OpenLLM-France/wikimedia huggingface dataset:
# Medical advice tutorial/Quiz1

Review.       Which of the following ask for medical advice? :
A. I have numbness in my arm due to a herniated disc. Are there exercises that would help me?
This is a request for medical advice. Exercise can be a form of medical treatment.
See: Legal definitions of medical practice and medical advice.
Do not describe your medical problems at Wikiversity.
B. My hands become really cold. I don't think this is normal- what could it be?
This describes an abnormal bodily state and asks for advice.
The person asking the question has described an aspect of their body's function and is concerned about the health implications of what they perceive to be an abnormal condition.
Wikiversity is not a place to seek health-related medical advice, even if the matter seems trivial.
Do not invite formation of a doctor-patient relationship.
Do not encourage people to describe their health.
C. I am a highly confused person. Please tell me how to stabilize myself.
Thought processes are physiological brain processes.
Do not encourage Wikiversity participants to describe their abnormal physiological processes.
Abnormal thought processes can be due to disease.
Wikiversity is not the place to describe you abnormal mental processes or ask for advice about what to do as part of an attempt to improve your mental functions. There are doctors who specialize in treating mental health problems.
D. What are health risks for someone who sits in front of a computer for 6 hours or more?
The question is not framed as a personal question.
Wikiversity welcomes general information questions.
Do not respond to any question with medical advice.
Respond by citing reliable sources that will help answer the question.
Do not respond by describing your own related health problems or treatment experiences. :
Related information: Medical disclaimer :
# Medical School Curriculum
## Recommended Curriculum

'The Wikiversity School of Medicine has devised the following plan of study for anyone taking this course as a novice. People will come to this course with different degrees of expertise in different fields of medicine and may begin where they like. However, this is our recommended learning pathway.
* Medical disclaimer: This page is for educational and informational purposes only and may not be construed as medical advice. The information is not intended to replace medical advice offered by physicians. Please refer to the full text of the Wikiversity medical disclaimer.
# Transplantation/Internet Resources
## Professional Organisations

* American Society for Histocompatibility and Immunogenetics (ASHI)
* European Federation for Immunogenetics (EFI)
* Center for International Blood and Marrow Transplant Research (CIBMTR)
* Blood and Marrow Transplant Clinical Trials Network (BMT CTN)
* United Network for Organ Sharing (UNOS)

### International Histocompatibility Workshops

* History of IHWG
* 13th IHW
* 14th IHW
* 15th IHW
* 16th IHW

## Donor Registries

* National Marrow Donor Program (NMDP)
* Anthony Nolan Institute (Anthony Nolan)
* DKMS
* POSEIDON PROJECT
* KMSZ Düsseldorf (Germany)

## Technical Resources
### Immunogenetics

* IMGT HLA Database
* NMDP Bioinformatics
* dbMHC
* PYPOP HLA
* Allele Frequencies Worldwide
* HISTOCHECK
* IPD KIR Databse
* IPD MHC Databse

### Peptide binding

* SYFPEITHI
* RANKPEP
* T-Epitope designer

## Products and reagents for HLA typing

* PROTRANS
* ONE LAMBDA
* GEN-PROBE
* CONEXIO GENOMICS
* INVITROGEN
* QIAGEN
* OLERUP
# Translating Spanish Drama

This site is meant for translating theatre plays from Spanish to English. It can be used as a course requirement in drama schools or while learning the Spanish language.
Playwrights of any century may be used, provided the work is not copyrighted in Spanish.

## 17th century

Lope de Vega
Tirso de Molina
Pedro Calderón de la Barca
Juan Ruiz de Alarcón

## 18th century

Leandro Fernández de Moratín

## 19th century

Ángel de Saavedra, 3rd Duke of Rivas
José Echegaray

## 20th century

Federico Gamboa
# Translocation board games

The Topic of Translocation Board Games is about Strategic Problem Solving of situations in strategy games like Arimaa where it is a race of translocation along with warring pieces.

## Textbooks

* Wikibook on Arimaa

## Active participants

The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed).
* Tushant Jha
# Transplantation

In the fourth quarter of the 20th century, scientific and technical advances allowed for the first time the use of organ transplantation in the treatment of terminal and incurable diseases.
These scientific advances include:
* the development of immunosuppressive drugs
* knowledge of the immune response to transplanted organs and tissues
* knowledge of the function, molecular structure and gene structure of the major histocompatibility complex (MHC, in humans called HLA)
* knowledge of the genetics of the MHC (particularly the HLA in humans)
Here we provide background, scientific and technical resources used in the practice of clinical transplantation. These resources include:
* Transplantation/Haematopoietic Stem Cell
* Transplantation/Solid Organ
* Transplantation/The HLA System and HLA Typing
* Transplantation/Internet Resources
* HLA
** HLA/Linkage Disequilibrium
** HLA/Disease association
** HLA/Scientific Literature
* CWD classification of HLA alleles
# Translating Italian Drama

This site is meant for translating theatre plays from Italian to English. It can be used as a course requirement in drama schools or while learning the Italian language.
Playwrights of any century may be used, provided the work is not copyrighted in Italian.

## 16th century

Niccolò Machiavelli

## 18th century

Carlo Goldoni
Carlo Gozzi

## 19th century

Giovanni Verga
Italo Svevo

## 20th century

Luigi Pirandello
# Sources of Credit Reports/Purpose of a Credit Report

| Unit 3.1-Sources of Credit Reports | Introduction | Components | Purpose | Direct Sources | Other Sources | Indirect Sources | Summary | Resources | Activities | Assessment Go to Unit 3.1 | Unit 3.2 | Unit 3.3 | Unit 3.4 | Unit 3.5 Return to Trade Finance Module 3: Commercial Risk |

## The Purpose of a Credit Report

The credit report has become an important economic tool in the process of a credit investigation and subsequent analysis. Without this instrument, many sellers would not be in a position to evaluate the ability of a company to pay in accordance with the contracted terms.
Without a credit report, sellers would either sell on a type of secured transaction (usually requiring a letter of credit, or prepayment, including wiring funds in advance of the sale of the goods or services to the buyer versus allowing the buyer 30 to 60 days or longer to pay. Many people believe the economic growth of any country is dependent on the ability of businesses to buy goods or services on a basis of “pay later.” Without the availability of credit reports, sellers should be concerned if they will be paid and when they will be paid.
There is an old maxim: “The sale is not complete until it is paid for.” Without credit reports, a seller could record revenue (sales), but unless there is a tool to evaluate a buyer’s history and ability to pay at a future time, the recorded sale could become a bad debt for the buyer without the sale ever actually being realized.
The ability to provide credit to buyers plays an integral part in the world economy. If business on a worldwide scale was on a cash-and-carry basis, business as we know it would not exist. Those sellers who wanted to “grow their businesses” recognized early in history that a “promise to pay” was one way to allow buyers to take more goods or services than immediate cash might permit, re-employ the goods or services in their own business, generate funds, make a profit, and pay the seller according to agreed upon payment terms. ("Improving Credit Practice,” Miller and Relkin, AMA, 1991.)
# Sourcing and producing educational content

The links below guide you in sourcing reusable content and producing your own content.

## Sourcing and reusing content

Learn the following information and techniques and you should be well on your way to effectively sourcing and legally reusing content in your teaching.

### Understand copyright

* IP Australia: Explaining copyright
* Creative Commons Australia: Education page
* Creative Commons: Explaining free works

### Search for reusable content

* Google search help: Advanced search
* Google search help: Find content to reuse
* Video tutorial: Advanced Google Search focusing on Usage Rights

### Embedding and copying reusable content

* eHow: How to download and save an image
* Youtube help: Embedding videos and playlists
* Creative Commons Australia: How to attribute Creative Commons licensed materials

## Producing content

Learn the following techniques and you should be well on your way to effectively producing content for your teaching.

### Produce and distribute text and images

* Google Drive Help
* Google+ help: Share a photo album
* Wikimedia Commons: Illustrating Wikimedia - a guide to contributing content to Wikimedia Commons

### Produce and distribute video and audio

* Youtube help: Upload videos
* Hangouts on Air
* Archive.org help:Uploading content

### Construct a collection of content into a website

* Google Sites help
* Embed your website into Moodle
# Sources of Credit Reports/Assessment

| Unit 3.1-Sources of Credit Reports | Introduction | Components | Purpose | Direct Sources | Other Sources | Indirect Sources | Summary | Resources | Activities | Assessment Go to Unit 3.1 | Unit 3.2 | Unit 3.3 | Unit 3.4 | Unit 3.5 Return to Trade Finance Module 3: Commercial Risk |
# Sources of Credit Reports/Other Sources of Direct Investigation

| Unit 3.1-Sources of Credit Reports | Introduction | Components | Purpose | Direct Sources | Other Sources | Indirect Sources | Summary | Resources | Activities | Assessment Go to Unit 3.1 | Unit 3.2 | Unit 3.3 | Unit 3.4 | Unit 3.5 Return to Trade Finance Module 3: Commercial Risk |

## Other Sources of Direct Investigation

Sources of information are plentiful and limited only by a credit manager’s lack of creativity. The following sources are by no means exhaustive of the information available for credit investigations.

### Newspapers

The Wall Street Journal, Financial Times, and local newspapers are important, essential reading for a credit manager. First, it is important to understand the current economic climate. Second, there is much company-specific news that can affect credit decisions or at least suggest further investigation.

### Directories, Internet and Other Reference Materials

There are a host of printed materials useful in a credit investigation. First, there are the standard sources: Thomas Register, Wards Business Directory, Directory of Corporate Affiliations, MacMillan Directory of Leading Private Companies, Moody’s Industry Review, Million Dollar Directory, Experían Trade Payment Guide, Value Line Investment Survey, and several different publications from Standard and Poor’s and Dun & Bradstreet. Specific industry references can be helpful as can directories of state businesses and chambers of commerce.
The amount of general information (publications, periodicals, and news services) on the Internet is truly overwhelming. Internet access does make it easy for a credit executive to check out many more publications than one would normally purchase to read. All the major newspapers are available on the Web. Right now The Wall Street Journal is one of several charging an access fee. Publications such as Fortune and the Economist are online, as is Business Credit (on the NACM site). Financial networks, such as CNN Financial News and Bloomberg, are also useful.
Finally, the Internet offers a fast, efficient, and effective way to communicate with buyers. E-mail seems to work faster and has an inherent friendliness that is a bonus in international credit management situations. People find it easier to compose e-mail messages rather than to use regular mail. Of course, a global credit executive must ensure that e-mail messages adhere to the same standards as regular letters. A relaxation of style does not mean relaxing credit policy or normal business practices.
Much credit information is confidential in nature. A professional credit manager should take every precaution to maintain standard levels of confidentiality, which may mean using encryption or otherwise securing messages and transmissions. Security also means controlling access to the computer where e-mail messages are stored (Business Credit Principles, Field Version 4, NACM Publishing).
# Sources of Credit Reports/Resources

| Unit 3.1-Sources of Credit Reports | Introduction | Components | Purpose | Direct Sources | Other Sources | Indirect Sources | Summary | Resources | Activities | Assessment Go to Unit 3.1 | Unit 3.2 | Unit 3.3 | Unit 3.4 | Unit 3.5 Return to Trade Finance Module 3: Commercial Risk |

## Resources

Coface North America - www.coface-usa.com Credit Management Information & Support - www.creditworthy.com

### Web Resources

Credit Reports Worldwide - www.creditreportsworld.com Dun & Bradstreet – www.dnb.com Experian – www.experian.com FCIB - www.fcibglobal.com Graydon America - www.graydonamerica.com Hoovers – www.hoovers.com SJ Rundt & Associates - www.rundtsintelligence.com OECD – www.oecd.org
US Dept of Commerce – International Company Profile – www.export.gov

### Attachments

These attachments illustrate the type of information that needs to be gathered from new customers. In addition scenarios can be created by completing the forms for a customer and asking the students to approve payment terms based on the information provided.
* Credit Application – used to request information from new customers
* Vendor Ref Form – used to request information from vendor references provided by customers
* Bank Ref Form – used to request information from bank reference provided by customers
# Sources of Credit Reports/Summary

| Unit 3.1-Sources of Credit Reports | Introduction | Components | Purpose | Direct Sources | Other Sources | Indirect Sources | Summary | Resources | Activities | Assessment Go to Unit 3.1 | Unit 3.2 | Unit 3.3 | Unit 3.4 | Unit 3.5 Return to Trade Finance Module 3: Commercial Risk |

## Summary

Credit allows a buyer to take possession of something now and pay for it later or over time. An integral part of granting credit information is requesting and analyzing a credit report. This report provides information in order to make a specific decision about granting credit to a company. An investigation, done correctly, has the goal of a seller obtaining accurate and timely information about a buyer, information that will lead to an appropriate decision for a seller in determining whether credit will or will not be approved, and if so, on what terms.
# South Africa Community Projects
## ORGANIZATIONS

* University of Pretoria
# UTPA STEM/CBI Courses/Organic Chemistry

Topics
Chromatography
Molecular Shapes
Redox of Organic Molecules
# UTPA STEM/CBI Courses/Nutrition

Topics
Enzymes
# UTPA STEM/CBI Courses/Physics (Calculus Based)

Topics
1-D Motion
2-D Non-Rotational Motion
Angular Momentum and its Conservation
Circular Motion
DC Circuit(s)
Faraday's Law
Fluid Mechanics
Linear Momentum and Collisions
Oscillatory Motion
Static Equilibrium and Elasticity
Universal Gravitational Force
Waves and Vibrations
Work Energy Theorem and the Conservation of Energy
Vectors and Free Body Diagrams
# UTPA STEM/CBI Courses/Business Calculus

Optimization Applications
# UTPA STEM/CBI Courses/Business Math

Courses
Business Algebra
Business Calculus
Topics
Compound Interest and Annuities
# UTPA STEM/CBI Courses/Business Math/Business Algebra

Topics
Linear Programming
Financial Models
Future Value of an Annuity - Sinking Funds
# UTPA STEM/CBI Courses/Botany

Topics
Nutrient Transport, Cycling and Storage
# UTPA STEM/CBI Courses/Business Calculus/Limits with applications to Business and Economics

Course Title: Business Calculus
Lecture Topic: Limits with applications to Business and Economics
Instructor: Jeffrey Castaneda
Institution: Texas A&M International University

## Backwards Design

Course Objectives
* Primary Objectives- By the next class period students will be able to:
** Use the derivative to solve extrema problems (Optimization problems);
* Sub Objectives- The objectives will require that students be able to:
** Solving real world problems using derivatives
** Find absolute maximum or minimum value of a function f.
* Difficulties- Students may have difficulty:
** Constructe the needed function to maximize or minimize,and
** Express the function with multiple variables in terms of a function with one variable as needed.
* Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
** Engineering
** Biology
** Business and Economy
** Chemistry ...ets
** Example : Suspension System:
A load must be suspended 6 m below a high ceiling using cables attached to two supports that are 2m apart. How far below the ceiling x should the cables be joined to minimize the total length of cable used?
Model of Knowledge
* Concept Map
** Consider the following Graph:
* Content Priorities
** Enduring Understanding
1. Understanding the problem: The first step is to read the problem carefully until it is clearly
2. Draw a Diagram: In most of the problems it is useful to draw a diagram and identify the given quantities on the diagram.
** Important to Do and Know
1. Introduce Notations: Assign a symbol to the quantity that is to be maximized or minimized. For example, A for area, h for height, S for Surface area, V for Volume, ... etc.
** Worth Being Familiar with
*** Formulas related to the given problem.
*** How to find Derivatives and what it means
Assessment of Learning
* Formative Assessment
** In Class (groups)
*** text
*** text
** Homework (individual)
*** text
*** text
* Summative Assessment
** text
** text

## Legacy Cycle

OBJECTIVE
By the next class period, students will be able to:
* text
* text
* text
The objectives will require that students be able to:
* text
* text
* text
THE CHALLENGE
text
GENERATE IDEAS
text
MULTIPLE PERSPECTIVES
text
RESEARCH & REVISE
text
TEST YOUR METTLE
text
GO PUBLIC
text

## Pre-Lesson Quiz

* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
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## Test Your Mettle Quiz

* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
* question
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# VHDL-VGA
## Problem

The beat bearing drum sequencer interface involves a VGA LCD monitor video. The problem is how to drive the monitor without a PC.

## Conceive

The goal is to design a beat boarding board with out a PC, without software. The concept is to use FPGA technology to create a circuit that displays only what is necessary for the beat bearing project.

## Design

This design started off with this hardware:
* Papilo Spartan3E 250K FPGA
* VGA connector on a logic start board
* initial VGA VHDL Project that this was started from

## Implement

The goal is to simulate this video with out using a PC running some program like processing or visual basic. So the switches on the logic start board are used to simulate one row of the beat bearing board.
The switches add a white explosion underneath the blue squares.
Squares are used instead of circles because implementing a circuit that does the math would not fit on such a small FPGA.

## Operate

* Connect a papilo 250K FPGA with a logic start circuit board to a USB file to a computer that has the papilo boot loader installed.
* Connect a VGA cable from the logic start board to a monitor.
* Apply power to both.
* Download this bit file.
* Right mouse on the bit file and send it to the papilo.

## Demo

* video
* presentation

## Next Steps

* Turn squares off totally and have an two step explosion of color
* Create test program to test and exercise each row
* Use putty through usb cable to configure speed of bar, colors of squares
* Connect to arduino serial out to change configuration
* Physically connect to beat bearing board and read column of four switches
(need 6 pins free on Papilio)
# Vacation/Italy/Exercise

The following statements are known.
* In summer vacation, we are going to Italy.
* In winter vacation, we are going to Austria.
* If we are in Austria, then we visit are grandma.
* If we go to Italy, then we drive via Switzerland or Austria.
Answer the following questions.
a) We drive to Italy, but not via Switzerland. Do we visit grandma?
b) We are in Summer vacation and we do not drive through Switzerland. Do we visit grandma?
c) Is it possible to deduce the statement "if we do not visit grandma, then we are not in winter vacation“ from the conditions?
d) Is it possible to deduce the statement "in the summer vacation and in the winter vacation we visit grandma“ from the conditions?
# VSL 1

This is a course description for Languages --> Southeast Asian languages --> Vietnamese Language --> VSL 1
It describes VSL (Vietnamese as a Second Language)

## VSL 1

VSL 1 is the first certificate issued by universities teaching Vietnamese as a second language.
* It is aimed at adults.
* It expects speaking in an approximate manner for basic general expressions.
* It is expected to be practiced with a partner, and demonstrated for a (fluent) supervisor.
* Demonstrations of the phrases are a necessity (Alternatively viewed through online content or tutoring/partnering sites).
* An additional requirement is the ability to read and understand the basic expressions used.
Speed of reading and speaking: this is not a fluency stage - slower dialogue can be requested.
Duration: The basic introductory phrases used in VSL 1 only requires 20 to 32 hours a week for a total eight weeks. It is expected that people incapable of using a tonal language will spend extra time developing this capacity. Commonly, English/European speakers can take this course twice. Failing this introduction once or twice is not remarkable.
Note: Don't let tutors excessively harass you over the poor use of the language in an ongoing basis. It is a tonal language which requires some restructuring of the capacity to perform linguistically. The introduction can take many months if your linguistic performance previously had an entirely alternate basis.
Matriculation: Competency in VSL 1 can be demonstrated for acceptance to VSL 2. (Universities can accept VSL 2 as the entry point for Vietnamese people that took childhood lessons).
Competency: The vocabulary required is predominantly akin to 'survival Vietnamese' and 'introductions'. But, the survival Vietnamese may be too nationalized for correct use in several regions - it's not very good as 'street-talk'. It is the vocabulary/competency for survival phrases, but they must be diligently practiced and improved with local hosts in regular usage. The competency for VSL 1 will show 'educators' that you are on the path to having at least those simple phrases in good use!
However, it is too simple for common use far beyond supervised and partnered communication.