OpenLLM-France/wikimedia huggingface dataset:
# Concussions for Parents and Coaches

* Wikipedia article on Concussion.
* Other Wikipedia articles: Concussions in sport, Concussions in American football, Concussions in high school sports, Sports-related traumatic brain injury, Chronic traumatic encephalopathy in sports, Concussions in Australian sport, Prevention of concussions, Concussion grading systems, Chronic traumatic encephalopathy, Fencing response, Concussions in rugby union, Second-impact syndrome, Helmet removal

### Featured essay: Heads-Up Program

The Heads-Up Program is run by the Centers for Disease Control and Prevention and helps to inform parents and coaches of the signs and symptoms of concussions in athletes. The program defines a concussion as “a type of traumatic brain injury that changes the way the brain normally works” (The Centers for Disease Control and Prevention, n.d.). The problem that the program addresses is a lack of knowledge between parents and coaches towards concussions. According to Nationwide Children’s, the underreporting of concussions is a large problem with coaches; they are sometimes willing to risk their athletes health in order to possibly have a better chance at winning a game. They also say that if an athlete has one or more of the signs and symptoms of a concussion, then he should be held out of competition for the rest of the day, and until he sees a physician to be cleared. Coaches often have a hard time abiding by these rules because they are sometimes willing to do whatever it takes to win. Oftentimes, the parents think the same way as the coaches do; they want their son or daughter to compete at the highest level possible, so they continue to push when it might not be the best decision.
The health behavior that is desired is to have parents and coaches well informed about concussions and the importance of correctly recognizing when an athlete possibly has a concussion, and then reporting it and bringing the athlete to a physician. According to the CDC, emergency departments treat an estimated 173,285 sports related concussions, so it is of vital importance for coaches and parents to be informed to keep the athletes safe.

#### Call for contributions

Set education free by contributing to Concussions for Parents and Coaches. Create a space where you can work by entering a title that is not already on the list below.
# Dating rock

w:Relative dating is based on the Principal of w:Original horizontality, Lateral Continuity, w:Law of superposition and Faunal Succession and is described as the theory that layers of sedimentary rock are layed in the order of older at the bottom to younger at the top. And the occurance of a species who live for short periods of time and can unit different strata localities into a specific time period.
w:Absolute dating, by using radiation via w:isotopes to analyse w:radioactive decay. This is good to analyse recently fossilised organisms via C-14. For longer periods the sediment itself must be analysed, this would give a date for the original material, like an ignious rock formation that is eroded but not the present sedimentary rock.
w:Optically stimulated luminescence, uses the last time that light from the sun reached the material. This only works for burried material
w:Radiometric dating uses radioactive decay like w:Uranium-thorium dating the time since burial that the w:uranium has decayed to w:thorium.

## Related resources

* Age of the Earth
# Deadly Psychiatry and Organised Denial

Deadly Psychiatry and Organised Denial is a 2015 book by Peter C. Gøtzsche, a co-founder of Cochrane Collaboration, highly critical of psychiatry.
The initial objective of this mini article is to collect links to reviews of the book so that the reader can at least in part critically examine the book itself. One can suspect that most readers do not have enough skill and knowledge to critically analyze/evaluate the book. A process of public debate is preferable.
Book reviews:
* Deadly Psychiatry and Organized Denial. By P. C. Gøtzsche. (Pp. 372; ISBN: 978-87-7159-623-6 Soft cover.) Copenhagen: People's Press, 2015., a book review by Iver Mysterud, 16 Jan 2017, cambridge.org
* DEADLY PSYCHIATRY AND ORGANIZED DENIAL By Peter Gøtzsche Book Report and Comments by David G. Schwartz, M.D., Part I, 25 Jan 2018
* DEADLY PSYCHIATRY AND ORGANIZED DENIAL By Peter Gøtzsche Book Report and Comments by David G. Schwartz, M.D., Part 2, February 26, 2018
* DEADLY PSYCHIATRY AND ORGANIZED DENIAL By Peter Gøtzsche Book Report and Comments by David G. Schwartz, M.D., Part 3, February 26, 2018
* Organized Denial: Psychiatry’s Quiet Desperation by Stuart Shipko, 2016, madinamerica.com
Review search method: Use "Deadly Psychiatry and Organized Denial" as a search term in Google. Furthermore, use '"Deadly Psychiatry and Organized Denial" review' as a search term in Google. Consider only articles in English.
A limitation: all reviews found so far speak positively of the book. Therefore, they cannot serve the function of criticism. This seems surprising; surely such an important book that threatens, from the point of view of mainstream psychiatry, the patient drug compliance deserves a thorough and detailed public debunking?
A limitation: the article was originally created with the "organized" spelling instead of "organised". It is yet to be updated to capture searches for the original spelling.
As a potential point of criticism or reservation, the author Peter Gøtzsche was expelled from Cochrane Board. One has to figure out whether taking this into account is a logical fallacy of ad hominem or not.
# Death

This resource deals with Medical Ethics.
Death and Futility Outline Fall 2009
Death and Futility Cases Fall 2009
Audio of Lecture on Death Fall 2009
Brain Death Test AAN detailed report on how to determine brain death in a patient. This raises the question: If you perform the test on yourself and satisfy all of the conditions, are you dead or not?
Locked in Syndrome A man in Belgium is believed to be in PVS, but is really in Locked in Syndrome
# Dealing with injustice

In life, one will encounter many injustices. Here are some tips on handling them.
Start with asking yourself whether you are able to change the situation. Perhaps, getting angry about it repeatedly is a futile waste of time and energy that is better spent doing something more productive.

## Uncouple yourself from external conditions

Some things are out of control, such as weather. Do not depend on those conditions to be met.

### Anticipate unfavorable conditions

While you might not be able to control some circumstances, you are able to control your reaction to them. For example, in response to uncertain weather conditions on a day where an outdoor trip is planned, prepare for the inconvenient outcome by bringing jackets and umbrellas, or perhaps negotiate a different date.

### Seek alternatives

Another example is that if the developers of a software refuse to implement your feature request, you could fork it and implement it yourself if you have sufficient programming skills, or you can find an alternative program whose developers might respect your feature request.

### Disengage

If people in your environment treat you poorly, leaving the environment might be easier than trying to repair it.

## Sleep over it

You might feel less angry about it after sleeping over it.
The brain uses the sleeping time to process information it received during the day. You might still be angry about it shortly after waking up, but when you go deeper into the next day, the anger of yesterday could be usurped by new information and tasks.

## Focus on the good things

It is said that the brain tends to focus on negative things for the evolutionary reason that it increases the likelihood of survival. Since we are no longer at an imminent risk of hostile attacks like in stone age, we have more space to focus on good things in life and create nice things, such as the device you are reading this on. Such devices were not available to people few decades ago.
Think of privileges you have that you might be taking for granted, such as being able to see, hear, and walk. Think of helpful tools that are available to you and you take for granted, but were not available few decades ago, such as computers, mobile phones, digital video cameras, modern car features, and the Internet as a searchable source of knowledge.
Perhaps, disasters will have positive side effects. This is known as the Nova effect. For example, a data loss might have caused you to make more frequent backups that have later prevented a loss that would have been worse. If your partner cheated on you, it means it would have happened regardless at some point, so better sooner than later.

## Form groups

If it is an injustice that affects many people, establish contact to other people who are also affected by it. Knowing that one is not the only person to be affected by an injustice might alleviate the anger.
# De Morgan's laws

De_Morgan's laws (or De_Morgan's theorems) are used to simplify the Boolean expressions.
There are two theorems:
* The complement of two or more AND variables is equal to the OR of the complements of each variable. ${\overline {xy}}={\bar {x}}+{\bar {y}}$
* The complement of two or more OR variables is equal to the AND of the complements of each variable. ${\overline {x+y}}={\bar {x}}{\bar {y}}$
Note that this theorems are true in both direction

## Examples

* ${\overline {xyz}}={\bar {x}}+{\bar {y}}+{\bar {z}}$
* ${\overline {x+y+z}}={\bar {x}}{\bar {y}}{\bar {z}}$
* Note that x can be a combination of other variables.
lets say $x=(A+B)$ and $y=(C+D)$ so:
    ${\overline {xy}}={\bar {x}}+{\bar {y}}$
will be:
    ${\overline {(A+B)(C+D)}}={\overline {(A+B)}}+{\overline {(C+D)}}={\bar {A}}{\bar {B}}+{\bar {C}}{\bar {D}}$
* In case we have more than one livile bar (or complement or negate) start with the top bar first
    ${\overline {{\overline {(A+B)}}+{\overline {(C+D)}}}}={\overline {\overline {(A+B)}}}.{\overline {\overline {(C+D)}}}=(A+B)(C+D)$
Note that ${\overline {\overline {A}}}=A$ Boolean rule.
* ${\overline {{\overline {ABC}}+D+E}}={\overline {\overline {ABC}}}{\bar {D}}{\bar {E}}=ABC{\bar {D}}{\bar {E}}$
* ${\overline {(A+B){\bar {C}}+D+{\bar {E}}}}=({\overline {(A+B){\bar {C}})}}{\bar {D}}{\overline {\overline {E}}}=({\overline {(A+B)}}+{\overline {\overline {C}}}){\bar {D}}E=({\bar {A}}{\bar {B}}+C){\bar {D}}E$
# C Source Code

This learning project provides source code examples for the C programming language. To learn more about programming in general, see Computer Programming or Introduction to programming. To learn more about C programming, see C.

## Examples of C source code

* Functions
* Loops
* Pointers

## Basics

* Find the area and circumference of a circle
* Area of a triangle
* Find the greatest number from three integers
* Find the median and mean
* Find minimum of three numbers using ternary (conditional) operator
* Roots of an equation
* Sum and reverse of two entered numbers

## Arrays

* Sorting array in ascending and descending order
* /Standard deviation
* /Matrix multiplication
* /Transpose of a matrix
* /Count the number of vowels in a word

## See Also

* Computer Programming
* Introduction to programming
* C
* Wikipedia: C (programming language)
* Wikibooks: C Programming
* Project: C
* Previous: Input and Output — C Source Code — Next: C
# C Sharp/Lambda
### Introduction

Lambda expressions are one of the forms of anonymous methods in .Net, which can be used for passing as inputs for local functions or as an expression to execute inline. Lambda expressions are particularly helpful for writing LINQ query expressions.
Lambda expressions helps in simplifying the logical statements and looping statements. This is possible for enumerable types where we can use Lambda expressions instead of writing looping statements or logical statements in multiple execution lines making code look cleaner and simple.
# C Sharp Fundamentals

C# is a general-purpose, multi-paradigm programming language encompassing static typing, strong typing, lexically scoped, imperative, declarative, functional, generic, object-oriented (class-based), and component-oriented programming disciplines.
C# was developed around 2000 by Microsoft as part of its .NET initiative. Its development team is currently led by Mads Torgersen, being one of the programming languages designed for the Common Language Infrastructure (CLI).

## Lessons

* Hello World
* Data Types and Variables
* Logic and Conditionals
* Methods
* Arrays and Loops
* Classes and Objects
* Interfaces and Inheritance
* References
* Lists and LINQ

## See Also

* C Sharp
* Programming Fundamentals
* Computer Programming
# C Sharp Fundamentals/Hello World
## C#

C# is a general-purpose, type-safe, object-oriented programming language. It was developed around 2000 by Microsoft as part of its .NET initiative.

## Comments

Comments are bits of text that are not executed. These lines can be used to leave notes and increase the readability of the program.
* Single-line comments are created with two forward slashes //.
* Multi-line comments start with /* and end with */. They are useful for commenting out large blocks of code.

### Example
## Console.ReadLine

The Console.ReadLine method is used to get user input. The user input can be stored in a variable. This method can also be used to prompt the user to press enter on the keyboard.

### Example
## .NET Platform

.NET is a free, cross-platform, open source developer platform for building many different types of applications.
With .NET, you can use multiple languages, editors, and libraries to build for web, mobile, desktop, gaming, and IoT. Whether you’re working in C#, F#, or Visual Basic, your code will run natively on any compatible OS. Different .NET implementations handle the heavy lifting for you.

## Console.WriteLine

The Console.WriteLine method is used to print text to the console. It can also be used to print other data types and values stored in variables.
# Alphabet/English alphabet
## Learning Projects

* Learning the abc's

## Wikimedia

* b: Wikijunior:Animal Alphabet
* w: English alphabet
# Alleviating Loneliness/Ideas for nurturing relationships

Investing time in nurturing relationships is crucial for building strong and meaningful connections. Here are various ways a person can dedicate time to consistently, frequently, and effectively engage with others:
* Regular Communication:
** Phone Calls: Schedule regular phone calls to catch up and share experiences.
** Video Calls: Utilize video calls for a more personal connection, especially if you can't meet in person.
** Texting/Instant Messaging: Send regular messages to check in, share updates, or just say hello.
* Quality Time:
** Face-to-Face Interaction: Whenever possible, spend time in person to strengthen the bond.
** Shared Activities: Engage in activities you both enjoy, fostering a connection through shared experiences.
* Celebrate Milestones:
** Birthdays and Anniversaries: Remember and celebrate important dates to show you care.
** Achievements: Acknowledge and celebrate each other's successes and milestones.
* Active Listening:
** Empathetic Listening: Pay attention to the other person's feelings and concerns.
** Ask Open-Ended Questions: Encourage deeper conversations and understanding.
* Express Gratitude:
** Thank You Notes: Send occasional notes expressing gratitude for their presence in your life.
** Verbal Appreciation: Don't hesitate to express appreciation during conversations.
* Support in Times of Need:
** Offer Help: Be there for others during challenging times by offering assistance or a listening ear.
** Empathy: Show empathy and understanding, letting them know you care about their well-being.
* Shared Goals and Planning:
** Future Planning: Discuss and plan activities or goals together, fostering a sense of shared future.
** Collaborative Projects: Work on projects together, whether personal or professional.
* Surprise Gestures:
** Unexpected Gifts: Surprise them with thoughtful gifts or gestures to show you're thinking of them.
** Spontaneous Outings: Plan unexpected outings or activities for a change of pace.
* Celebrate Diversity:
** Respect Differences: Embrace and respect each other's differences and unique qualities.
** Learn Together: Explore new interests and hobbies together, broadening your horizons.
* Routine Check-Ins:
** Scheduled Meetings: Set aside time regularly for relationship check-ins to discuss concerns or future plans.
** Shared Calendar: Use shared calendars to coordinate activities and stay organized.
* Apologize and Forgive:
** Open Communication: Address conflicts openly and apologize when necessary.
** Forgiveness: Learn to forgive and move forward, understanding that everyone makes mistakes.
* Virtual Engagement:
** Online Games or Activities: Engage in virtual games or activities to bond, especially if distance is a factor.
** Virtual Events: Attend online events together to share interests and experiences.
By incorporating these practices into daily life, individuals can invest time and effort into building and maintaining strong, healthy relationships. Consistency, quality engagement, and genuine care are key to nurturing lasting connections with others.
# Allelopathy

Allelopathy is the chemical property of a given plant that allows it to suppress the growth of other plants, similar to herbicides.
This project is for the collection of learning materials related to allelopathy.

## Subtopics

Subtopics of allelopathy deal with particular plants that have this trait.

### Black walnut (Juglans nigra)

In the eastern United States, one of the most common allelopathic species is Black Walnut, which produces the chemical Juglone. Considerable amounts of research has been done on this chemical because of the problems it causes in horticulture and agriculture.
* http://www.ext.vt.edu/pubs/nursery/430-021/430-021.html - Virginia Cooperative Extension Service (mostly cultural aspects)
* http://www.wvu.edu/~agexten/hortcult/fruits/blkwalnt.htm - West Virginia Cooperative Extension Service (mostly cultural aspects, with an emphasis on vegetables)
* http://ohioline.osu.edu/hyg-fact/1000/1148.html Ohio State University Extension Service (includes information about toxicity to humans and animals, as well as crops)
* http://wihort.uwex.edu/landscape/Juglone.htm University of Wisconsin (a list of plants tolerant to juglone)

### Goldenrod (Solidago)

www.ncrs.fs.fed.us/pubs/ch/ch05/CHvolume05page269.pdf
http://links.jstor.org/sici?sici=0003-0031(200210)148%3A2%3C253%3AEOTAAI%3E2.0.CO%3B2-I
http://www.fs.fed.us/database/feis/plants/forb/solcan/all.html

### Garlic mustard (Alliaria petiolata)

* http://biology.plosjournals.org/perlserv/?request=get-document&doi=10.1371/journal.pbio.0040140 Discussion of allelopathic effects on mychorrizae
# Allergies/Quiz

Allergies is a lecture and part of the gene transcription series.
You are free to take this quiz based on allergies 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 {{gene project}} 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

* Allergies to pollens and molds differ from food allergies.
# Alphabet

The alphabets are a standard set of letters (basic written symbols or graphemes) which is used to write one or more languages based on the general principle that the letters represent phonemes (basic significant sounds) of the spoken language. This is in contrast to other types of writing systems, such as syllabaries (in which each character represents a syllable) and logographies (in which each character represents a word, morpheme, or semantic unit).

## Alphabet Pages

* Afrikaans alphabet
* English alphabet
* French alphabet
* Greek alphabet
* Latin alphabet
* Portuguese alphabet
* Russian alphabet
* Spanish alphabet
* Swedish alphabet
* Turkish alphabet
# Differentiable function/D in R/Continuity in point/Fact/Proof

This follows immediately from fact.
# Differentiable function/D in R/Continuity in point/Fact/Proof2/Exercise

Show, using limits of functions, that a function $f\colon D\rightarrow \mathbb {R}$, which is differentiable in a point $a\in D$, is also continuous in this point.
# Differentiable function/D in R/Linear approximation/Fact/Proof

If $f$ is differentiable, then we set
    $s:=f'(a)\,.$
Then the only possibility to fulfill the conditions for $r$ is
    $r(x)={\begin{cases}{\frac {f(x)-f(a)}{x-a}}-s{\text{ for }}x\neq a\,,\\0{\text{ for }}x=a\,.\end{cases}}\,$
Because of differentiability, the limit
    $\operatorname {lim} _{x\rightarrow a,\,x\in D\setminus \{a\}}r(x)=\operatorname {lim} _{x\rightarrow a,\,x\in D\setminus \{a\}}{\left({\frac {f(x)-f(a)}{x-a}}-s\right)}\,$
exists, and its value is $0$. This means that $r$ is continuous in $a$. If $s$ and $r$ exist with the described properties, then for $x\neq a$ the relation
    ${\frac {f(x)-f(a)}{x-a}}=s+r(x)\,$
holds. Since $r$ is continuous in $a$, the limit on the left-hand side, for $x\rightarrow a$, exists.
# Differentiable function/D in R/Inverse function/Fact

Let $D,E\subseteq \mathbb {R}$ denote intervals, and let
    $f\colon D\longrightarrow E\subseteq \mathbb {R}$
be a bijective continuous function, with the inverse function
    $f^{-1}\colon E\longrightarrow D.$
$f$
differentiable in $a\in D$ with $f'(a)\neq 0$.
inverse function $f^{-1}$ is differentiable in $b:=f(a)$, and
    $(f^{-1})'(b)={\frac {1}{f'(f^{-1}(b))}}={\frac {1}{f'(a)}}\,$
# Differentiable function/D in R/Via limit/Definition

Let $D\subseteq \mathbb {R}$ be a subset, $a\in D$ a point, and
    $f\colon D\longrightarrow \mathbb {R}$
a function. We say that $f$ is differentiable in $a$ if the limit
    $\operatorname {lim} _{x\in D\setminus \{a\},\,x\rightarrow a}\,{\frac {f(x)-f(a)}{x-a}}$
exists. In the case of existence, this limit is called the derivative of $f$ in $a$, written
    $f'(a).$
# Differentiable function/D in R/Linear approximation/Fact

Let $D\subseteq \mathbb {R}$ be a subset, $a\in D$ a point, and
    $f\colon D\longrightarrow \mathbb {R}$
a function.
$f$
differentiable in $a$ if and only if there exists some $s\in \mathbb {R}$ and a function
    $r\colon D\longrightarrow \mathbb {R} ,$
such that $r$ is continuous in $a$, $r(a)=0$, and such that
    $f(x)=f(a)+s\cdot (x-a)+r(x)(x-a)\,.$
# Differentiable function/D in R/Rules/Fact

Let $D\subseteq \mathbb {R}$ be a subset, $a\in D$ a point, and
    $f,g\colon D\longrightarrow \mathbb {R}$
functions which are differentiable in $a$. Then the following rules for differentiability holds.
* The sum $f+g$ is differentiable in $a$, with
    $(f+g)'(a)=f'(a)+g'(a)\,.$
* The product $f\cdot g$ is differentiable in $a$, with
    $(f\cdot g)'(a)=f'(a)g(a)+f(a)g'(a)\,.$
* For $c\in \mathbb {R}$, also $cf$ is differentiable in $a$, with
    $(cf)'(a)=cf'(a)\,.$
* If $g$ has no zero in $a$, then $1/g$ is differentiable in $a$, with
    ${\left({\frac {1}{g}}\right)}'(a)={\frac {-g'(a)}{(g(a))^{2}}}\,.$
* If $g$ has no zero in $a$, then $f/g$ is differentiable in $a$, with
    ${\left({\frac {f}{g}}\right)}'(a)={\frac {f'(a)g(a)-f(a)g'(a)}{(g(a))^{2}}}\,.$
# Differentiable function/D open in K/Chain rule/Fact

Let $D,E\subseteq {\mathbb {K} }$ denote open subsets and let
    $f\colon D\longrightarrow {\mathbb {K} }$
and
    $g\colon E\longrightarrow {\mathbb {K} }$
be functions with $f(D)\subseteq E$. Suppose that $f$ is differentiable in $a$ and that $g$ is differentiable in $b:=f(a)$.
composition
    $g\circ f\colon D\longrightarrow {\mathbb {K} }$
is differentiable in $a$ and its derivative is
    $(g\circ f)'(a)=g'(f(a))\cdot f'(a)\,.$