OpenLLM-France/wikimedia huggingface dataset:
# Dental materials

* Click to return to School of Dentistry
Dental materials is an important subject for dental students. It mainly deals with the materials used in both practical and laboratory dentistry. It gives an insight about the physical chemical and the mechanical properties of the materials that are used in dentistry. The dental materials may be broadly classified on the basis of their use. They are:
* impression materials,
* casting materials,
* restorative materials,
* orthodontic bands and wires,
* cements, bases, varnishes and liners, and
* waxes.
The components of each class range from polymers to metals. There are many materials under each type of material. The adequate material can be chosen according to the requisites.

## Impression materials

An impression is a negative recording of the oral cavity and associated structure in appropriate and accurate dimensions. The material that helps in taking an impression is called impression material. The most common impression material is alginate. Alginate is an irreversible hydrocolloid. Meaning that it cannot return to the sol state after it turns into a gel. The biggest ingredient in alginate is potassium alginate which is found in seaweed. It is also used for a thickening agent in some ice creams.
# Department of Occupational and Environmental Health Sciences, University of Panamá/Ramazzinni Center Panamá RCP/Statutes of the Ramazzinni Center Panamá (RCP)

Statutes of the Ramazzinni Center Panamá RCP

## Ramazzinni Center Panamá participants

* Agnes Flores
* Angel Gutierrez,
* Olaf Jensen,
* Adya Mitchel Correa
* Cynthia Pinzon
* Thania Aguilar,

## Purpose

The aim is to deliver research results at a high international level that can promote the work of occupational medicine to the benefit of the region's citizens and nationally as well as internationally.

## Board of Directors

The center's top decision-making authority is the board. The board consists of the associated researchers.

## Center coordinator

* The Board of Directors selects the Center coordinator for 1 year to be reelected at the annual Board meeting in August
* 1-2 board meetings are held annually
* The Center Coordinator is responsible for convening the Board meetings
* The function as center coordinator is performed by Agnes Flores

## Advisory Committee

Representatives from partners in unions, ministries, Maritime Authority and CSS are invited

## Objectives

In collaboration with the Center Coordinator, the Board sets objectives for which research areas should be prioritized and what results are expected to come out of research in these areas.

## Evaluation of the center's activities

The Board of Directors understands every five years an evaluation of the center's activities The Center Coordinator submits an annual report to the Board at the end of December.

## Financial Accounting

No separate accounts are made for the center as the economy is placed with each of the participants. location The center coordinator is physically located at CSS

## Resources

The primary resource for the Center's activity is the existing resources from individual participants and from national and international research foundations.

## Indication of PRC on publications

Publications starting from the PRC are listed as follows: Own institution (ex CSS), Ramazzinni Center Panamá RCP

## Annual Status Report

The Center Coordinator is responsible for annually preparing a status report which is approved by the Board of Directors. The progress report should include a brief account of last year's results.

## Signatures and dates

* Agnes Flores
* Angel Gutierrez,
* Olaf Jensen,
* Adya Mitchel Correa
* Cynthia Pinzon
* Thania Aguilar
# Department of Occupational and Environmental Health Sciences, University of Panamá/es

| Translations: | English  • español |
Departamento de las Ciencias de la Salud Ocupacional y Ambiental, Universidad de Panamá

## Misión

La misión es contribuir a un entorno de trabajo y vida saludable y seguro mediante la enseñanza, la capacitación, la investigación y la difusión de la investigación. Algunos de los 17 Objetivos de Desarrollo Sostenible, Naciones Unidas (UN) representan necesidades de investigación en salud ocupacional para alcanzar los objetivos, por ejemplo. meta 2 Seguridad alimentaria y nutrición y agricultura sostenible meta 5 igualdad de género y empoderamiento de todas las mujeres y niñas ". meta 8 Empleo, trabajo decente para todos y protección social y otras metas se abre a la colaboración con otros países Los objectivos de desarrollo sostenible Trabajo decente – tambien impacto de las políticas de la OIT.

## Visión

La visión es producir y difundir el conocimiento que se utilizará para la prevención de riesgos en los lugares de trabajo, las autoridades, las clínicas médicas, los hospitales y otros para lograr un ambiente saludable. El “ambiente” incluye estrés en el lugar de trabajo, aire, agua, suelo, social y cultural, económico, ambiental y ambiental. A través de nuestra investigación y del suministro de nuevos conocimientos externos, mejoramos la comprensión de cómo el medio ambiente puede afectar la salud y cambiar los entornos peligrosos. A través de nuestra enseñanza, educamos a especialistas en medicina ocupacional y ambiental, científicos y formuladores de políticas.

## Objetivos

* Educación continua en medicina del trabajo.
* Formación pre y posgraduada en investigación.
* Investigaciónes cientificfas en salud ocupacional y ambiental

## Objetivos específicos

* Brindar capacitación científica y supervisar los proyectos científicos de los médicos en el Programa de Residencia.
* Implementar la medicina basada en la evidencia en la atención al paciente, la enseñanza y las investigaciónes.
* Realizar investigaciones sobre el estándar científico internacional.
* Lanzar la revista "Preventive Health Science", regularmente.
* Atraer y educar nuevas investigadoras y especialistas.
* Colaborar con otra especialidades médicas y otras instituciones nacionales.
* Establecer colaboración de investigación internacional

## Proyectos de investigación

* Análisis de los datos clínicos relacionados con el trabajo en diferentes especialidades
* Análisis prospectivo de los datos clínicos relacionados con el trabajo
* Análisis de los datos clínicos relacionados con el trabajo en medicina familiar CP
* Epidemiología de los trastornos músculo-esqueléticos de origen ocupacional
* Análisis de los datos clínicos relacionados con el trabajo en ULAPS de Vacamonte
* Nivel de conocimiento sobre Salud ocupacional en pescadores de Puerto Vacamonte
* Estudio epidemiológico de los riesgos profesionales en la pesca en Puerto Vacamonte
* Un estudio de revisión de la relación entre la salud mental y las enfermedades
# Department of Occupational and Environmental Health Sciences, University of Panamá/Modules for training in research methods

The modules are for self-learning or by instruction by the tutors, who will recommend specific modules for each of the researchers according to their level of methodological competences. wishes and research experiences:
* Search scientific literature
* Herramientas electrónicas de investigación 1
* Herramientas electrónicas de investigación 2
* Theoretical epidemiology and biostatstics
* Formato de Protocolo de Investigacion CSS
* Formato de Protocolo de Investigacion modelo internacional STROBE
* Checklist guide article /STROBE cross-sectional
* Reporting routine registered health data (RECORD) /
* Standard chronogram for research projects
* How to write medical articles
* How to write a flawless manuscript
* Introduce "journal Club" meetings regularly Journal club Network Guidelines
* Standard questionnaires in English
* Standard questionnaires in Spanish
* The PRISMA Statement
* Reporting-guidelines/prisma-scr/
* PRISMA-statement.org/Extensions/ScopingReviews
* The STROBE statement
* The EQUATOR -network CLINCAL CASE reporting-guidelines
* Historial Medico Ocupacional del Paciente
# Department of Occupational and Environmental Health Sciences, University of Panamá/The Ramazzinni Center in Panamá
## The Panama Center of Ramazzinni

Epidemiological studies related to work and the environment is lacking in Panama as well as in other countries in Latin America. Until now epidemiological studies have focused on infectious diseases, diet-related diseases, lack of activity, tobacco and alcohol, cardiovascular diseases, diabetes and cancer. We hope to encourage the need to research and publish, in the areas of occupational and environmental health, using the epidemiological method, to prevent diseases and accidents. The Ramazzini Center in Panama will be a brickless center that includes the "Department of Occupational and Environmental Health Sciences" University of Panama, MINSA, and CSS. The purpose will be to identify the links between the environment, work and health to provide a rational basis for disease and injury prevention, as described in the research program for health risk surveillance (Link to: The program for Occupational Health Risk Surveillance) For a start the center's research is based on questionnaires to the workers about their well-being and the working environment in order to create the evidence for a continuous improvement of safety and the working environment: The content of the PCR The Center will be extended to other occupational health research groups in Latin America. The Panama Center of Ramazzini organises a 1-day seminar every year, where we have presentations and discussions on research methodological topics. The researchers also present their projects. The seminar is held every autumn at xxxxxxx. The center also organises public meetings where we present to a wider audience work and environmental medical issues with the participation of invited and presenters. The Center will seek cooperation with other countries and propose the formation of the Latin American Ramazzinni Center - or the Central American Ramazzinni Center
# Department of Occupational and Environmental Health Sciences, University of Panamá/Modules for training in research methods/Herramientas electrónicas de investigación 2
## Use the technology at hand

Use iPhone and Android phone dictation, read articles and texts in the sofa with your mobile and tablet, take care not to stay too long in the same position at the writing desk, Use Google translate when needed, transfer PDF to word when you need to make copies of the text etc.
# Department of Occupational and Environmental Health Sciences, University of Panamá/Ramazzinni Center

Spanish version

## Background

Occupational epidemiological studies is lacking in Panama as well as in some other countries in Latin America. The Ramazzinni Center in Panama will be a brickless center that includes the University of Panama, CSS and other universities.

## The purpose

To create a network of researchers in Panama to strengthen the production of knowledge that is needed for improving the health and safety in the workplaces. The monitoring of the working conditions will provide a rational basis for disease and injury prevention. The methods for a start are described in the health risk surveillance program in "The program for Occupational Health Risk Surveillance" also including the onshore workplaces.

## The intentions are

* To create an advisory group of representatives from the workers organisations
* To organise public meetings where we present to a wider audience work and environmental medical issues with the participation of invited presenters.
* To seek cooperation with other countries and propose the formation of the Latin American Ramazzinni Center - or the Central American Ramazzinni Center
* To organise a 1-day seminar every year, last week in August with presentations and discussions on research methodological topics
* To organise public meetings where we present to a wider audience work and environmental health issues with the participation of invited presenters
* To seek cooperation with other countries and propose the formation of the Central American Ramazzinni Center/ Latin American Ramazzinni Center
# ERP Application/1
## Some History of Open Source ERP

This is a lesson part of the module ERP Application Setup out of the Open Source ERP/Executive Masters course conducted by a private university.

## Topics

* Though Open Source has been around for some time, an ERP Application of high quality that is Open Source is a recent phenomena.
* Compiere is the first such application to hit SourceForge in 2000. In 2006 it got funded and introduced a commercial approach that resulted in the community forking a new project called ADempiere.
* Though these projects began to grow along their own paths, Compiere has established a firm base of what ERP can be in Open Source.

### Discussion

* Find out more about the history from ADempiere's wiki.
* Find out what new features or functionalities that each project has brought about lately. Also look at another Compiere's fork which is Open Bravo.
* What is new in this area?

### Activities

* Publish your works in an attractive manner in your user page, stating your own views and findings providing links to your sources. Use the talk page here to score marks.
* Create or edit sub-pages of course materials within wikiversity.
* Discuss in the forum (link shall be provided) by offering your ideas and answering or comment on others' postings.
# ESL for Primary School/Alphabet
###### Big Letter, Little Letter

Write a capital letter on the blackboard then get a student volunteer to write its equivalent in a small letter. For example, if you write “D” on the board, the student should write “d”.

###### Alphabet Battle

Go around the classroom in a specified order, with each student saying a letter of the alphabet in turn. If they get it wrong, or take too long, they have to sit down. The last student standing is the winner. You can easily adapt this for different age and difficulty levels.

###### Alphabet Relay

Draw a table on the board with a column for each team, and a letter at the beginning of each row. One student from each team comes up at a time, and writes a word beginning with that letter. The first team to complete their column wins.

###### The Alphabet Game

This can be played in two ways. The easy way is that students take turns (in a circle etc.) saying a word that begins with each letter, starting with A and finishing with Z.
The advanced version is that the next student must make a word with the last letter of the previous word.

###### Class Alphabet Poem

Assign a letter to each student. Each student has to make a sentence using that word. You can use an animal theme (ex. an Elephant for E), or just try to use the letter to make as many words as possible in the sentence (ex. Sarah is as a Silly Snake.)
You can then either make a big class poster with all the sentences in alphabetical order, or each student can make their own small drawing and sentence and you can display them together in order.

###### Something That Starts with A

Try playing "I spy" (or "I see") only with objects that start with a certain letter.
[[Category:ESL for Primary School|]]
# ESL for Primary School/Body parts
## "Guess Who"

Prepare flash cards with large drawings or print-outs of different looking people. Attach the drawings to the board. You describe one of the people, and the students have to guess who you're talking about. As a more advanced version, have the students take turns describing someone while the other students guess.

## Nose, nose, nose

This game involves learning the names of body parts. For example, mouth, nose, eyes, ears, head, hands. Start the game by tapping your nose as you say, “Nose, nose, nose…”. The students should follow and tap their nose likewise as they say, “nose, nose, nose” along with you. Then say a body part, for example, “mouth” but point at a different part, like your head. The students should recognise the word “mouth” and should point to their mouth even if you are not. Students who can’t are eliminated and must sit down. Repeat.

## The Monster Game

Describe a monster and get the students to draw what you describe. (Eg. My monster has five eyes. My monster has blue hair. etc.) Each monster will be different and the kids will enjoy showing each other their monsters. You can get them to show off their monsters in front of the class, while describing a few things about them in English.

## Head and Shoulders. Knees and Toes

Sing the song, with the motions.
Head and Shoulders, Knees and Toes Knees and Toes, Knees and Toes Head and Shoulders, Knees and Toes Eyes, Ears, Mouth and Nose.
To make it more difficult, you could eliminate students who make a mistake. Or else, you could drop one word at a time, so that you only make the motion, but don't say the word. If a student says the word, they're out. For example, the first word eliminated is 'head', so the first line goes: "* and Shoulders, Knees and Toes," where * is only the motion and not the word.
To make it more interesting you can start the song very slowly doing the moves like a zombie. Then you shout 'fast' and 'faster' to keep picking up the speed with every round. then back to 'zombie' to slow down. Not only do children have more fun role-playing zombies at one end and doing the moves lightning fast at the other end, but it also is essential for the correct learning of each word separately (sometimes kids think that 'kneesan' is a single word), as well as introducing the word 'fast' and the comparative 'faster'.

## Simon Says

You know the game. Use it to practice the body parts. The kids never get tired of it and you can always introduce more and more difficult commands. To practice the body parts say "Simon says show me your nose", or "Simon says touch your nose". After students have played a round or two of the game with the teacher giving commands, ask if a student would like to volunteer to take the teacher's place and give the commands. There are usually several volunteers and students really enjoy telling their classmates what to do. Acting as leader also challenges students who have mastered the targeted vocabulary.
You can also use "Teacher Says" instead of "Simon says".
[[Category:ESL for Primary School|]]
# ESL for Primary School/Colours
## Greeting

    Greet the students.
   * "Hello!"/"Good morning!"/"Good afternoon!"
   * "How are you?"

## Introduction

    Put each colour card on the board while saying the colour name out loud. Have the students repeat each new colour, and after each new card, have students repeat all colours. (e.g. Put up the blue card and say ‘blue’, then point to the class to have them repeat it. Then point to red, get them to repeat, point to yellow, etc. Try reviewing the colours in a different order each time.)

## Activities
### Missing flashcard game

    Once all the colour cards on the board, tell students to close their eyes, then take one away. Tell students to open their eyes, then ask them what colour is missing. Choose one student to give the answer, then that student can take away a colour card while the other students close their eyes. Continue this way, eventually taking away several cards, and mixing up the order of the cards.

### Words and pictures matching game

    Introduce the word cards one at a time. Say each word while showing the word card, and get a student to put the word on the right colour card. Once all the word cards are with the colour cards, have students close their eyes again, and mix up two of the word cards. The student who can put them in order again mixes up the cards the next time. Let it get gradually more complicated until all of the cards are mixed up each time.

### The Colour Song

    Sing the colour song with the class (to the tune of “The wheels on the bus go ‘round and ‘round”):
       The Colour Song
       Red and yellow, pink and green,
       Pink and green, pink and green,
       Red and yellow, pink and green,
       Orange, purple and blue;
       Brown and grey and black and white,
       Black and white, black and white,
       Brown and grey and black and white,
       Orange, purple and blue.

   #### tip

       When teaching a song, even an easy one like this, go really slow. Get the class to repeat each line, or phrase, after you several times, and sing the song or play the music at least once to listen to before they try to join in.

### Stand up game

    Go through the colours having the students stand up when you say a colour they're wearing.

## Farewell

    Say "Good bye!"
[[Category:ESL for Primary School|]]
# ERP Project Implementation
## Programme

This is a module part of the Open Source ERP/Executive Masters course conducted by a private university.

### Subject

ERP Project Implementation - Modules Workshops
   A capable and professional ERP implementor is often a person with real grunt work exposure with business applications. There are various differentiated applications of ERP that are sometimes diverse and unconnected to one another. Learning about such differences and how to map them as common components is a plus.

### Objectives

The objectives of this subject are:
* To work hands-on various functional module workshops
* To go through some Packaging Tools to Import/Export Modules
* To gain experience in various ERP disciplines

### Learning Outcomes

On completion of this subject the students shall be able to:
* Make use of a Packaging tool to import a real sub project
* Recompile the projects and deploy it successfully
* Gather more experience and exposure among the community
* Contribute Learning Points back to the Wiki and Forums

### Sypnosis

This subject covers the important key modules and tools in an Open Source ERP project. Pratical workshops for the students to gain experience using online resources and the community to achieve a satisfactory self-sufficient capability in making various modules work. The experience and confidence obtained can be applied to other technical challenges in a future career.

## Subject Details
### Full Case Setup

(20hrs)
* Sample Importer/Exporter of Packages
** Using 2Pack
** Using ADCK
** Importing EDI Package

### Group Project I - POS

(20 hrs)
* Project Workshop
* Learning Points

### Group Project II - Replication

(20 hrs)
* Project Workshop
* Learning Points

### Group Project III - Human Resource

(20 hrs)
* Project Workshop
* Learning Points

### Group Project IV - Manufacturing

(20 hrs)
* Project Workshop
* Learning Points

### Project Documentation

(20 hrs)
* Reviewing Wiki
* Proposing New materials
* Reorganising Present Materials
* Submitting for Merit/Credit