OpenLLM-France/wikimedia huggingface dataset:
# Instructional design/Ed Podcasts

| Educational Podcasts Introduction | Podcasting and Educational Podcasting | The Art and Science of Writing Audio Scripts | Audio Scripts Pitfalls | Assessment | Summary |

## Introduction

So you have decided to take the plunge and start podcasting for your students. Maybe you were aiming for a one-time thing: Just to assist your learners with a specific, challenging HW assignment. Maybe you were aiming for a regular daily-weekly component: A tool to beef up your regular written announcements on your Learning Management System. Either way, it seemed simple at the time. ‘Well I know how to talk,’ you reckoned, ‘so how hard can it be to simply record myself speaking and share my wonderful voice with the world?”
In reality, after the first time/s you tried recording yourself, you quickly discovered that your impromptu recordings simply did not cut it. You mumbled, forgot to mention something important, lingered on one peripheral component and then rushed through a major theme… and finally after multiple re-dos, you got an incoherent podcast, which simply sounded bad.
At this point or maybe after several more attempts, you figured out that you need a script to get it right (definitely a move in the right direction!), but even then, all you got was a stiff and mechanic narration, which still included numerous stutters and tongue slips…
‘Why? How?’ you howled in anguish, ‘I wrote it all down!’
‘And after all this work and pain,’ you wondered, ‘will my students really listen to my podcast? Will they really pay attention to it?’ How would you ever know?’
If this little anecdote sounds familiar (or if you aim to avoid it all together), you have come to the right place! Investing about 20 minutes of your time to complete this self-study tutorial will enable you, the K12 teacher, to author a well written, and pitfall-free, audio script for any educational podcast (that is, to take the first step towards producing an effective instructional podcast).

## Learning Objectives

After completing this Wikiversity lesson, you will be able to:
* Define educational podcast
* Differentiate between ‘a text for the eye’ and ‘a text for the ear’ (audio script)
* Recognize possible narration-pitfalls
And eventually, after completing this tutorial, given specific writing requirements
* You will be able to identify all the key elements for authoring a well-written audio script

## Next Step

So if you are a K12 educator who wants to learn the art and science of authoring an effective and pitfall free text for audio narration, you are in the right place. Clicking the Next link below will start your journey for authoring well-written, and pitfall-free, audio scripts for educational podcasts.
Next
| Educational Podcasts Introduction | Podcasting and Educational Podcasting | The Art and Science of Writing Audio Scripts | Audio Scripts Pitfalls | Assessment | Summary |
# Instructional design/Ed Podcasts/Assessment

| Educational Podcasts Introduction | Podcasting and Educational Podcasting | The Art and Science of Writing Audio Scripts | Audio Scripts Pitfalls | Assessment | Summary |

## Assessment

The following short assessment will enable you to self-assess your understanding, and ability to apply the key ideas and guidelines that were discussed throughout this self-study Wikiversity lesson. Considering this tutorial’s key objective - to equip you with the ability to identify all key elements for authoring a well-written audio script - your aim should be to score no less than a 9/10 on this brief self-assessment!
Do you need help with any of the questions? Are you interested in more detailed answers and feedback?
Go to the Feedback Page

## Next Step

Congratulations. You have completed all the primary sections within this tutorial!
Let’s now briefly review and summarize the key ideas that were discussed and practiced within this training.
Next
| Educational Podcasts Introduction | Podcasting and Educational Podcasting | The Art and Science of Writing Audio Scripts | Audio Scripts Pitfalls | Assessment | Summary |
# Global Audiology/Oceania/Australia

| Home | Africa | Americas | Asia | Europe | Oceania |
| Australia | New Zealand |

# References

| | | | Contributors to the original text |
| ADD | NAMES | HERE | Contributors to the original text |
# Global Audiology/Europe/Italy

| Home | Africa | Americas | Asia | Europe | Oceania |
| Belgium | Bosnia and Herzegovina | Czech Republic | France | Isle of Man | Italy | Luxembourg | Malta | Norway | Russian Federation |

# References

| | | | Contributors to the original text |
| ADD | NAMES | HERE | Contributors to the original text |
# Japanese Language/Numbers
## Numbers and Characters

The Japanese number system developed away from the Indo-Arabic system, and thus had no place-holder in the form of a 0 to make it any more simple to a western mind. Things are counted without need of the zero due to the use of their words for factors of 10.
1 一：いち：ichi
2 二：に：ni
3 三：さん：san
4 四：よん／し：yon/shi
5 五：ご：go
6 六：ろく：roku
7 七：なな／しち：nana/shichi
8 八：はち：hachi
9 九：きゅう：kyuu
10 十：じゅう：juu
11 十一：じゅういち：juu-ichi
12 十二：じゅうに：juu-ni
21 廿一：にじゅういち：ni-juu-ichi
35 三十五：さんじゅうご：san-juu-go
78 七十八：ななじゅうはち：nana-juu-hachi
100 百：ひゃく：hyaku
1,000 千：せん：sen
10,000 一万：いちまん：ichi-man
100,000 十万：じゅうまん：juu-man
1,000,000　 百万：ひゃくまん：hyaku-man
10,000,000 千万：せんまん：sen-man
100,000,000 　 一億：いちおく：ichi-oku
The Japanese language also employs a system of "counters," which may pose a unique challenge for those unfamiliar with it. Unlike some languages, such as Cantonese, where counters are primarily used for specific groups of items, Japanese incorporates counters in a broader range of contexts.

### The Universal Counter

A useful counter is in existence, though, and it can be used for pretty much everything except people and other living things. The downside to this "universal counter" is that it is irregular and must be memorized!
1： 一つ　hitotsu - ひとつ
2： 二つ　futatsu - ふたつ
3： 三つ　mittsu - みっつ
4： 四つ　yottsu - よっつ
5： 五つ　itsutsu - いつつ
6： 六つ　muttsu - むっつ
7： 七つ　nanatsu - ななつ
8： 八つ　yattsu - やっつ
9： 九つ　kokonotsu - ここのつ
10： 十　too - とお

### People

People are semi-irregular counters. One person is hitori, two people are futari, then begins a more regular sequence: sannin (3), yonin (4), gonin (5), etc.

### Others

Other counters are rather regular and are simply applied as suffixes to the normal Chinese-descended numbers at the top of the page. These are:
* Mai: (flat things) shirts, paper, monetary bills
* Tou: (large animals) from St. Bernard up (cows, etc.)
* Zen: pairs of chopsticks and ricebowls only
* Satsu: books only
* Dai: (machines) a blender, a T.V., a car
* Wa: slightly irregular, for birds, bats and rabbits: 1wa, 2wa, sanba, 4wa, 5wa, roppa, 7wa, 8wa, 9wa, juppa
* Hon: irregular, for long, slender objects such as pens, batons and swords:
ippon roppon
nihon nanahon
sanbon hachihon
yohon kyuhon
gohon juppon
* Hiki: (small animals) follows the same consonant-changing scheme as above, ippiki, nihiki, etc.
# Japanese Language/Grammar Quiz
## Japanese grammar quiz

These are some sentences taken from pages on the Japanese Wikipedia. A portion of a sentence is broken into four parts and scrambled as in the grammar section of the JLPT.

### 遠州大橋

These sentences were taken from "遠州大橋" on the Japanese Wikipedia. (Link: )

### R-15 (小説)

From .
# Japanese Language/Grammar Quiz (ベネトン・B187)
## Japanese grammar quiz

The dictionary at Wiktionary is an excellent resource.

### ベネトン・B187

These sentences were taken from the Japanese Wikipedia article entitled "ベネトン・B187" ().
# Japanese Language/Everyday Phrases

Here are some useful greetings that will help you with basic Japanese conversation.

## Useful Phrases

| English | Japanese Romaji | Japanese Hiragana | Japanese Kanji/Kana | Notes |
| Hello | Konnichiwa | こんにちは | 今日は | Used from around 10am until 6 PM. |
| Good evening | Konbanwa | こんばんは | （今晩は） | Used from 6PM until morning. |
| Good morning | Ohayou gozaimasu | おはようございます | （お早うございます） | Used from morning until about 11am. |
| Goodbye | Sayounara | さようなら | | Goodbyes are rarely used. Typically, there are other phrases more appropriate and relative to each situation. |
| How are you? | O-genki desu ka? | おげんきですか？ | お元気ですか？ | Formal |
| I'm fine, thank you. | Hai, genki desu. Arigatou gozaimasu. | はい、げんきです。ありがとうございます。 | はい、元気です。ありがとうございます。 | Formal |
| I'm fantastic. | Un, zekkouchou dayo. | うん、ぜっこうちょう だよ。 | うん、絶好調 だよ。 | Only to be used with close friends: very informal but much more normal. |
# Japanese Language/Materials

< Topic:Japanese
Dictionary definitions from Wiktionary Articles from Wikipedia Quotations from Wikiquote Source texts from Wikisource Images and media from Commons News stories from Wikinews

## Wikibooks

* b:Japanese

## Wiktionary

* Items found at Wiktionary

## Wikipedia

* Items found at Wikipedia

## Wikiquote

* Japanese proverbs
* Japanese tongue twisters

## Commons

* Category:Japanese pronunciation -- contains audio of pronunciation of Japanese words
* Category:CJK stroke order -- stroke order for characters (possible learning activity)000
* Image:Hiragana-strokes-s2.png -- stroke of sa hiragana group
* Image:Japanese Verbs of Giving.png -- illustration explaining Japanese verbs of giving and receiving (both from the speaker's point of view and from the listener's point of view)
* Image:Japanese language extension.PNG -- map of speakers of Japanese
* Image:Japanese vowel chart.png -- IPA vowel chart for Japanese
* Image:Jappis gor.png -- picture of Japanese fairy tale written horizontally
* Image:Jappis ver.png -- picture of Japanese fairy tale written vertically
* Image:Nihongo ichiran 01.png -- The Japanese table, with Hiragana, Katakana, and Romanization of Japanese.

## External

* The Japanese Language -- a reprinted Microsoft Encarta article.
* Rapid Japanese : V. 1: 200+ Essential Words and Phrases Anchored into Your Long Term Memory with ...
* renshuu.org (練習.org) -- a collection of vocabulary quizzes in kanji/kana ranging from JLPT tests to vocabulary from Japanese textbooks.
* Tae Kim's Guide to Japanese -- a free online textbook with thorough explanations on basic, intermediate, advanced, and slang grammar.
* Romajidesu Kanji -- a free online resources of 12805 Kanji with meaning and stroke order diagrams.
* FSI Japanese Course -- a public domain online course with audios made by the U.S. Foreign Service Institute.
# Japanese Language/Requests
## Sound Request

* Create an example for pitch accent for Pronunciation of Japanese
These words:
* Nihongo
* Kanji
* Hiragana
* Katakana
* Romaji
* Okurigana
* Joshi
* Jodōshi
* Furigana
* Jouyou Kanji
* Kana
* Gojūon
* Mora
* Morae
* On'yomi
* Kun'yomi
* ohasan
* ohaasan

## Proofread Request

* All lessons in Introduction to Japanese

## kanji stroke order requests

(From , created by User:Balloonguy)
The following are a list of kanji that need a stroke order diagram. Be sure to follow the protocol and use Jim Breen's WWWJDIC Server or another resource to figure out what the stroke order is. Be sure to use the -jbw.png suffix when saving the diagrams.
* 椅
* 鉛
* 筆
* 紙
* 徒
* 供
* 猫
It is possible these diagrams are to be found at c:Commons:Stroke Order Project.
# Japanese Language/Materials on Wiktionary

< Topic:Japanese/Materials

## Index of Words

* Index:Japanese

## List of words at Wiktionary

* 1000 Japanese basic words
* Japanese film credit terms
* Japanese Swadesh list -list of basic words which can be found in every language
* Category:Japanese phrasebook
* wikt:Category:ja:*Topics -This is the root topical category for Japanese words.

## Possible Learning Activities

* wikt:About Japanese -- Entry layout information
* Category:Japanese terms needing attention
* Wiktionary:Requested articles:Japanese
** Category:Japanese definitions needed
* Category:Translations to be checked (Japanese)
# Japanese Language/Pronouns

Pronouns in Japanese are made in relation to relative location in general. The base prefixes for relative location used in Japanese pronouns are:
* Ko- here (closer to me than you)
* So- there (closer to you than me)
* A- over there (far from both of us)
In order to actually make pronouns you will need a root word to tack this onto. They are as follows:

## Location

is based on the root "-ko". If we wish to say the Japanese word for "here" we would say "koko". "There" is "soko", and "over there" is "asoko". The "asoko" word is the only real exception to the regular combination of the pronoun bits I know there to be in the construction of pronouns. In colloquial Japanese, you can also say "kochi," "sochi," and "achi."

## Things

have the root "-re" or "-no". Thus, "this" is "kore", "that" is "sore", and "that over there" is "are". These words are used as subjects in a sentence only. The words "kono", "sono" and "ano" which mean the same respectively, are used as demonstratives. The difference can be characterized by reading the following:
* This is a dog. (use as subject) - これは犬です。(kore wa inu desu)
* This dog is brown. (use as adjective for subject) - この犬は茶色です。(kono inu wa chairo desu）

## People

are "-itsu," thus koitsu, soitsu and aitsu mean "this person," "that person," and "that person over there." These are not terms used in polite speech, but it is useful to see that the ko- so- a- structure carries over. Other forms of first, second and third person reference exist, and they are listed below:
Japanese Pronouns :
| me or I | Watashi (standard) Watakushi (humble) Boku (young boys and some men only) Atashi (women and girls only) Atakushi (women and girls only, but extra humble) Ore (reserved for men to use in friendly circumstances) Jibun ("myself") Ware Ware ("us", very formal) | わたし (私) わたくし ぼく（僕） あたし あたくし おれ（俺） じぶん　（自分） われわれ　（我々） |
| you | Anata (standard) Anta (less formal, how a wife addresses her husband) Kimi (how you might address a child or close friend) | あなた あんた きみ（君） |
| he/she | Kare/Kanojo | かれ（彼）/かのじょ（彼女） |
Plurals: In order to pluralize either "I" or "you," affix the suffix "-tachi." Saying "Watashi-tachi" means "we," "Anata-tachi" means "you guys." The words for "he" and "she" can be pluralized by adding "-ra," "Karera" is "those guys," "kanojora" is "those girls."
# Mandarin/Mandarin One/Lesson One/Lesson One Quiz
## Pronunciation

* The Tones
* Initials
* Finals
(5=Highest Normal Pitch, 1=Lowest Normal Pitch)
# Managing a private wiki/Upgrading

    Main page: Manual:Upgrading to 1.13
Subversion is a version control software that allows users to download the very latest version of a branch without having to wait for someone to get around to packaging it. Advantages to using Subversion include the latest version, vastly simplified updating, the ability to roll back an upgrade, the ability to create and submit patches. See http://www.mediawiki.org/wiki/Subversion for more information.
If you use SVN, upgrading is comparatively easy. Simple SVN up to the latest revision of the code you wish to use, and run update.php. (You are supposed to backup your files, but it is just as easy to revert using SVN)
For those not using SVN, you can download a zipped package. Simply unzip it and replace your files with the contents.
# Medical videos
## Medical videos

Medical videos are the videos which are directed to physicians, medical students and health care professionals either all the medical stuff or even the paramedical staff and physiotherapists. These videos primarily contain educational materials or new trends of medical procedures. The term "Medical Videos" also include the videos which are filmed during surgeries either to be used as an educational material or for medicolegal purposes.
Medical Videos are normal videos with the same normal extensions of any type of videos for example the can be WMV,MPEG,AVI,FLV...etc.
These videos can be found on medical websites that provide them for example:MedicalVideos.us Medical Videos can be played by any video player however it is most recommended to play medical videos or videos of surgery using the "Medical Videos Player" which is a specially designed free program for playing medical videos, with certain additions and plugins to suit medical presentations and medical conferences. "Medical Videos Player" is provided for free by the Medical Students Associations and can be downloaded from the official website
The Benefits of Watching Medical Videos: are mainly avoiding hurting real patients to learn medical examination because these videos shows the medical student or the physician the general and most important points that should be considered during physical examinations. They also show hazards and maneuvers that should be avoided for the benefit of the patient. Watching videos of surgeries helps junior surgeons avoid fatal mistakes that can affect the patient's life, and they make the surgeon more familiar with the surgical techniques, including what is right and what is wrong.
# Medicine

Medicine is the science and practice of establishing the diagnosis, prognosis, treatment, and prevention of disease. Medicine encompasses a variety of health care practices evolved to maintain and restore health by the prevention and treatment of illness. Contemporary medicine applies biomedical sciences, biomedical research, genetics, and medical technology to diagnose, treat, and prevent injury and disease, typically through pharmaceuticals or surgery, but also through therapies as diverse as psychotherapy, external splints and traction, medical devices, biologics, and ionizing radiation, amongst others.

## Resources

* WikiJournal of Medicine

## See Also

* Portal: Medicine
* Wikipedia: Medicine
# Medical psychology

Medical psychology (related to Clinical Health Psychology, Psychosomatic Medicine, and Behavioral Medicine') is a branch of clinical psychology where clinicians have trained in the biological aspects of mental illness in relation to physical illness, and are usually qualified to prescribe medication; this last aspect varies from country to country. It adopts the biopsychosocial approach to medicine, which revolves around the idea that both the body and mind are indivisible, and that disease and illness are not identical. Continuing with this line of thought, all diseases whether of the mind or of the physical body must be treated as if they have both been affected. The intent of Medical Psychology is to apply knowledge from all branches of social, psychological, and biological medicine in the prevention, assessment, and treatment of all forms of physical illness and the adaptation to illness; specific behavioral, psychotherapeutic, and pharmaceutical methods are used to help the person respond to illness and prevent further illness through matching coping and management skills to the person’s abilities, character, and personality style. This topic page is for organizing the development of Medical psychology content on Wikiversity.

## Readings

* Wikipedia:Medical psychology
* Wikipedia:Disease
* Wikipedia:Biopsychosocial model
* Wikipedia:Health psychology
* Wikipedia:Cartesian
* Wikipedia:Dualism (philosophy of mind)
# Medical terminology

Medical terminology is language used to describe the human body.

## Readings
### Wikipedia

* Medical terminology
* Medical terminology Category
# Medicinal plants and wild foods

* Please help develop and classify this resource
* Learn how you can develop this resource to teach participants about Medicinal plants and wild foods. Choose a subject, education level, and resource type to classify the resource by. You may learn more about the topic to help you develop and classify the resource from:

## Learning Project Summary

* Project code:
* Suggested Prerequisites:
** No prerequisites.
* Time investment:
* Assessment suggestions:
* Major Portal: Life Sciences
* School: Plant Sciences
* Department:
* Stream
* Level:

## Content summary

[Describe this learning project in a sentence or two.]

## Goals

Putting Plants in Context
History. Understanding the transition from plant medicine to pharmaceuticals.
Anthropology. Becoming aware of other cultures' medicines.
Research. Assessing the current research on medicinal plants.
Sociology. Examining the beliefs of the medical community about medicinal plants.
Practical Matters
Botany. Developing a basic botanical knowledge-base.
Identification. Special focus on identifying plants of medicinal and nutritional value.
Practice. Making connections between illnesses and plant-based treatments.
Craft. Understanding how to prepare & use plants.

## Learning materials

Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the lesson (lessons are independent pages in the main namespace) and start writing!
You should also read about the Wikiversity:Learning model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource.

### Texts

* Botany (via Wikibooks)

### Lessons

* Lesson 1: ...

### Assignments
#### Activities

* Activity 1.
* etc.

#### Readings

Each activity has a suggested associated background reading selection.
* Reading 1.
* Study guide:
* Wikipedia article: w: __Article Name__
* etc.

## Resources

Jim Duke's Phytochemical & Ethnobotanical Databases
Includes an ethnobotanical database searchable by use or by plant name, which will give the medical uses of the plant.
# Medicine/Falls prevention

Fall and injury prevention continues to be a considerable challenge across the care continuum.
In the United States, unintentional falls are the most common cause of nonfatal injuries for people older than 65 years. Up to 32 percent of community-dwelling individuals over the age of 65 fall each year, and females fall more frequently than males in this age group.
Fall-related injuries are the most common cause of accidental death in those over the age of 65, resulting in approximately 41 fall-related deaths per 100,000 people per year. In 2009, Adair County, MO reported 6,588 emergency room visits for falls , a total of 26.5%, higher than the state average of 25.81%. In the same year 735 individuals were hospitalized for a serious fall or injury.
# Grammatical prototypes of the English language

Grammatical prototypes are linguistic constructions that are most frequently used by (and thus most readily available and cognitively salient to) the speakers of a given language.

## Background theory

Grammatical prototypes are a type of conceptual prototype. Prototype theory was formally begun by Eleanor Rosch in the early 1970s.

## Examples

A common situation in which speakers need to increase the conceptual visibility (the maximal scope in Langacker's terms) of the whole underlying conceptual structure of a future event is "plans for the weekend."
   "What are your plans for the weekend?"
      "I am going to do the groceries".