OpenLLM-France/wikimedia huggingface dataset:
# Education and Research in Occupational Medicine/CURRICULUM FOR THE CLINICAL TRAINING
## Competencies to be achieved during the main clinical education

| Competencies to be learned during the Occupational Medical introduction year |
| 1 | Exposure assessment | At the basic level perform an exposure assessment and risk assessment in the clinical work regarding ergonomic, physical chemical, biological and psychosocial risk factors |
| | | Under supervision carry out and in writing reports of 5-10 workplace visits |
| 2 | Basic occupational patient medical assessment | Under supervision do assessment of the most common occupational disorders: Disorders of the neck shoulder Low back disease Shoulder disorders Elbow and wrist disorders Hips and knee disorders Vibration-induced white fingers Hand eczema Asthma / rhinitis COLD (Chronic Obstructive Lung Disease) Indoor climate-related symptoms Asbestos-related disorders Exposure related mental disorders |
| 3 | Risk assessment for pregnant women | Under supervision : carry out risk assessment of pregnant women and breastfeeding the working environment and recommend as appropriate preventive measures or absence reports |
| 4 | Conclusion and completion of patients | In cases of well-known occupational medical issues independently formulate diagnose, prognosis, etiological assessment and conclusion |
| 5 | Relevant communication | Faced with patients and collaborating partners, establish contact and communicate in a form of trust, empathy and situational sensation. Make a clarification and agreement of the patients´ expectations. Clarify the role of the doctor and the occupational medicine clinic and make sure that the patient understands the purpose of the consultation. Ensure that the patient has understood the conclusion and |
| 6 | Relevant patient consent | Make agreements with the patient, the members of the interdisciplinary teams and the workplace about the diagnostics and the mapping of exposure conditions. Ensure that there is relevant consent or legal basis for any collection or disclosure of health and exposure information. |
| 7 | Report occupational diseases and injuries | Could report occupational diseases and injuries and advise victims in relation to notification to the relevant Authority |
| 8 | Basic workretention | Have knowledge of social medicine possibilities and provide suggestions for action on job retention |
| 9 | Workplace visits | Under supervision plan and implement 5-10 workplace visits |
| 10 | Health promotion | Could advise patients about risk factors and protective factors in work, environment and lifestyle and the interaction between these andindicate options for reducing risks |
| 11 | Education | Participate in the department's professional activities eg. by presentation of articles and internal teaching of colleagues. |
# Education and Research in Occupational Medicine/CURRICULUM FOR THE CLINICAL TRAINING/Competencies to be achieved during the main clinical education

* Competencies to be learned during the Occupational Medical introduction year
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|- |1|| || |- |2|| || |- |3|| || |- |4|| || |- |5|| || |- |6|| || |- |7|| || |- |8|| || |- |9|| || |- |10|| || |- |11|| || |- |12|| || |- || |- |13|| || |- |14|| || |- |15|| || |- |16|| || |- |17|| || |- |18|| || |- |}
# Education and Research in Occupational Medicine/Communication and teaching

| Communication and teaching Physicians working in the field of occupational and environmental medicine, through the patient-related work, business assignments, literature studies and research, gain significant knowledge about the environment, including the health and safety of the working environment. In order for this knowledge to be used for prevention, the specialist doctor should be able to convey it to colleagues, other professional groups, companies and communities during teaching, meetings and writting. The dissemination must be adapted to the target groups' academic and linguistic requirements. After completion of specialist medical training, the specialist must be able to: |
| 1 | Education | Schedule and complete teaching medical students, doctors in other specialties, and students on occupational health |
| 2 | Communication | Write articles and comments to trade magazines, staff magazines, daily press or similar in electronic media Handle inquiries from the press about occupational and environmental medicine issues |
# Education 4:Effectiveness of training in prevention for type 2 diabetes
## 1. Effectiveness of Training prevention of Type 2 Diabetes Mellitus: A Systematic Review

It can be suggested that planned and regular training has a positive effect on metabolic control variables, self-management behaviours and quality of life of individuals with diabetes.

## 2. Maritime Doctors’ Skills and Competencies: A Review for Policy Analysis

The analysis of policy, using 2 policy models, showed that a window of opportunity appears to be in favour of a policy regarding the recognition of maritime medicine as a medical specialisation. International stakeholders, together with the International Maritime Health Association, should actively advocate such a perspective

## 3. Prevention with education of diabetes type 2 the program MyDESMOND platform

“The programme is group-based education which aims to support people with a diagnosis of Type 2 diabetes and work with them to self-manage their condition, through a structured education programme to target lifestyle modification and behaviour change which can be culturally adapted to suit your local population.

## 4. The IDF School of Diabetes

The International Federation of Diabetes (IDF): 463 million people globally have diabetes. If nothing is done, it is estimated that this number will rise to 700 million by 2045.
Education is an integral component of diabetes care: 1 in 5 healthcare professionals does not receive any postgraduate training in diabetes. IDF recognises the value of providing continued professional education for health professionals and resources for people with diabetes and caregiver in a sustainable and convenient manner. The IDF School of Diabetes, through its interactive modules, aims to ensure the best possible education in a flexible and self-paced environment. Courses are available in several languages and provide European CME credits.

## 5. Which Interventions Support the Maintenance of Work and Return to Work?

As part of the CHRODIS Plus Joint European Action project, a systematic review was conducted to identify studies of interventions that support the maintenance of work and return to work (RTW) among workers with chronic illnesses. These interventions should target employees with the following conditions: diabetes, cardiovascular diseases, metabolic vascular syndrome, respiratory diseases, musculoskeletal disorders, mental disorders, and neurological disorders. We found that workplace-oriented and multidisciplinary programs are the most supportive to RTW and reducing the absence due to illness. In addition, cognitive behavioral therapies achieve positive results on RTW and sick leave. Finally, coaching is effective for the self-management of chronic disease and significantly improved perceptions of working capacity and fatigue.
==5 Harvard health online learning.com/courses/healthy-eating-for-type-2-diabetes==
# Filmmaking Basics/Thumbnail Storyboard/Step by Step/faa
## Excellent Decision!

Now the first three frames are
$\Rightarrow$ Fade In $\Rightarrow$ $\Rightarrow$ Cut To $\Rightarrow$ $\Rightarrow$ Dolly Out $\Rightarrow$

## Special Note:

You have cross the line!!! When you dollied out, you crossed the imaginary line between the Young Person and the Old Person. That means you must stay on this side of the line (away from the poster) for the rest of the movie unless you move the camera during a shot to the other side of this imaginary line. You have made a major decision… probably without even knowing it. This will effect the entire rest of the movie.

## The Script

EXTERIOR - The local movie theater - NIGHT
(1) The Young Person and Old Person stand looking at the movie poster outside the theater.

## Next Frame?

You have a choice of how you can show the poster.

### Option A

    You can dolly dolly back (out) to show the back side of the Young Person and the Old Person while the theme of Star Wars plays.

### Option B

    After holding for three seconds while the theme of Star Wars play, you can cut to a front view of the Young Person and the Old Person.

### Option C

    After holding for three seconds while the theme of Star Wars play, you can cut to a front view of the Young Person.

### Option D

    After holding for three seconds while the theme of Star Wars play, you can cut back to the opening shot.

## Now Decide!

* Select either option A or B or C or D
    If you change your mind, you can go back to the previous page

### Reference Material

* All the thumbnail storyboard frames.
   * The unformatted script.
      * The original story.
         * The formatted script.
            * To start over, go back to the beginning.
# Filmmaking Basics/Thumbnail Storyboard/Step by Step/c
## Excellent Decision!

You have decided to start the movie with this frame:
$\Rightarrow$ Fade In $\Rightarrow$

## The Script

EXTERIOR - The local movie theater - NIGHT

### Now Show The Poster

    You decided that the first shot is of the poster which also includes the introductory music for the poster. You can hold this shot while the music plays or you can dolly in while the music plays. If you just hold the shot, then decide which is your next shot.

## Next Frame?
### Option A

    You can then dolly in to show the poster.

### Option B

    You can cut to the Young Person and the Old Person.

### Option C

    You can cut to the Young Person.

### Option D

    You can cut to a side view the Young Person and the Old Person.

### Option E

    You can cut to a side view the Young Person and the Old Person.

## Now Decide!

* Select either option A or B or C or D or E?
    If you change your mind, you can go back to the previous page

### Reference Material

* All the thumbnail storyboard frames.
   * The unformatted script.
      * The original story.
         * The formatted script.
            * To start over, go back to the beginning.
# Filmmaking Basics/Thumbnail Storyboard/Step by Step/d
## Excellent Decision!

You have decided to start the movie with this frame:
$\Rightarrow$ Fade In $\Rightarrow$

## The Script

EXTERIOR - The local movie theater - NIGHT
(1) The Young Person and Old Person stand looking at the movie poster outside the theater.

### Now Show The Poster

    Since the first shot is the Young Person and the Old Person, now you must show the poster. (The script mentions the movie so we need to show what movie they are talking about.)

## Next Frame?
### Option A

    You can then cut to the poster.

### Option B

    You can cut to the poster over the shoulder of the Young Person and the Old Person.

## Now Decide!

* Select either option A or B
    If you change your mind, you can go back to the previous page

### Reference Material

* All the thumbnail storyboard frames.
   * The unformatted script.
      * The original story.
         * The formatted script.
            * To start over, go back to the beginning.
# Filmmaking Basics/Thumbnail Storyboard/Step by Step/fa
## Excellent Decision!

Now the first two frames are:
$\Rightarrow$ Fade In $\Rightarrow$ $\Rightarrow$ Cut To $\Rightarrow$
EXTERIOR - The local movie theater - NIGHT
(1) The Young Person and Old Person stand looking at the movie poster outside the theater.

## Next Frame?
### Option A

    You can dolly dolly back (out) to show the back side of the Young Person and the Old Person while the theme of Star Wars plays.

### Option B

    After holding for three seconds while the theme of Star Wars play, you can cut to a front view of the Young Person and the Old Person.

### Option C

    After holding for three seconds while the theme of Star Wars play, you can cut to a front view of the Young Person.

## Now Decide!

* Select either option A or B or C
    If you change your mind, you can go back to the previous page

### Reference Material

* All the thumbnail storyboard frames.
   * The unformatted script.
      * The original story.
         * The formatted script.
# Filmmaking Basics/Thumbnail Storyboard/Step by Step/e
## Excellent Decision!

You have decided to start the movie with this frame:
$\Rightarrow$ Fade In $\Rightarrow$

## The Script

EXTERIOR - The local movie theater - NIGHT
(1) The Young Person and Old Person stand looking at the movie poster outside the theater.

### Now Show The Poster

    Since the first shot is the Young Person and the Old Person, now you must show the poster. (The script mentions the movie so we need to show what movie they are talking about.)

## Next Frame?
### Option A

    You can then cut to the poster.

### Option B

    You can cut to the poster over the shoulder of the Young Person and the Old Person.

### Option c

    You can dolly out to the Young Person and the Old Person.

## Now Decide!

* Select either option A or B or C
    If you change your mind, you can go back to the previous page

### Reference Material

* All the thumbnail storyboard frames.
   * The unformatted script.
      * The original story.
         * The formatted script.
            * To start over, go back to the beginning.
# Filmmaking Basics/Thumbnail Storyboard/Step by Step/f
## Excellent Decision!

You have decided to start the movie with this frame:
$\Rightarrow$ Fade In $\Rightarrow$

## The Script

EXTERIOR - The local movie theater - NIGHT
(1) The Young Person and Old Person stand looking at the movie poster outside the theater.

### Now Show The Poster

    Since the first shot is the Young Person and the Old Person, now you must show the poster. (The script mentions the movie so we need to show what movie they are talking about.)

## Next Frame?
### Option A

    You can then cut to the poster.

### Option B

    You can cut to the poster over the shoulder of the Young Person and the Old Person.

## Now Decide!

* Select either option A or B
    If you change your mind, you can go back to the previous page

### Reference Material

* All the thumbnail storyboard frames.
   * The unformatted script.
      * The original story.
         * The formatted script.
            * To start over, go back to the beginning.
# Introduction to psychology/Psy102/Assessment/Essay/General feedback/Pain
## General feedback for the pain topic essays

Overall the essays on this topic did a good job of answering the essay question. Many essays neglected to use critical thought and evaluation, so be sure to comment on the studies and information you present, what are the strengths and weaknesses? Finally, to receive a good grade the essays were required to:
* Define pain is some meaningful manner (some people noted the distinction between chronic and acute pain, and others noted that pain is not only a sensation but also a perception)
* Then the essay was required to discuss a range of psychological treatments which can assist people with pain management (some treatments you could have mentioned included but are not limited to: cognitive behavioural therapy, acceptance and commitment therapy, relaxation techniques, hypnosis, behavioural techniques, mindfulness based cognitive therapy, meditation, and client centered therapy)
* You also needed to then assess and critique how effective each treatment you discussed is (to do this effectively most people used the results of relevant research studies, preferably journal articles)
* Finally you were required to use theory and research to support your points (some theories people used included but are not limited to: gate control theory, evolutionary perspective, and biopsychosocial model).
# Introduction to psychology/Psy102/Assessment/Essay/General feedback/Habits
## General feedback for the behaviour modification of habits topic essays
### Good answers

* Good essays discussed the main behavioural modification theories such as Classical Conditioning, Operant Conditioning and Modelling.
* Good essays then addressed several techniques used within these major theories such as extinction theory and counter conditioning.
* Good essays then used specific examples in how to break a habit in detail.
* Good essays also backed up the theory with specific research.

### Common problems

* Forgot to talk about the main behavioural modification theories.
* Did not answer all parts of the question and focused on either bad habits or just theory.
* Didn’t use practical examples backed by research.
* Deviated from essay question too much. Discussing Cognitive Behavioural Therapy and medication.
# Introduction to psychology/Psy102/Assessment/Essay/General feedback/Sensory deprivation
## General feedback for the sensory deprivation topic essays
### Good essays tended to

* Consider positive and negative effects of sensory deprivation
* Utilise theories of sensation and perception
* Discuss a variety of historical and contemporary research evidence
# Introduction to psychology/Psy102/Assessment/Essay/General feedback/Exercise
## Essay question

What are the short and longer-term psychological effects of physical exercise and what causes these effects? Discuss with reference to psychological theories and research.

## Feedback about the exercise topic essays

The psychological effects of physical exercise essay topic was the second most popular (out of 7 topics), with 51 essays (out of 215 submitted) in Psychology 102 in 2009. ("Why do we dream?" was the most popular topic).

### Good essays tended to

* Define exercise in some way
* Distinguish between different types of exercise e.g., aerobic/anaerobic, intensity, duration, frequency etc. and consider whether these types have differential psychological effects
* Differentiate in some meaningful way between short-term and long-term psychological effects of exercise (this was part of the question) - these could include but are not limited to: depression, anxiety, stress, self-efficacy, self-esteem, mood, body image, social inclusion
* Consider whether the psychological effects are "always good" (a critical, objective perspective is needed) - weaker essays tended to be more simplistic in their answer about the psychological effects of physical exercise
* Explain what causes exercise to illicit/produce these psychological effects (could include: increase/decrease in certain neurotransmitters, catharsis, distraction, mastery/self-efficacy, group sports impact on social aspects, etc.).
* You were also required to use theory to support these ideas (some theories you could have mentioned include and are not limited to: thermogenic hypothesis and monoamine hypothesis in relation to depression, cerebral lateralisation hypothesis in relation to anxiety, Bandura’s self-efficacy theory, social-cognitive theory, theory of planned behaviour, and many more!).
* Use peer-reviewed research, preferably from journal articles to support all these points.
* Finally, many essays failed to use critical evaluation. (so comment and critique the literature you present, what are the flaws and strengths etc.)

### Less good essays tended to

* Not answer the essay question.
* Lack sufficient evidence of reading and understanding of peer-reviewed research and review articles
# Introduction to psychology/Psy102/Assessment/Essay/Marking

Psychology 102 essay marking guidelines

## Key documents

* Unit outline - Sub-section on Assessment - Essay
* Essay writing guide esp. Marking criteria
* Essay section on Moodle
** Essay discussion forum
** Starting references provided on e-Reserve (not for habits).
** Topic-specific essay discussion forums and suggested bookmarks:
| Forum | Bookmarks |
| Animal contact | Bookmarks |
| Dreams | Bookmarks |
| Habits | Bookmarks |
| Physical exercise | Bookmarks |
| Pain | Bookmarks |
| Sensory deprivation | Bookmarks |
| Smart drugs | Bookmarks |

## Allocations

Topic allocation from most to least popular topic:
* Dreams: Danielle
* Exercise: James/Clare
* Pain: Clare/Jessica
* Habits: Rebecca
* Animals: James
* Sensory deprivation: Jessica
* Smart drugs: James

### Danielle

4/11 tutorials (36%)
* Dreaming

### James

3/11 tutorials (27%)
* Animal contact
* Physical exercise
* Smart drugs
* Late & left-over essays

### Clare

2/11 tutorials (18%)
* Pain
* Physical exercise

### Jessica

1/11 tutorials (9%)
* Sensory deprivation

### Rebecca

1/11 tutorials (9%)
* Behaviour modification to break a habit

## Steps

* Mark some
* Develop list of key points (as a general guide - by the end, this should be a good list of key points )
* Return some to James for review
* Mark all
* Return to James for checking/uploading/distribution

## What to return

* Marking and feedback summary sheets
* Assignments with (tracked) comments
* Spreadsheet with marks
* Key point summary (a general guide about key points for good awswers and possibly common problems which can be given as general feedback)

## Timeframe

* Mark some + get reviewed ASAP
* Aim to return all to James by end of Week 12 or beginning of Week 13
# Introduction to psychology/Psy102/Assessment/Essay/General feedback/Dreams
## Good points

* Most essays mentioned Freud/Jung and the neurobiological theory and another, so generally a good coverage of theories in most essays.
* Nearly all included abstracts and interesting titles (some very funny and unique)
* Vast improvement in essay structure from psych 101 essays
* Introductions were done fairly well across the essays
* Overall they were generally done really well.

## Need improvement

* Research could have been done more extensively, most essays focused on theory and only touched on research.
* APA was still an issue for a lot of the essays, both style and referencing. This was perplexing as you have provided a template!
* Students need to remember the essays do not use personal pronouns.
* Also a huge amount used upwards of 8 quotes which I think is too many, the most i counted was 16 in one essay which i doubt made the word count.
* Some students included tables and pictures and following the criteria more stringently is important.
* Conclusions on average needed to be stronger and more than a few sentences. Some student did not state their position from the argument they presented.
# Ecological sustainability

Welcome to the Wikiversity Division of Ecological Sustainability, Part of the School of Practical Human Life and Part of the School of Advanced General Studies.

## Subdivisions and Departments

Like divisions, subdivisions and departments are pages in the Topic namespace) and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. Subdivisions are used by large divisions to help organize related departments. Not all divisions have subdivisions. If you need a subdivision in your division, you can use the Template:Subdivision boilerplate template to start a subdivision.
* Toxicology
* Permaculture
* Energy Efficiency
* Eco-Design
* Education
* Ecovillage
* Renewable Energy

## Resources

* Ecovillage Wiki
* Peak oil, energy, and society