OpenLLM-France/wikimedia huggingface dataset:
# A Textbook of Community Medicine/Primary Health Care

Primary Health Care (PHC) includes a number of essential components

## Health Education

* Teaching people how to live healthy lives.
* Teaching people services offered by the local healthcare system.
* Ensuring knowledge of how to contact emergency services is commonplace.
* Expanding first aid training to laypeople.
* Spreading accurate and timely information about likely health threats to the community.
** Dispelling myths, misinformation, and other social barriers to proper treatment.

## Mother and Child Health

* Ensuring safe pregnancy and childbirth
* Ensuring children receive adequate medical care.

## Nutrition

* Encouraging healthy diets among the populace.
* Preventing malnutrition.
** Assist those currently suffering from undernutrition to ensure a safe recovery.
*** Simply feeding food to an undernourished patient can be dangerous.
** Encourage active lifestyles in food rich communities to prevent overnutrition.
* Assist those suffering from Diabetes or other medical conditions in finding a suitable diet.

## Expanded Program of Immunization

* Vaccination drives, particularly against diseases which are likely to threaten patient or community health.
* Ensure access by considering cost, time, etc of the populace.

## Safe water and Sanitation

* Reduces or eliminates the spread of waterborne diseases.
* Safe water generally increases community health.
* Proper sanitation easily reduces or prevents a number of diseases.
** A modern sewage system using technology such as contained sewage lines, treatment plants, or septic tanks will typically prevent the average person from having contact with potentially infectious sewage.

## Control of Endemic Diseases

* Contact Tracing
* Vaccination when available.

## Treatment of Endemic Diseases

* Most epidemic diseases have established treatment practices.
* In a novel disease, proper treatment practices may not be possible.
** Even so, it is usually possible to reduce the pain or suffering of the patient.

## Provision of Essential Drugs

* A number of medicines are considered essential, and should be on hand in any community.
** Local medical personnel should be versed in the correct application of these drugs.
** A system should be in place to allow for 24/7 access to these drugs in the event of an emergency.
** Ensure access by considering cost, time, etc of the populace.
# A Traveler's Guide to the World of Pokémon

This Wikibook serves as a guide to the various locations in the fictional world of Pokémon. This includes the regions and the towns, islands, cities, and other places found within them.
Every generation in the core series also has certain locations that could only be unlocked or visited in the games through certain real world promotional events. Because of this, players have often used cheating devices, such as GameShark or Action Replay, to access those locations unofficially.

## Contents

* Regions
** Kanto
*** Pallet Town
*** Viridian City
*** Pewter City
*** Cerulean City
*** Cinnabar Island
*** Mt. Moon
** Sevii Islands
** Johto
*** Cherrygrove City
*** Violet City
*** Goldenrod City
*** Cianwood City
*** Lake of Rage
*** Olivine City
*** Blackthron City
*** Ilex Forest
*** Mt. Silver
** Hoenn
*** Dewford Town
*** Fortree City
*** Fallarbor Town
*** Lavaridge Town
*** Fortree City
*** Mauville City
*** New Mauville
*** Sootopolis City
*** Pacifilog Town
*** Abandoned Ship
*** Sea Mauville
*** Ever Grande City
*** Faraway Island (event-exclusive area, Pokémon Emerald only)
*** Mirage Tower (Pokémon Emerald only)
*** Battle Frontier
** Sinnoh
*** Jubilife City
*** Snowpoint City
** Unova
*** Castelia City
*** Lacunosa Town
*** Anville Town
** Kalos
*** Vaniville Town
*** Lumiose City
*** Cyllage City
*** Geosenge Town
*** Snowbelle City
*** Kiloude City
** Alola
*** Hau'oli City
*** Konikoni City
*** Po Town
*** Tapu Village
*** Aether Paradise
** Galar
*** Postwick
*** Wedgehurst
*** Motostoke
*** Hammerlocke
*** Wyndon
*** Spikemuth
*** Crown Tundra
**** Freezington
** Orre
*** Phenac City
*** Gateon Port
*** Citadark Island
** Fiore
** Sinjoh Ruins
** Space and abnormal locations
*** Ultra Space
**** Ultra Megalopolis
*** Distortion World
* White City - Pokémon Stadium
* In multiple regions
** Safari Zone
* Real life locations
# A Traveler's Guide to the World of Pokémon/Hoenn/Dewford Town

Dewford Town :
| ムロタウン Muro Town ||
| File:Dewfordmap.PNG ||
| A tiny island in the blue sea. ||
| Location Info ||
| Region | Hoenn |
| Connecting Routes | Route 106 (North) Route 107 (East) |
| Gym Info ||
| Gym Leaders | Brawly |
| Badge | Knucklebadge |
| Type | Fighting |
Dewford Town (ムロ島, Muro Jima, Muro Island), in the Hoenn region, is the second town with a gym. It has a population of 17 people.

## In the video games
### Town Gym

Brawly is the Leader of the Dewford Town gym. He uses fighting type Pokémon, so employ Psychic-types or Flying-types against him (you can catch a Ralts on Route 102 if you're persistent, and Taillow are plentiful throughout Hoenn).
To reach Brawly in his gym, one has to follow a path that is dark and almost unlit. To light up the path, defeat all of the junior trainers, which are all in dead ends.

### Dewford Hall

The little shack near the Pokémon Center houses Dewford Hall. Since Dewford Town is so far from the mainland, citizens are always eager to hear the latest news from newcomers. If you talk to the guy outside, he will tell you some nonsense phrase and ask you if you think it's the coolest. Tell him "No" and he'll give you a chance to change it. It may seem like just something fun to do at first, but once you reach Route 119 the importance becomes apparent: the areas in which you can catch Feebas change according to the catchphrase.
Incidentally, the catchphrase cannot be changed into something that can be deemed vulgar or obscene. If the player gives out a seemingly suggestive catchphrase, the guy will not accept it and retain the former slogan.
Once you give a phrase, the whole island will start to believe that it is the cool, and so this has become a source of humour in web comics. .

### Granite Cave

Granite Cave is an area in the northwest area of Dewford. In Ruby, Sapphire, and Emerald, the player must go through the cave to deliver a letter to a man named Steven Stone. Likc the Rock Tunenl in Kanto, the cave is dark, and the player must have the HM Flash in order to get around. A hiker at the entrance will give it to the player and defeating the gym leader of the town (Brawley) will allow Flash to be used on the field. Once the player gives the letter to Steven Stone, the event is done and he or she may leave to advance to the next part of the game.

### Extra areas

However, there are extra parts to Granite Cave that cannot be accessed when the player first visits it. After devices like HM06, Rock Smash, and the Mach Bike are obtained, both obtainable in Mauville City, the extra areas can be accessed. The player can use the Mach Bike to access an area containing several items, and can use Rock Smash to smash rocks in which occasionally Nosepass can be found, the only area to find them in the game.

## In the anime

The Anime focuses primarily on three locations in Dewford Town. Dewford's Official Town Gym, where Ash first loses to Brawly in his first battle; Dewford's Pokémon Center which makes a few appearances to heal Pokémon; and Brawly's Training Cave Center, where Ash finally has his rematch against Brawly and win.
# A Textbook of Community Medicine
## Contents

* History of Medicine
* History of Community Medicine
* Medical Epidemiology
* Medical Sociology
* Medical Biostatistics
* Primary Health Care

## See also

* Wikiversity:Topic:Community Medicine
* Anatomy
* Human Anatomy

## Medical Disclaimer

Wikibooks contains books on many medical topics; however, no warranty whatsoever is made that any of the books are accurate. There is absolutely no assurance that any statement contained or cited in a book touching on medical matters is true, correct, precise, or up-to-date. The overwhelming majority of such books are written, in part or in whole, by nonprofessionals. Even if a statement made about medicine is accurate, it may not apply to you or your symptoms.
The medical information provided on Wikibooks is, at best, of a general nature and cannot substitute for the advice of a medical professional (for instance, a qualified doctor/physician, nurse, pharmacist/chemist, and so on). Wikibooks is not a doctor.
None of the individual contributors, system operators, developers, sponsors of Wikibooks nor anyone else connected to Wikibooks can take any responsibility for the results or consequences of any attempt to use or adopt any of the information presented on this web site.
Nothing on Wikibooks.org or included as part of any project of Wikimedia Foundation Inc., should be construed as an attempt to offer or render a medical opinion or otherwise engage in the practice of medicine.
# A Textbook of Community Medicine/History of Medicine

All human societies have medical beliefs that provide explanations for, and responses to birth, death, and disease. Throughout the world, illness has often been attributed to witchcraft, demons, averse astral influence, or the will of the gods, ideas that retain some power, with faith healing and shrines still common, although the rise of scientific medicine in the past two centuries has altered or replaced many historic health practices.

## Ancient Egyptian Medicine

The Ancient Egyptians, like the Ancient Greeks and Romans, have provided modern historians with a great deal of knowledge and evidence about their attitude towards medicine and the medical knowledge that they had. This evidence has come from the numerous papyrus found in archaeological searches.
Like prehistoric man, some of the beliefs of the Egyptians were based on myths and legend. However, their knowledge was also based on an increasing knowledge of the human anatomy and plain common sense.
In Ancient Egypt, the treatment of illnesses was no longer carried out only by magicians and medicine men.Archaeological digs have also found evidence of men titled physicians.
Physicians lived even earlier in Ancient Egypt. Imphotep was the physician to King Zozer and lived in about 2600 BC. Imphotep was considered so important that he was, after his death, was worshipped as a god of healing.
Almost all of our knowledge about Ancient Egyptian medical knowledge comes from the discoveries of papyrus documents. The very dry atmosphere in Egypt has meant that many of these documents have been very well preserved despite their age. Numerous papyrus documents have come from the era 1900 BC to 1500 BC. It is from these documents that we know that the Ancient Egyptians still believed that the supernatural caused some disease.
When there was no obvious reason for an illness, many Ancient Egypt doctors and priests believed that disease was caused by spiritual beings. When no-one could explain why someone had a disease, spells and magical potions were used to drive out the spirits.The Ancient Egyptians also had a god who would frighten away evil spirits – Bes.
Despite this use of remedies that come from a lack of knowledge, the Ancient Egyptians also developed their knowledge as a result of education. Ancient papyrus inform us that the Ancient Egyptians were discovering things about how the human body worked and they knew that the heart, pulse rates, blood and air were important to the workings of the human body. A heart that beat feebly told doctors that the patient had problems.The document actually gives names to organs such as the spleen, the heart, the anus, the lungs etc., so they must have known that these exist. One papyrus, the Edwin Smith Papyrus, has a detailed description of the brain in it so this organ was also well researched by the standards of the time. It is probable that this knowledge came as a result of the practice the Ancient Egyptians had of embalming dead bodies.
# Badminton/Position of the shuttlecock and receiving player

The choice of stroke depends on how near the shuttlecock is to the net, whether it is above net height, and where an opponent is currently positioned: players have much better attacking options if they can reach the shuttlecock well above net height, especially if it is also close to the net. In the forecourt, a high shuttlecock will be met with a net kill, hitting it steeply downwards and attempting to win the rally immediately. This is why it is best to drop the shuttlecock just over the net in this situation. In the midcourt, a high shuttlecock will usually be met with a powerful smash, also hitting downwards and hoping for an outright winner or a weak reply. Athletic jump smashes, where players jump upwards for a steeper smash angle, are a common and spectacular element of elite men's doubles play. In the rearcourt, players strive to hit the shuttlecock while it is still above them, rather than allowing it to drop lower. This overhead hitting allows them to play smashes, clears (hitting the shuttlecock high and to the back of the opponents' court), and dropshots (hitting the shuttlecock so that it falls softly downwards into the opponents' forecourt). If the shuttlecock has dropped lower, then a smash is impossible and a full-length, high clear is difficult.
# Bahai Education/Child Psychology

V. CHILD PSYCHOLOGY

## V-100. PRINCIPLES

a. if allowed to remain in his original condition, the corrosion of lusts and appetites will destroy him: Baha'u'llah, Bahá'í Education, #10, p. 3 1) if left to natural proclivities, without education, child will embody all human defects: 'Abdu'l-Baha, talk in America, in SW IV:6, pp. 105-106
b. a child who removeth himself from the religion of God will not act in such a way as to win the good pleasure of his parents and his Lord. For every praiseworthy deed is born out of the light of religion, and lacking this supreme bestowal the child will not turn away from any evil, nor will he draw nigh unto any good: Baha'u'llah, Bahá'í Education, #12, p. 3
c. lacking the fear of God an infinity of odious and abominable actions will spring up, and sentiments will be uttered that transgress all bounds...should the children not attain this greatest of all adornments [religion], they will not obey their parents, which is a certain sense means that they will not obey God. Indeed, such children will show no consideration to anyone, and will do exactly as they please: Baha'u'llah, Bahá'í Education, #14, p. 4
d. natural proclivities are innately good but must be trained: in nursing child see signs of desire, anger, temper: SAQ:LVII:250-251 1) natural aggressiveness, instinctive antagonism, claws and bites mother: 'Abdu'l-Baha, talk in America, SW IV:6, pp. 105-106
e. as a branch fresh and green: SWAB:#110, 136; #111, 137
f. as young plants: SWAB:#115, 139
g. children of two kinds: mature and immature; a child wise beyond his years is sign of heavenly preparation: 'Abdu'l-Baha to Miss Sara Herron, 1900, in SW VII:15, pp. 141-144
# Badminton/Strokes

Badminton offers a wide variety of basic strokes, and players require a high level of skill to perform all of them effectively. All strokes can be played either forehand or backhand. A player's forehand side is the same side as his playing hand: for a right-handed player, the forehand side is his right side and the backhand side is his left side. Forehand strokes are hit with the front of the hand leading (like hitting with the palm), whereas backhand strokes are hit with the back of the hand leading (like hitting with the knuckles). Players frequently play certain strokes on the forehand side with a backhand hitting action, and vice versa. In the forecourt and midcourt, most strokes can be played equally effectively on either the forehand or backhand side; but in the rearcourt, players will attempt to play as many strokes as possible on their forehands, often preferring to play a round-the-head forehand overhead (a forehand "on the backhand side") rather than attempt a backhand overhead. Playing a backhand overhead has two main disadvantages. First, the player must turn his back to his opponents, restricting his view of them and the court. Second, backhand overheads cannot be hit with as much power as forehands: the hitting action is limited by the shoulder joint, which permits a much greater range of movement for a forehand overhead than for a backhand. The backhand clear is considered by most players and coaches to be the most difficult basic stroke in the game, since precise technique is needed in order to muster enough power for the shuttlecock to travel the full length of the court. For the same reason, backhand smashes tend to be weak.
# Badminton/Vertical position of the shuttlecock

When the shuttlecock is well below net height, players have no choice but to hit upwards. Lifts, where the shuttlecock is hit upwards to the back of the opponents' court, can be played from all parts of the court. If a player does not lift, his only remaining option is to push the shuttlecock softly back to the net: in the forecourt this is called a netshot; in the midcourt or rearcourt, it is often called a push or block.
When the shuttlecock is near to net height, players can hit drives, which travel flat and rapidly over the net into the opponents' rear midcourt and rearcourt. Pushes may also be hit flatter, placing the shuttlecock into the front midcourt. Drives and pushes may be played from the midcourt or forecourt, and are most often used in doubles: they are an attempt to regain the attack, rather than choosing to lift the shuttlecock and defend against smashes. After a successful drive or push, the opponents will often be forced to lift the shuttlecock.
# Bahai Education

This is an outline based on the collection and organization of references to education in the primary sources associated with the Bahá’í Faith. It is organized according to categories which may make it useful to parents, teachers and other educators. It is far from complete, and represents yet another attempt to collect references to this subject which have, at one time or another, been available in print in the English language.
We are inviting you to help us improve this textbook by adding relevant references and commentary.

## PART 1

Introduction
* Education in Principle
* Curriculum
* Pedagogy
* Human Psychology
* Child Psychology
* Educational Chronology
* Education of Infants
* Education of Female Students
* Counsels to Students
* Educators
* Educational Institutions
    List of Sources

## PART 2

    Categorization of and Commentary on Extracts from Bahá'í Education
* 1 Introduction
* 2 Nature and Purpose of Education
** 2.1 Financing Education
** 2.2 Discipline, Perseverance and Order Needed
** 2.3 Principles of School
** 2.4 Schools Must be Established and Supervised
** 2.5 Obligations of Spiritual Assemblies
** 2.6 Education Promotes the Advancement and Welfare of World
** 2.7 Education Must be Promoted
** 2.8 Education for Girls
** 2.9 Education of Orphans
** 2.10 Role of Parents in Education
** 2.11 Education is Compulsory
** 2.12 Bahá'í Education: Foundation of Law of God and Basis for Happiness
* 3 Human Nature
** 3.1 Prevention of Criminal or Harmful Acts
** 3.2 Discipline
** 3.3 Encouragement Rather Than Censure
* 4 Pedagogy
** 4.1 Role Models
** 4.2 Station of the Teacher
** 4.3 Necessity of an Educator
** 4.4 Teacher's Character and Behavior
** 4.5 Prayer for Knowledge
* 5 Curricula
** 5.1 Teaching about God and Religion
** 5.2 Fear
** 5.3 Recognition of the Manifestation
** 5.4 Arts, Crafts, and Sciences
** 5.5 Criterion of Usefulness
** 5.6 Reading and Writing
** 5.7 Auxiliary Language
** 5.8 Melodiously Reciting Words of God
** 5.9 Character Education
** 5.10 Knowledge Should Lead to God
** 5.11 Three Kinds of Education
** 5.12 Developing Volition
** 5.13 Kindness to Animals
** 5.14 Universal Curriculum for All
** 5.15 Love in the Curriculum
** 5.16 Brief Summary of a School Curriculum
** 5.17 Balance Mental and Spiritual
* 6 Metaphors about Education
** 6.1 Teacher as Physician
** 6.2 God as Educator
** 6.3 Children as Pearls
** 6.4 Parents as Teachers
** 6.5 Teacher as Gardener
** 6.6 Metaphors about Students
* 7 References

## Contributors

* Peter Terry, Part 1
* Rodney Clarken, Part 2
# Adventist Youth Honors Answer Book/Arts and Crafts/Needlecraft

Needlecraft :
| Arts and Crafts General Conference | Skill Level 2 |
| Arts and Crafts General Conference | Year of Introduction: 1928 |
# Adventist Youth Honors Answer Book/Arts and Crafts/Model Rocketry - Advanced

Model Rocketry - Advanced :
| Arts and Crafts General Conference | Skill Level 2 |
| Arts and Crafts General Conference | Year of Introduction: 1970 |
Instructor Required

## 1. Have the Model Rocketry Honor.

Instructions and tips for earning the Model Rocketry honor can be found in the Arts and Crafts chapter.

## 2. From a kit, build, successfully launch, and recover a boost glider.

A boost glider is a model having a rocket-powered ascent, transitions to a glider at the apex of its flight, and then glides (usually in circles) back to the ground using aerodynamic surfaces (wings). Most boost gliders locate the rocket engines towards the front of the aircraft, as this eases many of the design challenges involved in powered flight. The rocket portions are ejected from the craft during transition (gliders that do not separate are called rocket gliders rather than boost gliders). The Space Shuttle is an example of a boost glider (though it is most decidedly not a model!) Estes makes a model Space Shuttle which is a boost glider. See here for more information about boost gliders.
Though these models are among the most challenging rocket models to build, a modeller with careful attention to detail has every reason to expect success.
# Adventist Youth Honors Answer Book/Arts and Crafts/Music - Advanced

Music - Advanced :
| Arts and Crafts South Pacific Division | Skill Level Unknown |
| Arts and Crafts South Pacific Division | Year of Introduction: Unknown |

## 1. Complete the Music Honour.

Instructions and tips for earning the Music honor can be found in the Arts and Crafts chapter.
# Adventist Youth Honors Answer Book/Arts and Crafts/Music

Like many honors, the requirements for Music differ from one division to the next. If your division is not listed below, use the General Conference version.
Music (General Conference) Music (South Pacific Division)
# Adventist Youth Honors Answer Book/Arts and Crafts/Music - Beginners

Music - Beginners :
| Arts and Crafts South Pacific Division | Skill Level 1 |
| Arts and Crafts South Pacific Division | Year of Introduction: Unknown |