OpenLLM-France/wikimedia huggingface dataset:
# Dutch Language/Questions

* Wat - What
* Wie - Who
* Welk - Which
* Waarom - Why
* Waar - Where
* Hoe - How
* Hoeveel - How much/many
* Wanneer - When
* Doen - Doing
* Wiens - Whose
* Vraag - Question ("Vragen" for "Questions")
* Antwoord - Answer
# Dutch Language/Seasons

* Seizoen - Season
* De zomer - The summer
* De winter - The winter
* De lente - The spring
* De herfst (or Het najaar) - The fall
# Digital Media and Information in Society/Student Journals/Cjeroloman
### Week 12 assignments:

Completed

### Week 4 assignments:

Completed

### 21 Sep 2023:

https://chat.openai.com/share/930c7b77-c6b6-4cdd-9002-a0f14617201f

### 14 Sep 2023:

https://chat.openai.com/share/18039ba2-ae92-422b-a1b1-c727b29f5e87

### Week 2 assignments:

Completed

### Week 1 assignments:

Completed

### 28 Sep 2023
#### Chat GPT about topic

https://chat.openai.com/share/2abc4346-aa31-428b-a13a-bd4b7eb70234

#### Early Literacy

https://chat.openai.com/share/d7b778a9-f021-45c1-bd70-3f9e5cb288dc

### 30 Aug 2023
#### Hello World

hello my name is Corbin Jeroloman
https://chat.openai.com/share/197b096e-685a-4aef-942f-96def0e69782
# Digital Media and Information in Society/Student Journals/Cjeroloman/postcolonial photography

In this article there were an estimated 2,600 images from 1947 to 1956 that were studied and used to try and collect historical information about the time period based on examining these photographs. They were analyzed based on the possible year they were taken, how they think they were used, and what colonial life was like during this time. What I personally thought was the most intriguing conclusion was the conclusion of why their are no captions for most of the photographs because they thought that the people who would see these photos were people who would know or recognize the people in the pictures so it was not needed.
# Digital Media and Information in Society/Student Journals/Cjeroloman/postcolonial phonography

I was unable to find an article that had or I could access that talked about this so I asked Chat GPT and got some decent information. Phonographs were used to try and understand new/different languages or used to record stuff like music, religious teachings and stories. The most interesting conclusion in this was the fact that it was varied who used it depending on the colony and raises questions about representation and the possible exploitation it was used for.
# 29 Sep 2023

https://chat.openai.com/share/edc8f0f8-07e7-48ad-937a-30cb2cc316e5
Durning this ChatGPT conversation, I have learned that durning this time period the printing press was very popular and was used a lot during this time. The printing press also helped out people with the education side and the early literacy skills side.

# 27 Sep 2023

https://chat.openai.com/share/64056e6f-dcc2-42f2-aa74-167bf9b6f5c6
I asked ChatGPT to tell me about the early literacy and about the manuscript age, and I have learn that there has been so many different ways of communication, and Writing throughout the years. And I have also learned that the printing age was more affordable than the manuscript age.

# 19-29 Sep 2023

ChatGPT assignment, and possible topic.
https://chat.openai.com/share/3a003bde-0c03-4eb6-9165-89ba9ffeac26
I major in IMGD and wanted to learn more about virtual reality, and what good it could do for the future and what good could it do in the healthcare area, and therapy area.
My topic is going to be about virtual reality in the healthcare, and therapy area.

# 13 Sep 2023

https://chat.openai.com/share/0432b263-2e17-4b7f-8f6d-69ffdb1b92dd
I learned that the media age in basically people who grew up with stuff in person, or rather hands on. People in the Media age grew up around and had to us newspapers, magazines, radio, and television. And for information aged people they grew up around with digital stuff. Such as online class for school, computer's and phones. But what I have also learn is that stuff from the media age still exists and is still being made but not as popular anymore.
https://chat.openai.com/share/1b68a15c-5c3c-4627-b3ea-0aad5cc9b48a
I major in IMGD and wanted to know where it could take me in the future. With asking Chatgbt where it could take me in the future I have learned that since technology is continuing to get more advance us game designers will most likely play a huge role in people and the way they interact with each other, and entertaining themselves with games.

## 06 Sep 2023

https://en.wikipedia.org/wiki/User:Elijah_Stemmer/Evaluate_an_Article
https://dashboard.wikiedu.org/courses/SUNY_Polytechnic_Institute/Digital_Media_and_Information_in_Society_(Fall_2023)/articles/edited?showArticle=588985877

## 30 Aug 2023

Hello World!
Hi, my name is Elijah Stemmer and this is my test submission

## August 30th 2023
### Chat GPT Assignment

This is my conversation with the ai
https://chat.openai.com/share/cf2028dc-6916-48a4-8b88-7584529fe51d
# Digital Media and Information in Society/Student Journals/Cjeroloman/postcolonial television

In my discussion with Chat GPT it came to the conclusion that post colonial television at the time increased awareness of social injustices, inspired individuals to join the cause and challenged stereotypes because it was able to spread information more efficiently then the rest.
https://chat.openai.com/share/2e15ceef-5ad0-4a25-86a8-460e8b8b9f6b
# Digital Media and Information in Society/Student Journals/Cmn1012
### Augest 30th 2023
#### Hello, world

hello!

### September 15th 2023
#### Possible Topics

https://chat.openai.com/share/699d165c-06ad-4a63-a609-830d8d440027 finding a topic. a topic that uses technology and that everyone needs

### September 21st 2023
#### Orality

https://chat.openai.com/share/e79a2614-40a0-42f1-b177-7beb29624946 We talked about what it is who it affect and how it affects my life.

### September 22nd 2023
#### Choose Possible Topics

people movers

### September 28th 2023
#### Early Literacy and Manuscript Age

https://chat.openai.com/share/bdbadbcb-8d50-41b4-8b3f-28f9f7683c2d we talk about who is most affected by this and who it helps more.

### September 29th 2023
#### Specific Topic

People movers https://chat.openai.com/share/8fe96d12-47d4-4c47-b0f0-81e17d0c2e06

### October 1st 2023
#### Later Literacy and the Age of Printing

https://chat.openai.com/share/4859a2a3-dde2-4c42-bc50-aef46b1f5c13 we talked bout how it is used in daily life and who uses it most.
# Digital Media and Information in Society/Student Journals/ConnorB/Phonograph and Photograph Semiotics
## Phonograph and Photograph
### Semiotics:

Phonograph semiotics refers to the study of how phonographs, or record players, convey meaning through signs and symbols. Semiotics is the field of study that explores how signs and symbols, such as words, images, or sounds, are used to communicate meaning. Phonographs, which were widely used for playing vinyl records before the digital age, can be analyzed from a semiotic perspective to understand how they convey meaning. Phonographs operate within various semiotic codes, including musical notation, album structures, and the rituals of listening to music on vinyl. Understanding these codes enhances our comprehension of the semiotic meanings associated with phonographs. Phonographs contain elements of iconic, indexical, and symbolic signs. The grooves on a vinyl record are iconic signs, resembling the sound they produce. The act of placing a needle on the record to play music is an indexical sign, as it signifies the cause-and-effect relationship between the action and the result. Symbolic signs relate to broader cultural meanings, such as the representation of phonographs as symbols of a particular era or musical experience.
Photograph semiotics, is the study of how photographs convey meaning through signs and symbols. Semiotics is the field of study that explores how signs and symbols, such as images, convey meaning. In the context of photography, semiotics focuses on understanding how photographs communicate and the various layers of meaning they can carry. Semiotics aids in understanding the photographer's intent by analyzing the semiotic choices made in framing, composition, and visual elements. This analysis helps us uncover the artist's message, storytelling, or artistic expression. It also helps us recognize and interpret the signs and symbols present in photographs. These signs may include objects, people, gestures, or other visual elements that carry specific meanings. By identifying these signs, we can begin to decipher the intended message or narrative of the photograph.
# Digital Media and Information in Society/Student Journals/ConnorB/Semiotics-Television
## Television

What role did cultural and societal symbols play in the construction of television content during this period, and how did these symbols shape the semiotic interpretation of television programs, advertisements, and news broadcasts?
Well, this era was a period marked by a significant interplay between cultural and societal symbols and the construction of of television content. It was characterized by the growing influence in mass media and its ability to shape and reflect the cultural and social dynamics of the time. Television shows, commercials, and news broadcasts during this period often used iconic symbols and imagery that resonated with the cultural values and aspirations of the American audience. Some of the popular shows of this time would be The American Flag, The Suburbs, The The Family home, and The Astronaut, the use of these symbols helped reinforce dominant cultural narratives and ideals of the time. As the 1960s and 1970s brought about significant social and cultural changes, television content adapted to reflect these shifts. Symbols associated with counterculture movements, civil rights, anti-war protests, and feminism began to emerge. Scholars using Semiotics Theory should also consider the role of audience reception and interpretation. Viewers brought their own cultural backgrounds, experiences, and values to their interpretation of television content. The same symbol or image could be understood differently by different viewers based on their cultural and societal context, contributing to the richness and complexity of semiotic analysis.

## Digital Media and Information in Society

Chat GPT allows anyone to get knowledge much faster then they would if they had to go online and search it up. You can open up google, look up Chat GPT, click on the first link and search whatever you possibly want, with some limitations of course. It will give you much more thorough information then you would be able to find by doing regular research by going to an article. All the information in the Television category was generated by ChatGpt
# Astronomy college course/Lunar Phases/Quiz(advanced)/Testbank/Original version of this quiz

Template:EduV/protected
# Astronomy college course/Lunar Phases/Quiz(simple)/Testbank

This page is largely obsolete
# Astronomy college course/Lunar Phases/Quiz(advanced)/Testbank/1

A diagram to help you figure the phases of the moon is in the Lunar Phases link at the top of the page.-Armie32
# Astronomy college course/Lunar Phases/Quiz(simple)/Original version of this quiz

Template:EduV/protected
# Federal Writers' Project – Life Histories/2018/Fall

Two English 105i classes for the humanities have looked at the lives of southerners during the Great Depression. Partnering with the Documenting the American South Project, students have published individuals' life histories during the depression. Classes have engaged in archival research with material from the Southern Historical Collection at UNC’s Louis Round Wilson Library.

## Project

Using the archives at the University of North Carolina's Wilson Library, students examined the life of one individual profiled by the Federal Writers' Project. These individuals ranged from farmers to fisherman to thieves and well beyond. Using FWP interviews, students not only documented the life of these individuals, but also examined the social, political, and cultural contexts surrounding each individual's life during the Great Depression. Below are the links to the student projects.

## Sections

* English 105i.002
* English 105i.003

## Additional Resources

Federal Writer's Project, 1936-1940 at UNC's Wilson Library
# Federal Writers' Project – Life Histories/2018/Fall/Section 2

This project is associated with English 105i.002 at the University of North Carolina.

## Project

Using the archives at the University of North Carolina's Wilson Library, students examined the life of one individual profiled by the Federal Writers' Project. These individuals ranged from farmers to fisherman to thieves and well beyond. Using FWP interviews, students not only documented the life of these individuals, but also examined the social, political, and cultural contexts surrounding each individual's life during the Great Depression. Below are the links to the student projects.

## Life Histories

Special:Prefixindex/Federal Writers' Project – Life Histories/2018/Fall/Section 2/
Use the following to create a new life history subpage:
# Education and the Internet

This learning project introduces educational applications throughout the Internet. Concepts include characteristics of teaching and learning mediated through the Internet; analysis and design of Internet-based learning activities; design and development of online courses; and implementation, management, and administration of online learning.

## Resources

Special:Prefixindex/Education and the Internet/
Use the following to create a new project subpage:

## See Also

* Educational Technology
# Education and Research in Occupational Medicine/Etiological- and Risk Assessment

| Etiological- and Risk Assessment An assessment of the multiple etiologies is defined as an assessment of whether there is a probable correlation between the exposure and the identified disease or symptoms based on exposure and diagnosis. Risk assessment assesses the likelihood that a given exposure may result in a given health injury in the short or long term, or may affect the prognosis After completion of the specialist medical training, the specialist must be able to: |
| 1 | Know how to use the general principles for etiological risk assessment | Assess risk objectives: Relative risk, Absolute risk, aetiological fraction Explain the fundamental mechanisms of action. Interpret and summarize results of in vitro experiments, animal experiments and human data in relation to the particular one issue Apply different acceptance criteria depending on the context, eg. for the following areas: Chemical influences Physical effects Ergonomic influences Biological influences Psychological Impact |
| 2 | Chemical Etiologicals and risk assessments | Explain fundamentally toxicology |
| 3 | Physical, risk assessment | From naturally occurring influences, eg. background radiation |
| 4 | Ergonomic etiological and risk assessment | Explain the mechanism of action, including importance of work position,speed and power consumption at movements and the significance of inactivity |
| 5 | Biological etiologies´ risk assessment | Know mechanism of action incl. Infections, toxic and allergic influence Interpreting controlled biological experiments, eg. climate chamber trials |
| 6 | Psychological risk assessment | Explain the importance of known risk factors and interaction with individual resources and coping strategies |
| 7 | Cross-etiological risk assessments | Evaluate multiple effects of for example shift work Evaluate multiple influences, eg. In the indoor climate or in pregnant women |
| 8 | Individual vulnerability | Explain Individual Vulnerability: Genetics, including atopy, age, social Inequality, inactivity |
| 9 | Risk Communication | Make risk communication under different risk perceptions |
| 10 | Risk Management | Be able to make a plan for concrete risk management |
# Education and Research in Occupational Medicine/Implementation of the program/Meetings 21 Nov 2018 to Dec 31 2019

Wed 21 Nov 2018
Inagurative meeting with the Board of Directors for implementation of the occupational medical specialty in Panama CSS 21 Nov 2018
* Present: Agnes Flores, Olaf Jensen, Elsa Granda, Sonia Carrascilla, Lyda Ploche
* Time 10:45 -13
* Place: CSS, Clayton
Agenda:
* Constitution of the Board of Directors
* Establish a list of CSS med doctors with name and mail
* Agreement of the name of the specialty follow the resolution.
* To establish the criteria to obtain the title according to Resolucion No 15 de 29 Agosto de 2018
* Invitation will be created and send to the CSS doctors
* A questionnaire will be send to all
* Repeat x 3
* Those who want the obtain the title are asked to send their credentials in digital form for evaluation
* Evaluation according the Ministerial resolution latest version August 2018 will be done
* Discussion if 3 year specialty program could be a "maestria" to be discussed later -
* Next meeting after the evaluation result
# Education and Research in Occupational Medicine/Competencies to be learned during the Occupational Medical introduction year

| Competencies to be learned during the Occupational Medical introduction year |
| 1 | Exposure assessment | At the basic level perform an exposure assessment and risk assessment in the clinical work regarding ergonomic, physical chemical, biological and psychosocial risk factors |
| | | Under supervision carry out and in writing reports of 5-10 workplace visits |
| 2 | Basic occupational patient medical assessment | Under supervision do assessment of the most common occupational disorders: Disorders of the neck shoulder Low back disease Shoulder disorders Elbow and wrist disorders Hips and knee disorders Vibration-induced white fingers Hand eczema Asthma / rhinitis COLD (Chronic Obstructive Lung Disease) Indoor climate-related symptoms Asbestos-related disorders Exposure related mental disorders |
| 3 | Risk assessment for pregnant women | Under supervision : carry out risk assessment of pregnant women and breastfeeding the working environment and recommend as appropriate preventive measures or absence reports |
| 4 | Conclusion and completion of patients | In cases of well-known occupational medical issues independently formulate diagnose, prognosis, etiological assessment and conclusion |
| 5 | Relevant communication | Faced with patients and collaborating partners, establish contact and communicate in a form of trust, empathy and situational sensation. Make a clarification and agreement of the patients´ expectations. Clarify the role of the doctor and the occupational medicine clinic and make sure that the patient understands the purpose of the consultation. Ensure that the patient has understood the conclusion and |
| 6 | Relevant patient consent | Make agreements with the patient, the members of the interdisciplinary teams and the workplace about the diagnostics and the mapping of exposure conditions. Ensure that there is relevant consent or legal basis for any collection or disclosure of health and exposure information. |
| 7 | Report occupational diseases and injuries | Could report occupational diseases and injuries and advise victims in relation to notification to the relevant Authority |
| 8 | Basic workretention | Have knowledge of social medicine possibilities and provide suggestions for action on job retention |
| 9 | Workplace visits | Under supervision plan and implement 5-10 workplace visits |
| 10 | Health promotion | Could advise patients about risk factors and protective factors in work, environment and lifestyle and the interaction between these andindicate options for reducing risks |
| 11 | Education | Participate in the department's professional activities eg. by presentation of articles and internal teaching of colleagues. |
# Education and Research in Occupational Medicine/Exposure description and assessment

| Exposure description and assessment The basis for making reason and risk assessments is a detailed knowledge of exposure in the relevant environment. The exposure description and assessment may include chemical, physical, biological, ergonomic and psychosocial influences. Therefore, very different methods of collection and assessment of exposure information are used. The work history Is the most commonly used method of clinical work medicine to map out the effects of the working environment. The work history describes chronologically the various employment conditions, tasks and related exposures. Competences: Do work history and toxicological exposure assessment within following areas: |
| 1 | Chemical | Gases and aerosols Dust and fibers Process assessment (chemical conversion) |
| 2 | Routes of exposure | Absorption, inhalation, oral intake passage of placenta barrier |
| 3 | Physical | The hand / arm vibration whole-body vibration Noise Temperature and draft ionizing radiation * Basic knowledge of ventilation |
| 4 | Ergonomic | Repetivity Force Posture Static load |
| 5 | Biological | Infectious microorganisms Allergens |
| 6 | Psychosocial factors | Working time Working Volume3) Qualitative requirements Influence Support Effort / reward Violence and threats Interpersonal conflicts |
| 7 | Combined | Indoor climate |
| 8 | Can apply methods to collect information on Influences in a work environment | Obtain and evaluate workplace instructions and Data sheets, including recipe- Information on chemical products Assess options and restrictions using Questionnaire to exposure description |
| 9 | Apply relevant databases | Medline (pubmed), Toxnet, Vibration databases, Reprotox |
| 10 | Have knowledge of and understanding of CSS work control system | Workplace Inspection, Jurisdiction and legal basis, Relevant announcements, etc. Organization of workplace inspection Workplace Inspection Practice, Supervision |
| 11 | Do company visits under supervision | Through company visits qualify exposure assessment in connection with patient investigation. |
| 12 | Local industrial working conditions | Have knowledge of working conditions within those in the current region largest industries. |
# Education and Research in Occupational Medicine/Implementation of the program

Wed 21 Nov 2018
* Inagurative meeting for implementation of the occupational medical specialty in Panama CSS 21 Nov 2018
* Present: Agnes Flores, Olaf Jensen, Elsa Granda, Sonia Carrascilla, Lyda Ploche
* Time 10:45 -13
* Place: CSS, Clayton
Agenda:
* Constitution of the Board of Directors
* Establish a list of CSS med doctors with name and mail
* Agreement of the name of the specialty follow the resolution.
* Establish the criteria to obtain the title according to the Resolucion Gaceta Oficial Digital, viernes 22 de junio de 2018 open here
* Invitation to be created and send to the CSS doctors *consult the Board
* A questionnaire will be send to all
* Repeat x 2
* Those who want the obtain the title are asked to send their cv with copy of diplomas in digital form for evaluation
* Evaluation according the Ministerial resolution latest version August 2018 will be done
* Discussion if 3 year specialty program could be a "maestria" to be discussed later -
* Next meeting after the survey result
# BCP/Itea virginica

Itea virginica
| Flowering branch Wikipedia • Commons • Wikibooks (horticulture) • Wikibooks (subject) • Wikispecies • Fruit and seed clock | Profile for Itea virginica (Virginia Sweetspire) Identifying Characteristics Recent Logs SBJ May 29 2007 (from photographs) SBJ 16:16, 7 June 2007 (UTC) --SB_Johnny | 20:04, 7 June 2007 (UTC) SBJ 10:52, 4 June 2008 (UTC) --SB_Johnny | 10:34, 8 June 2008 (UTC) --SB_Johnny | 08:37, 16 June 2008 (UTC) (view all logs) |
Global data: Temperate zone season(s): Late Spring, Early Summer
Regional data: Southeastern Pennsylvania: (cultivated) May, June
Additional images: