OpenLLM-France/wikimedia huggingface dataset:
# Sport Innovation/Accelerometers in Running/FAQs

Introduction
Mechanism
Application to endurance running
FAQs
1) How do accelerometers measure distance?
They do this by integration of acceleration to obtain speed, followed by a further integration to get distance.
2) How accurate are accelerometers in measuring distance?
Accelerometers can be fairly accurate in measuring distances with some studies reporting up to 97.4% accuracy (Conger, Strath & Bassett Jr,2004). There are, however certain speeds that each model of accelerometers work best. For instance, FitSense accelerometers were found to be most accurate when measuring walking speed of ≤6.4km/h and running speed of ≥9.36km/hr(Conger, Strath & Bassett Jr,2004). Nike Plus, on the other hand, accurately measured distance for speed ≥82m/min (Kane et al.,2010)
3) What other technologies may measure the parameters as given by accelerometers?
GPS is another technology that would be able to measure speed and distance.
4) What are the benefits of using accelerometers over GPS systems?
The main benefit of accelerometers is that they can be used indoors. GPS can only be used outdoors as the signals would not be strong enough to penetrate buildings. GPS signals would also be affected by mountains and buildings, affecting accuracy on certain occasions.
The other benefit is that accelerometers generally require less battery to power as compared to GPS systems, thus being more energy efficient.
5) How much do accelerometers cost?
The top of the range accelerometers may cost as much as $800/-. see http://www.polaraustralia.com.au/au-en/products/maximize_performance/running_multisport/RS800CX
6) Where are the popular locations on the body to place accelerometers?
The location of the accelerometers is usually decided by the manufacturer. The most popular sites to place the device would include the foot(see http://www.polar.fi/en/products/accessories/S1_foot_pod), the wrist and the waist.
References
# Sustainable Business/Establishing principles for your business

ABOUT THIS BOOK | THE BUSINESS PLAN | BOOKLETS | PRINT THIS BOOK

## Techniques for establishing principles

* Define the problem to be avoided
* Word an operating principle that will guide you in avoiding that problem
Natural Step example...
# Teach Cough Hygiene Everywhere/Resources
## Videos

* CDC Don't catch the flu video.
* General Instructions for Disposable Respirators (H1N1 - 2009)
* I never get the flu
* What You Need To Know About Handwashing
* Cover Your Coughs and Sneezes cartoon.

## Printable Posters

* Wash Your Hands Poster
* Airborne Precautions Poster
* Droplet Precautions Poster
* Stop the Spread of Germs (COVID-19 oriented)
* Facial hairstyle and filtering facepiece respirators
# Teach Cough Hygiene Everywhere/cough hygiene

To prevent the transmission of all respiratory infections in healthcare settings, including influenza, the following infection control measures should be implemented at the first point of contact with a
potentially infected person. They should be incorporated into infection control practices as one component of Standard Precautions. 1. Visual Alerts
Post visual alerts (in appropriate languages) at the entrance to outpatient facilities (e.g., emergency departments, physician offices, outpatient clinics) instructing patients and persons who accompany them
(e.g., family, friends) to inform healthcare personnel of symptoms of a respiratory infection when they first register for care and to practice Respiratory Hygiene/Cough Etiquette.
2. Respiratory Hygiene/Cough Etiquette
The following measures to contain respiratory secretions are recommended for all individuals with signs and symptoms of a respiratory infection.
Healthcare facilities should ensure the availability of materials for adhering to Respiratory Hygiene/Cough Etiquette in waiting areas for patients and visitors.
3. Masking and Separation of Persons with Respiratory Symptoms
During periods of increased respiratory infection activity in the community (e.g., when there is increased absenteeism in schools and work settings and increased medical office visits by persons complaining of respiratory illness), offer masks to persons who are coughing. Either procedure masks (i.e., with ear loops) or surgical masks (i.e., with ties) may be used to contain respiratory secretions (respirators such as N-95 or above are not necessary for this purpose). When space and chair availability permit, encourage coughing persons to sit at least three feet away from others in common waiting areas. Some facilities may find it logistically easier to institute this recommendation year-round. 4. Droplet Precautions
Advise healthcare personnel to observe Droplet Precautions (i.e., wearing a surgical or procedure mask for close contact), in addition to Standard Precautions, when examining a patient with symptoms of a respiratory infection, particularly if fever is present. These precautions should be maintained until it is determined that the cause of symptoms is not an infectious agent that requires Droplet Precautions.
NOTE: These recommendations are based on the Draft Guideline for Isolation Precautions: Preventing Transmission of Infectious Agents in Healthcare Settings. Recommendations of the Healthcare Infection Control Practices Advisory Committee (HICPAC), CDC.
# Teachers' Toolbox

Inspirational introductions to teaching methods.
Teachers' Toolbox is an open source Wiki book on teaching methods and ways to improve teaching. The toolbox is intended to give you an overview of methods you can use when teaching in general (applies to all schools, universities...). We hope it will help you to find new ways to activate students and improve their learning. It's *not* intended to be a long theoretical analysis of pedagogical methods, rather emphazises brief inspirational introductions to different ways to teach - and hopefully people will contribute with case stories and examples of teaching material you can develop further. You are very welcome to add to the book!!
If you read in this book please leave us a comment on the discussion page, and that's also the place to write suggestions for new material. Help improving this resource! You are very welcome to add and edit!

# Contents

* 1: INTRODUCTION
Why this book? - How YOU can contribute to the book - The Teachers Toolbox History - Other resources
* 2: TEACHING CLASSES
Zen and the art of keeping students interested - Shorter group work in class sessions
* 3: LECTURING
Stage performance and large audiences - Helpful Hints - Background Info: The attention of a listener - The plot - Your hands and motion - Your voice and speech - PowerPoint - The black board - Different ways to break up long lectures - Make an audience work in groups
* 4: PLANNING A COURSE
The goal of teaching: Learning Objectives - Pre-Assesment - Lections - Continuous evaluation - Examination - Post evaluation
* 5: SUPERVISING AND COACHING STUDENTS
Different types of supervision - Starting a new project for a student - Planing a project step by step - Mindmaps - Strategy -the project plan - Starting supervision of a new student - The supervisor meeting - EXAMPLE: An agenda for the supervisor meeting - Some typical problems and hints to solutions - Where am I heading - The writers block - The disposition - Whats going to happen after my study - The self-imposed high-achiever block - A typical course of a student project - Coaching
* 6: TEACHING SKILLS TO THE STUDENTS
Group Work - A list of good advice - Feeling stuck - Writing Reports/Papers/Thesis - Report writing - Thesis writing - Writing articles - Making posters - Making presentations - The scientific method - Project Management
* 7: EVALUATION OF STUDENTS
Written exams - multiple choice - Peer assessment - Reports - Presentations - Project work
* 8: WAYS TO IMPROVE YOUR OWN TEACHING
Peer coaching - Feedback to other teachers - Student evaluations - Feedback to the supervisor - EXAMPLE: Feedback questionnaire - Teaching portfolio - Video feedback
* 9: USING WIKI IN TEACHING
Wikibooks can be used in teaching, both as a resource, but also for students to write sections in books to improve them, rather than just writing reports that will not really be used by anyone else.
# Teachers' Toolbox/Planning a course

Here we describe the essential points to consider when planning an entire course.

# The goal of teaching: Learning Objectives

It is important for your own focus in planning a course that you specify what it is you want the students to learn in the course. This will also help you write up a good course description and put focus on the essentials during teaching where sometimes it's easy to end up spending a lot of time on an unnecessary detail.

# Pre-Assesment

Before starting the class, the students should know what's required to follow it. And even if they have taken the right classes, they might not remember everything or the teacher who taught them might have emphasized other things than you expect. It's a good idea to start a course by making a brief test of the fundamental prerequisites for following the course. Starting with a test can be a bit scary and it's important to emphasize that this is not a test the gives a score for the student, but a test that helps the teacher making a course on a level that suits the students (unofficially, you'll also know if specific students lack specific things and hence should have extra attention to learn these) The pre-assessment can be a multiple choice test. Apart from asking the questions on the subject it can also ask if the student finds the questions difficult or easy, so you can get insight into what subjects the student find easy.
# Teach Cough Hygiene Everywhere/Introduction

You are invited to help edit this Wikibook which is intended to "Train the Trainers" particularly professional and volunteer advocates working with the homeless/houseless, incarcerated persons, persons who are hospitalized or otherwise required to live in congregate circumstances where airborne infectious diseases may spread.
Cough hygiene is essential for prevention of the transmission of airborne infectious disease. The world has suffered greatly from various epidemics. The flu epidemic of 1918, coming at the end of WWI, actually killed more people than the war itself, according to NY Times science reporter Gina Kolata in her book on the topic.

## Basic prevention information (General)

The World Health Organization publishes and distributes materials which will be useful to reference in the development of this book.

### Historic pandemics

A pandemic (or global epidemic) is a disease that affects people over an extensive geographical area.
* Plague of Justinian, from 541 to 750, killed between 50% and 60% of Europe's population.
* The Black Death of 1347 to 1352 killed 25 million in Europe over 5 years (estimated to be between 25 and 50% of the populations of Europe, Asia, and Africa - the world population at the time was 500 million).
* The introduction of smallpox, measles, and typhus to the areas of Central and South America by European explorers during the 15th and 16th centuries caused pandemics among the native inhabitants. Between 1518 and 1568 disease pandemics are said to have caused the population of Mexico to fall from 20 million to 3 million.
* The first European influenza epidemic occurred between 1556 and 1560, with an estimated mortality rate of 20%.
* Smallpox killed an estimated 60 million Europeans during the 18th century (approximately 400,000 per year). Up to 30% of those infected, including 80% of the children under 5 years of age, died from the disease, and one-third of the survivors went blind.
* In the 19th century, tuberculosis killed an estimated one-quarter of the adult population of Europe; by 1918 one in six deaths in France were still caused by TB.
* The Influenza Pandemic of 1918 (or the Spanish Flu) killed 25-50 million people (about 2% of world population of 1.7 billion). Today Influenza kills about 250,000 to 500,000 worldwide each year.
* The COVID-19 pandemic, which was identified in December of 2019 and became a worldwide pandemic by early 2020, killing millions.

## References

* ↑ Infectious and Epidemic Disease in History
* 1 2 Dobson, Andrew P. and E. Robin Carter (1996) Infectious Diseases and Human Population History (full-text pdf) Bioscience;46 2.
* ↑ Smallpox. North Carolina Digital History.
* ↑ Smallpox and Vaccinia. National Center for Biotechnology Information.
* ↑ Smallpox: The Triumph over the Most Terrible of the Ministers of Death
* ↑ Multidrug-Resistant Tuberculosis. Centers for Disease Control and Prevention.
* ↑ Influenza of 1918 (Spanish Flu) and the US Navy
# Why this book?

Standing in front of a class in a class room or auditorium, you often end up doing what you're used to do, because you know it works to some extent, and for many that means starting doing the good old fashioned lecture. This can often be very good, at times wonderfully inspiring but sadly very often disastrously boring, depending on both the teacher and the students. Some people are trying out new ways of teaching, and often with very good results.
As always with new and evolving things, it's difficult to communicate the experiences with new methods to other teachers. Thick books are being written on ways to facilitate learning, but they often have a rather theoretical scope -where the teacher often simply needs a quick overview of methods and tools that could be used in class, and what people have experienced with these, so it's easy to find a suitable method that they can adapt to their specific needs.
This wiki book 'The Teachers' Toolbox' tries to provide a forum where we can get an overview of new teaching methods. Here you can write about ways of teaching you have tried out and you can read about others experiences too.

# How YOU can contribute to the book

Feel free to contribute and edit the book - thats why its in the wiki system. It can be a good idea to practice before doing serious changes - and do use the preview function before submitting :-)

# The Teachers Toolbox History

The Teachers Toolbox wiki book was started by Kristian Molhave (wiki user page) 4. Apr. 2006. In the coming time I'll begin adding more material to the book. I do hope others will begin to join the work too :-)

# Other resources
## Wiki

* Wikibooks' Education bookshelf
* Wikiversity
* Developing Learning Objectives
* Bloom's Taxonomy
* Classroom Behavior Management
* Classroom Management and Discipline
* Improving Reading and Writing Skills
* Instructional Technology
* Learning Theories
* Skills about Teaching

## Outside wiki

* Inspiringteachers.com
# Structural Biochemistry/Enzyme/Desolvation

Desolvation, in biochemistry, is the process where in an aqueous solution containing an enzyme and a substrate, water that is surrounding the substrate is replaced by the enzyme. In other words, water molecules that were once in between the substrate and the enzyme are displaced to allow the interaction of the substrate with the enzyme. The process also increases the entropy of the reaction, making the formation of the enzyme-substrate complex more thermodynamically favorable.
The method of desolvation involves drying a sample in a solution. An example of this involves electro-statically bound particles to dissociate by releasing water in an aqueous solution. This method is commonplace in atomic absorption spectroscopy, in which an atomic gas is created through a liquid sample. It can also be used in vaporization.
# Structural Biochemistry/Enzyme/Deubiquitinating Proteases

Deubiquitinating Proteases are a group of enzymes that manage the post-translational modification of proteins formed by ubiquitylation and are regulatory in cell pathways. These deuquitinases (DUBs) cleave the ubiquitin-bonded proteins reversing signaling or it can also lead to protein stability.

## Structure

The Deubiquitinating protease families depend upon "two or three crucial amino acid residues", they making up a catalytic diad or triad. A nucleophilic attack of the isopeptide linkages is accomplished by a His side chain near the diad or triad lowers the pKa. An additional residue (often, Asn, or Asp) can polarize the catalytic His, but this is not always necessary for activity, an is only present in some of the DUB families. All the DUB families include divergent folds as well as many unstructured loops. The different families of DUBs have different domains that allow for variation in cleavages.

## Selectivity

The DUB families are selective in which ubiquitin chains they cleave. Not much is known about this selectively yet, but it has been shown that DUBs must structurally rearrange to conform to an active shape. Many DUBs are being linked to physiological roles as well as pathological, currently seen as a good drug target.
* 1 2 3 Komander, David, Michael J. Clague, and Sylvie Urbé. "Breaking The Chains: Structure And Function Of The Deubiquitinases." Nature Reviews Molecular Cell Biology 10.8 (2009): 550-563.
# Structural Biochemistry/Enzyme/Double displacement reactions

A double displacement reaction (also called a metathesis reaction) is the bimolecular mechanism, whereby two compound reactants AB and CD result in products of AC and BD. This is typically caused by nucleophilic attack of one group onto another, followed by the release of another group to form a different compound. A common example of this reaction is olefin metathesis, which is the rearrangement of fragments between alkenes about double bonds.

## Enzymatic Double-Displacement Reactions

Double displacement reactions occur when one or more products are released before all the substrates bind to the enzyme. Another name for double displacement reactions is "Ping-Pong" reactions. The name comes from the fact that substrates appear to bounce on and off the enzyme just like a ping-pong ball bouncing up and down on a table. An example of double displacement reaction can be seen with the enzyme, aspartate aminotransferase. This enzyme catalyzes the transfer of an amino group from aspartate to alpha-ketoglutarate to form oxaloacetate and glutamate. However, this reaction does not occur sequentially. Aspartate first binds to the enzyme and donates it's amino group to the enzyme, thus modifying the enzyme into what is called a substituted enzyme intermediate. After donating the amino group, aspartate becomes oxaloacetate and is then released. The second substrate, alpha-ketoglutarate, then binds to the enzyme and receives the amino group from the substituted enzyme intermediate. The reaction follows with the release of the final product, glutamate.
(1) Aspartate
(2) α-Ketoglutarate
(3) Oxaloacetate
(4) Glutamate
# Structural Biochemistry/Enzyme/Evolution of Enzymes

Evolution is change in the genetic material of a population of organisms from one generation to the next. Evidence of evolution of enzymes have been found by examining multiple enzymes with similar characteristics.

## Catalytic Triads

Catalytic triads are found in other hydrolytic enzymes similar to that in chymotrypsin. These sequences of proteins are approximately 40% identical and have nearly the same overall structure. However, these proteins differ in substrate specificity. Other members of this family include a collection of proteins that take part in blood clotting. Other enzymes that are not homologues of chymotrypsin have been found to contain very similar active sites. The presence of very similar active sites in different protein families is a consequence of convergent evolution. Furthermore, other proteases have been discovered that contain an active site serine or threonine residue that is activated by a different side chain. It can be concluded that the catalytic triad in proteases is especially effective in the hydrolysis of peptides because of its frequency of occurrence in different enzymes.

## Zinc Based Active Sites

Carbonic anhydrases homologous to the human enzymes are common in animals and some bacteria and algae. In addition, two other families of carbonic anhydrases have been discovered for catalytic activity. In plants, beta carbonic anhydrases are found and revealed that although it has a bound zinc ion similar to alpha carbonic anhydrases the structures are unrelated. Gamma carbonic anhydrases were discovered to have three zinc sites similar to the alpha carbonic anhydrases. Convergent evolution has generated carbonic anhydrases that rely on coordinated zinc ions at least three times.

## P-Loop Domains

Domains similar in NMP kinases are present in a wide array of proteins. Examples include ATP synthase, molecular motor proteins, signal transduction, and translation. The wide utility of P-loop NTPase domains is perhaps best explained by their ability to undergo substantial conformational changes.

## References

Berg, Jeremy M. John L. Tymoczko. Lubert Stryer. Biochemistry Sixth Edition. W.H. Freeman and Company. New York, 2007.
# Structural Biochemistry/Enzyme/Deacetylase

Deacetylase is any enzyme that removes acetyl groups from other proteins.

### HDAC1

Histone deacetylase (HDAC) is an enzyme responsible for the effects elicited by the broad spectrum deacetylase inhibitors. HDAC1 is also required for active transcription of certain proteins. This enzyme is specifically acetylated during the phase of transcriptional decline. The acetylation of HDAC1 is done by the acetyltransferase p300. So, HDAC1 has a key role in transcription, which shows that the regulation of acetyltransferases and deacetylases influence gene expression. Understanding the HDAC function and how these enzymes are regulated by cellular signaling pathways has various clinical implications and is critical for researchers to use these inhibitors to create more efficient drugs. Additionally, HIDAC regulate the transcription of proteins involved in cancerous cells. By removal of acetyl groups from histones, HDACs create a non-permissive chromatin conformation that prevents the transcription of genes that encode proteins involved in tumorigenesis. In addition to histones, HDACs bind to and deacetylate a variety of other protein targets including transcription factors and other abundant cellular proteins implicated in control of cell growth, differentiation and apoptosis

### SIRT1

The activity of SIRT1 is regulated by its phosphorylation status. This enzyme is directly phosphorylated by cyclin B-CDK1 complex. This complex is the first evidence of a kinase targeting SIRT1. Through this, the relevance of SIRT1 phosphorylation will be necessary for grasping how SIRT1 phosphorylation will regulate deacetylase activity.

## Reference

Mellert, Hestia S. and McMahon, Steven B. "Biochemical pathways that regulate acetyltransferase and deacetylase activity in mammalian cells." Trends in Biochemical Sciences Vol. 34 No. 11. 2009.