OpenLLM-France/wikimedia huggingface dataset:
# Pillars of Game Development/Excitement

If a game has no excitement, it isn't fun. If it isn't fun, people won't play it. People don't invite one another over for a nice evening of Taxes, after all!
Some games might be considered to be more exciting than others. Or, you might think of it as being exciting, but in a different kind of way. Let's look at some card games.
UNO is a popular card game, and it has a high level of excitement. That's because play moves quickly and the players are allowed to make decisions that change the direction of the game.
Poker is also a very popular card game, but it's not as fast-moving as UNO. It's exciting, but in a different sense. While Poker doesn't have a kinetic, frenzied energy, there is a strong element of interest in the conclusion of each hand - a person might have money or at least chips riding on the outcome.
So, you might consider factors like: how long a person waits for a turn, what have they risked on their decisions, how much ability do players have to change the course of the game, etc.
Consider some factors of excitement in a game: [EDITS WELCOME]
Speed. Games that are geared for a younger audience require a constant, frenzied energy or else the kids will lose interest. Adults can tolerate games that are slower-paced, but will also get bored if they have to wait for long periods of time before getting a turn to play. Think about it: they didn't agree to play a game just so they could sit around and NOT PLAY! However, games like chess can keep players interested for a long time, since they can use the opponents turn to think ahead of what to do next.
Payback. Losing one round is tolerable for a player if they feel they might come back and win later on, or even exact revenge on another player.
Tension. Games like Scrabble have very little tension. But a game like JENGA is full of building tension. Players take turns removing blocks, knowing that each turn brings them closer to disaster. A game like Operation is also full of tension. One false move and a player will be punished with a nerve-jarring buzz.
Lastly, consider the human interaction involved in a game. People sitting quietly waiting for the other person to make a move can get boring for players, whereas a game that encourages interaction can be fun and exciting. Kids games and "ice breaker" games focus more on human interaction than strategy or puzzle type games.
# Progress and Prospects in Parkinson's Research/Therapy/Research to Clinic

< Back to parent page Therapy
This topic is for exploring the evident stumbling blocks in the way of turning the results of research into practical and effective treatments and therapies for Parkinson's disease in the clinic. Despite massive effort in laboratories, enormous expense by drug companies and large, expensive clinical trials, relatively few drugs and other therapies have made their way to routine use by the Parkinson's patient community. Essays on the issues and how they might be confronted are welcome as sub pages to this topic.

## Articles

The Route to market
Why do so many drugs fail at the last hurdle? Is there a serious procedural flaw in drug research? An article reproduced from Spring Times, April 2011. File details

## Related pages

< Back to parent page: Therapy
Subpages:
    The route to market
    Why do so many drugs fail at the last hurdle? Is there a serious procedural flaw in drug research? (File details)

## Relevant links

A interesting animation from the M J Fox Foundation which breaks down the complex process of drug development and translation to the clinic: https://www.michaeljfox.org/foundation/role.html
# Progress and Prospects in Parkinson's Research/Therapy/Neuroprotection/Riboflavin

   Uncorroborated research has found that PD patients are deficient in riboflavin and it is hypothesised that its replacement could confer neuroprotection.

## Background

Riboflavin also known as Vitamin B2 is a vital dietary component that is found in dairy foods, yeast, fresh vegetables and offal. It has a role in the metabolism of fats, carbohydrates and proteins.

## Research

2003
Coimbra and Junqueira detected riboflavin deficiency in 31 consecutive PD outpatients. 25 patients were given enhanced doses of riboflavin for 6 months and they cut red meat from their diet.
At the end of the experiment their mobility rating had increased from 44% to 71%

## Further Reading

2010
January Neurotalk Full Text
Riboflavin benefits Parkinson’s patients
http://neurotalk.psychcentral.com/thread151217.html
This article discusses the implications of the work of Coimbra and Junqueira.
Today
   Use the following links to query the PubMed, PubMed Central and Google Scholar databases using the Search terms:- Parkinson's_Disease Riboflavin.
   This will list the latest papers on this topic. You are invited to update this page to reflect such recent results, pointing out their significance.
Pubmed (abstracts)
Pubmed_Central (Full_Text)
Google_Scholar

## Related pages

Therapy > Neuroprotection
Sub Pages:
    Neuroprotective agents
    Substances with possible neuroprotective properties:
    Caffeine,--Celastrol,--Co-Enzyme Q10,--Creatine,--DHA,--Exendin-4 (EX-4),--GDNF,--Glutathione (GSH),--GM1,--Isradipine,--Melatonin,--Minocycline,--Nicotine,--NSAIDs,--Phenylbutyrate,--Phytic Acid,--Probucol,--Quinoxaline,--Rasagiline,--Riboflavin,--Statins,--Tolcapone,--Urate & Uric Acid,--Vitamin D,--Vitamin E,--
# Introduction to Calculus/Quiz 1

It would be better if you solve the quiz in your usename space, e.g. User:Your Username/Introduction to Calculus. After solving the quiz post the link to this quiz's talk page.
If you can pass this quiz, you are ready to take this course
* Express $\tan(\theta )\!$ in terms of $\sin(\theta )\!$
* If $\csc(\theta )=1/x,\!$ then what does $x\!$ equal?
* Prove $\tan ^{2}(\theta )+1=\sec ^{2}(\theta )\!$ using $\sin ^{2}(\theta )+\cos ^{2}(\theta )=1\!$
* $\cos(A+B)=\cos(A)\cos(B)-\sin(A)\sin(B)\,\$
** Find the double angle idenities for the cosine function using the above rule.
** Find the half angle idenities from the double angle idenities.
** Find the value of $\cos ^{2}(\theta )\!$ without exponents using the above rules.
** (Challenge) Find the value of $\cos ^{3}(\theta )\!$ without exponents.
# Introduction to Calculus/Quiz 1/Answers

If you can pass this quiz, you are ready to take this course
* Evaluate $\tan(\theta )\,\$ in terms of $\sin(\theta )\,\$
    $\tan(\theta )=\sin(\theta )/{\sqrt {}1-(\sin ^{2}(\theta ))\,\$
    Shyam
* If $\csc(\theta )=1/x,\,\$ then what does $x\,\$ equal?
    $x=\sin(\theta )\,\$ where $x=[-1,1]\,\$
    Shyam
* Prove $\tan ^{2}(\theta )+1=\sec ^{2}(\theta )\,\$using $\,\ \sin ^{2}(\theta )+\cos ^{2}(\theta )=1$
    $\sin ^{2}(\theta )+cos^{2}(\theta )=1\,\$
    divide both sides by $\cos ^{2}(\theta )=>\sin ^{2}(\theta )/cos^{2}(\theta )+1=1/cos^{2}(\theta )\,\$
    $=>\tan ^{2}(\theta )+1=sec^{2}(\theta )\,\$
    Shyam
* $\cos(A+B)=\cos(A)\cos(B)-\sin(A)\sin(B)\,\$
** Find the double angle idenities for the cosine function using the above rule.
    replace $B\,\$ by $A=>\cos(A+A)=\cos(A)\cos(A)-\sin(A)\sin(A)\,\$
    $=>\cos(2A)=\cos ^{2}(A)-\sin ^{2}(A)\,\$
    Shyam
** Find the half angle idenities from the double angle idenities.
    $=>\cos(2A)=\cos ^{2}(A)-\sin ^{2}(A)\,\$
    replace $A\,\$ by $A/2=>\cos(A)=2\cos ^{2}(A/2)-1\,\$ using $\sin ^{2}(A)+\cos ^{2}(A)=1\,\$
    Shyam
** Find the value of $\,\ \cos ^{2}(\theta )$ without exponents using the above rules
    $=>\cos(2\theta )=2\cos ^{2}(\theta )-1\,\$
    $=>\cos ^{2}(\theta )=(1+\cos(2\theta ))/2\,\$
    Shyam
** (Challenge) Find the value of $\,\ \cos ^{3}(\theta )$ without exponents
    $\cos(3\theta )=cos(\theta +2\theta )\,\$
    $=>\cos(3\theta )=cos(\theta )\cos(2\theta )-sin(\theta )\sin(2\theta )\,\$
    $=>\cos(3\theta )=cos(\theta )(2\cos ^{2}(\theta )-1)-sin(\theta )(2\sin(\theta )\cos(\theta ))\,\$ using $\cos(2\theta )=2\cos ^{2}(\theta )-1\,\$ and $\sin(2\theta )=2\sin(\theta )\cos(\theta )\,\$
    $=>\cos(3\theta )=cos(\theta )((2\cos ^{2}(\theta )-1)-2sin^{2}(\theta ))\,\$
    $=>\cos(3\theta )=cos(\theta )(4\cos ^{2}(\theta )-3)\,\$ using $\,\ \sin ^{2}(\theta )+\cos ^{2}(\theta )=1$
    $=>4\cos ^{3}(\theta )=cos(3\theta )+3cos(\theta )\,\$
    $=>\cos ^{3}(\theta )=(cos(3\theta )+3cos(\theta ))/4\,\$
    Shyam 19:42, 18 November 2006 (UTC)
# Introduction to Calculus/Limits/Problems
## An Informal Definition

Find the limit as x approaches 10 for the following statements by finding their values at 9, 9.9, 9.99, 10.01, 10.1, and 11. What values do they surround?
* $x^{2}$
* $1/x$
* $x^{3}+4x+15$
* $(10-x)/(10-x)$

## Basic Theorems for Limit Operations

* Find the limit of f(x)+g(x) and f(x)/g(x) as x approaches 10 with the following functions
** $f(x)=x^{2},\,\ g(x)=\sin x$
** $f(x)=x^{3}-4x^{2}+13,\,\ g(x)=\log(x)$
# Self Paced Reading Labs/Food Processing/Making Tomatoe Paste/quiz

Q. What is removed from tomatoes to make it into paste?
    A. The skin and seeds
Q. Name a food product that can be manufactured from tomatoe paste.
    A. 1. ketchup 2. tomatoe juice 3. pizza 4. sauces
Q. What is a way that tomatoe sause is commonly packaged for markets?
    A. 1. tin cans 2. squeeze tubes
# Self Paced Reading Labs/Food Processing/Making Tomatoe Paste
## How to complete this module

Read Wipedia article "Tomatoe Paste" then complete the quiz below for self evaluation.

## Self Test

/quiz
Make some tomatoe juice or sauce at home from fresh tomatoes with an adult. insert links here to appropriate cookbook recipes that can be printed out

## Routing Information

If you successfully answers all questions then complete another module on this level for more practice or advance a level.
If you missed one question then complete another module on this level for additional practice.
If you missed two or more questions then go back to previous level for some more practice.
See also:
* Tomato processing on MoonLunar_Boom_Town/Luna's_Tomatoes,_Juice_and_Picante_Sauce
# Self-regulation

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
# Self Paced Reading Labs/Biology/sharks

Instructions: Read the summary of the article Shark. Then take the quiz below. Evaluate your performance as explained below and proceed to your next selected lesson as per the ...link to index or lists of lists with coding information here.
/quiz
If you missed more than two answers consider selecting a lower level reading lab next time.
If you missed only one consider selecting a same level lab for additional practice.
If you missed none consider whether you wish to practice more at this level or start a more demanding level.
# Self Paced Reading Labs/Food Processing

Lessons to date in this category. Level Classification and quizzes needed.
* Manufacturing Cheese
* Uses of Whey
* /Making Tomatoe Paste
* /Flour
# Self (psychology)

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
# Self-serving bias

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
“Others’ misfortune tastes like honey” - Japanese proverb
# Open Access in Latin America/Open Access Advocates in Brazil

   * Profa. Sueli Mara Soares Pinto Ferreira at sueli.ferreira@dt.sibi.usp.br - USP/SIBI, leader of Acesso Aberto USP
   * Prof. Pablo Ortellado at paort@usp.br - GPOPAI/USP
   * Prof. Jorge Machado at GPOPAI/USP
   * Prof. Ewout ter Haar at ewoutterhaar@gmail.com - USP/STOA
   * Profa. Sely Costa at profa.sely@gmail.com - UnB
   * Ale Abdo at "Al Scandar Solstag" <abdo@member.fsf.org> - Free Software Foundation Brazil
   * Everton Zanella Alvarenga (aka Tom) <everton.alvarenga@okfn.org> – Open Knowledge Foundation Brasil
   * Helio Kuramoto – Ministry of Science and Technology - IBICT
   * Bianca - IBICT
   * Pedro M. – FGV/CTS
   * Abel Caine – ScIELO
   * Adriana - ScIELO
   * Renato – ScIELO/Campus Virtual de Saude
   * Prof. Nelson Pretto - UFBA
   * Others to be mapped
# Open Access in Latin America/Provide core advocacy resources for Brazilian organizations and individuals

Core Resources

## General

* Policy Guidelines FOR THE DEVELOPMENT AND PROMOTION OF OPEN ACCESS
# Open Community Approach/Open Proposal Management
## Definition

Open Proposal Management is a generalization of the concept of OpenSource and OpenContent to a collaborative effort for developing a proposal for a grant. The term “open” in Open Proposal Management refers to the community of scientists, technicians and interested participants to join and contribute to the collaborative effort. The direction and goals are determined collaboratively by all members of the community. The resulting proposal (“product”) is made available under a free license, so that other communities can adapt and build on them.

## Open/Closed Development

* (Closed Developement) We cannot neglect a certain competition of teams to get a certain grant or funding. Scientific Reward System implies a certain competitive setting. So a team could select a closed/private development of a proposal. There are two options to go for an Open Proposal Management.
** publish the proposal directly after submission or
** publish the proposal after accessment
    and provide the right to the scientific community to build on the proposal.
* (Open Developement) The proposal is open to other scientists and the development is open to other scientist to join in
** just for improvement of the proposal itself or
** with a large contribution join as a team member, that is willing to contribute to certain milestones of the proposed projects.

## Learning Task

* Analyse the project "Save the children" and use the Wikiversity infrastructure to perform an Open Proposal Management with Open Developement. Try to identify, how you could contribute to such a proposal!
* Create open proposal based on your expertise that contributes to one or more Sustainable Development Goals. Start with your area of interest first and identify existing resources in Wikipedia and Wikiversity and assign the project goals to SDGs. Then explore options of space technology to support the approach. If you find low-cost solutions that could replace space technology or outpreform high-tech solutions, avoid space technology in the proposal. Find scientific rationals for your decision making in the proposal.
* Explore the concept of Citizen Science explain, how citizens can contribute to data acquisition and help to generate scientific evidence.
** In order to create a sustainable approach it is important, that citizens get or see a benefit in providing data to a information system. User do not provide personal data to internet service providers (like search engines, social media, messenger service, ...) so that the companies can create commerical benefit. User provide their personal data because they get the benefit (e.g. results for a search engine call, free messaging service, ...). Analyse the commercial approach in detail.
** apply the commercial approach of data aquisition to an One Health approach. Explore the Open Proposal for an Citizen Observatory for Health and ENvironment (COHEN) and explain, how the citizens that contribute to data aquisition get a benefit in the context of One Health.
# Swollen leg exam

Examination of the unilaterally swollen leg

## Differential Diagnosis

* DVT
* cellulitis, myositis, fascitis
* venous obstruction due to a tumor
* hematomas
* muscle injury
* compartment syndrome

## ABC's and initial assessment

* extreme pain → compartment syndrome

## Vitals

* Pulmonary embolism: SOB,↑ HR, ↑ RR, ↓ O2 sat → PE
* cellulitis → fever

## Well's Score
### History

* active cancer (+ 1)
* paralysis, or recent cast (+ 1)
* recent immobilization x > 3 days, major surgery (+ 1)
* history of clots, DVT (+1)
* pain - severity
* recent trauma (sports, blunt) → hematoma, muscle injury

### Inspection

* swelling of entire leg (+ 1)
* collateral superficial veins (+ 1)
* erythema, sharp demarcated border → cellulitis

### Palpation

* tenderness along deep veins (+ 1)
* ≥ 3 cm increase in calf circumference vs. other leg (+ 1)
* pitting edema (+ 1)
* compression of calve against the tibia → ↑↑ pain
* warmth
* distal pulses, capillary refill → ↓ in longstanding arterial disease
* passive range of motion of the toes or ankle → ↑pain in compartment syndrome

### Assessment

* likelihood of alternative diagnosis (- 2)

### Well’s score

* > 3 = high probability of DVT
* 1 - 2 = moderate
* 0 = low
# Student Projects/Simple photography tips
## PHOTOGRAPHIC POINTS

Now a days photography is very common in our lives. But it is an art of memories which we live in, and enjoyed the moment. There will be feel in every picture unlike edited ones. There is a freedom to show your thoughts in your pictures by following below tips...

### Angle

1. For flowers, preferably from top angle, you can take side too.
2. For nature photography, mobile should be straight and grids will help you to click a perfect picture.
3. For a person, mobile should be straight, fit to the screen, and side angle will be good.

### Focus

1. Click as near as possible and capture the real beauty of flowers (don’t zoom in).
2. First fix the exact location and focus on the particular scenery the do a little zoom in.
3. For an expression of face, zoom in and focus on the face & eyes of a person.

### Mode

1. Portrait mode will give the exact picture with cleared image and blurred background.
2. Panorama mode will give the rotation.
3. Square mode will reduce the size to square with same image as normal.

## Educational importance

* Helps to show the clear image of a particular topic.
* Helps in counting the cells in an organism from microscope (biology).
* A good image helps to know the understanding level of a student
* Students are enthusiastic to know the topic in a clear and creative way.
* A clear picture communicates the intention of a person and his/her mind set.
* We can embed in power point presentations for a attractive and active classroom.
# Student Projects/Solar system

The Solar System
The Sun,eight planets, satellites and some other celestial bodies known as asteroids and meteoroids form the solar system.We often call it a solar system with the sun as it's Head.
The Sun
The sun is in the centre of the solar system.It is huge and made up of extremely hot gases.It provides the pulling force that binds the solar system.The sun is the ultimate source of heat and light for the solar system.But that tremendous heat is not felt so much by us because despite being our nearest star,it is far away from us.The sun is about 150 million km away from the earth.
Planets
There are 8 planets in our solar system.In order of their distance from the sun,they are:
* Mercury
* Venus
* Earth
* Mars
* Jupiter
* Saturn
* Uranus
* Neptune
Reference
# Open academia in practice/Participants/Instructions

Once you've created your account, to sign your name below by leaving four squiggles - like this ~~~~ - it will leave your electronic signature and a timestamp like this:
# Open academia/Working
## Issues

* Convenience vs. open?
* Popularity vs. open?

## Barriers to open academia

* Vendor lock-in
# Open academia in practice/Instructor notes
## Instructor notes

We have 2 hours, participation is open, venue is a computer lab.
As we don't know the skills and knowledge range of the participants before hand we aim to cover as much as possible with the group in this session, and extend the session out to another time if necessary, starting from the point we make it to in this session.
There is also a dedicated blog that we update as new developments, new workshops and new resources come on hand. The wiki is the source code and the blog is the presentation face.
# Open access

| Open access is the publication of material in such a way that it is available to all potential users without financial or other barriers. Introductory reading: Open Access Overview (Peter Suber) | Activity: Find an open access article that you like and list it below. |
# Open academia: Principles and practices

Expression of interest for refereed paper for HERDSA 2011: Higher Education on the Edge (Higher Education Research and Development Society of Australasia), July 4-7, 2011 Gold Coast, Queensland, Australia.

## Abstract

This paper argues that open academic practices provide greater benefits to society, institutions and academics than do closed practices. Five principles of open academia are suggested (open access, open licensing, open formats, free software, and open governance) and discussed with case studies and examples (such as intellectual property, open textbooks, open journals open education, and open governance). Open academia applies these five principles to core areas of academic work, particularly open education and open research. It is argued that universities and academia should develop capability, policy and practice to promote open access, open licensing, open file formats, and free software. Such practices help to disseminate knowledge and training, facilitate dynamic engagement with the public and stakeholders, improve overall quality, and enhance marketability. In addition, it is argued that academic, education and research institutions should demonstrate transparent governance and methodologies, a view supported by current Australian federal reforms in education. In essence, it is argued that academia and universities should champion free and public access to knowledge, education and training, and that progress toward implementation of open academic principles should become key performance and benchmark indicators. The biggest barriers to openism in academia are not legal or technical, but rather cultural, organisational, and psychological. This paper outlines initiatives under way that seek to address these barriers and examples of open academia that show advantages to universities such as collaboration and networking, peer review, quality improvement, commercialisation opportunities, kudos, marketing, and branding.

## Authors

* James Neill, Assistant Professor, University of Canberra
* Leigh Blackall, Learning Commons Coordinator, University of Canberra

## Conference theme

All submissions must relate to the conference theme, "Higher education at the edge", and address one or more of the research domains:
* Academic practice, work and identities
* Learning, teaching, assessment and curriculum
* Quality and standards in higher education
* Leadership, management, governance and policy in higher education
* Student pathways, experiences, expectations and outcome
# Open academia in practice/Participants

* -- Jtneill - Talk - c 08:02, 19 March 2010 (UTC)
* --Leighblackall 23:49, 25 March 2010 (UTC)
* Madepercy 03:44, 29 March 2010 (UTC) Thanks James and Leigh, nice work, and you solved a few issues for me in the first few minutes!
* --TGreen 03:45, 29 March 2010 (UTC)
* --A George 03:53, 29 March 2010 (UTC)
* --PatTandy 03:58, 29 March 2010 (UTC)
* --Mattbacondesign 04:02, 29 March 2010 (UTC)
* --Vicki Deakin 04:05, 29 March 2010 (UTC)
* --Fannyl 04:06, 29 March 2010 (UTC)
* --DMG, 29 March 2010 (UTC)