OpenLLM-France/wikimedia huggingface dataset:
# Federal Writers' Project – Life Histories/2021/Summer
## Overview

Several sections of English 105 and English 105i are looking at the lives of southerners during the Great Depression. Using Documenting the American South Project, students have published individuals' life histories during the depression. Classes have engaged in archival research with material from the Southern Historical Collection at UNC’s Louis Round Wilson Library.

## Project

Students in the course have studied the Federal Writers' Project archive at the University of North Carolina at Chapel Hill's Wilson Library. Each student has chosen an individual to research and record on our class website.

## Sections

* * English 105.003
* * English 105.006
* * English 105.008
* * English 105.010
* * English 105.015

## Archive

UNC.edu: Federal Writers' Project Papers, 1936-1940
# Federal Writers' Project – Life Histories/2021/Spring/Section Unknown

This project is associated with English 105 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/Section Unknown/
# Federal Writers' Project – Life Histories/2021/Summer/105/Section 03

This project is associated with English 105.003 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/Summer/105/Section 03/
Use the following to create a new life history subpage:
# Bible/King James/Documentary Hypothesis/Jahwist source/Song of the Sea

According to the documentary hypothesis, the Torah is composed from a number of originally independent sources joined by a redactor. One of these supposed sources is named the "Jahwist source", due to its preference of referring to God as Jahweh (usually translated as "The LORD"). This source contains within it two poems which are believed to have originally been separate documents. One of these poems (at Exodus 15:1b-18) is known as the Song of the Sea. The first two lines of the poem also appear in the text ascribed to the Elohist source (at Exodus 15:1b), and it may be the case that the Elohist source originally contained the full poem, it being truncated by the redactor.
Although the text is ordered as it appears in the bible, the numbering does not reflect, in any way, the original numbering of the text, and simply exists for the ease of modern readership

## The song of the Sea

1I will sing unto the LORD, for he hath triumphed gloriously: the horse and his rider hath he thrown into the sea.
2The LORD is my strength and song, and he is become my salvation: he is my God, and I will prepare him an habitation; my father's God, and I will exalt him.
3The LORD is a man of war: the LORD is his name.
4Pharaoh's chariots and his host hath he cast into the sea: his chosen captains also are drowned in the Red sea.
5The depths have covered them: they sank into the bottom as a stone.
6Thy right hand, O LORD, is become glorious in power: thy right hand, O LORD, hath dashed in pieces the enemy.
7And in the greatness of thine excellency thou hast overthrown them that rose up against thee: thou sentest forth thy wrath, which consumed them as stubble.
8And with the blast of thy nostrils the waters were gathered together, the floods stood upright as an heap, and the depths were congealed in the heart of the sea.
9The enemy said, I will pursue, I will overtake, I will divide the spoil; my lust shall be satisfied upon them; I will draw my sword, my hand shall destroy them.
10Thou didst blow with thy wind, the sea covered them: they sank as lead in the mighty waters.
11Who is like unto thee, O LORD, among the gods? who is like thee, glorious in holiness, fearful in praises, doing wonders?
12Thou stretchedst out thy right hand, the earth swallowed them.
13Thou in thy mercy hast led forth the people which thou hast redeemed: thou hast guided them in thy strength unto thy holy habitation.
14The people shall hear, and be afraid: sorrow shall take hold on the inhabitants of Palestina.
15Then the dukes of Edom shall be amazed; the mighty men of Moab, trembling shall take hold upon them; all the inhabitants of Canaan shall melt away.
16Fear and dread shall fall upon them; by the greatness of thine arm they shall be as still as a stone; till thy people pass over, O LORD, till the people pass over, which thou hast purchased.
17Thou shalt bring them in, and plant them in the mountain of thine inheritance, in the place, O LORD, which thou hast made for thee to dwell in, in the Sanctuary, O LORD, which thy hands have established.
18The LORD shall reign for ever and ever.
# Bible/King James/Documentary Hypothesis/Jahwist source/Song of Lamech

According to the documentary hypothesis, the Torah is composed from a number of originally independent sources joined by a redactor. One of these supposed sources is named the "Jahwist source", due to its preference of referring to God as Jahweh (usually translated as "The LORD"). This source contains within it two poems which are believed to have originally been separate documents. One of these poems (Gen 4:23-24) is known as the Song of Lamech.
Although the text is ordered as it appears in the bible, the numbering does not reflect, in any way, the original numbering of the text, and simply exists for the ease of modern readership

## Text of the Song of Lamech

1Adah and Zillah, Hear my voice; ye wives of Lamech, hearken unto my speech: for I have slain a man to my wounding, and a young man to my hurt.
2If Cain shall be avenged sevenfold, truly Lamech seventy and sevenfold.
* ↑ Baden, Joel S. (2012). The composition of the Pentateuch : renewing the documentary hypothesis. New Haven: Yale University Press. ISBN 978-0-300-15264-7. OCLC 784958108. https://www.worldcat.org/oclc/784958108.
# Finite permutation/1/Example

We consider the permutation
We can write this as the product of the two cycles $\langle 1,2\rangle$ and $\langle 3,5,4\rangle$.
# Finite permutation/Representation with transpositions/Fact/Proof

We proof the statement by induction over the cardinality of the set $M$. For ${\#\left(M\right)}=1$, there is nothing to show, so let ${\#\left(M\right)}\geq 2$. The identity is the empty product of transpositions. So suppose that $\pi$ is not the identity, and let $\pi (x)=y\neq x$. Let $\tau$ be the transposition which swaps $x$ and $y$. Then $y$ is a fixed point of $\pi \tau$, and we can consider $\pi \tau$ as a permutation on $M'=M\setminus \{y\}$. By the induction hypothesis, there exist transpositions $\tau _{j}$ on $M'$ such that $\pi \tau =\prod _{j}\tau _{j}$ on $M'$. This does also hold on $M$, and we get $\pi ={\left(\prod _{j}\tau _{j}\right)}\tau$.
# Finite permutation group/Cardinality/Fact

Let $M$ be a finite set with $n$ elements.
permutation group
    $\operatorname {Perm} \,(M)\cong S_{n}\,$
$n!$
# Fire and Emergency Management/Technical Rescue/Building Collapse

41.157.12.3 15:45, 15 April 2009 (UTC)September 11, 2001
On september 11, 2001 two planes had crashed into the two world trade centres, there was lots of people that died on that day.
But there was two people that I know of that made thru the rubble thay were two NYPD police officers.
By Wayne Porter 083-743-7074 (MTN South-Africa)
# Fire and Emergency Management/Technical Rescue
## Technical Rescue

* Building Collapse
* Water Rescue Awareness
# Finite permutation/Representation with transpositions/Fact

Every permutation on a finite set $M$
# Finite permutation group/Cardinality/Fact/Proof

Let $M=\{1,\ldots ,n\}$. For $1$, there are $n$ possible images, for $2$, there are $n-1$ possible images remaining, for $3$, there are $n-2$ possible images remaining, etc. Therefore, there are altogether
    $n(n-1)(n-2)\cdots 2\cdot 1=n!\,$
possible permutations.
# Intensive Care Nursing/Nursing Cares of the ICU patient/Eye Care
## Eye Care

The potential for damage to the eyes is a recognised risk for the ICU patient due to sedation and paralysing agents, reduced or absent blinking, infection and the environment.
To start, take a look at this resourceː
* How The Eye Works

## Eye Assessment

Part of routine practice as part of initial thorough assessment at the start of each shift. Assess forː
* Risk factors for Occular Surface Disorder (OSD)
* Patient ability to close own eyelids
* Eye & eyelid cleanliness
* Corneal dryness or discolouration
* Signs of infection or red eyes
* Eye care interventions
Potential Issues
* Lagopthalmus (incomplete eye closure)
* Occular surface disorder
* Conjunctival Oedema (Chemosis)
Resources
Johnson,K. & Rolls, K. (2013) Eye Care for Critically Ill Adults. NSW Agency for Clinical Innovation Intensive Care Coordination and Monitoring Unit (Poster)
Johnson,K. & Rolls, K. (2013) Eye Care for Critically Ill Adults. NSW Agency for Clinical Innovation Intensive Care Coordination and Monitoring Unit (Guideline)
Kam et al (2013) Eye Care in the Critically Ill: A National Survey and Protocol
Rosenberg, J. B., & Eisen, L. A. (2008). Eye care in the intensive care unit: narrative review and meta-analysis. Critical care medicine, 36(12), 3151-3155.
# Intensive Care Nursing/Oxygen- friend or foe?

Any sign of shortness of breath, chest pain or feeling of unwell- oxygen will likely be provided as one of the first interventions by health professionals. In the Intensive Care speciality, questions remain with setting safe oxygen parameters, especially difficult with complex mechanical ventilation:
Is oxygen treatment safe? Its classified as a drug, how often is it prescribed? Do we need to aim for normal for ICU patients or accept lower levels? What is considered a safe level? What is the impact of oxygen on the inflammatory process? Time for permissive hypoxaemia and target oxygen levels?
"Respiratory evidence focuses on volutrauma, barotrauma and biotrauma but the effects of high oxygen and hyperoxemia seem to have been forgotten" (Capellier, G. & Panwar, R, 2013).
The article raises some interesting discussion, take some of these concepts by the authors and discuss with nursing and medical colleagues to see what the concept of oxygen is in your clinical environment.
Heffner, J. E. (2013). The story of oxygen. Respiratory Care, 58(1), 18-30. doi:10.4187/respcare.01831
Capellier, G., & Panwar, R. (2012). [http://www.cicm.org.au/journal/2011/september/ccr_13_3_010911-139.pdf Is it time for permissive hypoxaemia in the intensive care unit?] Critical Care and Resuscitation, 14(1), 139-141
Kallet, R. H., & Matthay, M. A. (2013). Hyperoxic acute lung. Respiratory Care, 58(1), 123-140. doi:10.4187/respcare.01963
# Intensive Care Nursing/Mechanical Ventilator Management
## Objectives

By end of reading, learner will be able to
* List different modes of mechanical ventilation
* Recognize methods of troubleshooting based on alarms
* Remember normal pressure ranges
* Recognize critical lab values
* Calculate minute ventilation volumes

## Terminology

Common Terminology Associated with Ventilators :
| Fraction of Inspired Oxygen (FiO2) | Oxygen concentration being administered via ventilator. Ranges from room air (0.21 or 21%) to full oxygen support (1.0 or 100%). |
| Minute Volume (V$_e$/MV) | Amount of air inhaled (or exhaled depending on how the ventilator measures) in a minute period of time. Often measured in Liters/minute (L/min). In fully ventilator dependent patients it is calculated as MV = f * T$_v$ |
| Peak Pressure (PIP/P$_{Peak}$) | The amount of force required to push a volume of air into the lungs. This is based on various patient specific factors: airway resistance, chest/lung wall recoil, etc. Often measured in centimeters of water (cmH2O). |
| Plateau Pressure (P$_{Plat}$) | The amount of force to distend the lung measured by an inspiratory pause. Often measured in centimeters of water (cmH2O). |
| Positive End-Expiratory Pressure (PEEP) | The amount of force maintained after exhalation. Often measured in centimeters of water (cmH2O). |
| Respiratory Rate or Frequency (RR/f) | Breaths per minute the ventilator delivers. If the patient is spontaneously breathing this will fluctuate. |
| Tidal Volume (V$_t$/TV) | Amount of air inhaled (or exhaled depending on how the ventilator measures) in each breath. Often measured in mL/Kg. |

## Ventilator Modes

Ventilator modes (table) and settings should be chosen based on the needs of the ventilated patient. Nomenclature of mechanical ventilation may vary based on device and location of care, however modes are typically classified as pressure controlled (i.e. PC-CMV, CPAP, etc.) and volume controlled (i.e. VC-CMV, IMV, etc.). Pressure-controlled modes will deliver air up to a set pressure limit with variable volumes being delivered, whereas volume-controlled modes will provide a set volume of air but allows for variable airway pressure. Ventilator weaning is generally done with a spontaneous breathing trial (SBT) and ventilator setting are adjusted to approximate breathing without the Ventilator and/or artificial airway (i.e. PSV, CPAP, etc.).

## Common Alarms

Being aware of the ventilator being utilized settings, alarms, and functionality as it is crucial to being able to troubleshoot alarms as they come up. The first task to perform is to assess the patient, to ensure their safety throughout the time determining and correcting the abnormality with the ventilated patient and/or ventilator. Common alarms are listed with common solutions to correct the abnormality with the patient/ventilator, the wording which appears on the ventilator during alarms may vary from the verbiage listed below. Alarms are grouped together based on similar causes
# Intensive Care Nursing/Mechanical Ventilator Management/ICU Nurse Ventilator Management Worksheet

Ventilator Worksheet
Ventilator modes are commonly classified into two groups: _______________ controlled, and ____________ controlled.
Common Ventilator settings manipulated by nurses are _____________, ____________, ___________, and _________.
Normal peak pressure ranges from ___________ to _________.
Fill in the blanks. Normal Blood gas levels range from:
| pH ___________ | PaO$_2$ _________ |
| HCO$_3$ _________ | PaO$_2$ _________ |
If the ventilator dependent patient has a respiratory rate (f) set to 15 and their tidal volume (T$_v$) is 250. What is their minute volume (M$_e$/MV)? ________
If the patient is trying to cough in an effort to clear mucus, the ventilator may display this alarm: ________________
Click here to return to ventilator management for nurses
# Intensive Care Nursing/Nursing Cares of the ICU patient

The importance of assessment and maintenance of personal hygiene are essential components of the management of the ICU patient. Good quality and evidence based nursing care is part of a holistic approach that prevents unnecessary complications.
Assessment
Two levels of assessment need to be undertaken (Grealy & Chaboyer (2014).
* Step 1ː To what level can the patient assist? Maintaining dignity and independence are vital parts of rehabilitation
* Step 2ː The nurse's assessment of what care is actually required to maintain high standards.
Hygiene Matters
* The Wash
* Eye Care
* Mouthcare
The importance of assessment and maintenance of personal hygiene are essential components of the management of the ICU patient. Good quality and evidence based nursing care is part of a holistic approach that prevents unnecessary complications.
Assessment
Two levels of assessment need to be undertaken (Grealy & Chaboyer (2014).
* Step 1ː To what level can the patient assist? Maintaining dignity and independence are vital parts of rehabilitation
* Step 2ː The nurse's assessment of what care is actually required to maintain high standards.
Hygiene Matters
* The Wash
* Eye Care
* Mouthcare
# Intensive Care Nursing/Prone Position Procedure
## Contraindications

* C-spine precautions
* Haemodynamic instability (although can still perform CPR in prone position)
* Increased or concern with abdominal pressure
* Extreme obesity
* Increased intracranial pressure
* Staff not trained/skilled or not enough personnel to carry out safely
Initial Prone Position Manoeuvre: :
| Team Discussion | Role designation Team leader (likely airway person) to communicate all steps of the procedure. Clarify terminology on start and stop for safety. |
| Plan Resources | Anaesthetist or appropriate medical personnel skilled in airway procedure Nursing staff to perform procedure (minimum of 4, assessment of situation will need to be performed) ICU Team on standby |
| Preparation | Sliding sheets Position ventilator, drains, catheter and medication pumps in preparedness of new position Provide all cares before procedure. Eye protection is required. |
| Review | Sedation Paralysis Monitoring |
| Time Out | Pause to prepare team |
| Safety | Re-Check: Airway IV lines, drains ECG monitoring is no longer on anterior aspect |
| Start Position | Start with patient in supine position Place patients hands under buttocks Place padding or pillows across ankles, pelvis and chest Place sheet on top and roll together with bottom sheet ('The Cornish Pasty') |
| Slide Across | Slide across to edge of bed |
| Side Lie | Slide patient into side lie position |
| Re-check | Airway Vital signs and ventilator readings IV lines, drains |
| Side lie to prone position | Process to prone position Turn head and maintain airway as moving into prone position Gel pads can be used to protect head and other at risk areas Reposition 1 arm and head for 'swimming' or 'superman' position |
| Posture Change | Every 2hrs Anaesthetist or appropriate medical personnel skilled in airway procedure Reposition arms to side of patient Position ventilator, drains, catheter and medication pumps in preparedness of new position Slide up bed so head off the bed with Anaesthetist supporting head and airway throughout Rotate head to face opposite direction as previous position maintaining airway Slide down bed so body fully supported Reposition other arm using 'swimming' or 'superman' position |

## See Also

* Airway Adjuncts
* Mechanical Ventilation

## Reference:

Guérin, Reignier, Richard, Beuret, Gacouin, Boulain, . . . Ayzac. (2013). Prone Positioning in Severe Acute Respiratory Distress Syndrome. The New England Journal of Medicine, 368(23), 2159-2168.

### Video Resources

* UK 'Cornish Pasty' Critical Care approach from Tutorial WHH
* National teaching institute & critical care symposium demonstration by St. Joseph's Medical Center
* French approach from PROSEVA Trial prone instructional video in NEJMvideo
Note: this is not a formal guide or competency checklist for performing prone position procedure
# Intensive Care Nursing/Neurological Assessment
## Objectives

* Recognize signs of neurological compromise
* List different methods of measuring orientation
* Describe neurologic assessment findings
* Identify normal findings of the neurologic assessment

## Neurological Assessment

A thorough methodical neurological assessment can be utilized to determine presence of neurological deficits. These items may be adapted to your setting and these items have been included based on studies determining what is essential.
History
# Intensive Care Nursing/Neurological Assessment/Neurological Assessment Worksheet

Neurological assessment worksheet
One should inquire about patient's history including: _________________________________________________________________ __________________________________________________________________________________________________________ __________________________________________________________________________________________________________
One should inquire about patient's symptoms including: ______________________________________________________________ __________________________________________________________________________________________________________ __________________________________________________________________________________________________________
Signs of a neurological compromise can include: ___________________________________________________________________ __________________________________________________________________________________________________________ __________________________________________________________________________________________________________
Cranial Nerve names and functions
| CN I ________ | CN VII _______ |
| CN II ________ | CN VIII _______ |
| CN III ________ | CN IX ________ |
| CN IV ________ | CN X _________ |
| CN V ________ | CN XI ________ |
| CN VI ________ | CN XII ________ |
Pain/Temperature are both part of ________ function of the neurologic system
Reflexes are checked with a _____________ _____________
Balance and gait are checked by _____________, _____________, and _____________
# Instructional design/Tablet Technology/Further Practice
## Further Practice

Now, having read about the use of tablet technology in the K-12 classroom, benefits and challenges, and tablet technology in context, it's time for you to practice!
Objectives On this page you will answer the following questions:
* What have you learned thus far?
* How can you apply what you've learned to what you already know?
* How can you connect what you've learned to a specific lesson?

## What Have You Learned?

In this section you, the learner, will share what you've learned. Select to edit this section, and type in 1-3 sentences summarizing what you've learned thus far about the use of tablet technology in the classroom. If you need to refresh, you can refer back to prior pages of this activity. When you're ready to add your summary select "edit" for this section. Once you have typed in your summary, don't forget to sign your name.
Answer: What have you learned from this lesson thus far?
1. Be the first person to add your entry here.

## Relating this Lesson to Prior Experiences

In this section you, the learner, will relate this lesson to your prior experiences. Select to edit this section, and type in 1-3 sentences responding to the prompts below.
Answer: Can you think about the topic of a specific lesson you could use tablet technology with? What lesson is it? Why does this lesson come to mind? Or, have you used tablet technology in the classroom before? How? When you're ready to add your summary select "edit" for this section. Once you have typed in your summary, don't forget to sign your name.
1. Be the first person to add your entry here.

## Applying: Defining Instructional Objectives

In this section, you, the learner will apply what you've learned even further. In the prior section you defined a specific instructional activity. In this section you will type in the instructional objectives of this activity. Need a refresher on how to define instructional objectives? See this page here. When you're ready to add your summary select "edit" for this section. Once you have typed in your summary, don't forget to sign your name.
Respond to: Write down the instructional objectives for the activity you defined in the previous practice section.
1. Be the first person to add your entry here.
| ID Homepage | Tablet Technology | < Back | Next > |
# Instructional design/Strong Learning Design Checklist/Topic1 Introduction

* Strong Learning Design Checklist
| Introduction Topic 1 Action-oriented versus Information dump Scenario Overview Motivation for using the checklist Topic 2 Checklist for Strong Learning Design Context Context Action-oriented training components Information dump training components Final Assessment Final Assessment Wrap-up Warp-up | In this lesson, you are going to learn how to distinguish between action-oriented and information dump training materials. Ultimately, that will help you to design training materials that are action-oriented so that it benefits the learner. Ready to get started? Scenario >> |