OpenLLM-France/wikimedia huggingface dataset:
# Maritime Health Research and Education-NET/RESEARCH PROJECTS/Canals ML et al. Covid-19 in seafaring 2021/Protocol English

STROBE Statement—Checklist of items that should be included in a protocol for cross-sectional studies

## Introduction Background/rationale

* Explain the scientific background and rationale for the investigation being done

## Objectives

* State the research questions, including any prespecified hypotheses

## Methods
##### Study design

* Present key elements of study design early in the paper

##### Setting

* Describe the setting, locations, and relevant dates, including periods of recruitment, exposure, follow-up, and data collection

##### Participants

* (a) Give the eligibility criteria, and the sources and methods of selection of participants

##### Variables

* Clearly define all outcomes, exposures, predictors, potential confounders, and effect modifiers. Give diagnostic criteria, if applicable

##### Data sources/ measurement

* For each variable of interest, give sources of data and details of methods of assessment (measurement). Describe comparability of assessment methods if there is more than one group

##### Bias

* Describe any efforts to address potential sources of bias

##### Study size

* Explain how the study size was arrived at
* Quantitative variables
* Explain how quantitative variables were handled in the analyses. If applicable, describe which groupings were chosen and why

##### Statistical methods

* a) Describe all statistical methods, including those used to control for confounding
* (b) Describe any methods used to examine subgroups and interactions
* (c) Explain how missing data were addressed
* (d) If applicable, describe analytical methods taking account of sampling strategy
* (e) Describe any sensitivity analyses

## Informed consent

The participants will be explained the purpose and details of the study through confirming the consent from the beginning of the questionnaire before the start. All of information from the participants will be confidential and only used for scientific purpose.

## Ethical requirements

The ethical rules for database research in Denmark and for the University of Southern Denmark are complied with. Confidentiality in handling personal information is done according to the rules set out by the Danish Data Protection Agency. There are no personal sensitive information included so approval from the Ethics Committee or written informed consent is not necessary. Data and results will be used for the public health master thesis in the University of Southern Denmark.

## Chronogram

Where and when will the data be collected
# Maritime Health Research and Education-NET/RESEARCH PROJECTS/Sars-COVID-19 in private hospital operators: causative factors and antibody assessment
## Background/rationale

* Explain the background and why the investigation is done

## Objectives

* State the research questions, and prespecified hypotheses

## Methods
##### Study design

* Case control study, number of cases and number of controls, why is this study design adequate?

##### Setting

* Where is the data collected (no names) type of hospital departments
* Data collection dates, periods
* Number of participants cases and controls

##### Participants

* How are the participants selected age gender, job
* Inclusion and exclusion criteria for cases
* Inclusion and exclusion criteria for controls

##### Variables

* Define all outcomes, exposures, predictors, potential confounders, and effect modifiers.
* Give diagnostic criteria, if applicable

##### Data sources/ measurement

* Sources of data and details of methods of data collection,
* How is the data collected - personal interview, mail, paper questionnaire

##### Bias

* Describe any efforts to address potential sources of bias

##### Study size

* Explain how the study size was arrived at
* Quantitative variables
* Explain how quantitative variables were handled in the analyses. If applicable, describe which groupings were chosen and why

##### Statistical methods

* a) Describe all statistical methods, including those used to control for confounding
* (b) Describe any methods used to examine subgroups and interactions
* (c) Explain how missing data were addressed
* (d) If applicable, describe analytical methods taking account of sampling strategy
* (e) Describe any sensitivity analyses

## Informed consent

The participants will be explained the purpose and details of the study through confirming the consent from the beginning of the questionnaire before the start. All of information from the participants will be confidential and only used for scientific purpose.

## Ethical requirements

The ethical rules for database research in Denmark and for the Hospital and University of Trieste are complied with. Confidentiality in handling personal information is done according to the rules set out by the Italian Data Protection Agency. There are no personal sensitive information included so approval from the Ethics Committee or written informed consent is not necessary.

## Informed consent

The participants will be explained the purpose and details of the study through consent from the beginning of the questionnaire before the start. All of the information from the participants will be confidential and only used for scientific purposes.
# Maritime Health Research and Education-NET/RESEARCH PROJECTS/Baygi F. et al. Nordic Health Promotion Research Network -Empowerment group 2020-

Next Zoom meeting 27 Nov 2020 NHPRN Empowerment group meeting

## Systematic review Article
#### Title

Empowerment at sea ...

## Zoom meetings
##### Authors

NHPRN Nordic Empowerment group
# Maritime Health Research and Education-NET/RESEARCH PROJECTS/Lucas D. et al. Occupational allergic diseases among harvesting fishermen : a systematic review
## Zoom meetings
### Occupational allergic diseases among harvesting fishermen at the open sea : a systematic review

Corresponding author: David LUCAS david.lucas@chu-brest.fr
# Introduction to Robotics/Control Flow/Assignment

Control Flow: Lecture (For Students) (For Teachers) — Lab (For Students) (For Teachers) — Assignment (For Students) (For Teachers) — Quiz (For Students) (For Teachers)
# Introduction to Robotics/Control Flow/Assignment/Students

who
# Introduction to Reading English/Verbs

A verb is a word or group of words expressing an action, a condition or a state of being.

## Categories of Verbs

* Action verbs describe physical or mental action.
** Transitive verb is a verb having a direct object.
** Intransitive verb is a verb never having a direct or indirect object to receive its action.
* Auxiliary (linking) verbs connect the subject of a sentence to a noun or adjective that describes the subject.
* Modal (helping) verbs are used before action or linking verbs to convey additional information regarding aspects of possibility or time.
# Introduction to Robotics/Control Flow/Lecture/Teachers

Control Flow: Lecture (For Students) (For Teachers) — Lab (For Students) (For Teachers) — Assignment (For Students) (For Teachers) — Quiz (For Students) (For Teachers)

## Control Flow

A computer can only perform one instruction at a time. In a program, we write the instructions that we want the computer to perform, starting at the top of the page. The processor reads each instruction at a time and performs that action before moving down to the next instruction. The order in which instructions are performed is known as the control flow of a program. The regular control flow of a program is from the top of the code to the bottom. However, there are several tools we can use to change the control flow, so that the robot can do more complicated things. An example of this is the FOR / NEXT loops that we saw in the first lab. A FOR / NEXT loop allows us to move the control flow back to the top of a block of code, so that we can repeat it multiple times. There are other control flow tools that we can use, such as nested loops, branches, and subroutines.

## FOR / NEXT Loops

We have already seen the FOR / NEXT loop in the previous lab, but what does it do? A FOR / NEXT loop uses a counter variable to count the number of loops. Each time we perform the loop, we increase the value of the counter variable. The NEXT keyword moves the control flow back to the top of the loop. If your loop does not have a NEXT keyword, it will not repeat. Once the counter variable reaches the TO value, the loop exits, and the control flow continues after the loop.
We can “nest” FOR / NEXT loops. “nesting” means that we put one loop inside another loop. When we nest FOR / NEXT loops, we need to use different counter-variables for each loop.
If we use the same counter-variable, the variable will be changing in the inner loop, and the outer loop will not work correctly:
MyCount never reaches 200

### How it Works

A FOR / NEXT loop does several things:
* Set the counter variable to the starting value.
* perform the instructions inside the loop.
* Increment the counter variable by 1.
* Check the counter variable. If it is equal to the TO value, the loop ends.
* If the counter variable is not equal to the TO value, go to #2
How a FOR / NEXT loop works.

## Labels and GOTO

Labels are like destination points. When we put a label in our code, we can jump to it using a GOTO statement.

## Branches

Computers can compare numbers together, to determine if they are equal, greater then, or less then. Using an IF / THEN, we can jump to different locations if the comparison is true. If the comparison is not true, then the IF / THEN does nothing, and the control flow moves to the next instruction.

## Subroutines

Subroutines allow us to reuse code so that we can avoid having to copy + paste things that need to be repeated.
# Introduction to Robotics/Control Flow/Lab/Students

Control Flow: Lecture (For Students) (For Teachers) — Lab (For Students) (For Teachers) — Assignment (For Students) (For Teachers) — Quiz (For Students) (For Teachers)

## Note

This lab will use the same constant values for "Left", "Right", "LeftStop", "RightStop", "EndLoop1", "Turn", and so on. In each program you write in this lab, you should define all these values.

## FOR / NEXT Loops

To move our BoeBot in a square, we could write a nested FOR / NEXT loop. Remember to define your constants from the previous lab!
This code uses a loop to move the BoeBot forward, and a loop to turn the BoeBot to the right. The outer loop repeats this process 4 times. When nesting loops, you must use different counter variables.

### Problems

Do these exercises and demonstrate them for your teacher.
* Use Nested FOR / NEXT loops to move the Robot along a square 3 times.
* Use nested FOR / NEXT loops to move the Robot in a zig-zag pattern (forward, right, forward, left, forward...)

## Branches

Do these exercises and demonstrate them for your teacher.
* Use branches, labels, and GOTOS to make the robot move forward for 6 inches without using any FOR / NEXT loops. Is this easier or harder then using loops?
* Our BoeBot is lazy and needs to take a break. Write a program using both FOR / NEXT loops and IF / THEN branches that lets the BoeBot take a 1 second break every inch for 6 inches.

## Subroutines

Write subroutines for each of the following manuevers:
* Move forward 1 inch
* Move forward 6 inches
* Move forward 12 inches
* Turn 90° to the right
* Turn 90° to the left
* Move in a 6 inch right-handed square
* move in a 6 inch left-handed square
Use your subroutines from above to make your BoeBot move in the following patters:
* 3 laps of a square (either direction)
* A figure 8
* A 4-leaf clover shape, or a 2 × 2 checkerboard.
Demonstrate these patterns to your teacher.

## Putting it Together

Our BoeBots don't always move in a straight line, and sometimes we need to correct them. The Instructor will draw a 12-foot straight line on the ground. Your job is to write a program that tries to follow this line, even if your robot does not move straight. Write the following program:
Notice the "+ 65" on the left wheel, which means the BoeBot will not be moving in a straight line. Using Branches, loops, or subroutines (or a combination of all 3), try to find a way to follow the straight line that the Instructor has drawn. You may only add new code to this program, you may not delete or change the code that is given. You may add code inside the loop, after the loop or before the loop, but you may not change or delete these lines.
Demonstrate this for your instructor. The instructor may want to check your code to ensure that you have not changed or deleted any of the above code.
# Introduction to Robotics/Control Flow/Lab/Teachers

Control Flow: Lecture (For Students) (For Teachers) — Lab (For Students) (For Teachers) — Assignment (For Students) (For Teachers) — Quiz (For Students) (For Teachers)
The final result will be a program that can follow a complicated path without needing to be entirely reprogrammed. We will use this program, or modified versions of it in later labs. Ensure that all students properly save their files and notes so that they can be used later. If necessary, ask your students for a digital copy (either saved on a disk, or sent to you via email) for safekeeping.

## Pre-Lab Preparation

* Ensure that all the students have their BoeBots.
* Check that all the computers in the lab are operational, turned on, and have the Basic Stamp software loaded on them
* Draw a 12-foot straight line on the ground, using chalk or tape for the robots to follow.

## Lab Assignment

The students are going to do many exercises that are the same from the previous lab, but using different method. It is important that when you check an accomplishment, that you look at the code to make sure that the students used the correct techniques. If the student uses the wrong code techniques, you can say "this is good, but I want to see if you understand the other techniques".
Here is a checklist, you can print out a copy for each group and check them off individually as they complete tasks.

### Checklist

For the last item, Check the code to ensure that the student has not deleted or modified the lines from the provided code, but instead that the student has only added new code to make the robot work.
# Java Programming/Inheritance
#### Syntax

In Java, the syntax for deriving a child class from a parent class is:

### Example

Here is a program that uses a class Video to represent movies available at a video rental store. The Video class has basic information in it, and would be OK for documentaries and instructional tapes. But movies need more information. An additional class, Movie, is created that is similar to Video, but has the name of the director and a rating.
The class Movie is a derived class (subclass) of Video. An object of type Movie has the following members in it:
| Members | Where is it from? |
| MyTitle | inherited from Video |
| myLength | inherited from Video |
| myIsAvail | inherited from Video |
| toString | inherited from Video |
| myDirector | defined in Movie |
| myRating | defined in Movie |
Both classes are defined: the Video class can be used to construct objects of that type, and now the Movie class can be used to construct objects of the Movie type.
The class definition for Video has a constructor that initializes the member data of Video objects. The class Movie has a constructor that initializes the data of Movie objects. The constructor for class Movie looks like this:
The statement super(title, len) invokes the base class' constructor to initialize some of the data. Then the next two statements (on one line) initialize the members that only Movie has. When super is used in this way, it must be the first statement in the subclass' constructor.
4. It is not necessary to use super; the following would also work as a constructor for Movie:
In this constructor, each variable of the newly created Movie object is set to an initial value.
* Project: Introduction to Programming in Java
* Previous: Introduction to Programming in Java/Java Classes — Java Programming/Inheritance — Next: Introduction to Programming in Java/Arrays
# Java Programming/Strings

Strings are a collection of characters implemented under the String class. However, they may also appear directly in the source code.

## String operations

The only operation permitted on a string is the + operator. In the context of a string, this operator performs concatenation. The value on the right, a string, is appended to the string on the left.
Strings can also be concatenated with integers or other numbers. If this is the case, the variable or object is automatically converted to a string.

## String performance

Even though you may be able to concatinate strings indefinitely, this is not the best means to do what you want. Since strings are immutable objects, attemtping to change a string will create a new string object, and making identical copies of the strings.
If you need to constantly append characters to a string, you may want to use a StringBuilder class.

## String constructors

You can also create strings using these methods. Explanation to below every example of the String constructor.
* Project: Introduction to Programming in Java
* Previous: Boolean Variables — Java Programming/Strings — Next: Java Classes
# Java Programming/Classes

Programs in Java are composed of Classes. A class is an object with a specified set of fields, methods, static functions organized for modular use.

## Access

Objects in Java have four access levels:
* The default is that a class is visible only within a package.
* A public class or field is visible globally.
* A protected class or field is visible only to the current class and its subclasses.
* A private class or field is only accessible to that class.

## Creating objects

An object within Java is an instance of a class. To create an object, you use the new operator:
An object declaration, as shown above, is a reference to an existing object. If the reference changes, it doesn't directly change or destroy the object it is pointing to.

## Constructors

A constructor is a function that executes on creation of a given class. It is responsible for initializing variables to the starting state, if required.
Constructors are usually declared as public. If they are protected or private, they cannot be directly created outside the class unless you provide a factory method, or allow developers to use a different constructor.

## Inheriting from classes

Java classes can inherit features from a parent class by using the extends keyword. A class can only inherit from one parent class. As a classical example, you may see the class Employee:
In another file:
If a child class uses a constructor, it can choose any constructor in the parent class by using the super keyword. This must be done within the first statement of the constructor.
Child classes have full access to the parent's public and protected fields and methods. Anything private is exclusive to the parent class and cannot be removed directly.

## Abstract classes

Discussed later are abstract classes:
Abstract classes are declared similarly to regular classes, but unlike normal classes, cannot be instantiated directly. They are only created through subclasses that implement all abstract methods.

## Multiple classes in a file

Under normal java programming, classes are normally located within a file of their own. For example, the Employee class should be found in Employee.java, and the manager class should be found in Manager.java. In rare cases, you may have a reason to include both classes into a single file.
There are two ways to do so. The first involves listing the classes one after another:
In this style, only the first class file may be declared public. All following classes must use default access (where only classes in the same package may access it.)
Nested classes have one class contained entirely in another, and may either be static or inner. A static class is not associated with the outer class instance, while an inner class maintains this association.
In this context, the inner class is declared private, but it can still be accessed by the Outer class. Ouside the Outer class, it is not accessible.
* Project: Introduction to Programming in Java
* Previous: Boolean variables — Java Programming/Classes — Next: Inheritance
# Java Programming/Swing

About Swing Swing library is an official Java GUI toolkit released by Sun Microsystems. Swing is a lightweight component and does not use the native API's of the OS. The main characteristics of the Swing toolkit:
* platform independent
* customizable
* extensible
* configurable
* lightweight
Swing is no longer the latest GUI toolkit for use with Java, being replaced by JavaFX. However, it will remain included in Java for the forseeable future. For more information, see the JavaFX Frequently Asked Questions.

## Packages

* javax.swing
* javax.swing.border
* javax.swing.colorchooser
* javax.swing.event
* javax.swing.filechooser
* javax.swing.plaf
* javax.swing.plaf.basic
* javax.swing.plaf.metal
* javax.swing.plaf.multi
* javax.swing.plaf.synth
* javax.swing.table
* javax.swing.text
* javax.swing.text.html
* javax.swing.text.html.parser
* javax.swing.text.rtf
* javax.swing.tree
* javax.swing.undo

## Java Swing first programs

A basic test application for Swing is as follows:
The constructor contains three function calls. The first two set the size and title of the window. The third statement is used to terminate the application once the window is closed; by default, the program will keep running even though the main function finishes. This is a change from non-graphical Java applications.

## Display

* Project: Introduction to Programming in Java
* Previous: Introduction to Programming in Java/Arrays — Java Programming/Swing — Next:
# Java Programming/Mobile phones

You probably have a mobile phone with J2ME (Java 2 Micro-edition) and you want to know how to write a "hello world!" on your mobile phone.
To develop an application on your mobile phone, you need a development kit, e.g. the J2ME wireless toolkit
If you haven't done that before, you can follow the step-by-step guide on .../docs/UserGuide-html/developing.html to develop your first (called "Tiny.java") MIDlet application.
To transfer your program to your mobile phone, simply use bluetooth or your memory card to transfer the file ...\apps\Tiny\bin\Tiny.jar to your mobile phone memory and then install it there.
# Java Programming/Help

This is the help page for Introduction to Programming in Java. Please feel free to post questions here. It is recommended that each new topic should be in it's own section. A new topic may be started with a pair of double equal-sign characters like so:
Please start new topics below this line.
# Java Programming/Java Discussion Forum

This forum is used to discuss topics relating to the Introduction to Programming in Java course. Please post any questions here, and our instructors will try to answer them. If you would like to be an instructor, please sign up below.
I cannot get the Hello World application to compile. javac complains about lack of annotation processing.
Figured out how to get it to compile. The compiler needs the full filename, including the extension.

## Instructors

* AFriedman (talk) 20:02, 26 March 2010 (UTC)
# Digital Electronics/Lecture High Level Language Logic Modeling and Synthesis

* Introduction to Hardware Description languages (HDLs)
* Modeling Digital Circuits using VHDL (Very High Speed Integrated Circuits Hardware Description Language)
* Modeling Digital Circuits using Verilog