OpenLLM-France/wikimedia huggingface dataset:
# Wiki Pedagogy

This book endeavours to denote and promote pedagogical experimentations concerning a Free/Open technology called a "Wiki". An intensely simple, accessible and collaborative hypertext tool Wiki software challenges and complexities traditional notions of - as well as access to - authorship, editing, and publishing. Usurping official authorizing practices in the public domain poses fundamental - if not radical - questions for both academic theory and pedagogical practice.
The particular pedagogical challenge is one of control: Wikis work most effectively when participants (teachers, students, researchers, and others) can assert meaningful autonomy over the process. This involves not just adjusting the technical configuration and delivery; it involves challenging the social norms and practices of the course as well (Lamb, 2004). Enacting such horizontal knowledge assemblages in higher education - as well as other educational practices - could evoke a return towards and an instance upon the making of impossible public goods (Ciffolilli, 2003).
This book is a core part of the learning project on wiki pedagogy and Wikiworld - Commons and Education (page: [[v:Wikiworld - Commons and Education]) learning resource at Wikiversity.

## Table of Contents

Definition
Forme
Examples
Pedagogical Potential
Production
Templates and Tools
Evaluation Tools
About Research
References
Acknowledgements

## Instructor Resources

* Noted Contributors (the primary authors of the text)
* Course Adoptions (if you adopt this text for your course, please make a note of it on this page)
# Wiki Markup/Printable version

The current, editable version of this book is available in Wikibooks, the open-content textbooks collection, at
https://en.wikibooks.org/wiki/Wiki_Markup

# Basic Markup Language

MediaWiki's markup system may sound daunting and complex at first glance, but it's not nearly as hard as it seems! First, let's start with "bold", all you do is wrap the text you want to be bold in '''. For example: if I wanted to make the word "Cat" bold, I would type '''Cat'''. It would produce this result: Cat. To put text in italics, you'd do the same but in two ''s. Example: ''cat'' would produce the result cat.
Next, linking. To link to another article, you would wrap the article name in square brackets. For example, to link to the page History, you would type [[History]]. That would produce the result History. To link to an external link, you would set it out like this [URL Text]. For example, if one types [http://www.google.co.uk Google], the system would produce the result Google. It's that simple.
The next important thing is templates. To transclude a template, one would type (let's take the template Lorem ipsum for example) {{Lorem ipsum}}. However, some templates require that you determine variables. To determine variable X on template Y one would type {{X|Y=Test}}. This is especially useful in infoboxes that rely on the information you enter. To substitute a template for its code (only recommended for warnings, and similar circumstances), you simply add the subst: prefix. Finally, categorisation. To add a page to a category you simply type [[Category:Category name]]. This code would add the page to category Category name.
That's it for the basics of Wikipedia markup!

# Templates

Templates are automatically generated text boxes which pipe user-entered data in a nice format which may also include a small graphic element. By typing a shortcut an editor can create a prefabricated presentation which permits a better user experience for viewers (end-users) who are not editing.
Templates in Wikimedia belong in the Template namespace. In a page, a template is surrounded by braces, such as {{Example}}. The need to type in {{Template:Example}} is negated, because the braces defaults to the Template namespace unless specified.
Templates can be displayed in two ways. You can either transclude them or substitute them. Normally, a template is transcluded, which shows the version on the original page. If the source page is updated, the template is updated. Substitution copies over the source code of a page as it is. Instead of viewing a page with the parameters specified, it directly pastes the code for the template into the page. The substituted code does not change if the source page changes.
To specify parameters in a template, you use the symbol |. This separates the template name/another parameter from the current parameter. Normally, you have to name the given parameter. For example, if {{Example}} requires a name, then you will have to specify a name by using a parameter, such as {{Example|name=A name}}. If no name is specified, then {{Example|A name}} is the same as {{Example|1=A name}}.
# Wiki Markup/Templates

Templates are automatically generated text boxes which pipe user-entered data in a nice format which may also include a small graphic element. By typing a shortcut an editor can create a prefabricated presentation which permits a better user experience for viewers (end-users) who are not editing.
Templates in Wikimedia belong in the Template namespace. In a page, a template is surrounded by braces, such as {{Example}}. The need to type in {{Template:Example}} is negated, because the braces defaults to the Template namespace unless specified.
Templates can be displayed in two ways. You can either transclude them or substitute them. Normally, a template is transcluded, which shows the version on the original page. If the source page is updated, the template is updated. Substitution copies over the source code of a page as it is. Instead of viewing a page with the parameters specified, it directly pastes the code for the template into the page. The substituted code does not change if the source page changes.
To specify parameters in a template, you use the symbol |. This separates the template name/another parameter from the current parameter. Normally, you have to name the given parameter. For example, if {{Example}} requires a name, then you will have to specify a name by using a parameter, such as {{Example|name=A name}}. If no name is specified, then {{Example|A name}} is the same as {{Example|1=A name}}.
# Wiki Markup/Basic Markup Language

MediaWiki's markup system may sound daunting and complex at first glance, but it's not nearly as hard as it seems! First, let's start with "bold", all you do is wrap the text you want to be bold in '''. For example: if I wanted to make the word "Cat" bold, I would type '''Cat'''. It would produce this result: Cat. To put text in italics, you'd do the same but in two ''s. Example: ''cat'' would produce the result cat.
Next, linking. To link to another article, you would wrap the article name in square brackets. For example, to link to the page History, you would type [[History]]. That would produce the result History. To link to an external link, you would set it out like this [URL Text]. For example, if one types [http://www.google.co.uk Google], the system would produce the result Google. It's that simple.
The next important thing is templates. To transclude a template, one would type (let's take the template Lorem ipsum for example) {{Lorem ipsum}}. However, some templates require that you determine variables. To determine variable X on template Y one would type {{X|Y=Test}}. This is especially useful in infoboxes that rely on the information you enter. To substitute a template for its code (only recommended for warnings, and similar circumstances), you simply add the subst: prefix. Finally, categorisation. To add a page to a category you simply type [[Category:Category name]]. This code would add the page to category Category name.
That's it for the basics of Wikipedia markup!
# Wiki Pedagogy/Acknowledgements

Firstly, I wish to thank my collaborators Jacques Daignault (UQAR, Lévis campus), Daniel Oliva (École de technologie supérieure) and Éric Francoeur (École de technologie supérieure) for their invaluable input, as well as Anne-Mireille Bernier for her impeccable editorial work. A special acknowledgement goes to Jacques Daignault for introducing me to (and keeping me up-to-date on) wikis and the Free Software Movement generally. Without the underlying philosophy and hope of collaboration, openness, and freedom intrinsic to the FSM movement, I would not be involved in technology education.
Secondly, I wish to thank a number of people who participated in my wiki research projects:
* Students in the elementary and secondary education programs at Laval during the 2004 scholastic year; their capacity to tolerate the necessary ambiguities involved in integrating new tools into pedagogical practices was commendable;
* Two university research assistants, Judith Horman and Maggy Pouliot, who helped conduct the research on the university-based wikis; and
* Students — as well as teachers Françoise Dulong and Jacques Fortin — from the Lévis-Lauzon and Limoilou CEGEPs in the Quebec City region. They collaborated in our SSHRC project ("Technoscientific literacies via open source enabled virtual research collectives"), which was conducted almost solely using wiki technology.
Thirdly, special thanks goes to technicians Laurent Duschene and Samuel Cossette at Équinux and David Mercier at Lévinux for their invaluable help and patience in creating, adapting and managing all these wikis. Thanks also to Florence Bezier (in charge of faculty computing in the Department of Education at Laval) who has graciously allowed us to autonomously run and manage the open source servers that, together with those situated at Lévinux, house many of our wikis.
And finally, I would like to thank Stephen Downes (and indirectly the National Research Council of Canada, which intelligently employs him) for his highly informative daily newsletters that introduced me to many of the wiki authors cited in this text.
# Windows Movie Maker/Organising collections
## Navigating the collections

Above the main space in which the thumbnails are viewed is a small rectangular box with the currently viewed collection's title displayed. Clicking on the blue arrow to the right brings down a box with all of the collections names displayed. Clicking on one of the names brings down the corresponding collection.

## Creating a new collection

Click on the NEW COLLECTION FOLDER box, the icon of a folder with a red star on it. This new (empty) collection folder will be displayed in the main space, and on the far left a folder will appear in the list with the name NEW FOLDER. NEW FOLDER should be highlighted - then you can enter your collection's new title.

## Moving video and audio from collection to collection

Click on the COLLECTIONS tab below HELP. Open the collection which contains the video or audio clip you want to move. Then simply click and drag the thumbnail of your desired clip onto the desired folder on the left of the screen.

## Deleting collections

Click on the COLLECTIONS tab to bring up the list of collections, then simply click on the collection you wish to delete and press DELETE on your keyboard.
# Windows Programming/COM and ActiveX

People familiar with Windows have doubtless heard a number of different terms used, such as COM, DCOM, COM+, ActiveX, OLE, etc. What precisely are all these things, and how are they related?

## Introduction to COM

Component Object Model (COM) is a binary-interface standard for software componentry introduced by Microsoft in 1993. It is used to enable interprocess communication and dynamic object creation in a large range of programming languages. The term COM is often used in the Microsoft software development industry as an umbrella term that encompasses the OLE, OLE Automation, ActiveX, COM+ and DCOM technologies. COM essentially lays a framework for classes to be created in any language, and to be instantiated into any other languages. A class may be written in C++, and called from VisualBasic, C# etc. Essentially, COM defines an interface that all languages must follow, if they want to participate in COM programs.

## COM Libraries

COM classes, written in a compilable language (such as C++ or VisualBasic) may be compiled into DLL libraries. DLL libraries that contain COM classes are not compatible with DLL libraries written in C that contain regular C functions. However, DLL files may be compiled such that they contain both standard C functions, and COM classes.
Files that contain COM classes are referred to as "COM modules", or "COM Components". Just like with other dynamic linking applications, Windows will manage the COM interface between components automatically, so long as all the modules properly use the COM specifications.

## UUID

The COM system relies on numerical identifiers known as Universally Unique Identifiers (UUID). A UUID is a 128 bit number that is essentially guaranteed to be unique COM identifier throughout the entire world. The UUID number is a hash value based on the MAC address of your primary network card (if your computer has one) and the real-time clock value of your processor. This means that the only way to generate 2 UUIDs that are identical would be to generate both at exactly the same time on exactly the same computer. Thankfully, this is impossible to do.
COM components are given a UUID number, so that they can be differentiated from all other COM components, and any given COM module can be identified by a single numeric identifier.
# Windows Programming/C and Win32 API
## C and Windows

Many of the low-level functions in Windows were created using the C programming language. C code tends to be relatively small and fast compared to VB code or even C++ code, and has a shorter development time compared to raw assembly code. All of the DLLs in the Win32 API, and most of the kernel-level structures are implemented in C code.

## Visual Basic and Windows

Visual Basic is essentially a "Windows-only" programming language - although some ports either exist or are in development for other systems, VB is not nearly as popular on other operating systems as it is on Windows. The VB runtime libraries tap into the Win32 API and the MFC libraries, to implement its functionality. The new version of VB, "VB.NET", uses the .NET platform, and therefore will not be covered in this wikibook. Old versions of VB, or "VB Classic" utilize the same Win32 API and MFC interfaces that C and C++ use to communicate with Windows. However, not all of the functions are identical, because VB uses different data types, and stores data differently than C or C++. As we discuss the Win32 API and MFC, we will attempt to show how the same functionality is implemented in VB.
Visual Basic uses the STDCALL calling convention for implementing function calls. Most of the Win32 API uses the STDCALL calling convention as well, so much of the hard work for interfacing the two is done by the compiler. C and C++, on the other hand, do not use STDCALL by default, and if you want to manually link a VB object code file with a C object file, you will need to explicitly make the C interface a STDCALL one.

## COM and Windows

Microsoft implemented a technology known as the Component Object Model for Windows. COM essentially takes the object-oriented programming paradigm to the next level, by standardizing the class interface, and allowing classes to be written in different languages (C++, VB, etc.) and interfaced together seamlessly. COM programs (or "COM clients") can be written in most languages that allow object-orientation. More specifically, the only language requirement for COM is that code is generated in a language that can create structures of pointers and, either explicitly or implicitly, call functions through pointers.

## Other Languages

Many other programming languages have been implemented on Windows systems, and many of them have some sort of method for interfacing the Win32 API, or the MFC libraries. These interfaces are known collectively as wrappers, because they wrap the functionality of the Win32 API in another programming language. Common wrappers are provided for Perl, Ada, Python, PHP, AutoIT, etc.

## Next Chapter

* <Windows.h>
# Windows Programming/DCOM and COM plus

This page of the Windows Programming book is a stub. You can help by expanding it.
After the original versions of COM were introduced, there became a clear need to expand the functionality of the COM model, and to make some changes to the general framework. Later versions of COM were given various names, such as DCOM and COM+.

## DCOM

DCOM stands for "Distributed COM", and is a protocol for linking COM components from across a local area network (LAN). DCOM allows COM components to be stored on external "COM servers", and used from other computers in the network.

## COM+

COM plus = COM + MTS

## .NET

When the COM design team tried to create a framework that was more easy to use then COM, more portable, and more universal, they created the .NET framework. Originally, .NET was supposed to be introduced as the next version of COM, but instead Microsoft made it into its own entity. COM development has essentially stopped, to focus more attention on the .NET platform.
Because .NET has its roots in COM, it shares many of the guiding principals of COM. First, many different OO languages can be compiled into a single intermediate language. This allows software written in C++, C#, VB.NET, and other .NET languages to be easily interfaced together to create mixed-language programs quickly. In addition, .NET has strong support for distributed computing (a la DCOM). The .NET platform is quickly being standardized, and is available on several different platforms. Therefore, .NET is not strictly a Windows-programming topic, and will likely not be covered much throughout the rest of this book.
# Windows Programming/Classes Hierarchy
## MFC Classes Hierarchy
#### CObject

The root/base class for most of the MFC library. Some of the features it makes available to the programmer are serialization support, run-time class information, and object diagnostic output. Any derived class from CObject, can exploit these features.
Class CObject in AFX.H
Field Summary
Constructor Summary
Method Summary

#### CListCtrl

This class encapsulates the functionality of a list view control, which is a control that displays a collection of items, each consisting of an icon and a label.
Class CListCtrl in AFXCMN.H
CObject
class CListCtrl extends CWnd
Fields inherited from class CWnd
Fields inherited from class CCmdTarget
Fields inherited from class CObject

#### CToolBar

This class encapsulates the functionality of a control bars that have a row of bitmapped buttons and/or separators. CToolBar objects are usually embedded members of frame-window objects derived from the class CFrameWnd or MDIFrameWnd.

#### CHttpArgList
### Subclassing

standard technique for customizing the behavior of a class

#### Window Subclassing
### Window message route

The mechanism by which MFC routes messages is also called the Message Map system that was created to wrap the old C API and reduce the level of complexity for programmers.

#### Message map

The message map macros:

##### ON_COMMAND and ON_BN_CLICKED

    the ON_COMMAND and ON_BN_CLICKED are the same, MFC command and control macro is preset to handle the Windows message WM_COMMAND and the notification routing mechanism uses the command ID to decide where to route to. Notifications with control notification code of zero (BN_CLICKED) are interpreted as commands.

##### ON_UPDATE_COMMAND_UI

    the ON_UPDATE_COMMAND_UI macro.
# Women's Health

This book is intended to be a text with an extensive bibliography appropriate for upper level college courses and introductory post graduate study in Womens Health.

## Attribution

This is an edited version of the vast contributions of Wikipedia editors who have written most of this content. For each chapter and section of this text, a corresponding English language article also exists. The names of the contributors to each Wikipedia article can be viewed in the editing history of each article.
    Barbara Page
    November 2017

## Table of Contents
### Basic Anatomy Embryonic Development

* Basic Anatomy
* Embryology and Fetal Development of the Female

### Sexual Maturity and Senescence

* Childhood
* Puberty
* Sexual maturity
* Reproductive years
* Menopause

### Endocrine Development and Physiology

* Endocrinology of the Fetus
* Endocrinology of Childhood
* Endocrinology of Prepubescence
* Endocrinology of Puberty
* Endocrinology of Child-bearing
** Endocrinology of Lactation

### Sexual Behavior

* Sexual Touching
* Sex
* Pregnancy
* Sexually Transmitted Diseases
* Anal Sex

### Birth Control

* Abstinence
* Barrier Birth Control and Spermicide
* Hormonal Contraceptives
* Other Birth Control Methods
* Condoms

### Problems and Issues

* Fertility and Infertility
* Sexual Dysfunction

### Vaginal, genital and vulvar pain

* Pain

### Social and Behavior Health

* Sexual Harassment
* Rape
* Incest

## Resources and Licensing

* References
* Resources

## 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.
# Women's Health/Pain/Cervical motion tenderness

In gynecology, cervical motion tenderness or cervical excitation (chandelier sign), is a sign found on pelvic examination suggestive of pelvic pathology. Classically, it is present in the setting of pelvic inflammatory disease (PID), ectopic pregnancy, and is of some use to help differentiate PID from appendicitis. It is also known by the colloquial name "chandelier sign" due to the pain being so excruciating upon bimanual pelvic exam (a part of a woman's physical examination where two hands are used to feel the anatomy of the pelvis) that it is as if the patient reaches up to motion the grabbing of a ceiling-mounted chandelier.

## References

* ↑ Bongard F, Landers DV, Lewis F (1985). "Differential diagnosis of appendicitis and pelvic inflammatory disease. A prospective analysis". Am. J. Surg. 150 (1): 90–6. doi:10.1016/0002-9610(85)90015-7. PMID 3160252.
* ↑ Gomella LG, Haist SA (2007). "Chapter 13. Bedside Procedures". Clinician's Pocket Reference: The Scut Monkey (11th ed.). McGraw-HillTemplate:Inconsistent citations{{cite book}}: CS1 maint: postscript (link)
Attribution for this article can be found here; last update 16 August 2017