OpenLLM-France/wikimedia huggingface dataset:
# Grand Theft Auto: San Andreas/Missions/Farewell, my love...
## Prerequisites

* Mission: Made In Heaven
* Mission: Wu Zi Mu
* Location: Panopticon, Red County

## Walkthrough

This is the street race known as "Badlands B" which ends at a clearing southeast of Montgomery. You will use a ZR-350 in the race.
This race is identical to the race in Wu Zi Mu, but driven in the opposite direction.
In the cutscene you'll see Catalina's new lover: the main character from GTA3.

## Rewards

* A garage in Doherty, San Fierro

## New Missions Available

* Are you going to San Fierro?
# Grand Theft Auto: San Andreas/Missions/First Date
## Prerequisites

* Mission: Badlands
* Location: The Welcome Pump, Dillimore, Red County

## Walkthrough

After the cutscene, you discover that the mystery cousin of Cesar is none other than Catalina from GTA3.
This mission is a bit odd, in that upon triggering it, you must complete one of the four robbery missions, which are:
* Tanker Commander
* Against All Odds
* Local Liquor Store
* Small Town Bank
If the subsequent robbery mission is completed, then this mission is also considered complete, and the new missions for this mission become available.

## Rewards

None

## New Missions Available

* Body Harvest
# Grand Theft Auto: San Andreas/Missions/Freight
## Prerequisites

* Yay Ka-Boom-Boom
* Vehicle: Train. If you go to a station and wait around, they usually arrive quickly.

## Tips

Keep your speed below 45 near the sharp turns found in Angel Pines and Las Venturas so that the train won't derail. Employ full braking around 400 distance from the stations when traveling at 45.
Although the timing will be close in a couple of places, a general "slow-down" strategy is to use the brakes such that the distance to the station divided by 10 is the speed in mph. So at 400 feet, go 40, 300 feet go 30, 200 feet go 20, etc. Works very nicely, and is self correcting. At the end, stay at 5 mph until you're within 10 feet, then stop within 5 feet short of the mark. (Going over means you have to back up.)

## Rewards

* $50,000 after completing both levels.

## New Missions Available

None
# Japanese/Lessons/Other uses of particles
## Combining particles

When の and が are used together following a verb, the の makes the action a noun (similar to the gerund; -ing), and the が indicates that this action is the subject of the sentence.
| よむ の が いい | Reading is good (cool). |
This was not an exception, but rather an example of how Japanese language works. One combination may be more obvious than other. For example でも: で implies small emphasize and indicates method, and も means "also". The combination may be translated as "even":
| ばか　で も　それ　は　わかる　よ | Even a fool knows that. |
Sentence-ending particles may also be combined:
| この　ねこ　は　しろい　よ　ねえ | isn't this cat white... (meaning "look, how white this cat is, don't you see it..."). |
In this case よ is used as an emphasizer, and ねえ implies that you think other person should know (see) it and agree with your opinion.

## Simple clauses

The particles may be also used to link expressions and clauses.
| ねこ　が　みる　ゆめ　の　え | A painting about the cat's　dream.　(Lit.　"The painting of dream the cat's dreaming) |
"ねご　が　みる　ゆめ" is a complete expression that means "the dream that the cat dreams". Then this expression used as a noun to modify painting, indicating the theme of the painting.
| あの　おとこ　の　かぞく　は　すごい | The family of that man is awesome. |

## Various
### でも

Another でも, different form the one mentioned before. This one means "but". It always comes at the beginning of a sentence.
| にほんご　が　すき だ。　でも　えいご　が　きらい　だ。 | I like Japanese. But I hate English |

### けど, けれど, けども, けれども

"but", "however". All four forms are used the same way, but the longer the form, the more formal it is. Unlike でも, which comes at the beginning of a sentence, けど・けれど・けども・けれども are used to combine two sentences into one sentence (two clauses into one clause).
| たなかさん　は　つよい　けど　やさしい。 | Mr. Tanaka is strong but (he is) kind. |
In longer sentences the Japanese comma, "、", is often inserted after "けど・けれど・けども・けれども" to make the sentence easier to read.
| にほんご　が　すきだ　けど、えいご　が　きらい　だ。 | I like Japanese but I hate English |
# Japanese/Lessons/Na-adjectives

There are two types of adjectives in modern Japanese: な- and い-adjectives. Both are descriptive and modify nouns. They describe nouns and form predicates differently.
The な-adjectives (形容動詞, けいようどうし) conjugate with nouns by appending "〜な" before the following noun.

## Watch and Listen

Listen to the teacher read the following phrases, or click here (help·info) to listen on your computer.
| Adjective | Noun | Adjective and noun |
| 元気(げんき)だ。 | 人(ひと)だ。 | 元気(げんき)な人(ひと)だ。 |
| 奇麗(きれい)だ。 | 女(おんな)だ。 | 奇麗(きれい)な女(おんな)だ。 |
| ハンサムだ。 | 男(おとこ)だ。 | ハンサムな男(おとこ)だ。 |
| 優秀(ゆうしゅう)だ。 | 学生(がくせい)だ。 | 優秀(ゆうしゅう)な学生(がくせい)だ。 |
| 有名(ゆうめい)だ。 | 歌手(かしゅ)だ。 | 有名(ゆうめい)な歌手(かしゅ)だ。 |
| 大切(たいせつ)だ。 | 授業(じゅぎょう)だ。 | 大切(たいせつ)な授業(じゅぎょう)だ。 |
| 簡単(かんたん)だ。 | 宿題(しゅくだい)だ。 | 簡単(かんたん)な宿題(しゅくだい)だ。 |

## Vocabulary

Nouns :
| Japanese | English | Reading | Notes |
な-adjectives :
| Japanese | English | Reading | Notes |

## Grammar
### な-Adjective Predicates

When used as predicates, な-adjectives behave just like nouns:
| <な-adjective> | です |
| <な-adjective> | だ |
Examples:
| 奇麗(きれい)です。 | (She) is pretty. (formal) |
| 有名(ゆうめい)です。 | (It) is famous. (formal) |
| 簡単(かんたん)です。 | (This) is simple. (formal) |
| 元気(げんき)だ。 | (I'm) well. (informal) |
| ハンサムだ。 | (He) is handsome. (informal) |
| 優秀(ゆうしゅう)だ。 | (They) are bright. (informal) |
| 大切(たいせつ)だ。 | (That) is important. (informal) |
* Japanese/Lessons/Personal pronouns
Note that the pronouns are usually dropped when they can be inferred from context. The pronouns in the English version are examples only to make better formed English sentences. For example, "元気(げんき)だ" can mean any of: "I'm well," "He's well," "They're well," etc.

### な-Adjectives noun modifiers

When preceding a modified noun, な-adjectives take a "な" before the noun:
| <な-adjective> な <noun> | です |
| <な-adjective> な <noun> | だ |
Examples:
| English | Adjective | noun | sentence |
| a healthy person | 元気(げんき) | 人(ひと) | 元気(げんき)な人(ひと)です。 |
| a famous doctor | 有名(ゆうめい) | 医者(いしゃ) | 有名(ゆうめい)な医者(いしゃ)です。 |
| an important class | 大切(たいせつ) | 授業(じゅぎょう) | 大切(たいせつ)な授業(じゅぎょう)です。 |

## Practice

Try writing and speaking out the following sentences in Japanese:
Other ideas for practice include:
* Write な-adjectives on pieces of paper along with nouns and keep these in separate stacks. Pick one of each and say the sentence.
* Now write the English on the other side and repeat, this time translating as well.
* Make pictures to represent the sentences and drill with those.
* Write a short story or describe something that happened to you.
If you need help gathering adjectives, you can search for lists on smart.fm. To check your story, you can post it on Lang-8.
# Japanese/Lessons/Relative Clauses

Japanese relative clauses are formed by placing the modifying clause immediately in front of the noun it modifies. The modifying clause acts much like an adjective (which it can also consist of).
    Present positive: 水(みず)を飲(の)む人(ひと) — The person who drinks water:
    Past positive: テレビを見(み)た人(ひと) — The person who watched television
    Present continuous: 寝(ね)ている猫(ねこ) — The sleeping cat
Relative clauses allow relatively complex ideas to be expressed simply.
    果てない夢が止まってしまいました。- The unending dream is ending.
# Japanese/Lessons/Where is it?

This lesson introduces the sentence structure and vocabulary to describe where things are.
Before you start, make sure you've read the module on pro-forms for an explanation of these prepositions, and learnt how to use the particles "は", "の", and "に" as well as the difference between "います" and "あります".

## Asking "where"

To ask about the location of someone or something you ask:
    〜はどこにいますか
    〜はどこにありますか
    Where is ～?
depending on whether the subject is animate or inanimate.

## Vocabulary

| Japanese | English | Reading |
| 前 | front | まえ |
| 後ろ | back | うしろ |
| 上 | above, on | うえ |
| 下 | below | した |
| 中 | inside | なか |

## Sentence pattern

| 〜 は | 〜 の | 前 後ろ 上 下 中 | に | います あります |
| います あります ||
* Note: ～の上に often means "on the ～".
    ねこはテーブルの上にいます。 — The cat is on the table.
    山田さんはビルの中にいます。 — Mr. Yamada is inside the building.
    ボールは箱の中にあります。 — The ball is inside the box.
# Japanese/Lessons/Simultaneous action

Simultaneous action is designated by replacing the "〜ます" ending of the polite present positive tense of the first verb with "〜ながら". The tense is then determined by the latter verb. Both actions should be performed by the same person.
Those more comfortable thinking in terms of the dictionary form can see this as adding "〜ながら" to the stem of vowel-stem verbs, or the い-row of consonant-stem verbs (e.g. 飲む -> 飲みながら example below). The irregular verbs are also put in the い-row making them identical to the consonant-stem verbs.
| <sentence start> | <vowel-stem verb stem> | ながら <second verb> |
| <sentence start> | <consonant-stem verb stem in い-row> | ながら <second verb> |
The tense of the sentence is given with the second verb.

## Examples

| Dictionary form | ながら-form | example | meaning |
| Vowel stem verbs ||||
| 見る (みる) | 見ながら | テレビを見ながらりんごを食べた。 | I ate an apple while I watched television. |
| 食べる（たべる） | 食べながら | りんごを食べながらテレビを見る。 | I watch television while eating an apple. |
| Consonant stem verbs ||||
| 会う（あう） | 会いながら | | |
| 行く（いく） | 行きながら | 学校へ行きながら友だちと喋った。 | I talked with my friends on our way to school. |
| 泳ぐ（およぐ） | 泳ぎながら | 泳ぎながら歌を歌った。 | I sang a song while swimming. |
| 話す（はなす） | 話しながら | | |
| 待つ（まつ） | 待ちながら | | |
| ぬ | | | |
| 遊ぶ（あそぶ） | 遊びながら | | |
| 飲む（のむ） | 飲みながら | コーヒーを飲みながら友達と喋っていました。 | I chatted with friends over coffee. |
| 喋る（しゃべる） | 喋りながら | | |
| Irregular verbs ||||
| する | しながら | | |
| 来(く)る | 来(き)ながら | | |
| Japanese | English | Reading | Notes |
| テレビ | television | | |
| 見る | to see, to watch | みる | This verb changes thus: "見る" -> "見ます" -> "見ながら". |
| パン | bread | | |
| 食べる | to eat | たべる | This verb changes thus: "食べる" -> "食べます" -> "食べながら" |
| コーヒー | coffee | | |
| 公園 | a (public) park | こうえん | |
| 友達 | a friend | ともだち | |
| 飲む | to drink | のむ | |
| 喋る | to talk, to chat | しゃべる | |
| 歩く | to walk | あるく | |
# Japanese/Lessons/Telling time

Expressing time uses "時" (じ, e. hour) and "分" (ふん, e. minute). Note that the reading of "ふん" depends on the sound before it. See the time vocabulary page for a list of the possible readings.
Conversationally, the Japanese use 12-hour time. When it's not clear from context, "午前" (ごぜん) and "午後" (ごご) are used for before and after noon, respectively.
| 午前 午後 | 〜 | 時 | 〜分 半 |
To ask for the time, use:
* 今(いま)、何時(なんじ)ですか。
Then, if HH is the hour and MM are the minutes (you see HH:MM at the clock), a possible answer cloud be:
| Before noon | After noon |
| 午前(ごぜん)のHH時(じ)MM分(ふん)です。 | 午後(ごご)のHH時(じ)MM分(ふん)です。 |
For example:
    何時ですか？ — What time is it?
    午後の７時２０分です。 — It's 7:20 in the afternoon.
When "何" means "what", it's pronunciation is either "なに" or "なん", depending on what sound follows it.
When used to represent the hour of the day, the numbers, "four", "seven", and "nine" are pronounced differently from normal.
* ４時 (よじ)
* ７時 (しちじ)
* ９時 (くじ)
There are two ways of pronouncing "１０分"; "じっぷん" and "じゅっぷん". The former is taught as "correct" in school, but the latter is more common.
The pronunciation of "7時" (しちじ) and "1時" (いちじ) is similar, so it is unofficial but in Japan school education, "7 o'clock" may be pronounced as "Na-Na-Zi" to distinguish pronunciation as necessary.
However, a few exceptional organizations such as the Japanese military, dislike the confusion caused by the similar -pronunciation, so the military formally pronounce 7 of 7 o'clock as “Na-Na” contrary to the Japanese custom pronunciation of time.
The pronunciation of "分" is "ふん" when it stands alone, but changes to "ぷん" in certain cases.
# Metabolomics/Hormones/Mineralocorticoids

Back to Previous Chapter: Metabolites Next chapter: Analytical Methods Go to: Leptin Go back to: Corticosteroids

# Mineralcorticoids & Glucocorticoids

* Presentation of the primary endogenous mineralocorticoids
* Aldosterone
* Progesterone
* Deoxycorticosterone
* Fludrocortisone
Many physiological and behavioral actions of angiotensin II (AngII) are mediated by the AngII Type 1 (AT1) receptor. Specifically, mineralocorticoids and glucocorticoids regulate rennin-angiotensin system components, which include the AT1 receptor. Corticosterone and dexamethasone have been proven to increase AT1 receptor levels via glucocorticoid receptor (GR) activation. This activation results in increased AngII-induced inositol triphosphate (IP3) formation. Aldosterone – an endogenous mineralocorticoid – and deoxycorticosterone-acetate (DOCA) – a synthetic mineralocorticoid – have been proven to stimulate AT1 binding at high levels but not at physiological levels. AT1 binding increases via GR activation, and without activating a mineralocorticoid receptor (MR). Although, high doses of mineralocorticoids do not significantly affect AngII-induced IP3 formation. Researchers have theorized that this is possibly a result of insufficient coupling of the AT1 receptor to its post-receptor signaling factors.
Glucocorticoids have been proven to increase mineralocorticoid-induced actions. It has been discovered that physiological levels of dexamethasone increase AT1 binding and IP3 formation, and that physiological levels of aldosterone are primarily responsible for MR activation. However, low level combinations of each of these do not increase the effect of dexamethasone on AT1 binding. However, there has been no observed synergy between aldosterone and dexamethasone at the AT1 binding sites or in IP3 formation levels.
Link to article:
http://joe.endocrinology-journals.org/cgi/reprint/162/3/381
# OpenClinica User Manual/TomcatAsService
## Installing Tomcat as a service

When you install Tomcat on a windows computer, you have to options to start Tomcat. One is by using the batch file "startup.bat" and the other is by installing it as a service.

### Installing the service on Windows Vista

This next section describes how to install Tomcat as a service on a computer with Windows Vista. It assumes you have downloaded Tomcat 6 and unzipped it to C:\Tomcat. If you use UAC, then click on your Start-button, All programs, Accessoires and scroll to the icon with "command prompt"; right-click this and choose option "Run as administrator".
A DOS box is opened and in this box you change to C:\tomcat\bin. Now type:
Now go to the Configuration-panel, SystemAdministrator, Services. Your newly installed service will be called "Apache Tomcat tomcat6". Edit the properties if you want the service to run at startup.
If you want to configure Tomcat in a later stage, you can run tomcat6w.exe, again as administrator. This only works, if you defined "tomcat6" as the name of the service.
See also http://tomcat.apache.org/tomcat-6.0-doc/windows-service-howto.html
# Introduction

On rare occasions you may want to copy some of the contents of the CRF header into your CRF. For example the Site name, or Age at Enrollment. This information is all in the header of the CRF, but most of the time it is not visible, because the header is collapsed. When you click on the link CRF Header Info, a table is displayed with information.

# How to get it?

The way to get this info in your CRF is by using JavaScript. Let's look at the script for getting the Event-name. First you identify the CRF-item that will hold the Event name from the header, in our case we call the item "Event". For the JavaScript to recognise this input as the one we want to work with, we add a div tag to the LEFT_ITEM_TEXT with <div id="event">Event from header</div>
In the RIGHT_ITEM_TEXT we put the script.

# How does it work?

The script is
What this does is that it finds the input to use, by looking at the parent of the parent of the element we called "event" and then look for an input. Then it sets this input to readonly. Then it checks if the input is empty and if so, it goes to first element with class "tablebox_center", which is the box containing the complete header. From there it looks for the first table body, which contains the elements of interest (this all has to do with the way the header was designed). For the Event we are almost there: it's on the first row, in the second td.

# And the other variables?

The other variables can be found in a remarkably similar way: Event occurrence number: children("tr:nth-child(2)").children("td:nth-child(2)").text; (but it's not on the image) Sex: children("tr:nth-child(1)").children("td:nth-child(4)").text; Age at enrollment: children("tr:nth-child(2)").children("td:nth-child(4)").text; Study: children("tr:nth-child(3)").children("td:nth-child(2)").text; Date of birth: children("tr:nth-child(3)").children("td:nth-child(4)").text; Site: children("tr:nth-child(4)").children("td:nth-child(2)").text; Person ID: children("tr:nth-child(4)").children("td:nth-child(4)").text;
Remember that you define in your Study-build which of these variables are shown in your header. Furthermore the Date of birth is not in the standard date format, so you cannot treat it as DATA_TYPE DATE.
# OpenClinica User Manual/TextareaSizeLimit
## Textarea size limitations

By default there is a 255 character limit for textareas. Entering more than 255 characters results in an validation error. This can be overcome (upto 4000 characters) if a discrepancy note is supplied (Annotation or Failed Validation Check). This needs to be done for the specific field only once even for further editing.
# OpenClinica User Manual/SystemValidation
## A starting point for system validation

Getting a validated system is a tough process. It is beyond the scope of this wiki to elaborate on it, but if you're looking for a starting point, you can visit several external locations that provide relevant information.
* Toolkit for Clinical Researchers https://www.nidcr.nih.gov/research/toolkit with many Word templates: great starting point to get the general structure!
* The Pharmaceutical Inspection Cooperation (http://www.picscheme.org), especially on in the guidance documents section and with particular attention to the document "PI 011-3 GOOD PRACTICES FOR COMPUTERISED SYSTEMS IN REGULATED GXP ENVIRONMENTS".
* The Food and Drug Administration (http://www.fda.gov), have a large number of documents, a good starting point would be the drug guidances section.
* The International Conference on Harmonisation of technical requirements for registration of pharmaceuticals for human use (http://ichgcp.net) may also be worth looking at.
# OpenClinica User Manual/TextManipulation
## Manipulating text for use in a CRF

Text is frequently copied into the Excel CRF from other programs (such as an electronic copy of the CRF or formulas from other spreadsheets). This can bring formatting issues along with the text. The text can be 'pasted as values' to remove the formatting.

### Altering the options in Excel/Word

'Pasting as Values' is a common action with OpenClinica CRFs. In Excel 2010, the keyboard shortcut is: Alt+h, v, v (Home Ribbon, Paste, Paste as Values).
You can add specific buttons to the Ribbon, in 2010, you select: File, Options, Customise Ribbon. You can then add a new custom group (e.g. 'Custom Clipboard'), and add a paste button to it, such as 'Values'.

### Using notepad

Text can be pasted into notepad (removing formatting), then any unwanted text (strange characters, tabs etc.) can be removed. Then select all the text in notepad and copy it to the CRF.

### The 'Text Calculator'

The Text Calculator spreadsheet quickly reformats paragraphs and tables of text from Word, PDFs or emails. It takes the text list and reformats it in a number of different ways:
* HTML paragraphs
* HTML paragraphs (with grey text)
* A single string
* A response option text and response values list for radio buttons or dropdown (commas in the text are escaped automatically)
* A response option text and response values list for radio buttons or dropdown, with an additional default value of (select)

#### Generating a response option text list

For example, by pasting a list like this:
* Very good
* Good
* Moderate
* Poor
* Very poor
It generates OpenClinica response lists for radio buttons (escaping any commas):
* Very good,Good,Moderate,Poor,Very poor
* 1,2,3,4,5
And response lists for dropdown lists with a default value:
* (select),Very good,Good,Moderate,Poor,Very poor
* ,1,2,3,4,5
Commas in the text are escaped automatically for up to 20 values, and for the dropdown list cells, an additional (select) option is added as the first option in the list.

#### Generating paragraphs

It also takes text like this:
* Paragraph 1
* Paragraph 2
* Paragraph 3
And adds <p> (paragraph) tags to create an HTML version that can be used in OpenClinica, for example in a header.

#### How to use it

Use Excel's 'paste as text' option to paste into the spreadsheet under where it says 'Text'. The results appear under the labels 'HTML grey paragraph', 'HTML black paragraph', 'Single string', 'Response options text (no default)', 'Response values (no default)', 'Response options text (with default)' and 'Response values (with default)'. Copy and paste the contents of these cells into an OpenClinica CRF spreadsheet as needed. The spreadsheet can be extended and altered as desired.
As the ordering of pasted text from a heavily formatted PDF can be unpredictable, it can be useful to copy the text to Notepad or a Word document (which also has the advantage of a spellchecker!) before copying to the spreadsheet.
# Karrigell/Use the POST method

Instead of the default GET method, form fields can be submitted with the POST method. You just have to specify it when creating the instance of FORM :
# Simple Future

Kashmiri possesses three future tenses — simple, progressive, and perfect. Like Spanish, Hindustani, and Russian, Kashmiri verbs are conjugated. The simple future tense is the simplest of all tenses in Kashmiri, since it is very regular.

## Infinitives and Stems

Nearly all infinitives (the dictionary form of verbs) end in -un. The infinitival form of the verb can also function as a noun. Without the -un, what you’re left with is the stem to which you can add endings to denote various grammatical features, tense being one of them.
Here are some examples of common verbs and their respective stems.
| Verb | Meaning | Stem |
| karun | to do | kar- |
| chalun | to wash, clean | chal- |
| duorun | to run | duor- |
| vúchun | to watch, view | vuch- |
| ranun | to cook | ran- |
| tsalun | to flee, leave, exit | tsal- |

## Endings

n order to create the future tense of these verbs, all you have to do is add these endings.
| Person | Endings | Person | Endings |
| I | -ú | We | -av |
| You (sg.), thou | -akh | You (pl.) | -iv |
| He, she, it | -i | They | -an |
As you can see, gender of the subject isn’t relevant isn’t the basic Simple Future tense and that’s one of the things that makes it the easiest tense to learn. Here are some English sentences with their Kashmiri counterparts:
I will go. Bú gatshu tot.
You (sg.) will see me. Tsú vúchakh me.
He will cook something. Su rani kenh.
We will run. Ásy duorav.
You (pl.) will wash clothes. Tuhy cheliv palav.
They will leave now. Tim tsalan vany.

## Irregular Verbs

There are some irregular verbs. Adding the future simple suffixes to these would lead to some vowel clusters, some of which are not allowed in Kashmiri. So an epenthetic vowel is inserted — either ‘m’ or ‘y’.
Remember that palatalisation is not indicated before an ‘e’ or an ‘i’ since the preceding consonant is considered to be always palatalised when followed by these two sounds.
yun ‘to come’
yimú
yikh
yiyi
yimav
yiyiv
yin
dyun ‘to give’
dimú
dikh
diyi
dimav
diyiv
din
khyon ‘to eat’
kheme
khekh
kheyi
khemav
kheyiv
khen
cyon ‘to drink’
ceme
cekh
ceyi
cemav
ceyiv
cen
Again, some examples sentences:
I will eat everything. Bú khyame suoruy.
You (sg.) will give me everything. Tsú dikh me suoruy.
She will drink water. Swa ceyi triesh.
He will give everything. Su diyi suoruy.
We will come tomorrow. Ásy yimav pagah.
You (pl.) will eat now. Tuhy kheyiv vany.
They will drink milk. Tim cen dwad.

## New Vocabulary

vocab

## Exercises

exercises