OpenLLM-France/wikimedia huggingface dataset:
# Federal Writers' Project – Life Histories/2021/Spring/105i/Section 22/Walker Corbett
## Overview

Walter Corbett was an African American farmer during the early 20th century who lived in Burlington, North Carolina.

## Biography

Walker Corbett was born in Burlington, North Carolina around 1876, 12 years after slavery had ended in the United States. He spent most of his early years sharecropping land for white farmers which was a common practice during this time and he primarily farmed tobacco. When Corbett was twenty years old in 1896 he married his first wife, Maggie Sellars, and their first child, Sarah was born in 1897. With his first wife he went on to have six children in total. His first wife died in 1909. He remarried in 1913 to Annie Liza Lee and they together had nine children. In 1915, Corbett managed to buy 20 acres of farmland of his own which meant he no longer had to sharecrop. When the United States joined World War I in 1917, Corbett profited off the sale of his tobacco to the military and he used these profits to buy more land. When the Great Depression hit in 1929, Corbett unlike many farmers managed to survive due to the fact that he knew not to plant tobacco in excess as many other farmers had done during the boom of the 1920’s$_1$. Not much is known about his life after the interview and it is not known when he died.

## Social Issues

African American Sharecropping
During the years after the end of slavery in 1865 newly freed slaves were often forced into a system of farming known as sharecropping in which they would be allowed to farm land owned by wealthy landowners and in exchange they would share the crop grown with the landowner. However, these landowners would often take advantage of these newly emancipated African Americans by loaning them seeds and other farming supplies at very high interest rates. These high interest rates meant that many African Americans were kept in a cycle of poverty because all of their profit went to paying off loans and this created an often generational cycle of sharecropping in the postbellum south.
Tobacco Boom During WWI
With the entrance of America into WWI in 1917 there was a dramatic increase in tobacco sales due to the amount of tobacco shipped to Europe to supply the American military force which included cigarettes in every ration. This increased demand for tobacco by the United States Military meant that the tobacco industry especially within North Carolina boomed and saw a huge increase in profits. The increased demand also meant that farmers grew more tobacco than they had previously to meet the demand by the military.
Tobacco Surplus in the 1920's
After the end of World War I in 1918 the military had a lesser need for goods that were needed to sustain troops overseas and this included agricultural goods such as tobacco. This huge drop in demand meant that tobacco farmers were producing way too large an amount of tobacco and they could not sell this huge surplus. Because they were unable to sell this surplus in tobacco, many tobacco farmers in North Carolina went bankrupt and many were forced to sell their surplus crop at extremely low prices.
# Federal Writers' Project – Life Histories/2021/Spring/105i/Section 24

This project is associated with English 105.024 at the University of North Carolina.

## Project

Students in the course have studied the Federal Writers' Project Papers at UNC's Wilson Library. Each student has chosen an individual to research and record on our class website.

## Life Histories

Special:Prefixindex/Federal Writers' Project – Life Histories/2021/Spring/105i/Section 24/
Use the following to create a new life history subpage:
# Oral Medicine and Oral Pathology/Oral examination

* Oral Med/Oral Path
* School of Medicine
* School of Dentistry
The ability to carry out an examination of the oral cavity and oropharynx is key to many dental specialties, including oral medicine, and is useful to other medical specialtists from family practitioners to gastroentologists. Whole chapters and even whole textbooks are written on the topic, and many different systems exist. Whatever system is used by a clinician, it must be systematic to ensure that no aspect of the examination is missed. It is also worth remembering how the oral examination fits in the overall diagnostic process:
The most fundamental concept in physical examination is the ability to distinguish normal anatomy from pathology, and to do this clinicians must have a sound understanding of what normal is.
Generally speaking, there are 2 types of examination: a screening examination in the absence of any specific complaint, as may occur during a dental check up; and an examination of a patient who has a specific complaint. The focus in the latter is mainly on the problem at hand, although a quick screening examination should also take place.
Physicial examination in medicine traditionally follows the sequence:
In the mouth, auscultation is rarely possible, although extra-orally it may sometimes be involved, e.g. listening to joint noises with the stethoscope over the TMJ. In oral examination, percussion generally applies only to teeth.
A common problem when looking into a dental mirror is that it becomes fogged with condensation every time the patient takes a breath. This can be most easily avoided by first gently pressing the face of the mirror against the buccal sulcus. The film of saliva that is imparted to the mirror face prevents any fogging. This of course requires that the patient has a normal coating of saliva on their mucous membranes. An alternative is to smear the face of the mirror with a very thin film of washing up detergent.

## References and further reading

* Wood, NK; Goaz, PW (1997). Differential diagnosis of oral and maxillofacial lesions (5th ed.). St. Louis [u.a.]: Mosby. ISBN 978-0815194323. -- A little dated now, but a truly excellent textbook. See Part 1 "GENERAL PRINCIPLES OF DIFFERENTIAL DIAGNOSIS"
* Terézhalmy GT; Noujeim M; Sankar V (2009). Physical evaluation in dental practice. Ames, Iowa: Wiley-Blackwell. ISBN 978-0-8138-2131-3. -- See Chapters 3, 4 and 5
# Oral and maxillofacial surgery

* Oral and maxillofacial surgery
* School of Medicine
* School of Dentistry
Lectures:
* Maxillofacial trauma
* Local anesthesia
# Oral Medicine and Oral Pathology/Orofacial pain

* Oral Med/Oral Path
* School of Medicine
* School of Dentistry
# Oral Health and Older Adults

It is not unusual to overlook the importance of oral health, but maintaining good oral health is imperative to ensuring good overall health. Working for good dental health is important during all life stages, but it is especially important that it not be overlooked among older adults. For this population group, poor oral health can lead to many other problems. If an older adult has poor oral health, they may have difficulty with speaking, chewing, and swallowing, and they are at greater risk to suffer from dental caries, gum disease, and oral cancers (Vargas, Kamarow, & Yellowitz, 2001). In addition, oral health issues like gum disease can make an elder more prone to other health conditions, including heart disease, diabetes, stroke, pneumonia, and respiratory disease (Administration on Aging, 2014). For these reasons, it is important to be aware of the unique oral health needs of older adults and know what to look for in order to ensure that they can enjoy good dental health as they age.
Administration on Aging. (2014). Older Adults and Oral Health. Retrieved fromhttp://aoa.gov/AoARoot/AoA_Programs/...lth/index.aspx
Vargas, C.M., Kamarow, E.A., & Yellowitz, J.A. (2001). The Oral Health of Older Americans, Aging Trends: No. 3. Hyattsville, MD: National Center for Health Statistics.
# Instructional design/Interpersonal behaviors/Introduction/Answers
## Answers to:

Your answers may be slightly different than the ones listed below. Keep in mind no one is going to know but you.
* You should have a basic understanding of the interpersonal domain
* You should be able to give examples for each of the categories. You may also have loads of other examples to add to the list from your own personal experiences now that you have a better understanding of interpersonal skills and the domain.
* You should also be able to identify examples and non-examples of skills belonging to the interpersonal domain.
Personal Assessment of What You Learned In This Unit
Briefly answer each question
Interpersonal domain, categories and skills :
| Question | Answer |
| List three skills learning supports in this domain. | Any of the following: Building relationships; Interacting positively with others; Working cooperatively/collaboratively in a group or team; Displaying empathy for others; Active listening; Asking for and giving help; Making thoughtful recommendations; Asking others to share their opinions; Disagreeing with respect and decorum; Restating content |
| Briefly define the Proposing category. | To formally put forward an idea |
| Give an example for the Building and Supportive category. | Provide constructive feedback; Help someone find a solution to a problem |
| Give one form of assessment. | Face-to-face; Team or group assessment by members of the group; Recorded video of student's performance; Recorded audio of student's performance for verbal skills; Self-assessment - checklist |
| Two categories were mentioned above. List the remaining four. | Seeking or giving information; Shutting out or Brining in; Disagreeing; and Summarizing |
The following are skills that may or may not fit into the interpersonal domain. Identify each skill that falls into the interpersonal domain by answering the question with Yes; if the skill does not belong in the interpersonal domain answer No
Interpersonal domain, categories and skills :
| Question | Yes | No |
| Ask everyone in a group project for an opinion. | X | |
| Gets a chauffeurs license to drive a company van. | | X |
| Active listening. | X | |
| Work toward a compromise with a group member who has a different viewpoint. | X | |
| Put in extra study time to prepare for an exam. | | X |
Back to Introduction: What is the Interpersonal Domain?
# Instructional design/Interpersonal behaviors/Lesson Summary

Insert Lesson Summary
| Instructional Design | Interpersonal behaviors | < Media Selection Strategies | Practice > |
# Instructional design/Interpersonal behaviors/Practice
## Practice Activity

Practice using information learned in this lesson
| Instructional Design | Interpersonal Behaviors | < Back | Next > |
# Instructional design/Interpersonal behaviors/Selecting Pre-Existing Materials
## Pre-existing materials

To determine if pre-existing materials will work for your needs, you must look at your learning objectives. With these objectives in mind, evaluate the materials based upon these factors:
* adequate motivation
* appropriate content
* correct sequencing
* all required information is present
* contains practice exercises
* feedback mechanism included
* tests are available
* directions are included
* learner guidance when moving from sequence to the next
If the materials lack one or more items, adapt to meet those needs if possible.

## Resources for Creating Instructional Materials

Options for creating instructional materials vary.
Learning Designs
Harnessing the Power of the World Wide Web for Conflict Studies Courses
Developing an Online Learning Pedagogy for Conflict Resolution Training
| Instructional Design | Interpersonal Behaviors | < Back | Next > |
# Instructional design/Interpersonal behaviors/Designing Instruction to Affect Interpersonal Behaviors

Click on the individual links below to explore the topic of our choice
Direct Expression
Listening
Conflict Resolution
Negotiation
Social Interaction/Behavior
Leadership
Being Supportive and Empathetic
Cultivating Relationships
Assertiveness Issues
| Click here to Return to Instructional Design | Back to Interpersonal Behaviors |
# Instructional design/Interpersonal behaviors/Introduction/Assessment
## Interpersonal Domain Introduction Assessment

Personal Assessment of What You Learned In This Unit
Print this page and write your answers in the space provided. Once you have completed the two sets of questions click on the link in the Answers section to see how you did.
Briefly answer each question by printing the page and writing your answers
Interpersonal domain, categories and skills :
* Question
* List three skills learning supports in this domain.
* Briefly define the Proposing category.
* Give an example for the Building and Supportive category.
* Give one form of assessment.
* Two categories were mentioned above. List the remaining four.
The following are skills that may or may not fit into the interpersonal domain. Identify each skill that falls into the interpersonal domain by answering the question with Yes; if the skill does not belong in the interpersonal domain answer No
Interpersonal domain, categories and skills :
* Question
* Ask everyone in a group project for an opinion.
* Get a chauffeurs license to drive a company van.
* Active listening.
* Work toward a compromise with a group member who has a different viewpoint.
* Put in extra study time to prepare for an exam.

## Answers

View the answer sheet
Back to Introduction: What is the Interpersonal Domain?
# Instructional design/Interpersonal behaviors/Recognizing the Types of Interpersonal Behaviors
## Being supportive/empathetic

| Click here to Return to Instructional Design | Back to Interpersonal Behaviors |
# Improper integral/Bounded interval/Continuous extension/Existence/Exercise

Let $I=r,s$ be a bounded open interval and
    $f\colon I\longrightarrow \mathbb {R}$
a continuous function, which can be extended continuously to $[r,s]$. Prove that the improper integral
    $\int _{r}^{s}f(t)dt$
exists.
# Implicite function theorem/Recall/Exercise

Recall the implicite function theorem.
# Improper integral/Existence/Exercise form

Decide whether the improper integral
    $\int _^dx$
exists
# Improper integral/1 over (x+1) sqrt(x)/0 to infty/Exercise

Decide whether the improper integral
    $\int _{0}^{\infty }{\frac {1}{(x+1){\sqrt {x}}}}dx$
exists and compute it in case of existence.
# Improper integral/Independence of starting point/Exercise

Let $I$ be an interval, $r$ a boundary point of $I$ and
    $f\colon I\longrightarrow \mathbb {R}$
a continuous function. Prove that the existence of the improper integral
    $\int _{a}^{r}f(t)dt$
does not depend on the choice of the starting point $a\in I$.
# Improper integral/Both sides/Monotoneous approximation of endpoints/Exercise

Let $I=[a,b]$ be a bounded interval and let
    $f\colon ]a,b[\longrightarrow \mathbb {R}$
be a continuous function. Let ${\left(x_{n}\right)}_{n\in \mathbb {N} }$ be a decreasing sequence in $I$ with limit $a$ and let ${\left(y_{n}\right)}_{n\in \mathbb {N} }$ be an increasing sequence in $I$ with limit $b$. Assume that the improper integral $\int _{a}^{b}f(t)dt$ exists. Prove that the sequence
    $w_{n}=\int _{x_{n}}^{y_{n}}f(t)dt\,$
converges to this improper integral.
# Improper integral/Continuous unbounded positive function/Improper integral exists/Example/Exercise

Give an example of a not bounded, continuous function
    $f\colon \mathbb {R} _{\geq 0}\longrightarrow \mathbb {R} _{\geq 0},$
such that the improper integral $\int _{0}^{\infty }f(t)dt$ exists.
# Improper integral/1 over sqrt(1-t^2)/-1 to 1/Computation/Exercise

Decide whether the improper integral
    $\int _{-1}^{1}{\frac {1}{\sqrt {1-t^{2}}}}dt$
exists and compute it in case of existence.
# PSI Lectures/Mathematical Physics

* 2009 2009 Mathematical Physics - Carl Bender
* 2010 CORE Mathematical Physics - Carl Bender
* 2011 CORE Mathematical Physics - Carl Bender
# PSI Lectures/Relativity

* 2009 #### Relativity - Rob Myers
* 2010 CORE Relativity - Neil Turok
* 2011 CORE Relativity - Neil Turok
* 2012 CORE Relativity - Michael Duff
* 2013 CORE Relativity - Neil Turok
* 2014 CORE Relativity - Neil Turok
* 2015 CORE Relativity - Neil Turok
* 2016 CORE Relativity - Neil Turok
* 2017 CORE Relativity - Neil Turok
* 2018 CORE Relativity - David Kubiznak
* 2019 CORE Relativity - David Kubiznak
# PSI Lectures/Quantum Foundations
### Foundations of Quantum Mechanics (Review)

2009 - Rob Spekkens
2010 - Rob Spekkens
2011 - Rob Spekkens
2012 - Rob Spekkens
2013 - Lucien Hardy
2014 - Lucien Hardy
2015 - Lucien Hardy
2016 - Matthew Leifer
2017 - Robert Spekkens, Lucien Hardy
2018 - Matthew Leifer
1019 - missing

### see also Perimeter courses (non-PSI):

2005 - Interpretation of Quantum Theory
2010 - Foundations and interpretation of Quantum Theory (see also old archived page)
# PSI Lectures/Quantum Information

TBD
# PSI Lectures/Quantum Field Theory
## Math for QFT

* 2018 FRONT Math for QFT - Daniel Wohns (a copy from the Math page)
* 2019 FRONT Math for QFT - Daniel Wohns (a copy from the Math page)

## QFT-1

* 2009 CORE Quantum Field Theory 1 - David Tong
* 2010 CORE Quantum Field Theory 1 - Konstantin Zarembo
* 2011 CORE Quantum Field Theory I - Konstantin Zarembo
* 2012 CORE Quantum Field Theory I - Konstantin Zarembo
* 2013 FRONT QFT-0 - Freddy Cachazo
* 2013 CORE Quantum Field Theory I - Freddy Cachazo
* 2014 CORE Quantum Field Theory I - Daniel Wohns, Tibra Ali
* 2015 CORE Quantum Field Theory I - Tibra Ali, Dan Wohns
* 2016 CORE Quantum Field Theory I - Tibra Ali, Dan Wohns
* 2017 CORE Quantum Field Theory I - Dan Wohns
* 2018 CORE Quantum Field Theory I - Dan Wohns, Gang Xu
* 2019 CORE Quantum Field Theory - Dan Wohns, Gang Xu

## QFT-2

* 2009 CORE Quantum Field Theory II - Francois David
* 2010 CORE Quantum Field Theory II - François David
* 2011 CORE Quantum Field Theory II - François David
* 2012 CORE Quantum Field Theory II - Francois David
* 2013 CORE Quantum Field Theory II - Francois David
* 2014 CORE Quantum Field Theory II - Francois David
* 2015 CORE Quantum Field Theory II - Francois David
* 2016 CORE Quantum Field Theory II - Francois David
* 2017 CORE Quantum Field Theory II - Francois David
* 2018 CORE Quantum Field Theory II - Francois David
* 2019 CORE Quantum Field Theory II - Francois David
* 2015 CORE QED Renormalization Extra Course - Tibra Ali, Dan Wohns

## Conformal Field Theory

* 2010 CORE Conformal Field Theory - Jaume Gomis
* 2011 CORE Conformal Field Theory -Jaume Gomis
* 2014 CORE Conformal Field Theory - Jaume Gomis, Pedro Vieira, Freddy Cachazo
# PSI Lectures/Quantum Mechanics
## Front courses

* 2013 FRONT Quantum Mechanics - Agata Branczyk
* 2014 FRONT Quantum Mechanics - Agata Branczyk
* 2015 FRONT Quantum Mechanics - Agata Branczyk
* 2017 FRONT Special Topics in Quantum Theory - Agata Branczyk
* 2018 FRONT Quantum Theory - Branczyk and Dupuis
* 2019 FRONT Quantum Theory - Agata Branczyk, Maite Dupuis

## Core courses

* 2009 ?F/C? Quantum Theory - Malcom Perry
* 2010 CORE Quantum Theory - Ben Schumacher
* 2011 CORE Quantum Theory - Adrian Kent
* 2012 CORE Quantum Theory - Joseph Emerson
* 2013 CORE Quantum Theory - Joseph Emerson
* 2014 CORE Quantum Theory - Joseph Emerson
* 2015 CORE Quantum Theory - Joseph Emerson
* 2016 CORE Quantum Theory - Stephen Bartlett
* 2017 CORE Quantum Theory - Joseph Emerson
# PSI Lectures/Physics Others

TBD
# PSI Lectures/Scientific Computation

* 2009 CORE Scientific Computation - Erik Sorensen
* 2010 CORE Scientific Computation - Erik Sorensen
# PSI Lectures/Special Functions and Distributions
### 2011 FRONT Special Functions and Distributions - Dan Wohns

* Lecture 1 - Dirac delta; Test functions; Distributions and their derivatives.
* Lecture 2 - Orthogonal polynomials; Recurrence relations; Weights.
* Lecture 3 - Generalized Rodrigues' formulae; Classification of orthogonal polynomials; Sturm-Liouville theory.
* Lecture 4 - Gamma; Zeta; Hypergeometric functions

### 2012 FRONT Special Functions and Differential Equations - Dan Wohns

* Lecture 1 - Distributions: test functions, Dirac delta function, Derivatives of distributions, Multiplication of distributions by functions
* Lecture 2 - Solution Methods: Reduction of order, Variation of parameters, Power series method, WKB approximation
* Lecture 3 - Orthogonal Functions - Sturm-Liouville theory, Parseval's theorem, Orthogonal polynomials
* Lecture 4 - Special Functions and Complex Variables: Gamma function, Stirling's approxximation, Saddle point method, Zeta function

### 2013 FRONT Distributions Special Functions - Dan Wohns

* Lecture 1 - Distribuitions, Test functions, Derivatives of distributions, Multiplication of distributions with functions
* Lecture 2 - Composition of distributions with functions, Orthogonal functions, Sturm-Liouville theory, Parseval's Theorem, Orthogonal polynomials
* Lecture 3 - Orthogonal polynomials, gamma function, Zeta function, Hypergeometric functions
* Lecture 4 - Asymptotic Series, Stirling's approximation, Saddle point method

### 2014 FRONT Distributions and Special Functions – Dan Wohns

* Lecture 1: Distributions, Test functions, Derivatives of distributions
* Lecture 2: Multiplication of distributions with functions, Composition of distributions with functions, Functional derivatives, Gamma, Zeta
* Lecture 3: Orthogonal functions, Sturm-Liouville theory, Parseval's theorem, Orthogonal polynomials
* Lecture 4: Asymptotic series, Stirling's approximation, Saddle-point method

### 2015 FRONT Special Functions - Dan Wohns

* Lecture 1
* Lecture 2
* Lecture 3
* Lecture 4

### 2016 FRONT Functions, "Functions", etc. - Dan Wohns

* Lecture 1
* Lecture 2
* Lecture 3
* Lecture 4
* Lecture 5
* Lecture 6
* Lecture 7

### 2017 FRONT Functions, "Functions", etc. - Dan Wohns

* Lecture 1
* Lecture 2
* Lecture 3
* Lecture 4
* Lecture 5

### 2018 FRONT Math for QFT - Daniel Wohns

(distributions + some QFT stuff)
* Lecture 1
* Lecture 2
* Lecture 3
* Lecture 4
* Lecture 5

### 2019 FRONT Math for QFT - Dan Wohns

(distribution + some QFT stuff)
* a collection of 5 lectures