OpenLLM-France/wikimedia huggingface dataset:
# Economic Sophisms/145

<pagequality level="3" user="Zoeannl" />style="background: #ececec; text-align: left; padding-left: 0.5em; font-weight: bold;" class="table-rh"religion their own proper and peculiar means of working for the cultivation and improvement of man.
Let us admit, then, the simultaneous action of morality, properly so called, and of political economy; the one branding the injurious act in its motive, and exposing its unseemliness, the other discrediting it in our judgment, by a picture of its effects.
Let us admit even that the triumph of the religions moralist, when achieved, is more beautiful, more consoling, more fundamental. But we must at the same time acknowledge that the triumph of the economist is more easy and more certain. In a few lines, which are worth many large volumes, J. B. Say has said that, to put an end to the disorder introduced into an honourable family by hypocrisy there are only two alternatives: to reform Tartuffe, or sharpen the wits of Orgon. Molière, that great painter of the human heart, appears constantly to have regarded the second of these processes as the more efficacious.
It is the same thing in real life, and on the stage of the world.
Tell me what Cæsar did, and I will tell you what the character was of the Romans of his time.
Tell me what modern diplomacy accomplishes, and I will tell you what is the moral condition of the nations among whom it is exercised.
We should not be paying nearly two milliards [£80,000,000 sterling] of taxes, if we did not empower those who live upon them to vote them.
We should not have been landed in all the difficulties and charges to which the African question has given rise, had we had our eyes open to the fact that two and two make four, in political economy, as well as in arithmetic.
M. Guizot would not have felt himself authorized to say that France is rich enough to pay for her glory, if France had never been smitten with the love of false glory.
The same statesman would never have ventured to say that liberty is too precious a thing for France to stand higgling about its price, had France only reflected that a heavy budget and liberty are incompatible.
# Economic Sophisms/150

<pagequality level="3" user="Zoeannl" />style="background: #ececec; text-align: left; padding-left: 0.5em; font-weight: bold;" class="table-rh" hope, as it differs in nothing from that which constitutes the privilege which you vote year after year in your own favour.
The means of favouring us, which I have thus marvellously discovered, is to prohibit the use of sharp axes in this country.
I maintain that such a restriction would not be in the least more illogical or more arbitrary than the one to which you subject us in the case of your cloth.
Why do you drive away the Belgians? Because they sell cheaper than you. And why do they sell cheaper than you? Because they have a certain degree of superiority over you as manufacturers.
Between you and a Belgian, therefore, there is exactly the same difference as in my trade there would be between a blunt and a sharp axe.
And you force me, as a tradesman, to purchase from you the product of the blunt hatchet?
Regard the country at large as a workman who desires, by his labour, to procure all things he has want of, and, among others, cloth.
There are two means of effecting this.
The first is to spin and weave the wool.
The second is to produce other articles, as, for example, French clocks, paper-hangings, or wines, and exchange them with the Belgians for the cloth wanted.
Of these two processes, the one which gives the best result may be represented by the sharp axe, and the other by the blunt one. You do not deny that at present, in France, we obtain a piece of stuff by the work of our own looms (that is the blunt axe) with more labour than by producing and exchanging wines (that is the sharp axe). So far are you from denying this, that it is precisely because of this excess of labour (in which you make wealth to consist) that you recommend, nay, that you compel the employment of the worse of the two hatchets.
Now, only be consistent, be impartial, and if you mean to be just, treat the poor carpenters as you treat yourselves.
Pass a law to this effect:
"No one shall henceforth be permitted to employ any beams or rafters, but such as are produced and fashioned by blunt hatchets."
And see what will immediately happen.
Whereas at present we give a hundred blows of the axe, we shall then give three hundred. The work which we now do in an hour will then require three hours. What a powerful encouragement will thus be given to labour! Masters, journeymen, apprentices! our sufferings are now at an end. We shall be in demand; and, therefore, well paid. Whoever shall henceforth desire to have a roof to cover him must comply with our exactions, just as at present whoever desires clothes to his back must comply with yours.
And should the theoretical advocates of free trade ever dare to call in question the utility of the measure, we know well where to seek for reasons to confute them. Your Inquiry of 1834 is still to be had. With that weapon, we shall conquer; for you have there admirably pleaded the cause of restriction, and of blunt axes, which are in reality the same thing.
# Economic Sophisms/151

<pagequality level="3" user="Zoeannl" />style="background: #ececec; text-align: left; padding-left: 0.5em; font-weight: bold;" class="table-rh"
"What you have the face to demand for all citizens a right to sell, buy, barter, and exchange; to render and receive service for service, and to judge for themselves, on the single condition that they do all honestly, and comply with the demands of the public treasury? Then you simply desire to deprive our workmen of employment, of wages, and of bread?"
This is what is said to us. I know very well what to think of it; but what I wish to know is, what the workmen themselves think of it.
I have at hand an excellent instrument of inquiry. Not those Upper Councils of Industry, where extensive proprietors who call themselves labourers, rich shipowners who call themselves sailors, and wealthy shareholders who pass themselves off for workmen, turn their philanthropy to account in a way which we all know.
No; it is with workmen, who are workmen in reality, that we have to do—joiners, carpenters, masons, tailors, shoemakers,
# Economic Sophisms/144

<pagequality level="3" user="Zoeannl" />style="background: #ececec; text-align: left; padding-left: 0.5em; font-weight: bold;" class="table-rh"by that simple explanation, stimulates him to react against those who injure him, and honour those who are useful to him. It strives to disseminate among the oppressed masses enough of good sense, information, and well-founded distrust, to render oppression more and more difficult and dangerous.
We must remark, too, that the economic principle of morality does not fail to act likewise on the oppressor. An injurious act is productive of both good and evil; evil for the man who is subject to it, and good for the man who avails himself of it; without which indeed it would not have been thought of. But the good and the evil are far from compensating each other. The sum total of evil always and necessarily preponderates over the good; because the very fact that oppression is present entails a loss of power, creates dangers, provokes reprisals, and renders costly precautions necessary. The simple explanation of these effects, then, not only provokes reaction on the part of the oppressed, but brings over to the side of justice all whose hearts are not perverted, and disturbs the security of the oppressors themselves.
But it is easy to understand that this economic principle of morality, which is rather virtual than formal; which is only, after all, a scientific demonstration, which would lose its efficacy if it changed its character; which addresses itself not to the heart, but to the intellect; which aims at convincing rather than persuading; which does not give advice, but furnishes proofs; whose mission is not to touch the feelings, but enlighten the judgment, which obtains over vice no other victory than that of depriving it of support; it is easy, I say, to understand why this principle of morality should be accused of being dry and prosaic.
The reproach is well founded in itself, without being just in its application. It just amounts to saying that political economy does not discuss everything, that it does not comprehend everything—that it is not, in short, universal science. But who ever claimed for it this character, or put forward on its behalf so exorbitant a pretension?
The accusation would be well founded only if political economy presented its processes as exclusive, and had the
presumption, if we may so speak, to deny to philosophy and
# EMT-Basic/Trauma/Musculoskeletal

Lesson 5.3: Musculoskeletal Care

## Objectives

By the end of this lesson, the EMT-Basic should be able to:
* Describe the function of the muscular system.
* Describe the function of the skeletal system.
* List the major bones or bone groupings of the spinal column, the thorax, the upper extremities, and the lower extremities.
* Differentiate between an open and a closed painful, swollen, deformed extremity.
* State the reasons for splinting.
* List the general rules of splinting.
* List the complications of splinting.
* List the emergency medical care for a patient with a painful, swollen, deformed extremity.
* Explain the rationale for splinting at the scene as opposed to load-and-go.
* Explain the rationale for immobilization of a painful, swollen, deformed extremity.
* Demonstrate the emergency medical care of a patient with a painful, swollen, deformed extremity.
* Demonstrate completing a prehospital care report for patients with musculoskeletal injuries.
# EMT-Basic/Trauma/Soft Tissue

Lesson 5.2: Soft Tissue Injuries

## Objectives

By the end of this lesson, the EMT-Basic should be able to:
* State the major functions of the skin.
* List the layers of the skin.
* Establish the relationship between body substance isolation and soft tissue injuries.
* List the types of closed soft tissue injuries.
* Describe the emergency medical care of the patient with a closed soft tissue injury.
* State the types of open soft tissue injuries.
* Describe the emergency medical care of the patient with an open soft tissue injury.
* Discuss the emergency medical care considerations for a patient with a penetrating chest injury.
* State the emergency medical care considerations for a patient with an open wound to the abdomen.
* Differentiate the care of an open wound to the chest from an open wound to the abdomen.
* List the classifications of burns.
* Define superficial burn.
* List the characteristics of a superficial burn.
* Define partial thickness burn.
* List the characteristics of a partial thickness burn.
* Define full thickness burn.
* List the characteristics of a full thickness burn.
* Describe the emergency medical care the patient with a superficial burn.
* Describe the emergency medical care the patient with a partial thickness burn.
* Describe the emergency medical care the patient with a full thickness burn.
* List the functions of dressing and bandaging.
* Describe the purpose of a bandage.
* Describe the steps in applying a pressure bandage.
* Establish the relationship between airway management and the patient with chest injury, burns, and blunt or penetrating injuries.
* Describe the effects of improperly applied dressings, splints, and tourniquets.
* Describe the emergency medical care of a patient with an impaled object.
* Describe the emergency medical care of a patient with an amputation.
* Describe the emergency medical care for a chemical burn.
* Describe the emergency medical care for an electrical burn.
* Demonstrate the steps in the emergency medical care of a closed soft tissue injury.
* Demonstrate the steps in the emergency medical care of an open soft tissue injury.
* Demonstrate the steps in the emergency medical care of a patient with an open chest wound.
* Demonstrate the steps in the emergency medical care of a patient with an open abdominal wound.
* Demonstrate the steps in the emergency medical care of a patient with an impaled object.
* Demonstrate the steps in the emergency medical care of a patient with an amputation.
* Demonstrate the steps in the emergency medical care of an amputated part.
* Demonstrate the steps in the emergency medical care of a patient with superficial burns.
* Demonstrate the steps in the emergency medical care of a patient with partial thickness burns.
* Demonstrate the steps in the emergency medical care of a patient with full thickness burns.
* Demonstrate the steps in the emergency medical care of a patient with a chemical burn.
* Demonstrate completing a prehospital care report for patients with soft tissue injuries.
# EMT-Basic/Preparatory/Vitals and SAMPLE

Lesson 1.5: Baseline Vital Signs and SAMPLE History

## Objectives

By the end of this lesson, the EMT-Basic should be able to:
* Identify the components of vital signs.
* Describe the methods to obtain a breathing rate.
* Identify the attributes that should be obtained when assessing breathing.
* Differentiate between shallow, labored, and noisy breathing.
* Describe the methods to obtain a pulse rate.
* Identify the information obtained when assessing a patient's pulse.
* Differentiate between a strong and weak pulse and a regular and irregular pulse.
* Describe the methods to assess the skin color, temperature, and condition, as well as capillary refill in infants and children.
* Identify the normal and abnormal skin colors.
* Differentiate between pale, blue, red, and yellow skin color.
* Identify the normal and abnormal skin temperature.
* Differentiate between hot, cool, and cold skin temperature.
* Identify normal and abnormal skin conditions.
* Identify normal and abnormal capillary refill in infants and children.
* Describe the methods to assess the pupils.
* Identify normal and abnormal pupil size.
* Differentiate between dilated and constricted pupil size.
* Differentiate between reactive and non-reactive pupils and equal and unequal pupils.
* Describe the methods to assess blood pressure.
* Define systolic pressure.
* Define diastolic pressure.
* Explain the difference between auscultation and palpation for obtaining a blood pressure.
* Identify the components of a SAMPLE history.
* Differentiate between a sign and a symptom.
* State the importance of accurately reporting and recording the baseline vital signs.
* Discuss the need to search for additional medical identification.
* Explain the value of performing the baseline vital signs.
* Recognize and respond to the feelings patients express during assessment.
* Defend the need for obtaining and recording an accurate set of vital signs.
* Explain the rationale for recording additional sets of vital signs.
* Explain the importance of obtaining a SAMPLE history.
* Demonstrate the skills involved in the assessment of breathing.
* Demonstrate the skills associated with obtaining a pulse.
* Demonstrate the skills associated with assessing the skin color, temperature, and condition, and capillary refill in infants and children.
* Demonstrate the skills associated with assessing the pupils.
* Demonstrate the skills associated with obtaining blood pressure.
* Demonstrate the skills that should be used to obtain information from the patient, family, or bystanders at the scene.
# EMT-Basic/Trauma/Shock

Lesson 5.1: Bleeding and Shock

## Objectives

By the end of this lesson, the EMT-Basic should be able to:
* Describe the structure and function of the circulatory system.
* Differentiate between arterial, venous, and capillary bleeding.
* State methods of emergency medical care of external bleeding.
* Establish the relationship between body substance isolation and bleeding.
* Establish the relationship between airway management and the trauma patient.
* Establish the relationship between mechanism of injury and internal bleeding.
* List the signs of internal bleeding.
* List the steps in the emergency medical care of the patient with signs and symptoms of internal bleeding.
* List the signs and symptoms of shock (hypoperfusion).
* State the steps in the emergency medical care of the patient with signs and symptoms of shock (hypoperfusion).
* Explain the sense of urgency to transport patients that are bleeding and show signs of shock (hypoperfusion).
* Demonstrate the use of direct pressure as a method to control external bleeding.
* Demonstrate the use of diffuse pressure as a method to control external bleeding.
* Demonstrate the use of pressure points and tourniquets as methods to control external bleeding.
* Demonstrate the care of the patient exhibiting signs and symptoms of internal bleeding.
* Demonstrate the care of the patient exhibiting signs and symptoms of shock (hypoperfusion).
* Demonstrate completing a prehospital care report for a patient with bleeding and/or shock (hypoperfusion).
# EMT-Basic/Preparatory/Lifting

Lesson 1.6: Lifting and Moving Patients

## Objectives

By the end of this lesson, the EMT-Basic should be able to:
* Define body mechanics.
* Discuss the guidelines and safety precautions that need to be followed when lifting a patient.
* Describe the safe lifting of cots and stretchers.
* Describe the guidelines and safety precautions for carrying patients and/or equipment.
* Discuss one-handed carrying techniques.
* Describe correct and safe carrying procedures on stairs.
* State the guidelines for reaching and their application.
* Describe correct reaching for log rolls.
* State the guidelines for pushing and pulling.
* Discuss the general considerations of moving patients.
* State three situations that may require the use of an emergency move.
* Identify the following patient carrying devices: Wheeled ambulance stretcher, portable ambulance stretcher, stair chair, scoop stretcher, long spine board, basket stretcher, flexible stretcher.
* Explain the rationale for properly lifting and moving patients.
* Demonstrate the techniques for preparing patient carrying devices for use, transferring a patient to the device, and moving the patient to the ambulance using the device, along with a partner.
* Demonstrate the techniques for the transfer of a patient from an ambulance stretcher to a hospital stretcher, along with a partner.
# Cognitive Science: An Introduction/Approach

Early cognitive science textbooks were written without disciplinary integration. There would often be a separate chapter on psychology, philosophy, etc. This book uses an approach that is more common in recent cognitive science textbooks, and that is to group the content by cognitive phenomenon, discussing the contributions of associated fields as needed.
This is done for two reasons. First, the authors believe that such an organization is pedagogically superior. Cognitive science students, often taught by teachers without training in other disciplines, are often left more or less to their own devices when trying to integrate findings of multiple fields. Second, it is written in this way to show what the authors believe cognitive science should be, and the way its findings should be described.
# Cognitive Science: An Introduction/Cognitive Architectures Implemented As Software

As an architecture for mind is supposed to describe the basics of how all (human) minds work, a software architecture is a implementation of such a theory. The idea is that using the architecture, a scientist will build a model of a particular phenomenon. For example, doing arithmetic is not a part of human nature, it's learned. So a scientist making a model of arithmetic might build a piece of software that does arithmetic the same way a person does. But each modeling shouldn't have to create a memory system, an attention system, a perceptual system, and so on--they are just interested in arithmetic. So the idea is that the scientist could use an architecture to take care of the basics, and in that architecture create a model of a specific task.
Not all modeling works this way. Many models are made without any architecture at all. These models either replicate functionality in things like memory systems, or simply do not bother to make the memory system realistic. This might be acceptable in some cases, because the way memory works might not be important for a particular task. But a larger problem for the field is that when many of these isolated models are created, without consideration for how they make sense give other things we know about minds, they contribute less to our understanding about how minds work as a whole.
In a way an architecture is like using a high-level programming language.

# The Common Model of Cognition

Several cognitive architectures have been created. In the late 2010s the creators of some of the major architectures (such as ACT-R and Soar) got together and created a theoretical, high-level theory of how cognition works, based on what all of these major architectures agreed on. This became known as the Common Model of Cognition.
* ↑ Laird, J., & Mohan, S. (2018, April). Learning fast and slow: Levels of learning in general autonomous intelligent agents. In Proceedings of the AAAI Conference on Artificial Intelligence (Vol. 32, No. 1).
# Chemical Sciences: A Manual for CSIR-UGC National Eligibility Test for Lectureship and JRF/Terahertz spectroscopy

Terahertz frequency radiation for spectroscopy is typically generated in one of three ways:
* time domain terahertz spectroscopy (TDTS), using ultrashort laser pulses
* photomixing, mixing two radiation sources to generate their difference frequency
* Fourier transform spectroscopy, using a blackbody radiation source
# Chemical Sciences: A Manual for CSIR-UGC National Eligibility Test for Lectureship and JRF/To-Do List
### Ongoing Task

* Update and create Link for Syllabus topics
* Import existing topics from Wikipedia

### Announcement

People with specialization in General Chemistry, Organic, Inorganic, Organomatelics, Analytical and Physical chemistry are requested to contribute