OpenLLM-France/wikimedia huggingface dataset:
# Wise Affirmations/Resolving anger

Anger is a strong emotion designed to send the clear message “something has got to change”. It is an urgent plea for justice and action. We can resolve our anger if we exercise enough self control to overcome our immediate impulse to lash out and do harm, calm down, reflect, and analyze the causes of our anger.
These affirmations are derived from materials in the course on resolving anger.

## Affirmations

Select affirmations from this list and repeat them often and in the moment, either silently or out loud, as appropriate. Address each affirmation to yourself.
You resolve anger constructively.
You stay calm.
You stand in the gap.
You reflect on the causes of your anger.
You analyze the message anger is sending.
You are constructively motivated by your anger.
You identify the perceived injustice sparking the anger.
You take constructive action to resolve any actual injustice.
You recognize many forms of anger.
You roll with the punches.
You identify the perceived loss.
You identify the alleged willful agent.
You identify the alleged unfairness.
You identify the alleged trespass.
You identify the alleged loss.
You assess the loss dispassionately.
You assess the blame dispassionately.
You adopt the others’ point of view.
You reassess your assumptions.
You evaluate evidence.
You know what you can change and what you cannot change.
You direct your passion toward constructive change.
You choose constructive paths of anger.
You resolve your anger.
You let it go.
You forgive.
You move on.
You make sense of emotions.
You live wisely.
# Wise Affirmations/Seeking True Beliefs

We seek true beliefs to become excellent in the quest for knowledge.
Beliefs that are true are those that correspond to reality. Because each of us can choose our own beliefs, we can decide to choose true beliefs. Each of us has a moral responsibility to seek true beliefs.
These affirmations are derived from materials in the course on seeking true beliefs.

## Affirmations

Select affirmations from this list and repeat them often and in the moment, either silently or out loud, as appropriate. Address each affirmation to yourself.
You seek true beliefs.
You choose your beliefs.
You choose beliefs carefully.
You choose true beliefs.
Your beliefs correspond to reality.
You practice the intellectual virtues.
You are excellent in the quest for knowledge.
You are skilled at seeking true beliefs.
You evaluate evidence to form true beliefs.
Your hope yields to evidence.
You are responsible for the beliefs you hold.
You are morally responsible for the beliefs you hold.
You have a moral responsibility to hold true beliefs.
You have a moral responsibility to hold beliefs that correspond to reality.
You are morally justified in holding others accountable for their beliefs.
You expect true beliefs.
You value knowledge.
You value significant knowledge.
You practice the intellectual virtues.
You exercise the intellectual virtues to overcome intellectual vices.
You love knowledge.
You seek a coherent understanding.
You seek important knowledge.
You communicate true beliefs.
You exercise intellectual integrity.
You seek to understand.
You are epistemically curious.
Your hold firmly to your beliefs.
You are open-minded.
You are intellectually courageous.
You are intellectually cautious.
You are intellectually humble.
You are intellectually autonomous.
You have a well-developed theory of knowledge.
You are interdependent.
You persevere to find true beliefs.
You share knowledge generously.
You are insightful.
You are wise.
You are intellectually skillful.
You acquire information skillfully.
You assess information skillfully.
You analyze information skillfully.
You synthesize information skillfully.
You express ideas clearly.
You seek true beliefs.
You dismiss untrue beliefs.
You dispel unfounded beliefs.
You advance no falsehoods.
You embrace reality as our common ground.
# Wise Affirmations/Simplicity

Simplicity is the virtue of removing the unrelated to reveal the essence.
These affirmations encourage you to simplify.
The affirmations are derived from materials in the course on the virtue of simplicity.

## Affirmations

Select affirmations from this list and repeat them often and in the moment, either silently or out loud, as appropriate. Address each affirmation to yourself.
You simplify.
You grasp the essence.
You remove unrelated things.
You forgo excess.
You value elegance.
You align directly with reality.
You are not pretentious.
You do not masquerade.
You do not exaggerate.
You are direct.
You are not simple minded.
You are not simplistic.
You speak candidly.
You speak truthfully.
You advance no falsehoods.
You face facts.
You embrace reality.
You think clearly and then speak clearly.
You avoid distractions.
You value silence and sanctuary.
You want what you have.
You focus on what matters.
# Wise Affirmations/Thinking Tools

A variety of available thinking tools can help to boost our imagination.
These affirmations are derived from materials in the course on thinking tools.

## Affirmations

Select affirmations from this list and repeat them often and in the moment, either silently or out loud, as appropriate. Address each affirmation to yourself.
You use thinking tools.
You use thinking tools to boost your imagination.
You are proficient in using a variety of thinking tools.
You use thinking tools to clarify during strategic thinking.
You use thinking tools to ideate.
You use thinking tools to develop ideas.
You use thinking tools to implement ideas.
You use thinking tools to navigate, integrate, and prioritize ideas.
You use divergent thinking.
You use convergent thinking.
You seek real good.
You live wisely.
# Swahili I/Numbers and Time/Exercises

Swahili exercise 1)Write in words
2what is the time?
# Swahili I/Greetings
#### Hello

(To one person): Hujambo! (response: Sijambo!)
(To More than one person): Hamjambo! (response: Hatujambo!)
(Formal): Shikamoo. (response: Marahaba.)
(Goodbye: Kwa heri. )

#### How are you?

How are you?: Habari yako? (Habari = News, Yako = Your -> Habari yako? = Your news?)
How are you today?: Habari ya leo? (Ya = of, Leo = Today -> Habari ya leo? = News of today?) How are you this morning?: Habari ya asubuhi? (Asubuhi = Morning -> Habari ya asubuhi? = News of the morning?)
How are you this afternoon?: Habari ya mchana? (Mchana = Afternoon -> Habari ya mchana? = News of the afternoon?)
How are you this evening?: Habari ya jioni? (Jioni = Evening -> Habari ya jioni? = News of the evening?)
Response: Nzuri, asante. (Nzuri = Good/Fine, Asante = Thank you -> Nzuri, asante = Fine, thanks.)

#### My name is ___________.

My name is ___________.: Jina langu ni ___________. (Jina = Name, -angu = My, ni = am/is/are -> Jina langu ni _____________. = My name is _____________.)
What is your name?: Jina lako ni nani? (-ako = your, nani = who? -> Jina lako ni nani? = Your name is who?)

#### Excuse me.

Excuse me.: Samahani. (for attention)

#### I am from ___________.

I am from ___________.: Ninatoka nchi ya ___________. (Ninatoka = I-(PRES)-come from (IND.), Nchi = Nation, -a = Of -> I come from the nation of _____________.)
Where are you from?: Unatoka wapi? (Unatoka = you-(PRES)-come from (IND.), Wapi? = Where? -> You come from where?)

### Question Grammar

As you can probably see, Swahili questions are formed differently form English questions. Instead of "What is your name?" they say, "Your name is what?" Instead of "Where do you come from?" they say, "You come from where?" The interrogative pronoun comes last in the sentence, and the other words are arranged to make the sense make sense.

## Exercises

Exercises
# Swahili I/Greetings/Lesson 2 Exercises
## Exercise 1, Greeting Responses

Say the correct response in each situation and check your answers below when you are done.
* Mtu anakusema, "Shikamoo." (Mtu = person/someone, a-na-ku-sema = HE/SHE/IT-(PRES.)-TO YOU-SAYS (IND.))
* "Hujambo!"
* "Hamjambo!"
* "Habari yako?" (Say you are doing well.)

## Exercise 2, Review

Say the correct answer to the question and check your answers below when you are done.
* What is the plural of kitu?
* What is the singular form of ndoto?
* What is the word for school?
* How do you say, "to be?"
* How do you say, "childhood?"
* How do you say, "knife?"

## Answers
### Exercise 1

* Marahaba.
* Sijambo!
* Hatujambo!
* Nzuri, asante.

### Exercise 2

* Vitu
* Ndoto
* Chuo
* Kuwa
* Utoto
* Kisu

#### Quiz

<quiz display=simple>
{ How do you say, "Thank you?" |type""} { Asante. (i) }
{ How do you say, "How was your afternoon?" |type=""} { Habari ya mchana? (i) }
{ How do you say, "church?" |type=""} { Kanisa (i) }
{ How do you say, "to say?" |type=""} { Kusema (i) }
{ What is the object affix for you? |type=""} { -ku- (i) }
{ What is the object affix for he/she/it when in front of -ona? |type=""} { -mw- (i) }
{ What is the word for childhood? |type=""} { Utoto (i) }
{ What is the word for child? |type=""} { Mtoto (i) }
{ What is the groups prefix? |type=""} { ma- (i) }
{ How do you say, "a person?" |type=""} { Mtu (i) }
# Swahili I/Numbers and Time
## Numbers
### 1-10

1 = Moja (adj. -moja) 2 = Mbili (adj. -wili)
3 = Tatu (adj. -tatu)
4 = Nne (adj. -nne)
5 = Tano (adj. -tano)
6 = Sita
7 = Saba
8 = Nane
9 = Tisa/Kenda Kenda is used in a different dialect mostly from Burundi, Rwanda and D.R.C but Tisa is used by Tanzania and Kenya more often.
10 = Kumi

### 10-20

11 = Kumi na moja (Na = And -> Kumi na moja = Ten and One)
12 = Kumi na mbili
13 = Kumi na tatu
... 20 = Ishirini
(21 = Ishirini na moja... )

### Tens

30 = Thelathini
40 = Arobaini
50 = Hamsini
60 = Sitini
70 = Sabini
80 = Themanini
90 = Tisini

### 100+

100 = Mia moja
(101 = Mia moja na moja... )
200 = Mia mbili
... 1,000 = Elfu

## Time

Swahili time is expressed very differently from standard time in other parts of the world. Instead of midnight and noon, Swahili time is based on sunset and sunrise. As most Swahili-speaking countries are located near the equator, sunset and sunrise are mostly constant year-round, and defined to be 6:00 P.M. and 6:00 A.M., respectively in standard time. Hence, 6:00 A.M. is the zero hour (0:00 or 12:00) in Swahili time, 7:00 A.M. is the first hour of the day (1:00 in the Morning) and so on. An easy translation to Swahili time is to subtract six hours from the standard clock time, which is how many natives adjust. For example, 11:30 A.M. in standard time is 5:30 in the morning in Swahili time. Instead of A.M. and P.M., Swahili time expresses the hour followed by the portion of the day.
* Alfajiri = early morning, before the sun has fully risen
* Asubuhi = morning, roughly between sunrise and noon
* Mchana = daytime, between sunrise 6:A.M. and sunset 6:00 P.M.
* Jioni = evening, between sunset 6:P.M. and sunrise 6:00 A.M.
* Usiku = night time, from sunset until early morning again
As with standard time, the hour (saa) is expressed first, followed by the minutes (dakika). There are also abbreviations for half past (nusu, half) and others (kasorobo, less a quarter). Here are some examples of time-telling to help you understand how it is done.
| Standard Time | Swahili Time | Translation | Note |
| 12:00 A.M. | 6:00 at night | saa sita usiku | literally hour six night |
| 3:00 P.M. | 9:00 in the afternoon | saa tisa mchana | |
| 7:30 P.M. | 1:30 in the evening | saa moja na nusu jioni | literally hour one and a half evening |
| 1:05 P.M. | 7:05 in the afternoon | saa saba na dakika tano mchana | literally hour seven and minutes five afternoon |
| A quarter to 8:00 A.M.(7.45 A.M.) | A quarter to 2:00 in the morning | saa mbili kasorobo asubuhi | literally hour two less one quarter morning |
| Almost 11:00 A.M. | Almost 5:00 in the morning | saa tano kasoro asubuhi. (Karibu saa tano) | literally hour five less morning (Literally almost hour five) |

## Advice

You should make flashcards for these with the actual digits on one side and the Swahili word on the other and quiz yourself, looking at both sides and saying, aloud, what is on the other.

### Exercises

Exercises
# Swahili I/Grammar/Lesson 1 Exercises
## Exercise 1, Ngeli

Study the noun classes and do the quiz.

## Exercise 2, Pronouns

I love you.
-1- na -2- penda.
You love me.
-3- na -4- penda.
We see him.
-5- na -6- ona.
He sees us.
-7- na -8- ona.

### Answers

* Ni-
* -ku-
* U-
* -ni-
* Tu-
* -mw-
* A-
* -tu-
# Upper Limb Orthotics/Brachial plexus

The Brachial Plexus is a complex anatomical structure. If this area is not familar to you , reviewing your anatomy notes to ensure you have a good base level of understanding will assist your learning in this lecture. The lecture will give an overview of the rehabilitation of people with brachial plexus injuries (BPI). Covering: anatomy of the BPI, mechanisms of BPI and associated injuries, symptoms of BPI – functional and neurological assessment, levels of injury and orthotic management of BPI.
# Upper Limb Orthotics/Brachial Plexus Lesion (Klumpke's Palsy)
## Describe your case study

For example:
    The patient is a 25 year old female who suffered a crush injury at work. She works as a PE teacher at a high school, an air compressor fell off a shelf onto her arm where she was trapped. The patient has a fixed focal dystonia which has resulted in a flexion contracture the right wrist and digits.
    The resting position of the wrist is 45 degrees of flexion, however, on manipulation this can be corrected to 22 degrees flexion. The digits are fully flexed (100 degrees) and the thumb is in an abducted (45 degrees) and flexed position (80 degrees).
    The patient is currently undergoing botulism toxin treatment to try to reduce the contracture.
    The patient would like to be able to return to work, playing basketball and complete self-care activities.

### Introduction

Located in the shoulder region of one’s body, the brachial plexus is a network of nerve fibers responsible for cutaneous and muscular innervation of the upper limb. Injuries to this area, also known as lesions, can cause severe functional impairment (Moore, 2007). Klumpke’s Palsy, also known as Dejerine – Kumpke Palsy, is a medical condition where injury to the brachial plexus, specifically the severing of the lower trunk C8 and T1 nerves, leads to the paralysis of the arm (Totora & Anagnostakos, 1990).

### Anatomy

Klumpke’s Palsy mainly affects the intrinsic muscles of the hand (the interossei, thenar and hypothenar muscles) and the flexors of the wrist and fingers (the flexor carpi ulnaris and ulnar half of the flexor digitorum profundus) (Rowland, 2010) Furthermore, the forearm pronators and wrist flexors may also be affected, although it is less common. A classic visual presentation of Klumpke’s palsy is the “claw hand”where the forearm is supinated and the wrist and fingers are flexed, similar to those of a bird’s claw.

### Etiology

Klumpke’s Palsy is results from difficulties in childbirth, most commonly from a traumatic vaginal delivery where the newborn’s shoulders become impacted and the brachial plexus nerves stretch or tear (Hill, 2008). In addition, the risk is greater the smaller the mother and the heavier the weight of the newborn being delivered is (Pham, 2011).

### Orthotic Treatment Options

Treatment options for Klumpke’s Palsy differ depending on the severity exhibited by the patient. In most cases, an introduction of a passive range of motion program is recommended with a further combination of occupational therapy (OT) and Physical Therapy (PT) (Maria, 2005). In more severe cases surgical intervention will be required (Maria, 2005).
In terms of Orthotic treatments, it’s main treatment is to assist in movements where muscle weakness is exhibited. (Ruchelsman et al, 2008). Early orthoses will usually focus on wrist extensions and progress to wrist supination (Maria, 2005). Both static and dynamic orthoses are then prescribed and may be used separately or concurrently, depending on the patient’s movement and functional goals (Ruchelsman et al, 2008).
# Upper Limb Orthotics/Assessable learning outcomes

The following objectives are used in assessment of your assignments.

## Objectives

* Select an orthotic design, and justify this selection, for range of pathologies affecting the upper limb commonly treated in orthotic practice
* Conduct a safe clinical assessment and analyse findings from subjective and objective evaluations to determine clinical outcomes possible for a person with an upper limb pathology
* Prescribe an orthosis to meet the treatment objectives for a given upper limb pathology and in doing so, articulate a strong and well evidenced rationale to justify the orthotic prescription
* Plan treatment incorporating a given orthosis for a person with an upper limb pathology
* Communicate to an audience of peers a justification for use of an orthosis to manage a common pathology affecting the upper limb for a given client
# Upload Video to Wikimedia
## Target Audience

Someone who wants to upload video to wikimedia. Apple devices typically record in Ogg format. This will upload to wikimedia without conversion. This tutorial is for someone who needs to convert to Ogg (and doesn't want to use Youtube).

## Starting Point

Have a video in a format that you need to convert to Ogg.

## Replication Goal

Turn video into Ogg file that can be uploaded to wikimedia.

## Procedure Install Mirco, Use to Convert and Upload

* Miro installation instructions
* convert to oggtheora format
* upload file to wikimedia
* Download MiroVideoConverter, install, don't install additional free software it comes with
* Choose video to convert, oggtheora format to convert to
* Look for video in "My Files","MiroVideoConvertor" folder,has the extension "ovg" .. and upload at wikimedia commons

## Recommendation: Use youtube

The only benefit of a wikiversity video upload, is the automatic creation of a thumbnail. The drawbacks are:
* Reason: Play back randomly stops, don't know how long video is
* Reason: Youtube handles conversion for you
* Reason: Clicking on the side thumbnail, plays video in the thumbnail .. plays distorted and can not see anything
* Reason: Have to click on the overlapping squares to play in larger window
* Full screen does not always work in all browsers
* Quality is reduced during the upload process, compare with these youtube uploads (choose high resolution by clicking on the gear):
       installing Miro
       converting mp4 to ogg
       uploading ogg to wikimedia
# Upper Limb Orthotics

In this subject you will gain specialised knowledge of specific areas of assessment, prescription, measurement, casting, fabrication, fitting and evaluation of upper limb orthoses. Through a series of lectures, practical sessions and a project you will develop an understanding of upper limb orthotic management, including applied anatomy, pathomechanics and an introduction to a range of upper limb specific pathologies. You will demonstrate your understanding of the theory of upper limb orthotic management by providing practical experience in the application of orthoses for the upper limb. Your learning in this subject is assessed through combined written and practical assignment.

## Assignments

Your assignments are used to assess your learning outcomes.
* Low temperature wrist-hand orthoses (Enquiry 1)
* Case study (Enquiry 2)
* Exam (Enquiry 3)

## Schedule

* Introduction to subject
* Introduction to occupational therapy and low temperature thermoplastics
* Wrist and hand injuries
* Burns injuries
* Lymphodema in the upper limb
* Outline of critiques
* Prefabricated upper limb orthosis
* Rotator cuff injuries
* Brachial plexus
* Occupational hand therapy
* Exam preparation
* Presentation of projects

## Cases

* Bennett Fracture with Subluxation
* Brachial Plexus Birth Palsy
* Burns injury on the dorsal surface of the wrist
* Colles' Wrist Fracture
* De Quervain's Tenosynovitis
* Dermatitis and Skin Complications
* Distal Radial Fracture
* Distal Radioulnar Joint Dislocation
* Dupuytren's Contracture
* Dupuytren's disease
* Extensor Carpi Ulnaris Tendonitis
* Hook of Hamate Fracture
* Kienbocks Disease
* Intersection Syndrome
* Management of Burns to the Palmer Surface of the Wrist and Hand
* Metacarpophalangeal and interphalangeal orthosis
* Orthotic Intervention for Children with Cerebral Palsy
* Orthotic management of radial nerve palsy following humeral fracture
* Orthotic Treatment of Post-Stroke Spasticity in the Distal Upper Limb
* Partial Lesion of C7
* Rheumatoid Arthritis
* Rupture of the Finger Flexor Annular Pulley A2
* Smith's Fracture
* Splinting Wrist Contracture after Stroke
* Swan Neck Deformity
* Trigger Finger
* Ulnar Nerve Lesion
* Wrist Contracture in Cerebral Palsy
* Wrist Contracture Management

## Links

Grasping the Future: Advances in Powered Upper Limb Prosthetics. (n.d.). Http://Www.Eurekaselect.Com. Retrieved April 14, 2024, from http://www.eurekaselect.com/ebook_volume/1118 Kouppanou, A. (2020). What is in a child’s hand? Prosthesis in Bernard Stiegler: Some implications for a future philosophy of childhood. Educational Philosophy and Theory, 52(4), 433–442. https://doi.org/10.1080/00131857.2019.1586529
* Useful Subject Documents
# Windows Server Administration/Installation/Lesson flashcards
## Instructions

* Click on the flashcard text to show the answer.
* Click on Next Card to show the next flashcard.
    Log in to hide the Clear the cache of this page? message before each new flashcard.
* Installation Lesson
* Windows Server 2016 and later versions include a variation of installation called ___________. __________ is a significantly scaled-back installation where no Windows Explorer shell is installed. All configuration and maintenance is done entirely through ______________ interface windows, or by connecting to the machine remotely using Microsoft Management Console. Windows Server 2016 and later versions include a variation of installation called Server Core. Server Core is a significantly scaled-back installation where no Windows Explorer shell is installed. All configuration and maintenance is done entirely through command-line interface windows, or by connecting to the machine remotely using Microsoft Management Console.
* Next Card
# Windows Server Administration/Introduction/Lesson flashcards
## Instructions

* Click on the flashcard text to show the answer.
* Click on Next Card to show the next flashcard.
* Introduction Lesson
* User CALs and device CALs are _____. User CALs and device CALs are not interchangeable.
* Next Card
# Windows Server Administration/Performance/Lesson flashcards
## Instructions

* Click on the flashcard text to show the answer.
* Click on Next Card to show the next flashcard.
    Log in to hide the Clear the cache of this page? message before each new flashcard.
* Performance Lesson
* Performance Monitor (also known as _____ and _____) may be customized to display _____ and can _____. Performance Monitor (also known as System Monitor and perfmon) may be customized to display any available performance counter and can record performance log files for later viewing.
* Next Card
# Windows Server Administration/Performance/Terms flashcards
## Instructions

* Click on the flashcard text to show the answer.
* Click on Next Card to show the next flashcard.
    Log in to hide the Clear the cache of this page? message before each new flashcard.
* Performance Terms
* The average rate of successful message delivery over a communication channel is _____. throughput
* Next Card
# Windows Server Administration/Group Policy/Terms flashcards
## Instructions

* Click on the flashcard text to show the answer.
* Click on Next Card to show the next flashcard.
    Log in to hide the Clear the cache of this page? message before each new flashcard.
* Group Policy Terms
* A set of extensions to the Windows Driver Model that provides an operating system interface through which instrumented components provide information and notification is _____. Windows Management Instrumentation (WMI)
* Next Card