physical space and include movement of entities and resources. Entities can move along paths of the network and use resources located in that network.
* Step 1. Creating a new model
* Step 2. Creating a model animation
* Step 3. Animating patients and resources
* Step 4. Defining the network and resources
* Step 5. Creating a flowchart
* Step 6. Configuring the simulation
* Step 7. Running the model
* Step 8. Occupying a procedure room
* Step 9. Calling a doctor
# Simulation with AnyLogic/Discrete Event Simulation/Ophthalmology Department Model/Step 1. Creating a new model
## Step 1. Creating a New Model

First, we will create a new model.
Create a new model
* Click the New toolbar button. The New Model dialog box is displayed.
* Specify the name of the model. In the Model name edit box, type Ophthalmology Department.
* Specify the location where you want to store your model file. Browse for the existing folder using the Browse buton, or type the name of the folder you want to create in the Location edit box.
* Click Next. This will open the next page of the New Model wizard. Here you can choose, whether you want to start creating a new model from scratch, or to use a model template as a starting point in model development. Since we want to explain you the whole process of creating a model in details, we will not use a template, but will create our model from scratch.
* Click Finish to complete the process.
New model is created. It already has one active object class called Main and experiment called Simulation. Active objects are the main building blocks of AnyLogic model. They can be used to model very diverse objects of the real world.
In the center of the workspace you will see the graphical editor. It shows the diagram of the Main class. By default it does not contain any elements.
To the left of the graphical editor you can see the Project view. The Project view provides access to AnyLogic models currently opened in the workspace. The workspace tree provides easy navigation throughout the models.
On the right side of the workspace you can see the Palette view, and at the bottom - the Properties view. The Palette view simplifies the process of drawing diagrams, providing the list of model elements grouped by categories in a number of stencils. The Properties view is used to view and modify the properties of a currently selected model item(s). When you select something – e.g., in the Project view or in a graphical editor – the Properties view displays the properties of the selection.
When working with a model, do not forget to save it by clicking Save .
# Simulation with AnyLogic/Discrete Event Simulation/Bank Model/Step 4. Collecting utilization statistics

Step 4. Collecting Utilization Statistics
With AnyLogic, you can collect complicated statistics whenever you need them. The objects of the Enterprise Library are already capable of collecting the basic statistics. All you need is to turn the statistics collection for the object on, as it is disabled by default to speed up the model execution. Since we have already done this earlier, now we are ready to view the statistics collected for the flowchart objects with charts.
We want to observe how mean ATM utilization and mean queue length change with time.
Add a bar chart to indicate mean ATM utilization
* Open the Analysis stencil of the Palette view. This stencil contains charts and data objects used for collecting data and performing various statistical analysis on them. Drag the Bar Chart element from the stencil into the graphical editor and then resize it.
* Go to the Properties of the chart. Click Add Data Item to add data item to be displayed by this chart.
* Modify the data item's Title: ATM utilization.
* Type ATM.statsUtilization.mean as the Value of the data item. Here ATM is the name of the Delay object we created. Each Delay object has statsUtilization data set that collects statistics on the object utilization. The mean is the function that returns the mean value measured. You can use other methods to get statistical values, such as min and max. You can find the list of all the methods on the StatisticsContinuous page.
Add a bar chart to indicate mean queue length
* Add one more bar chart in the same way. Resize it to look like the one in the figure.
* Open the Appearance tab of the Properties view and choose the first option from the Bars Direction section to make bars grow to the left.
* Add a data item to be displayed by the chart. Set Title: Queue length and Value: queue.statsSize.mean Here statsSize is the data set of type StatisticsContinuous that collects the statistics on the Queue size.
Run the model and observe the ATM utilization and mean queue length with just created charts.
# Simulation with AnyLogic/Discrete Event Simulation/Ophthalmology Department Model/Step 3. Animating patients and resources
## Step 3. Animating Patients and Resources

Now we will draw animations to depict patients, doctors and scopes in our model.
Draw a shape depicting a patient
* Zoom the diagram in, say to 400% scale.
* Drag the diagram a little bit down and to the right with the right mouse button pressed.
* Draw patient shape like shown in the following figure:
* You can draw it using any AnyLogic presentation shape, or with an image. We will draw it using a curve. To draw a curve, drag the Curve element from the Presentation page of the Palette view onto the diagram. Then double-click the drawn curve to switch to editing curve points mode. In this mode you can add new points by double-clicking on the curve and move points by dragging them.
* Name the shape shapePatient. The name is important since we will refer to patient animations by shape name.
Now we will draw shapes to depict doctors and ophthalmoscopes in the same way as we did for patients.
Draw shapes to depict doctors and ophthalmoscopes
* Draw a shape depicting a doctor using the Polyline drawing tool. Name it shapeDoctor.
* Draw a shape depicting an opthalmoscope using the Polyline drawing tool. Name it shapeScope.
* When finished, zoom the diagram out to the default scale by pressing the Zoom to 100% toolbar button.
We have finished drawing the model presentation. Now we will configure the model network and define the process itself using a flowchart.
# Reaktor/Modules/Panel
## Panel modules

* Fader
* Knob
* Button
* List
* Switch
* XY
* Scope
* Lamp
* Level Lamp
* RGB Lamp
* Meter
* Level Meter
* Picture
* Multi Picture
* Mouse Area
* Stacked Macro
* Text
* Multi Text
* Receive
# Reaktor/Modules/Receive

Receive terminal for wireless connections with Send terminals.
The input signal of the selected Send terminal feeds the output of this Receive terminal. The labels of all Send terminals which are inside of the same instrument are shown in the list in the Properties. The Use column allows to set a selection that is displayed in the panel control. The entry in the State column shows if the signal type of the Send terminal is connectable with the signal type of this Receive terminal (Audio to Event is impossible).
The maximum number of Send modules in one macro is 128.
# Reaktor/Modules/Rectify,

takes the absolute value of the input
e.g. |-5| = 5
useful for ensuring that some values do not go below 0, especially those used to give the frequency for an oscillator (negative pitch is not an issue)
# Reaktor/Modules/Rectify/Sign

same as rectify except now you also get the sign of the number input as an output
i.e. it takes the absolute value of the input
e.g. |-5| gives an output of "-" and 5
|5| gives an output of "+" and 5
# Reaktor/Modules/Power, x^y

< Reaktor/Modules/Math
x^y = x in y-th power. This is how you calculate normal numbers:
1^3 = 1*1*1 = 1, 2^3 = 2*2*2 = 8, 3^3 = 3*3*3 = 27,
1^2 = 1*1 = 1, 2^2 = 2*2 = 4,
or when x^y, you multiply x y-times with x.
# Reaktor/Modules/Router M to 1
## Comments

* The difference between the Selector and Router is that when you change the Selector to a new position, it sends whatever value was last received there (even if it's not currently being received) - while changing the position on the Router only "opens that pathway" to allow something new to pass though (nothing is sent until new values arrive at that input).
# Reaktor/Modules/Samplers
## Sampler Modules

* Sampler
* Sampler FM
* Sampler Loop
* Grain Resynth
* Grain Pitchformer
* Grain Cloud
* Beat Loop
* Sample Lookup
# Reaktor/Modules/Sampler
## Sampling in general

* Signal sampling
* Sampling
# Reaktor/Modules/Sawtooth
## Module description

Oscillator for sawtooth signal, with logarithmic pitch control (P) and linear amplitude modulation (A).
* P - Input for control of the pitch (=logarithmic control of the frequency). Scale: 1 semitone per unit. 69 = a3 = 44 Hz, 0 = c-2 = 8.18 Hz. Typ: Range (0...127)
* A - Input for linear amplitude control. The waveform at (Out) swings between -(A) and (A). Can also be used for ring modulation. Type: Range: (0...1)

## Sawtooth in general

* Sawtooth wave on Wikipedia
# Reaktor/Modules/Rectify

This signal means that any number within "||" will be positive. Example:
|3-4| = 1
|-x| = x
# Practice In Subject-Verb Agreement

The following are practice questions, try to do them yourself before looking at the answers. (E) no error is a choice for all these questions as not all of them have errors.
   (1) China, along with (A) Russia, South Korea and (B) Japan, are(C) increasing spending on space programs (D)
# Identifying Singular and Plural Subjects
## Subjects that are Plural and Singular

Some subjects can act as either a plural or a singular subject. Collective nouns like family or team are either singular or plural depending on the context.
   The majority prefers chocolate ice cream.
   The majority have vanilla ice cream cones.
In the first sentence, The majority is taken as a single unit. We're not saying the whole group prefers chocolate ice cream, only the singular majority does. In the second sentence, we use have, a plural verb, because a majority of the group implies multiple people. Thus, we use a plural verb form.
Other common collective nouns include
* Committee
* Band
* Dozen
* Audience
* Flock
* Pack
Here are some examples:
   1)A dozen eggs are eight dollars. 2)The platoon is returning to their homes.
   1) A dozen eggs is eight dollars. Dozen is singular in this context. The whole set costs $8, not each individual egg.
   2) The platoon are returning to their homes.
   The platoon consists of soldiers that live in their own homes. The whole platoon doesn't live in one house. Each soldier lives in his or her own home.

## Plural Subjects that Sound Singular

Some words like the names of countries, diseases, institutions and books may sound plural but they are actually singular nouns. The United States is a singular noun. The measles is a singular noun. For native English speakers, generally if you can put a "The" before the noun and the phrase doesn't sound wrong to you the noun is probably singular. "The World Series", "The Olympics", "The Netherlands" are all examples of singular subjects that look plural.
Here are some examples:
   1) The United Arab Emirates are a federation of 7 emirates in the Arabian peninsula. 2) The 2012 Summer Olympics are being held in London.
   1)The United Arab Emirates is a federation of 7 emirates in the Arabian peninsula.
   The United Arab Emirates is a single entity so it needs a singular verb to go along with it.
   2)The 2012 Summer Olympics is being held in London. Although the Olympics is a collection of different sports, the Olympics themselves is a singular object.
# SAT Study Guide/Part 2 - The Math Section/General Numerical Concepts
## Number properties

There are several sets of numbers:
* Counting or Natural numbers are numbers that can be used to count real things: $\left\{1,2,3,\dots \right\}\quad$
* Integers (including 0) include the natural numbers and their opposites: $\left\{-3,-2,-1,0,1,2,3,\dots \right\}\quad$
** Even integers are divisible by 2; you can express even integer as $2n$, where $n$ is any integer: $\left\{0,1,-2,4,6,2,\dots \right\}\quad$
** Odd integers are not divisible by 2; you can express any odd integer as $2n-1$, where $n$ is any integer: $\left\{-1,0,1,3,5,20,\dots \right\}\quad$
* Rational numbers are numbers you can express as a fraction ${a \over b}$, where $a$ and $b$ cannot simplify the other: $\left\{-2,-{1 \over 2},{3 \over 5},{7 \over 15},5.{\overline {31354324}},\dots \right\}\quad$
* Irrational numbers are non-repeating, non-terminating decimals that you cannot express as a ratio or division of intergers ${a \over b}$, where $a$ and $b$ cannot simplify the other: $\left\{\pi ,e,{\sqrt {2}},\dots \right\}\quad$
* Real numbers include all of the above.
Numbers can be prime. That is, they are divisible by themselves and one, only. 1 is not considered a prime number, and 2 is the only even prime number. The first eight prime numbers are: $\left\{2,3,5,7,11,13,17,19,\dots \right\}\quad$
# SAT Study Guide/Part 3 - The Critical Reading Section/Sentence Completion

The object of the Sentence Completion section of the SAT is for the test-taker to complete the given sentence using context clues.
A sentence completion question may have one or more blanks, and five answers to choose from. For example:
Scotland is a nation in the north of the Island of Great Britain; it has a(n) _________ economy that distinguishes it from the rest of the United Kingdom.
* A. dignified
* B. self-sufficient
* C. fancy
* D. unique
* E. complex
We can use context to help us select the correct answer. The blank is clearly describing Scotland's economy. From the rest of the sentence, we can determine that we know two things about Scotland - it's in the north of Great Britain and its economy distinguishes it somehow. So, the blank must relate to one of those things. The geographic location of Scotland is probably irrelevant when describing its economy, so the blank must mean something relating to 'distinguishing'.
While distinguished can sometimes relate to being (A) dignified, that is not how the word is being used in this context, and while (B), (C), and (E) may be true, only (D) unique means the same thing as being distinguished, i.e. standing out.
Therefore, the answer is D. unique.
# SAT Study Guide/Part 4 - The Writing Section
## Introduction to the Writing Section

The Writing section of the SAT is meant to test your aptitude with English grammar. You'll need to write an essay in 25 minutes, identify and correct grammatical errors and revise writing for both style and grammar.
The SAT typically has 2 sections of writing and the essay. The questions are categorized as improving sentences, identifying sentence errors and improving paragraphs.
# Identify the correct subject

Problems often arise when test takers mistake another word as the subject of the sentence. Both of the following questions feature errors with a mistaken subject.
   1) His understanding of the project requirements are what guaranteed him the job.
   2) The reforms to the election process, despite the popular opposition, was carried out.
In example 1, the subject His understanding of the project requirements is singular. He only has one understanding and this understanding encompasses all the project requirements. The subject is not the plural project requirements because the project requirements didn't guarantee him the job, it was his understanding. To correct this sentence, change ..are what.. to ...is what....
In example 2, the subject reforms to the election process is a plural subject but the verb was is singular. "He was tired" is grammatically correct but "They was tired" is incorrect . To correct this sentence was to were. Were is the plural form of the verb to be. "They were tired" is grammatically correct.
Try these two on your own:
   1)The problems created by a faulty engine is fatal.
   2)The wildfire near Athens, which has been burning all day, are expected to be put out within the hour.
The subject of a sentence is not affected by phrases like
* along with
* in addition to
* as well as
* including
These phrases act more like adjectives. While the subject Jack and Jim were at home has a plural subject, Jack, along with Jim, was at home. has a singular subject. The subject is still Jack but the sentence also gives us the extra information that Jim is also home. This second sentence is centered around Jack and Jim's status is only an afterthought. Take at look at this example:
   One of his cars, along with 3 other motorcycles, are in the shop
One of his cars is the singular subject in this sentence. The 3 other motorcycles are just afterthoughts and is extra information. Think of this sentence as "One of his cars are in the shop". This sounds wrong. One of his cars is singular and are is a plural verb. We correct this sentence by changing the are into is.
Try these examples:
   1) The President, as well as members of congress, make laws.
   2) The brunt of the effects of war, including poverty and fatality, are bore by civilians.
   3) Infectious diseases, including malaria and syphilis, continues to plague mankind.
   1) The President, as well as members of congress, makes laws.
   The President is a singular subject so it needs the singular makes to agree. Think of this sentence as "The President makes laws."
   2)The brunt of the effects of war, including poverty and fatality, is bore by civilians.
   brunt of the effects is our singular subject. and it needs a singular verb to go along with it.
   3)Infectious diseases, including malaria and syphilis, continue to plague mankind.
   Infectious diseases is plural and therefore needs a plural verb
# SAT Study Guide/Part 2 - The Math Section/Concepts from Geometry

The SAT generally does not test any arcane or difficult geometry; however, it is important to know several rules.

## Degrees and Angles

* A circle contains 360 degrees. Every circle contains 360 degrees. Each degree is 1/360 of the total distance around the outside of the circle.
* A line is a 180-degree angle. A line is a flat angle. Half a circle, or a semicircle, is also a 180 degree angle.
* When two lines intersect, four angles are formed.
* If two lines are perpendicular, their slopes are negative reciprocals. If line A has a slope of 3, and line B is perpendicular to A, it has a slope of -1/3.
* When two lines intersect, the angles opposite each other will have the same measures. These are known as vertical angles. The total of all four angles created is 360 degrees.
* The sum of the lengths of any two sides of a triangle must be larger than the length of the remaining side.
* A rectangle + two triangles on opposite sides = a trapezoid.