OpenLLM-France/wikimedia huggingface dataset:
# Literature/2011/Grudin

Authors :
* A B C D E F G H I J K L M N O P Q R S T U V W X Y Z &

## Authors

* Principal Researcher, Adaptive Systems and Interaction Group, Microsoft Research
* Ph.D. in cognitive psychology from the University of California (1981), where he was advised by Donald Norman.
* ACM Portal

### 1997-2003

    Editor-in-Chief of ACM Transactions on Computer-Human Interaction

### 2006-2011

    Edit and write column on HCI history for ACM Interactions

## Summary

The history of library and information science is covered here, along with HCI research in human factors, information systems, and computer science (CHI).

## Wikimedia
### w: Human-computer interaction
### w: Category:History of human–computer interaction

| w: SIGCHI w: CHI Academy | w: Information science w: Jonathan Grudin |

## Chronology

* Grudin, Jonathan (2011). "Human-Computer Interaction," in: Cronin, B., ed. (2011), Annual Review of Information Science and Technology 45: 369-430. $^{[^]}$
* Grudin, Jonathan & Donald Norman (1991). "Language evolution and human-computer interaction." Proc. Cognitive Science Conference, 611-616. (PDF). The forces that shape languages provide insights into limitations of consistency in interaction design.
* Grudin, Jonathan & A. MacLean (1984). "Adapting a psychophysical method to measure performance and preference tradeoffs in human-computer interaction." Proc. INTERACT '84, 737-741. (PDF). More a poster than a paper, my first HCI study identified a distinction that 20 years later shaped my view of HCI history.
# Federal Writers' Project – Life Histories/2020/Summer II/Section 07

This project is associated with English 105.007 and Project Uplift PLUS 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/2020/Summer II/Section 07/
Use the following to create a new life history subpage:
# Evidence-based assessment/Reliable Change Index

HGAPS is finding new ways to make psychological science conferences more accessible!
Here are examples from APA 2022 and the JCCAP Future Directions Forum. Coming soon... ABCT! ~ More at HGAPS.org ~
# Evidence-based assessment/ROC Party

HGAPS is finding new ways to make psychological science conferences more accessible!
Here are examples from APA 2022 and the JCCAP Future Directions Forum. Coming soon... ABCT! ~ More at HGAPS.org ~
Welcome! The Receiver Operating Characteristic (ROC) party is our attempt to teach receiver operating characteristic methods and analyses, in an attempt to make research more clinically relevant.

## ROC parties

* Summer 2017

## Subpages

Special:Prefixindex/Evidence-based assessment/ROC Party/
# Evidence-based assessment/Quality coding sheet

HGAPS is finding new ways to make psychological science conferences more accessible!
Here are examples from APA 2022 and the JCCAP Future Directions Forum. Coming soon... ABCT! ~ More at HGAPS.org ~
We will add the quality coding sheet here.
# Evidence-based assessment/Race-related-stress

HGAPS is finding new ways to make psychological science conferences more accessible!
Here are examples from APA 2022 and the JCCAP Future Directions Forum. Coming soon... ABCT! ~ More at HGAPS.org ~

# Race-Related Stress

Race related stress has been a topic of research in psychology and sociology for decades. However, relatively little has been done to apply measures of race-related stress in clinical work. This is not because the topic is unimportant. Far from it: race-related stress may be a factor that adds to overall stress and anxiety, it may be a target for intervention in its own right, and it is likely to affect the process of working together clinically, potentially changing perceptions about therapeutic alliance and support. It is easy to see how race-related stress would be a valuable topic for research that could rapidly translate into useful tools for clinical work.
This page is a place to gather information and links to the existing measures, and start thinking through their strengths and limitations. We also will start to map the different tools to various aspects of EBA (the 3 Ps), and brainstorm ideas about next steps in terms of research and clinical application.

## Available Measures

* Everyday Discrimination Scale
* Schedule of Racist Events
* Modern Racism Scale
* Perceived Racism Scale
* Cultural Mistrust Inventory
* Racism Reaction Scale
* Index of Race-Related Stress
* The Racism and Life Experiences Scale
Useful for Prediction? Pros and cons
Useful for Prescription? Pros and cons

## Tables Example 1

| Measure | Appropriate for Whom | Translations/Cultural Adaptations |
| Ex: RandoScale | Parents and teachers of children and adolescents | Spanish |
| Ex: RandoScale2 | Teenagers and adults | None |
| Measure-Subscale | Concurrent Validity | Test-Retest Reliability | Internal Consistency |
| RandoScale-Mania | .3 | .9 | .9 |
| RandoScale-Depression | .5 | .8 | .65 |
| RandoScale2-Mania | .55 | .78 | .1 |
| RandoScale2-Depression | .77 | .98 | .67 |

## Table Example 2

| Measure-Subscale | Appropriate for Whom | Translations/Cultural Adaptations | Concurrent Validity | Test-Retest Reliability | Internal Consistency |
| RandoScale | Parents and teachers of children and adolescents | Spanish | | | |
| RandoScale-Mania | | | .3 | .9 | .9 |
| RandoScale-Depression | | | .5 | .8 | .65 |
| RandoScale2 | Teenagers and adults | None | | | |
| RandoScale2-Mania | | | .55 | .78 | .1 |
| RandoScale2-Depression | | | .77 | .98 | .67 |
Useful for Process and Progress? Pros and cons
* ↑ Priest, N., Paradies, Y., Trenerry, B., Truong, M., Karlsen, S., & Kelly, Y. (2013). A systematic review of studies examining the relationship between reported racism and health and wellbeing for children and young people. Social Science & Medicine, 95, 115–127. http://doi.org/10.1016/j.socscimed.2012.11.031
* ↑ Owen, J., Tao, K. W., Drinane, J. M., Hook, J., & Davis, D. E. (2016). Client perceptions of therapists ’ multicultural orientation : Cultural (missed) opportunities and cultural humility. Professional Psychology: Research and Practice, 47(1), 30–37.
# Iresi

IRESI History and Culture of Iresi
Iresi is a town located in the Boluwaduro Local Government Area of Osun State, Nigeria. Situated in the southwestern part of the country, Iresi boasts a rich history, vibrant culture, and strong sense of community. Headed by the Oluresi which is the king of the town formerly named Iresi-ife or Iwaye, which was originally a part of the Ife Kingdom, one of the oldest and most historically significant Yoruba kingdoms in Nigeria and now called Iresi.
Iresi was founded by Ifadumila Olatimirin from Latale's compound in Ile-Ife. He was a friend to Ebekun from Abewela's compound in Ile-Ife. He was the maternal grandfather of Adebuba (Iresi acclaimed first king in the present Aworo Ebekun’s compound). His house which happened to be the first house in Iresi is situated in the present Saloro’s compound. Till date any dead king in Iresi is buried in his backyard. His descendants are called The ALANAS .
culture and heritage
Iresi's cultural heritage is celebrated through traditional practices, festivals, and rituals that honor ancestral spirits and deities. Festivals such as the Olojo festival and the Egun festival are central to the town's cultural identity, attracting visitors from far and wide. The economy of Iresi is primarily based on agriculture, with farming being the main source of livelihood for many residents. Cash crops such as cocoa, kola nuts, and palm oil are cultivated alongside staple crops like yams, cassava, and maize. Trade and commerce also play a significant role in the town's economy, with markets serving as hubs of activity and exchange.
Iresi has produced many notable individuals who have made significant contributions to the town's history, culture, and development. From traditional rulers and community leaders to scholars, artists, and entrepreneurs, these figures have left a lasting impact on the town and its people.
# Irish Language/Commonly Confused Words/Vocabulary

This page contains pre-formatted vocabulary for the page Irish/Language/Commonly Confused Words. It contains non-Wiki-formatted content. Detailed instructions on using this content are forthcoming.

## How to Use This Page
### Downloading Preformatted Content

Below is a section marked "Preformatted Vocabulary". To use this data, you must download it to a file and then import it into a flash card program such as Anki. To download this data:
* Select the text in the text box below.
* Copy the selected text.
* Open a text editing app on your device and open a new document in that text editor.
* Paste the text into your text editor.
* Save the text in a new file with the file extension ".tsv"
If you have issues with this process, please check to see if your text editor has replaced the tabs separating the items with one or more spaces.
Once you have a .tsv file, you can:
* Import it into a spreadsheet for editing
* Import it into a flash card app for digital learning
* Mail merge it into a word processor to create printed flash cards
The next section describes the data format used for this data and provides links to any existing resources for using it.

### About the Cúpla Data Format

This data is formatted as "Cúpla" data. Each line of this file represents:
* Between two and four Irish language words
* A very brief English gloss of each word
Use this data to make flash cards containing two words each, to learn the difference between similar or easily confused words.
Each line is formatted as follows:
| Term 1 | An Irish word |
| Gloss 1 | A brief English gloss of Term 1 |
| Term 2 | A different but similar Irish word |
| Gloss 2 | A brief English gloss of Term 2 |
The pattern continues for up to 4 terms.
# Irish Language/Other Resources

* < Back to the Irish language portal
This article discusses other resources that may be useful to Irish language learners.

### Lessons / Grammar Guides / Learning Tools

* Gramadach na Gaeilge is an online Irish grammar by Lars Bräsicke, translated into English by Lynn Schneider.
* Die Irische Grammatik The original German version of the above
* Daltai.com Grammar section Free grammar guides from Daltaí.com
* Ceantar includes a large list of language tools and resources, including a list of classes world-wide.
* Seans Eile is a free software program to help you practice your Irish.

### Media

* Nos.ie is an online social and cultural magazine in Irish.
* Vicipéid is the Irish language version of wikipedia a great place to practice your irish as there are plenty of other wikipedians there to help you.
* Beo is a now defunct online magazine. The articles include pop-up translations of the more difficult words and phrases.
* TG4 is an Irish-language TV station.
* Wikisource resources as gaeilge.

### Forums and Chat Rooms

* #gaeilge an irc channel for Irish speakers and learners. Fáilte roimh gach duine.
* Daltai.com Forums Discussion groups for Irish speakers with English and Irish language forum.

### Dictionaries

* Focloir.ie English - Irish dictionary from Foras na Gaeilge
* Vicifhoclóir is the Irish language version of wiktionary. It's currently a bit short of words, but quite a number of the basics are covered.

### Academic Resources

* Foras na Gaeilge is a cross-border organisation responsible for the promotion of the Irish language throughout the whole island of Ireland.
* North American Association for Celtic Language Teachers
* CELT a freely available, TEI encoded, online resource for Irish history, literature and politics
# Irish Language

Irish, sometimes referred to as Gaelic outside Ireland, is a Goidelic language of the Insular Celtic branch of the Celtic language family, which is a part of the Indo-European language family. Irish is indigenous to the island of Ireland and was the population's first language until the late 18th century. Although English has been the first language of most residents of the island since the early 19th century, Irish is spoken as a first language in broad areas of counties Cork, Donegal, Galway, and Kerry, as well as smaller areas of counties Mayo, Meath, and Waterford. It is also spoken by a larger group of habitual but non-traditional speakers, mostly in urban areas where the majority are second-language speakers.

## Basics

* Wikibooks:Irish/Unit 1
* Wikibooks:Irish/Unit 2
* Wikibooks:Irish/Unit 3
* Wikibooks:Irish/Reference

## Resources

Special:Prefixindex/Irish Language/

## See Also

* Portal:Irish/Language
* Wikipedia: Irish language
* Wikibooks: Irish
# Irish Language/Common Phrases

| Translation | Phrase | IPA | Pronunciation |
| Irish | Gaeilge | /geləgɛ/ | (GAY-lih-geh) |
| hello | Dia dhuit | /dʲiə ˈɣɪtʲ/ | (dia GIT) |
| welcome | fáilte | /faːltʲə/ | (FALL-cha) |
| among | i measc | |
| good-bye | slán | /slaːn/ | (slahn) |
| please | le do thoil | /lɛ dɔ hel/ | (leh duh hel) |
| thank you | go raibh maith agat | /gə rɛv mah agət/ | (guh rev MAH a-gut) |
| sorry | tá brón orm | /t̪ˠɑː ˈbˠɾˠoːnˠ ɔɾˠəmˠ/ | (taw brohn urm) |
| that one | an ceann sin | (An kyown shin) |
| how much? | cé mhéad | /keː veːd/ | (kay-vade) |
| English | Béarla | /beːr lə/ | (BARE-lah) |
| yes | Sea | | (shah) as an answer to 'Is it that?' Otherwise the correct verb form is necessary. Example: “An bhfuil tú tí Mháirtín?” (Are you at Martin's house?), would be replied to by “Tá” /ta:w/ taw. If the conjugation of the verb is unknown, 'Sea' (shah)will be understood. |
| no | Ní hea | | (Nee ha) as an answer to 'Is it that?' . Otherwise the correct verb form is necessary. Example: “An bhfuil tú ag tí Mháirtín?” (Are you at Martin's house?), would be replied to by “Níl” (Am not) /n'i:l/ (kneel). If the conjugation of the verb is unknown, 'Ní hea ' (Nee ha) will be understood. |
| I don’t understand | ní thuigim | /niː higim/ | |
| Where's the bathroom? | cá bhfuil an leithreas? | | (kaw will un lehras) |
| generic toast | sláinte | /slaːntʲə/ | (SLAHN-tyeh) |
# Irish Language/History of the Irish Language

This page gives a brief overview of the history of the Irish language.

## Ireland as a Celtic Language

The Irish language belongs to the family of Celtic languages. By the 5th century B.C., the Celtic tribes occupied much of Europe. The word "Celt" is derived from the Greek name for these tribes, "Keltoi" (meaning "secret people"). The Celtic languages evolved from Indo-European, which is the common ancestor of many of the languages in Europe and southern Asia.
The development of the Celtic languages is illustrated below. Eventually the forms of the Celtic languages spoken on the continent died out, leaving only the insular forms. At some point, the insular Celtic language divided into "q-Celtic" or Goidelic (from Goidel 'Gael'), which retained the original Indo-European q sound, and "p-Celtic" Brythonic (from Brython 'Briton'), which replaced the q sound with a p sound.
The modern Celtic languages are Irish, Scottish Gaelic, Manx, Welsh, Cornish, and Breton.

## Periods of Irish History

The history of Irish may be divided into the following periods:
* Primitive Irish (? - C.E. 600)
* Old Irish (C.E. 600-900)
* Middle Irish (C.E. 900-1200)
* Early Modern Irish (C.E. 1200-1600)
* Modern Irish

## Irish Today

Today, English is the most widely spoken language in Ireland, and Irish is recognized as endangered by UNESCO. But Irish is still spoken as a daily language by around 60,000 people living in the 'Gaeltachtaí' or Irish-speaking areas of Ireland. According to the Irish census, over 1.5m people in Ireland can speak it and over 300,000 use it daily. Irish is also studied and spoken by Irish immigrants and their descendants in many countries. The 2000 US census returns included 25,870 U.S. residents who speak Irish at home.
Irish is a Celtic language with over 1,500 years of written history. It was an important religious language in the early middle ages because of the importance of Irish monks in learning and religion in Europe. It began a gradual decline around the 11th century with the Norman invasions, after which French and, later, English became the language of administration and politics in areas ruled as Anglo-Norman colonies.
The modern-day Republic of Ireland has taken steps to preserve and promote the Irish language. It is a required subject in Irish schools through the end of secondary education, and Irish signs are seen throughout the country, even in areas where few adults speak Irish in their everyday life.
In Northern Ireland, Irish is recognized as an official minority language and has some presence in public media and education. In recent years, a few small 'gaeltachtaí' have been established in the North.
# Magnetic field reversals/Quiz

Magnetic field reversals is a lecture and an article of the charge ontology project.
You are free to take this quiz based on magnetic field reversals at any time.
To improve your score, read and study the lecture, the links contained within, listed under See also, External links, and in the {{charge ontology}} template. This should give you adequate background to get 100 %.
As a "learning by doing" resource, this quiz helps you to assess your knowledge and understanding of the information, and it is a quiz you may take over and over as a learning resource to improve your knowledge, understanding, test-taking skills, and your score.
Suggestion: Have the lecture available in a separate window.
To master the information and use only your memory while taking the quiz, try rewriting the information from more familiar points of view, or be creative with association.
Enjoy learning by doing!

## Hypotheses

* Magnetic field reversals may be induced by excessive influx or outflux of charge.
# Mahalanobis' distance

Mahalanobis' distance (MD) is a statistical measure of the extent to which cases are multivariate outliers, based on a chi-square distribution, assessed using p < .001.
The critical chi-square values for 2 to 10 degrees of freedom at a critical alpha of .001 are shown below.
A maximum MD larger than the critical chi-square value for df = k (the number of predictor variables in the model) at a critical alpha value of .001 indicates the presence of one or more multivariate outliers.
| df | Critical value |
| 2 | 13.82 |
| 3 | 16.27 |
| 4 | 18.47 |
| 5 | 20.52 |
| 6 | 22.46 |
| 7 | 24.32 |
| 8 | 26.13 |
| 9 | 27.88 |
| 10 | 29.59 |
For df > 10, refer to a chi-square table (Google search).
# Magnetism
## Faraday's Law

The magnitude induced EMF through a loop of conducting material is equal to the magnitude of the time derivative rate of change of the magnetic flux through that loop.
    $\left|{\frac {d\Phi _{B}}{dt}}\right|=\left|e.m.f\right|$

## Lenz's Law

The polarity of the induced EMF is such that oppose the changes/current that causes it.
    $e.m.f=-N{\frac {d\Phi _{B}}{dt}}$

## Magnetic Field Strength

Magnetic Field Strength is defined as the force on one metre of wire carrying a current of one amp at right angles to the magnetic field. Magnetic Field Strength is also called flux density and is measured in teslas, T.
# Magnetic Resonance Imaging

>Brain Imaging>Neurosociety Media Centre
Magnetic Resonance Imaging creates images from the magnetic behaviour of hydrogen protons in brain tissue, and so can show more detail (down to around 1mm) than Computed Tomography. These imaging methods are mainly used to investigate anatomical structures and the processes associated with disease, not the dynamic functioning of the brain.
Functional Magnetic Resonance Imaging (fMRI), on the other hand, is a brain research method which scientists use to deduce how the brain operates. Because oxygenated haemoglobin and deoxygenated haemoglobin have different magnetic properties, they look very different in this type of scan. Using this method, scientists can therefore see when and where there is increased blood flow to different parts of the brain. Most scientists believe this increased blood flow is a sign of increased brain activity. The debate about what this means is just one of the interesting aspects of fMRI.
# Financial and Legal Costs/Legal Fees

| Unit 4.8-Financial and Legal Costs | Introduction | Bank Charges | Insurance Premiums | Export Credit Insurance | Legal Fees | Summary | Resources | Activities | Assessment Go to Unit 4.1 | Unit 4.2 | Unit 4.3 | Unit 4.4 | Unit 4.5 | Unit 4.6 | Unit 4.7 | Unit 4.8 | Unit 4.9 Return to Trade Finance Module 4: Payment Methods |

## Legal Fees

Legal fees are usually established on an hourly-basis with an attorney or as a percentage of the transaction. Attorneys may charge $200 to $800 per hour or more, depending on the circumstances of the transaction, the county laws involved, and the complexity of the case.
Areas where a risk manager might need support of either in-house or specialized legal advice include the following:
* preparation of documents
* collection of bad debts
* mergers and due diligence
* bankruptcy/litigation
* contract preparation
* loan analysis
* negotiating and preparing of promissory notes that replace late accounts receivable
# Financial and Legal Costs/Export Credit Insurance

| Unit 4.8-Financial and Legal Costs | Introduction | Bank Charges | Insurance Premiums | Export Credit Insurance | Legal Fees | Summary | Resources | Activities | Assessment Go to Unit 4.1 | Unit 4.2 | Unit 4.3 | Unit 4.4 | Unit 4.5 | Unit 4.6 | Unit 4.7 | Unit 4.8 | Unit 4.9 Return to Trade Finance Module 4: Payment Methods |

## Export Credit Insurance

Export credit insurance is a specialized line of insurance. These policies cover sales from the United States to countries world-wide. Like domestic policies, they cover against the financial inability to repay for goods sold or services rendered. Premiums for export coverage generally run higher and could range from 2.5/10% to 1% of covered sales. Many companies are finding that requiring letters of credit and other cash documents places an artificial obstacle between a buyer and seller, restricting growth. These companies often use credit insurance to offer open terms and be more competitive in the global market place.
# Financial and Legal Costs/Summary

| Unit 4.8-Financial and Legal Costs | Introduction | Bank Charges | Insurance Premiums | Export Credit Insurance | Legal Fees | Summary | Resources | Activities | Assessment Go to Unit 4.1 | Unit 4.2 | Unit 4.3 | Unit 4.4 | Unit 4.5 | Unit 4.6 | Unit 4.7 | Unit 4.8 | Unit 4.9 Return to Trade Finance Module 4: Payment Methods |

## Summary

An international manager needs to know all costs of the operation including the legal and banking charges. As a manager, it is essential to understand that dealing with risk assessment involves the costs of banking and legal charges, which can significantly impact the profitability of an operation.
# Financial and Legal Costs/Resources

| Unit 4.8-Financial and Legal Costs | Introduction | Bank Charges | Insurance Premiums | Export Credit Insurance | Legal Fees | Summary | Resources | Activities | Assessment Go to Unit 4.1 | Unit 4.2 | Unit 4.3 | Unit 4.4 | Unit 4.5 | Unit 4.6 | Unit 4.7 | Unit 4.8 | Unit 4.9 Return to Trade Finance Module 4: Payment Methods |

## Resources

FCIB on-line course, International Credit and Risk Management, FIB/NACM Corp, Columbia, MD. FCIB Online Resource Library - www.fcibglobal.com
Credit Encyclopedia website - www.encyclopediaofcredit.com
The Global Entrepreneur, James Foley, 2nd Edition, Jamric Press, 2004.
Exporting from Start to Finance, Third Edition, L. Wells and K. Dulat.