OpenLLM-France/wikimedia huggingface dataset:
# Emergency Medicine bibliography

Bibliography, Emergency Medicine
Since Emergency Medicine covers such a wide range of topics, I have tried to include a general reading list that would suit the average student / junior doctor coming to the ED for the first time.

## General Books

The Oxford Handbook of Emergency Medicine, Oxford University Press
A fantastic book that covers every aspect of day-to-day emergency healthcare
Manual of Emergency Airway Management, Wolters Kluwer
Prepared by the faculty of the National Emergency Airway Management Course, this manual is an expert, practical guide to emergency airway management in any adult or pediatric patient.
Nancy Caroline's Emergency Care in the Streets (UK Version), Nancy Caroline
This is the ideal guide for UK paramedics teaching and learning life-saving responses in emergency conditions, and an essential guide for those preparing for certification or recertification.

## Trauma Care

The Trauma Care Manual, Hodder Arnold Publications
This authoritative text on the management of victims of major trauma provides Accident & Emergency personnel with a comprehensive but concise statement of ideal management for the victims of trauma.
Interpreting Trauma Radiographs, Blackwell Publishing
Interpreting Trauma Radiographs provides a unique guide to enable radiographers and trained healthcare professionals to confidently and competently interpret and report on radiographic images.

## Minor Injuries

Minor Injuries: "A Clinical Guide", Dennis Purcell
An authoratitive text dealing with minor injury care in the ED. Lots and lots of case studies
# Emergency medical responder (EMR)/Critical interventions
## What is a critical intervention

During the EMR primary survey certain circumstances may be discovered that will require immediate correction to prevent the patient’s condition from deteriorating. The only time a primary survey should ever be interrupted is for a critical intervention.

## Unsafe environment

Carbon Monoxide or other toxic substances in the air, extreme heat or cold, etc.

## Airway/Breathing compromise
### Pneumothorax/Hemothorax

* Pneumothorax
* Tension pneumothorax
* Hemothorax
* Hemopneumothorax

## Cardiac compromise
### Inadequate rate rhythm and/or quality of pulse

* Ventricular fibrillation
* Ventricular tachycardia
* Pulseless electrical activity (PEA)
* Asystole

### Shock

* Cardiogenic shock
* Neurogenic shock

## Deadly Bleeding
### Internal bleeding

* Femur fracture/Bilateral Femur fracture
* Pelvic fracture
* Abdominal distention

### Open wound bleeding

* Arterial bleed
* Amputation
# Emergency Operation Centre GIS
## Emergency Operation Centre GIS, (EOCGIS)

The goal of this project is to publish a cookbook style textbook called "Emergency Operation Centre GIS, (EOCGIS)". It is envisioned that this textbook will be used by students in a univeristy or college setting working towards a career in emergency management and Emergency Managers responsible for developing GIS capabilities within their emergency operation centre.

## Administrative Information

Programs: <link to college/universitiy emergency management program name > Status: <link to technical/professional organizations accepting/approving/endorsing this textbook> Credit Value: < common definition needed here> Credit Value Notes < > Prerequisites: < link list > Corequisites: <link list> Equivalents: <link list here>
Typical Instructional Format Lecture: <42-56 hours>

## Course Details

Detail Description

### Program Context

    This required course of the Emergency Management Program is essential to the program as it prepares students and emergency managers with critical information needed to understand the use of GIS within the emergency management context, to include the role "EOCGIS" into emergency operation plans/procedures and into the design of the emergency operation centre ...
Course Critical Performance and Learning Outcomes
Critical Performance:
By the end of this course, students will have demonstrated the ability to ...
Learning Outcomes:
To achieve the critical performance, students will have demonstrated the ability to:
Evaluation Plan
Students demonstrate their learning in the following ways:
* Case studies
* Procedures
* Assignments
* Simulations
* On-line discussions
* Tests
* Other
Total = 100%
Evaluation Plan
Academic Procedure
Test and Assignment Protocal

## Topic Outline

Module 1 <title> Module 2 Module 3 Module 4 Module 5 Module 6
Module 1 <title> <number of hours/lectures>
Targeted outcomes
Module 2 <title > <number of hours/lectures>
Targeted outcomes
Module 3 <title> <number of hours/lectures>
Targeted outcomes
Module 4 <title> <number of hours/lectures>
Targeted outcomes
Module 5 <title> <number of hours/lectures>
Targeted outcomes
Module 6 <title> <number of hours/lectures>
Targeted outcomes
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/Matrix/Eigenvalues/0510/Q and R/Example/Examplereferencenumber

Example 27.9
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/Matrix/2x2/Shearing/Characteristic polynomial/Example/Examplereferencenumber

Example 28.7
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/Logarithm/Base/Rules/Fact/Proof/Exercise/Exercisereferencenumber

Exercise 12.25
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/Matrix/Row rank and column rank/Manipulations/Fact/Factreferencenumber

Lemma 26.3
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/Natural logarithm/Derivative/Fact/Factreferencenumber

Corollary 16.6
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/Odd number/Last digit/Exercise/Exercisereferencenumber

Exercise 1.22
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/Odd number/Remainder representation/Exercise/Exercisereferencenumber

Exercise 1.23
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/Mapping/Composition/Associativity/Fact/Proof/Exercise/Exercisereferencenumber

Exercise 3.27
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/Ordered field/Convergent sequence/Bounded/Fact/Factreferencenumber

Lemma 5.
# Mathematics for Applied Sciences (Osnabrück 2023-2024)/Nested intervals/Sequence/Convergence/Exercise/Exercisereferencenumber

Exercise 8.21
# Gene transcriptions/Boxes/E2s/Quiz

E2 box is a lecture as part of the gene transcription series.
You are free to take this quiz based on the E2 box 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

* A1BG is not transcribed by an HY box.
# Gene transcriptions/Boxes/Enhancers/Quiz

E box is a lecture and an article as part of the gene transcription series.
You are free to take this quiz based on the E box 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

* A1BG has an enhancer box.
# Gene transcriptions/Boxes/GCs/Quiz

The GC box is a lecture as part of the gene transcription series and gene transcription course.
You are free to take this quiz based on the GC box 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

* Various types of repeating boxes containing cytosine and guanine exist.
# ICT in Education/Change Projects/2015A Implementation of Digital Content in Science Classes for Interactive and Sustainable Teaching Learning at Secondary School in Bangladesh

Will be updated on 10th February 2015 in a training program by the participants
Change agent: Sazia Sultana
Email: sazia.ttc@gmail.com
Name of the organization : Govt. Teachers' Training College Pabna, Bangladesh
Title of the change project:Implementation of Digital Content in Science Classes for Interactive and Sustainable Teaching Learning at Secondary School in Bangladesh Bol
Country : Bangladesh
Started date:01/07/2014
Status (finished/ongoing): Ongoing
Last Updated on:31/12/2014
1. Background Secondary education is an important phase of the education system in Bangladesh. Secondary education starts from class VI and finishes at class X with a country wide Secondary School Certificate Exam known as SSC exam. In every stream of secondary education the importance of science education is highlighted as the national education policy gives emphasis on science education. Students up to class VIII has to study science as a common subject. At class IX and X student has to choose science as major subjects who are in science group. And those who choose business and arts as major also need to study science as a compulsory subject. So the importance of science subject to the students in Bangladesh is very much essential. At secondary school, science classes are mainly text book based. Teacher follows the text book to teach the science contents to the students which is descriptive in nature. Most of the time students memorize the contents and forget the contents after a particular time period. But it is easily understandable and teachers also agree that all the contents are not memorable. Rather students need to understand the contents as well. So it is very much important to visualize the content to the students in an attractive format. As the use of information and communication technology (ICT) in education is introduce with a high priority in Bangladesh, so preparing and using digital content in science classes is a need of time. It will clearly help the teacher to present the lesson in a visible and attractive way and students will also interact with the teacher. Learning cannot be completed properly without the participation of both the students and teacher. When both teacher and students interacts the lesson becomes attractive and the learning becomes more sustainable 2. Objectives:• to justify the importance of digital content in science classes at secondary schools; • to identify the best way of implementation of digital content in science classes; • to verify the usefulness of digital content in teaching learning in science classes for interactive and sustainable learning from students perspective
3. Stakeholders:
4. The Scope of the project:Teachers, students, Education Experts
5. Activities:
6. Expected or final result:
7. The Project organization: LIFE Academy in Sweden
# ICT in Education/Change Projects/2015A Improvement of teaching and learning practices in secondary schools in Tanzania using ICT

Change agent Eng. Samwel Tanguye and Mrs. Yasinta Tabu
Email samweli.tanguye@pmoralg.go.tz
Name of the organization PRIME MINISTERS' OFFICE REGIONAL ADMINISTRATION AND LOCAL GOVERNMENT
Title of the change project Improvement of teaching and learning practices in secondary schools in Tanzania by the use of ICT
Country Tanzania
Started date April, 2015 Status (finished/ongoing) ongoing
Last Updated on 27 April, 2015
1. Background
2. Objectives To enhance the use of ICT in secondary schools To enhance self learning to secondary school students
3. Stakeholders
4. The Scope of the project
5. Activities  Conduct awareness training to DED, REO, DEOs & WEO on the importance of ICT in education.  Establishment of a new chapter to PMO-RALG web-portal to be used as a platform for accessing teaching and learning materials.  Local Area Network Design  Purchase of ICT facilities  Installation of local area network and internet services  Testing of the installed LAN  Train teachers on how to use computer and internet.
6. Expected or final result
7. The Project organization
# ICT in Education/Change Projects/2015A Improving learning and researching in HE

Change agents:
* Sokha Kheam: sokha.mst@gmail.com
* Sokline Pheng: soklin.pheng@gmail.com
Project Title:
Improving ICT integration in teaching, learning and researching at undergraduate levels, Royal University of Phnom Penh, Cambodia
Started Date: ________, 2015
Ended Date: _________, 2015
1. Background
2. Objectives
This project change aims to assess ICT interaction status and take action on the needs for RUPP ICT integration development. Specifically, our team intends:
* To initiate reference banks for undergraduates,
* To provide trainings on (a) how to effectively search for reliable references (scientific articles & various sources) from the internet, (b) how to use reference manager and academic social network (Mendeley)
3. Stakeholders
This project aims to target primary stakeholders at undergraduate levels including: biology and environment undergraduate students and lecturers.
4. The Scope of the project
Biology and Environmental Science Department at Royal University of Phnom Penh, Cambodia.
5. Activities
In order to accomplish these designed objectives, the RUPP team will take action with the followings action plans:
| Objectives | Methods | Action Plans/Activities | Involved Persons |
| To initiate reference banks for undergraduates | Create a an open source website | Collect and compile the reliable links related references for undergraduates Create the open sources for undergraduates to access (Google site/wordpress) Develop a free website or network that target participants | RUPP Team ICT Experts |
| To provide trainings on (a) how to effectively search for reliable references from the intenet, (b) how to use reference manager and academic social network | Provide training/workshop to undergraduate | Produce modules on how to effectively search for reliable references from the intenet, how to use reference manager and academic social network | RUPP Team ICT Experts Target Participants |
6. Expected or final result
7. The Project organization
# ICT in Education/Change Projects/2015A Integrating ICT in teaching science and language subjects

Change agent
Email
Name of the organization
Title of the change project
Country
Started date
Status (finished/ongoing)
Last Updated on
1. Background
2. Objectives
3. Stakeholders
4. The Scope of the project
5. Activities
6. Expected or final result
7. The Project organization
# ICT in Education/Change Projects/2015A ICT tools for teaching and learning

Background for our project:
Technology has become an inevitable and important part of our lives by facilitating our daily tasks or taking up our leisure time. During the past years, there has been a rapid development of technology and not everyone is aware of its enormous benefits which aid us in growing professionally. Even though, everyone has access to technology and is constantly using it, most people use technological tools on a social basis for messaging or chatting and they don’t take advantage of technological tools professionally.
Project idea:
Through the participation in this project, we aim to develop our knowledge on the topic of ICT tools that can be incorporated in our teaching and transmit this knowledge to our fellow colleagues and students. We plan to make use of various ICT tools which will facilitate teaching and learning.
# Evidence-based assessment/Sidebar

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/Step 12: Wrapping up and maintaining gains

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 ~
* Medical disclaimer: This page is for educational and informational purposes only and may not be construed as medical advice. The information is not intended to replace medical advice offered by physicians. Please refer to the full text of the Wikiversity medical disclaimer.

# Process Phase: Wrapping Up and Maintaining Gains
## Overview

This section covers (a) definitions of endpoints for planned termination of treatment, (b) relapse prevention and monitoring, (c) identification of risky situations, developmental transitions, life events, and triggers, and (d) developing a game plan for prevention and early intervention.
# IT Fundamentals/2014

IT Fundamentals includes computer hardware, computer software, networking, security, and basic IT literacy.
This course comprises 15 lessons covering IT fundamentals. Each lesson includes a combination of Wikipedia readings, YouTube videos, and hands-on learning activities. The course also assists learners in preparing for CompTIA IT Fundamentals certification.
This entire Wikiversity course can be downloaded in book form by selecting Download Learning Guide in the sidebar.

## Preparation

This is a college-level introductory computer support course. Learners should already be familiar with introductory computer concepts.

## Lessons

* Hardware
* Peripherals
* Operating Systems
* Virtualization
* Installation and Configuration
* Applications
* File Systems
* File Management
* Commands and Scripting
* Networking
* Internetworking
* Security
* Safety
* Support
* Mobile Devices
* Databases

## See Also

* Digital Literacy
* Computer Support
* Internet Fundamentals
# IT Fundamentals

IT Fundamentals introduces computer hardware, computer software, databases, networking, security, and software development.
This course comprises 15 lessons covering IT fundamentals. Each lesson includes a combination of Wikipedia readings, YouTube videos, and hands-on learning activities. The course also assists learners in preparing for CompTIA IT Fundamentals certification.
This entire Wikiversity course can be downloaded in book form by selecting Download Learning Guide in the sidebar.

## Preparation

This is a college-level introductory computer support course. Learners should already be familiar with introductory computer concepts.

## Lessons
### Current Lessons

Current lessons targeting IT Fundamentals exam FC0-U61:
* Introduction
* Devices
* Components
* Peripherals
* Operating Systems
* Applications
* Database Concepts
* Database Use
* Networking
* Internet
* Security Concepts
* Security Practices
* Software Development
* Troubleshooting
* Business Continuity

### Previous Lessons

Previous lessons targeting IT Fundamentals exam FC0-U51:
* Hardware
* Peripherals
* Operating Systems
* Virtualization
* Installation and Configuration
* Applications
* File Systems
* File Management
* Scripting
* Networking
* Internetworking
* Security
* Safety
* Support
* Mobile Devices

## See Also

* Digital Literacy
* Computer Support
* Internet Fundamentals
# Differentiable function/D in R/Chain rule/Fact/Proof

Due to fact, one can write
    $f(x)=f(a)+f'(a)(x-a)+r(x)(x-a)\,$
and
    $g(y)=g(b)+g'(b)(y-b)+s(y)(y-b)\,.$
Therefore,
    ${\begin{aligned}g(f(x))&=g(f(a))+g'(f(a))(f(x)-f(a))+s(f(x))(f(x)-f(a))\\&=g(f(a))+g'(f(a)){\left(f'(a)(x-a)+r(x)(x-a)\right)}+s(f(x)){\left(f'(a)(x-a)+r(x)(x-a)\right)}\\&=g(f(a))+g'(f(a))f'(a)(x-a)+{\left(g'(f(a))r(x)+s(f(x))(f'(a)+r(x))\right)}(x-a).\end{aligned}}$
The remainder function
    $t(x):=g'(f(a))r(x)+s(f(x))(f'(a)+r(x))\,$
is continuous in $a$ with value $0$.
# Differentiable function/D in R/Continuity in point/Fact

Let $D\subseteq \mathbb {R}$ be a subset, $a\in D$ a point, and
    $f\colon D\longrightarrow \mathbb {R}$
a function.
$f$
$a$
# Different subsets in R^2/Sketch/5/Exercise

Sketch the following subsets in $\mathbb {R} ^{2}$.
* ${\left\{(x,y)\mid x=7{\text{ or }}y=3\right\}}$,
* ${\left\{(x,y)\mid 7x\geq 3y{\text{ and }}4x\leq y\right\}}$,
* ${\left\{(x,y)\mid x^{2}+y^{2}=0\right\}}$,
* ${\left\{(x,y)\mid x^{2}+y^{2}=1\right\}}$.
# Difference between generator and electric motor

A generator is a device that converts kinetic energy and other types of energy into electricity. Through a pioneering engine, the energy contained in all types of pioneering energy is converted first into mechanical energy, then transmitted through a generator to electricity, transmitted and distributed to a variety of electrical occasions. Instead, an electric motor converts one type of electrical energy into mechanical energy, and mechanical energy is used to generate power used to drive other electrical appliances. Electric engines and generators 2 are different from the following:

### 1. Working principle:

The generator is made according to the vision of electromagnetic indexing, while the electrical transmitter is made in accordance with the principle that the transmitter moves under the power of the magnetic field.

### 2. Methods of determining direction:

The right-hand rule is used to determine the direction of the run in the generator. Instead, the direction of the transmitter in the electric motor is regulated by the rules of the left hand.

### 3. Work goals and energy transformation:

The generator needs external work to convert mechanical energy into electricity. Electric engines are responsible for converting electrical energy into mechanical energy.
# Different subsets in R^2/Sketch/4/Exercise

Sketch the following subsets in $\mathbb {R} ^{2}$.
* ${\left\{(x,y)\mid 2x=5{\text{ and }}y\geq 3\right\}}$,
* ${\left\{(x,y)\mid -3x\geq 2y{\text{ and }}4x\leq -5y\right\}}$,
* ${\left\{(x,y)\mid y^{2}-y+1\leq 4\right\}}$,
* ${\left\{(x,y)\mid xy=0\right\}}$.
# Difference quotient/D in R/Definition

Let $D\subseteq \mathbb {R}$ be a subset, $a\in D$ a point, and
    $f\colon D\longrightarrow \mathbb {R}$
a function. For $x\in D$, $x\neq a$, the number
    ${\frac {f(x)-f(a)}{x-a}}$
is called the difference quotient of $f$ for $a$ and $x$.
# Differentiable function/D in R/Chain rule/Fact

Let $D,E\subseteq \mathbb {R}$ denote subsets, and let
    $f\colon D\longrightarrow \mathbb {R}$
and
    $g\colon E\longrightarrow \mathbb {R}$
be functions with $f(D)\subseteq E$. Suppose that $f$ is differentiable in $a$ and that $g$ is differentiable in $b:=f(a)$.
composition
    $g\circ f\colon D\longrightarrow \mathbb {R}$
is differentiable in $a$, and its derivative is
    $(g\circ f)'(a)=g'(f(a))\cdot f'(a)\,.$
# Federal Writers' Project – Life Histories/2020/Spring/Section33

This project is associated with English 105.033 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/Spring/Section33/
Use the following to create a new Life Histories subpage: