OpenLLM-France/wikimedia huggingface dataset:
# Multicultural Perspectives on Health and Wellbeing/Gender and sexual diversity
## Preamble

What do we mean when we say ‘engendering health’ or a gender perspective on health? While it is generally recognised that wealth and high socio-economic position encourages good health outcomes, there is still a need for health professionals at large to understand the widespread and profound implication of gender-based inequity. Engendering health means taking a holistic, whole of society approach to understand the ways in which systems and processes of power, oppression and marginalisation come together to impact on men and women’s health outcomes. As an additional layer of analysis, it is important to go beyond gender to understand how other identities such as race, ethnicity, sexual orientation, intersects with gender to influence people’s experience in life. This is known as intersectionality theory.

## Resources

Caperchione, C., Kolt, G., Tennent, R., & Mummery, W. (2011). Physical activity behaviours of Culturally and Linguistically Diverse (CALD) women living in Australia: A qualitative study of socio-cultural influences. BMC Public Health, 11(1), 26.
Association for Women’s Rights in Development. (2004). Intersectionality: A tool for Gender and economic justice (Vol. 9). Toronto: Association for Women’s Rights in Development.
Fisher, C., Hunt, L., Adamsam, R., & Thurston, W. E. (2007). ‘Health's a difficult beast’: The interrelationships between domestic violence, women's health and the health sector: An Australian case study. Social Science & Medicine, 65(8), 1742-1750. doi: http://dx.doi.org/10.1016/j.socscimed.2007.05.047
Ghafournia, N. (2011). Battered at home, played down in policy: Migrant women and domestic violence in Australia. Aggression and Violent Behavior, 16(3), 207-213. doi: http://dx.doi.org/10.1016/j.avb.2011.02.009
Fildes, D., Cass, Y., Wallner, F., & Owen, A. (2010). Shedding light on men: the Building Healthy Men Project. Journal of Men's Health, 7(3), 233-240.
Morgan, M., Hayes, R., Williamson, M., & Ford, C. (2007). Men's Sheds: A Community Approach to Promoting Mental Health and Well-being. International Journal of Mental Health Promotion, 9(3), 48-52. doi: 10.1080/14623730.2007.9721842

### Videos

Video playlist compiled by Sabrina Gupta
Omar Musa and hip hop culture: http://www.abc.net.au/radionational/programs/latenightlive/what-drives-hip-hop-poetry/5631796

### Websites

Multicultural Centre for Women's Health, http://www.mcwh.com.au/

## Notes and Recordings

Copies to the LMS after the event
# Multicultural Perspectives on Health and Wellbeing/Group multimedia presentation

In a team, create a 3-minute video on health issues that may be affecting one of these population groups: Indigenous, immigrants and refugees. In your video you are to explain or give examples of how people's backgrounds can influence their health and wellbeing. Discuss the barriers and enablers the population group may experience in accessing healthcare services.
Presentations by video have become a key communication skill in today's media-rich world. Try to be creative with this assignment, think about your intended audiences and create a video that holds their attention. Be resourceful, we realise you are not professional producers - part of your creativity is your ability to be resourceful with this assignment.
This assignment is intended for you to demonstrate an ability to work in a group to produce a short video presentation that promotes health. This assignment addresses all three learning outcomes for this subject.

## Criteria

* A group presentation developed as a three minute or less audio visual piece (e.g. video); worth 1000 words per student. Submission date: 11 September 2014.
* Explains or gives an example of how a population group's (Indigenous, immigrant or refugee) background can influence their health
* Identifies some of the risk factors that may contribute to their health status
* Discuss the barriers and enablers the population group may experience in accessing healthcare services
* Adherence to copyright law with regards to any third party content used (such as images and audio)
* A Creative Commons Attribution copyright license applied
* Adequate credits and referencing in the video
* One page written account of the production, include what happened, who did what, group's reflection on the process and product.

## Assessment

This assignment is graded as resubmit, pass or excellent and is primarily interested in the three learning outcomes for this subject, as well as your ability to work in a small group to produce an informative video that promotes health and wellbeing.

## Workshops

You have access to tutorial support to help you complete this assignment. Below is a schedule of tutorials you may wish to attend individually or as a group.
* Overview of making a multi media presentation
* Looking at examples of short videos online (workshop 1: show example Youtube, students to create a playlist of examples)
* Working effectively in small groups
* Methods of production - Writing a script
* Methods of production - sourcing content
* Methods of production - producing content
* Methods of production - publishing
* Reviewing works

## Further Help

* Here's a playlist on the basics of creating video, from using Youtube and Google Hangouts, through to Archive and Wikimedia Commons. (Strong language warning!): How to make online video
* Using video - examples of La Trobe University teachers making videos
* Photography's power to advocate for children

## Examples

Excellent examples of work will be published here
# Occupational Epidemiology/Research tools/Theoretical Program - open here/Electronic Research tools 2
## EPI-INFO
##### What is Epi-Info
##### Defining new variables and recoding, make and use Programs

* READ {config:BMI for fiskere2003 copy}:[BMI for fiskere $]
* Program Editor
* Open Pgm
* MARK: Text File
* One Drive Documents
* Select Agegroup12 ...
* Run Commands
* DEFINE AG NUMERIC
* RECODE AGE TO AG
* 1 - 20 = "1"
* 21 - 60 = "2"
* END
* DEFINE BMIGROUP
* RECODE BMI TO BMIGROUP
* 20 - 50 = "1"
* 51 - 60 = "2"
* END
* FREQ AG BMIGROUP
# Occupational Epidemiology/Research tools/Theoretical Program - open here
##### Return to EDUCATION
## How to start and complete research projects - methodology

Search the literature

## The EQUATOR -network CLINCAL CASE reporting-guidelines

The PRISMA statement is endorsed for the reporting of systematic reviews and meta-analyses, the STROBE statement for the reporting of epidemiological studies, and the RECORD statement for the reporting of studies conducted using observational routinely-collected health data. Authors should check the EQUATOR Network for reporting instructions and further information.
# Occupational Epidemiology/Research tools/Theoretical Program - open here/Authors´s guidelines for scientific publications

Open access journals are preferred, to give access to all users and researchers globally, also in low-income countries.
Elsevier guide on publication process and select journal

## Open access journals (Free for users and minor publication fees )

* International Maritime Health no publication fees, open access and PubMed indexed
* International Journal of Travel Medicine and Global Health no publication fees, open access and PubMed indexed
* Indian Journal of Public Health 40-55 USD to publish, open access and PubMed indexed
* Indian Journal of Community Medicine 80 USD to publish, open access and PubMed indexed
* Medico Research Chronicles 150 USD to publish, open access and PubMed indexed )
* Medycyna Pracy (Occupational Medicine) 600 USD to publish, open access and PubMed indexed
* Medicina Maritima free to publish and to read - articles can be searched here or
* Search in each of the volumes --> "Revista Medicina Maritima"

## Authors´ guidelines

* International Maritime Health
* Indian Journal of Public Health
* International Journal of Travel Medicine and Global Health
* Medicina Maritima
* Medico Research Chronicles
* Indian Journal of Community Medicine
PRISMA statement for the reporting of systematic reviews and meta-analyses, the STROBE statement for the reporting of epidemiological studies, and the RECORD statement for the reporting of studies conducted using observational routinely-collected health data. Authors should check the EQUATOR Network for reporting instructions and further information.
# Occupational Epidemiology/Research tools/Theoretical Program - open here/Electronic Research tools 1
## Use the technology at hand

iPhone and Android dictation, read articles and texts in the sofa on your tablet, take care not to get or sit too long at the writing desk, Google translate when needed, transfer PDF to word when you need to make copies of the text etc.
# Social psychology (psychology)/Feedback
## General

* User:CVaughan#Unit Evaluation

## Textbook

* Mostly positive feedback
* A couple of students commented on North American bias

## Lectures

* Environmental psychology seemed to be a popular lecture topic - keep it

## Assessment
### To improve

* Make the "negotiability" guidelines for essay questions more clear
* Add to FAQ:
** What if I can't find much theory?
** What if I can't find much research?
** How can I improve my written expression?
* Some students comment that too much assessment was due all at the end of semester - how could this be spread out?

### Student e-portfolio reflections

* User:Jenny O/Assessment reflections
* User:Dskrzecz#Final thoughts

### Exam
## Staff
## Other/Miscellaneous

* Blackballoon86 noted that "The only suggestion I would make is that there was a supplementary chapter in the textbook (Application Module A) involving the application of social psychology to consumer behaviour that would make an interesting lecture subject, particularly considering the number of students who take marketing, advertising or public relations units in conjunction with psychology."
# Social psychology (psychology)/Gallery

The idea of this page is to provide a gallery of images connected to key topics and concepts taught in this unit. Feel free to contribute. You can also use any of these images in your own pages.
# Social psychology (psychology)/Guides/Getting started
### Getting started

To get prepared and underway, the following steps are recommended:
* Read the unit overview.
* Get access to the textbook.
* Read the social psychology (psychology) article on Wikipedia.
* Review the Introduction to Social Psychology 1st year undergraduate lecture slides.
* Explore past materials.
* Meet the Staff.
# Social psychology (psychology)/Guides/Week 01
### Week 1

* Complete the getting started guide.
* Read over the unit outline.
* Join the discussion group.
* Read Wikiversity orientation.
* Go through Lecture 01: Introduction
* Participate in Tutorial 01: Introduction
* E-portfolio:
** Create a Wikiversity account and email the unit convener with your user name, real name, and student ID.
** Make your first e-portfolio postings to share about what you've learnt so far.
# Social psychology (psychology)/Guides/Week 03
### Week 3

* Complete the Week 02 guide.
* Sign up for an essay topic - anytime from the beginning of Week 3.
* Go through Lecture 03: Social thinking and the accompanying chapters in the textbook.
* Try the test quizzes for content covered so far in the textbook's accompanying website resources via http://ilrn.com
* Participate in Tutorial 02: Communication
* Create some reflections about your participation this week in your e-portfolio.
* Prepare for next week's viewing of Ghosts of Rwanda by reading about prejudice and aggression - if possible, be early to the lecture (2 hour DVD).
# Social psychology (psychology)/External links

* External links
* Accompanying sites
* Discussion (Google Groups)
* Social psychology (ucspace)
* Past materials
* Social Psychology, 2007 (University of Canberra)
* Social Psychology, 2005/6 (Wilderdom)
* Other
* Social Psychology Network
# Social psychology (psychology)/Guides/Week 02
### Week 2

* Complete the Week 01 guide.
* Go through Lecture 02: Social self and the accompanying chapter in the textbook.
* Login in and tour around the textbook's accompanying website resources via http://ilrn.com
* Participate in Tutorial 01: Introduction
* Create some reflections about the first fortnight in your e-portfolio.
* Think about possible essay topics that you would like to put forward - they will be released at the beginning of Week 3.
# Social psychology (psychology)/Guides/List

| 00. | Y | Getting started |
| 01. | Y | Week 01 |
| 02. | Y | Week 02 |
| 03. | Y | Week 03 |
| 04. | Y | Week 04 |
| 05. | Y | Week 05 |
| 06. | Y | Week 06 |
| 07. | Y | Week 07 |
| 08-09. | | Teaching break |
| 10. | Y | Week 10 |
| 11. | Y | Week 11 |
| 12. | Y | Week 12 |
| 13. | Y | Week 13 |
| 14. | Y | Week 14 |
| 15. | Y | Week 15 |
# Math Adventures/Palindromes

Compute each of the following products:
1 × 1 =
11 × 11 =
111 × 111 =
1111 × 1111 =
11111 × 11111 =
111111 × 111111 =
1111111 × 1111111 =
11111111 × 11111111 =
111111111 × 111111111 =
What pattern do you notice?
Can you explain why this happens?
# Materials Science and Engineering/magnetic materials/giant magneto-resistive tunnelling effect Giant

The magneto-resistance effect (MR effect) describes the change in the electrical resistance of a material due to the application of a magnetic field. The giant magneto-resistance effect was discovered in 1988. Several other magneto-resistive effects have been discovered, and they are classified under XMR effects or XMR technology.
Research advances related to electron spin, tunneling effects, and production of ultra-thin layers have made possible the design of electrical devices based on quantum mechanical effects of the electron.
# Materials Science and Engineering/Phage Display and Materials Science
## Phage Display

What is phage display?
# Materials Science and Engineering/polymers

Polymers is an ever expanding field of engineering. Polymer engineering is generally an engineering field that studies everything about polymers. This field covers every aspect of polymers from chemical and physical analysis of the material to research of modifying current polymer materials for usage in various application. Polymer engineering is an important branch of engineering when it comes to material selection of a product as it provides knowledge regarding chemical nature of the substance to enable understanding of the nature of this material. Since polymer has replaced many conventional materials like woods and metals in various applications nowadays, moreover it is a broad field of studies with endless possible alteration in the material itself, polymer engineering is getting more important and prominent in engineering fields today.
Polymer can be broken into two words. Poly and mer. Poly means many and mer means unit. So a Polymer is many units. In Polymer science a unit is called a monomer or one-unit. Monomers are chemical compounds that have the capacity to bond with other similar or dissimilar chemical compounds. The molecular weights of polymers therefore are extremely large compared to other chemical compounds.
There are a number of classifications of polymeric materials: Thermoplastics - Polyethylene Thermosets - Styrofoam Elastomers - Rubber Thermoplastic Elastomer (Block copolymer)
There are a number of methods for forming polymers: Extrusion - pipes Injection molding - model car parts Blow molding - bottles Thermoforming - Hot tubs etc.
# Numerical Analysis/Romberg Example

Use Romberg Integration to compute $R_{3,3}$ for the following integral $\int _{0}^{\frac {\pi }{2}}cosx\,dx$
Solution:
$R_{1,1}={\frac {\pi }{4}}[cos(0)+cos({\frac {\pi }{2}})]$
$R_{1,1}={\frac {\pi }{4}}$
$R_{2,1}=\left({\frac {1}{2}}\right)[R_{1,1}+h_{1}f(a+h_{2})]$
$R_{2,1}=\left({\frac {1}{2}}\right)[{\frac {\pi }{4}}+{\frac {\pi }{2}}cos\left({\frac {\pi }{4}}\right)]$ $R_{2,1}=1.178023457$
$R_{3,1}=\left({\frac {1}{2}}\right)[R_{2,1}+h_{2}(f(a+h_{3})+f(a+3h_{3}))]$ $R_{3,1}=\left({\frac {1}{2}}\right)[1.178023457+{\frac {\pi }{4}}(cos({\frac {\pi }{8}})+cos({\frac {3\pi }{8}})]$ $R_{3,1}=1.374317658$
$R_{2,2}=R_{2,1}+{\frac {R_{2,1}-R_{1,1}}{4-1}}$ $R_{2,2}=1.178023457+{\frac {.3926252936}{3}}$ $R_{2,2}=1.308898555$
$R_{3,2}=R_{3,1}+{\frac {R_{3,1}-R_{2,1}}{4-1}}$ $R_{3,2}=1.374317658+{\frac {.196294201}{3}}$ $R_{3,2}=1.439749058$
$R_{3,3}=R_{3,2}+{\frac {R_{3,2}-R_{2,2}}{16-1}}$ $R_{3,3}=1.439749058+{\frac {.1308505033}{15}}$ $R_{3,3}=1.448472425$
# Numerical Analysis/Topics/Power iteration examples

Power method is an eigenvalue algorithm which can be used to find the eigenvalue with the largest absolute value but in some exceptional cases, it may not numerically converge to the dominant eigenvalue and the dominant eigenvector. We should know the definition for dominant eigenvalue and eigenvector before learning some exceptional examples.

### Definitions

let $\lambda _{1}$,$\lambda _{2}$,....$\lambda _{n}$ be the eigenvalues of an n×n matrix A. $\lambda _{1}$ is called the dominant eigenvalue of A if $|\lambda _{1}|$ > $|\lambda _{i}|$, i= 1,2,3.....n. The eigenvectors corresponding to $\lambda _{1}$ are called dominant eigenvectors of A.
Next we should show some examples where the power method will not converge to the dominant eigenpair of a given matrix.

### Example 1

Use power method to find an eigenvalue and its corresponding eigenvector of the matrix A.
$A=\left[{\begin{array}{c c c}1&2&1\\-4&7&1\\-1&-2&-1\end{array}}\right]$.
We obtained the eigenvalues of matrix A are $\lambda _{1}=0$, $\lambda _{2}=2$, $\lambda _{3}=5$ solving the characteristic polynomial. Here the dominant eigenvalue is 5. we can choose the initial guess vector is $X_{0}=\left[{\begin{array}{c}1\\1\\1\\\end{array}}\right]$. Then we apply the power method.
$Y_{1}$ = $A$$X_{0}$ = $\left[{\begin{array}{c}4\\4\\-4\\\end{array}}\right]$, $c_{1}=4$, and it implies $X_{1}$ = $\left[{\begin{array}{c}1\\1\\-1\\\end{array}}\right]$. In this way,
$Y_{2}$ = $A$$X_{1}$ = $\left[{\begin{array}{c}2\\2\\-2\\\end{array}}\right]$, so $c_{2}=2$, and it implies $X_{2}$ = $\left[{\begin{array}{c}1\\1\\-1\\\end{array}}\right]$. As we can see, the sequence $\left(c_{k}\right)$ converges to 2 which is not the dominant eigenvalue.

### Example 2

Consider the matrix $A=\left[{\begin{array}{c c c}3&2&-2\\-1&1&4\\3&2&-5\end{array}}\right]$.
Apply the power method to find the eigenvalue of the matrix with starting guess
$X_{0}$ = $\left[{\begin{array}{c}1\\1\\1\\\end{array}}\right]$.
$Y_{1}$ = $A$$X_{0}$ = $\left[{\begin{array}{c}3\\4\\0\\\end{array}}\right]$,
thus $c_{1}=4$, and it implies
$X_{1}$ = $\left[{\begin{array}{c}0.75\\1\\0\\\end{array}}\right]$.
We continue doing some iterations:
$A$$X_{1}$ = $\left[{\begin{array}{c}4.25\\0.25\\4.25\\\end{array}}\right]$
so $c_{2}=4.25$, and it implies $X_{2}$ = $\left[{\begin{array}{c}1\\0.0588\\1\\\end{array}}\right]$.
$A$$X_{2}$ = $\left[{\begin{array}{c}1.1176\\3.0588\\-1.8824\\\end{array}}\right]$
so $c_{3}=3.0588$, and it implies
$X_{3}$ = $\left[{\begin{array}{c}0.36537\\1\\-0.615437\\\end{array}}\right]$.
We can see the sequence $\left(c_{k}\right)$ and $\left(X_{k}\right)$ are divergent. Under this situation can we conclude that the dominant eigenvalues are complex conjugate of each other.
# Numerical Analysis/Romberg Excercise

Use Romberg Integration to compute $R_{3,3}$ for $\int _{0}^{1}x^{2}e^{-x}\,dx$
Solution:
$R_{1,1}={\frac {h_{1}}{2}}[f(0)+f(1)]$ $R_{1,1}={\frac {1}{2}}[0+{\frac {1}{e}}]$ $R_{1,1}=.1839397206$
$R_{2,1}=\left({\frac {1}{2}}\right)[R_{1,1}+h_{1}f(a+h_{2})]$ $R_{2,1}=.1379547904$
$R_{3,1}=\left({\frac {1}{2}}\right)[R_{2,1}+h_{2}(f(a+h_{3})+f(a+3h_{3}))]$ $R_{3,1}=.1475727039$
$R_{2,2}=R_{2,1}+{\frac {R_{2,1}-R_{1,1}}{4-1}}$ $R_{2,2}=.1226264803$
$R_{3,2}=R_{3,1}+{\frac {R_{3,1}-R_{2,1}}{4-1}}$ $R_{3,2}=.1507786751$
$R_{3,3}=R_{3,2}+{\frac {R_{3,2}-R_{2,2}}{16-1}}$ $R_{3,3}=.1526554881$
# Numerical Analysis/Vandermonde exercise

Using a Vandermonde matrix, find the interpolating polynomial that passes through the points $(1,9)$, $(2,9)$, $(3,6)$, $(7,3)$. Give both the polynomial, and the augmented matrix you used.
Solution:
The augmented matrix depends on your choice of index for the given points. One possibility is:
$\left({\begin{array}{ccccc}1&1&1&1&9\\8&4&2&1&9\\27&9&3&1&6\\343&49&7&1&3\end{array}}\right)$
The polynomial is:
$p(x)={\frac {13}{40}}x^{3}-{\frac {69}{20}}x^{2}+{\frac {323}{40}}x+{\frac {81}{20}}$.
# Numerical Analysis/Topics

| Causes of Errors w: Loss of Significance, Loss of Significance Numerical Linear Algebra w:Matrix norm, exercises w:LU decomposition, exercises, concept quiz w:Power iteration, exercises, examples w:Inverse iteration, exercises shifted inverse iteration w:Householder transformation, exercises Topic:Numerical Analysis/Matrix norm Iterative Refinement | Interpolation w: Polynomial interpolation Using the Vandermonde matrix, example, exercise w: Lagrange polynomial, example, exercise w: Newton polynomial w: Divided differences, proofs and examples Polynomial example, exercise w: Neville's algorithm, examples, quiz, code Interpolation_and_Extrapolation Comparison of the methods, concept quiz Cubic Spline Interpolation | Finding roots of nonlinear equations Rootfinding for nonlinear equations The bisection method Exercises on the bisection method Solution of the exercises on the bisection method The Newton's method Resources about rootfinding for nonlinear equations The Secant Method w: Fixed-point iteration, Fixed Point Iteration |
| Optimization | Integration and Differentiation Differentiation, examples Error of Analysis of Newton-Cotes formulas w: Romberg's method, Romberg's Integration method, Sample Code, Example, Exercise, Quiz w: Gaussian Quadrature, Gaussian Quadrature | Ordinary Differential Equations w: Truncation error (numerical integration), Truncation Errors w:Euler_method w:Runge-Kutta stability of RK methods exercises quiz Order of RK methods w:Multistep_methods Adams-bashforth and Adams-moulton methods stability of Multistep methods ODE Exercises ODE in vector form Exercises Quiz |