OpenLLM-France/wikimedia huggingface dataset:
# English-Chinese/The earth is the planet we live in

The earth is the planet we live in. It is the third planet from the sun. It is the only planet known to have living things.
地球是我们生活的星球。它是从太阳的第三颗行星。 它是唯一已知有生物的行星。
# English-Chinese/The effect of blood on the arterial wall produces blood pressure

The effect of blood on the arterial wall produces blood pressure.
血液对动脉壁的作用会产生血压。
# English Law/Constitutional and administrative
## Introduction

Constitutional and Administrative Law (also known as Public Law) is the law which governs the operation of the state and determines how it functions, who has the authority to make and interpret the law.

### The Key Principles Underpinning Constitutional Law

* The Rule of Law
* The Separation of Powers
* Parliamentary Sovereignty
* The Royal Prerogative
# English Law/Case List

* This is a list of leading (i.e. important) cases in English Law. It forms part of both the English Law Learning Project and the Wikiversity Law Reports Learning Project, a series of freely-licensed headnotes for court decisions.
* A
* B
* C
* D
* E
* F
* G
* H
* I
* J
* K
* L
* M
* N
* O
* P
* Q
* R
* S
* T
* U
* V
* W
* X
* Y
* Z

## A

* Adams v Lindsell (1818) 106 ER 250
* Alcock v Chief Constable of South Yorkshire [1992] AC 310
* Allcard v Skinner
* Anns v Merton London Borough Council [1978] AC 728
* Atlas Express Ltd v Kafco

## B

* Baird Textile Holdings Ltd v Marks & Spencer plc
* Bank of Credit and Commerce International SA v Aboody [1990] 1 QB 923
* Bell v Lever Brothers Ltd
* Bolam v Friern Hospital Management Committee [1957] 1 WLR 583
* Bolitho v City & Hackney Health Authority [1997] 3 WLR 1151
* Brogden v Metropolitan Railway (1877) 2 App. Cas. 666

## C

* Caparo Industries Plc v Dickman [1990] 2 AC 605
* Car and Universal Finance Co Ltd v Caldwell [1964] 2 WLR 600
* Carlill v Carbolic Smoke Ball Co [1893] 1 QB 256
* Central London Property Trust v High Trees House [1947] KB 130
* Chapelton v Barry UDC [1940] 1 KB 532
* Cobbe v Yeoman's Row Management Ltd
* Collier v P & MJ Wright (Holdings) Ltd
* Crabb v Arun DC
* Cundy v Lindsay (1878) 3 App Cas 459

## D

* D & C Builders Ltd v Rees
* Donoghue v Stevenson [1932] AC 562
* Dick Bentley Productions Ltd v Harold Smith (Motors) Ltd

## E

* Esso Petroleum Co Ltd v Comrs of Customs and Excise
* Esso Petroleum Co Ltd v Mardon

## F

* Fibrosa Spolka Akcyjna v Fairbairn Lawson Combe Barbour Ltd
* Fisher v Bell
* Foakes v Beer

## S

* Salomon v Salomon
# English Language and Power

This topic will look at some of the politics of English language, how policy decisions are made and what impact this can have on language users. It will explore how much power language really has and why we should be careful how we use it.

## Globish and Language Death

* Language dominance and power
* The rise and decline and languages
Reading:
* Globish and Linguistic Imperialism
* Language Death
* Can Minority Languages Be Saved?
Study Questions:
* Can globish lead to a linguistic democracy?
* Has the spread of English caused the death of other languages?
* Should governments decide what languages we use?
Assignment: Read Historical Roots of U.S. Language Policy and American Indian Language and Forced Assimilation. In class we will have a managed discussion on different aspects of US language policy.
Additional Reading: Racialization and US Language Policy

## Metaphors

* Metaphors and meaning
* Ambiguity and influence of language
Politics:
* Metaphors of sport and politics
* The Manly Sport of American Politics
* Metaphors in Politics
* Metaphor, Morality and Politics
Military Metaphors:
* Lets Declare War on Military Metaphors
* Military Metaphors and Disease
* Military Metaphors and Religion
Study Questions:
* What are metaphors and why do we use them?
* What is the effect of the military using metaphors when talking about war?
* Can changing the metaphors we use really change our thoughts and actions?
Assignment: Choose one of the readings from this section and write an analysis of it. Select about 40 lines of text. Include quotations in your analysis to prove the points you make. Write one paragraph each in answer to the following questions:
* What is the most significant message or impression you have from reading the text?
* What is the genre or text type and how far does it conform to this genre?
* Who are the intended audience and what is overall purpose of the text?
* What perspective does the writer have on the topic and how is this expressed?
* How would you describe the tone and mood and how does this help to achieve the purpose?
* What stylistic devices has the writer used and how are they effective in the text?
* What is interesting about the structure and layout of the text?
* What is most effective about the text and how successful is it in achieving its purpose?
# Evidence-based assessment/Step 5: Gather collateral, cross-informant perspectives

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.

# Prediction: Gather Collateral (Cross-Informant) Perspectives
## Overview

When working with children it is usually the parent who buys the ticket for the therapeutic journey – the parent initiates the referral, schedules the appointment, transports the child, and decides whether to continue with treatment. Authorities agree that routinely gathering data from multiple informants is important to understand the context of the child’s behavior. However, the agreement between perspectives is only moderate, with meta-analyses and cross-national studies finding correlations of .2 to .3 between parent, teacher, and youth report on the same measures and .4 between adults and a collateral about internalizing or externalizing problems, rising to .68 for substance use. Clinically, the common scenario is unimpressive levels of agreement. If the average level of parent-reported concerns at a clinic had a T-score of 70 (two SDs above the mean, commonly considered “clinically elevated”), then the average level of teacher or youth reported concerns on the same scale would be T-scores of 54 to 56 – well within the normal range. Given the high internal consistency of each informant report, some interpret the data as indicating a high degree of situational specificity in behavior, though this is challenging to reconcile with models that formulate cases in terms of the presence or absence of a diagnosis. Others have interpreted findings as indicating that some informants are valid for one diagnosis, and not others. Clinicians often consider youth report more accurate for internalizing problems, and not accurate about attention problems, for example. Rater validity also may change by setting: parents may be better informants than teachers about sleep disturbance, for example, because teachers will not observe bedtime behavior or waking. More subtly, “teacher report” is not all the same context: Children spend most of the school day in the same room in elementary school, and start shifting between rooms and teachers for different subjects in middle and high school. Yet another factor contributing to the disagreement is that different informants may notice or care about different symptoms. Agreement also changes longitudinally with development.
# Evidence-based assessment/Step 6: Add focused, incremental assessments

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.

# Prescription: Add Focused, Incremental Assessments
## Overview

There are scales that can help differentiate between types of anxiety disorders (A. R. Van Meter et al., in press). For example, if oppositional defiant disorder, PTSD, and bipolar disorder were all contending hypotheses for a case, the clinician might explore the likelihood of each diagnosis using a different set of DLRs on the nomogram. The Achenbach Externalizing score might be interpreted with regard to the probability of ODD, but replaced by the Parent 10 item Child Mania Rating Scale for the purpose of evaluating the bipolar hypothesis, and by the Child PTSD Screening Scale for PTSD (You et al., 2015). The CPSS and CMRS would not need to be given routinely due to the rarity of their target conditions in most settings (Rettew et al., 2009), but they would be more helpful than the CBCL for cases that have risk factors or other findings raising concerns.
As costs come down and technology makes it more feasible to interpret the information rapidly, physiological measures are likely to play an increasing role at this stage of the evaluation process. Although they would need to show large effect sizes to be useful in isolation for diagnosis, it is more likely that will be able to offer meaningful incremental validity.

## Rationale

Logic within a Diagnostic Framework SnNOut and SpPIn mnemonics. Discussion of predictive powers. Examples. Why we don't recommend universal screening for bipolar and other rare conditions.
Incremental Validity Discussions
Cost and Utility Paper and online versus imaging and blood tests.
# Life coaching

Life coaching is a professional service which helps to enhance the lives of others.
This area is meant to be for research, learning and teaching related to life coaching.

## Discussion questions

* How is it professionally desirable to become a life coach?
* How can life coaching enhance the lives of those being coached?

### Readings

* the Wikipedia article on Coaching.

## Life Coaching systems

* Fearless Living, a system developed and expressed by w:Rhonda Britten.
# Life extension

Radical life extension technologies may enable humans to live for hundreds of years.
This is the start of a course, center for research, and collaborative project space in relation to defeating aging and radical life extension research.

## Potential projects

* Activism to defeat aging
* Raising awareness about radical life extension
* Reducing prevalence of pro-aging mindsets
* Sparking a life extension revolution

## Readings and Media
### Wikipedia

* Life extension
* Human Longevity Inc.
* Aubrey de Grey
* Ending Aging
* SENS Research Foundation
* Strategies for Engineered Negligible Senescence
* Methuselah Foundation
* Brian K. Kennedy
* Buck Institute for Research on Aging
* Longevity escape velocity
* Indefinite lifespan

### Interviews

* Radical Life Extension can be Developed Quickly for the Mainstream: Interview with Didier Coeurnelle

### Videos

* Defeating Aging - Roadmaps to Rejuvenation with Aubrey de Grey, Liz Parrish & Bill Andrews
* Buck Institute General Information

### Studies

* Metformin in Longevity Study
# Life effectiveness

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
Life effectiveness is term which refers to the performance of generic personal and social life skills. Related terms include psychological resilience and practical intelligence.
The Life Effectiveness Questionnaire provides a self-report instrument for assessing several purported life effectiveness skills, including:
* Time Management
* Social Competence
* Achievement Motivation
* Intellectual Flexibility
* Emotional Control
* Task Leadership
* Active Initiative
* Self Confidence

## Workshop activity

* Present and discuss notion of life effectiveness - handout - for more info, see http://wilderdom.com/leq
** Related concepts: Practical intelligence, self-concept etc.
** Definitions of generic life effectiveness skills
** Describe the eight life effectiveness (LEQ-H) dimensions
* Present and discuss outdoor education results from http://wilderdom.com/phd
* Highlight the general trend of a small drop between pre-program and first day (due to situational threat), the substantial increase during the program (probably inflated by post-group euphoria at program end), and the partial loss of gains during the follow-up period (typical of interventions). Of potential concern is that the 1st day to last day snapshot (typical of many evaluations) may over-estimate the amount of change during the program due to the initial depression and end-of-program euphoria. Thus, longitudinal research with a control group is preferable.
# Life expectancy in bipolar disorder

This short article by Dan Polansky intends to investigate the following question: what is the change of life expectancy in people with the diagnosis of bipolar disorder compared to the general population?
Relevant snippets from sources found, with comments/reservations:
* 10-15 years: Yocum 2023: "Several studies have examined life expectancy and Years Per Life Lost (YPLL) for people with BD, and most suggest a 10–15 year reduction in lifespan and a markedly increased, 2–3 times risk of premature death in patients relative to the general population (Chan et al., 2021; Crump et al., 2013a; Kessing et al., 2015; Plana‐Ripoll et al., 2020)."
* 13 years: Chan 2022: "Eleven and 13 studies were included in the review for life expectancy (n = 96 601) and YPLL (n = 128 989), respectively. Pooled life expectancy was 66.88 years (95% CI 64.47–69.28; I2 = 99.9%, P < 0.001), was higher in women than men (70.51 (95% CI 68.61–72.41) v. 64.59 (95% CI 61.16–68.03); z = 2.00, P = 0.003) and was lowest in Africa. Weighted average YPLL was 12.89 years (95% CI 12.72–13.07), and was greatest in Africa. More YPLL was observed when lifespan was estimated at birth than at other set-age. YPLLs attributable to natural and unnatural deaths were 5.94 years (95% CI 5.81–6.07) and 5.69 years (95% CI 5.59–5.79), respectively."
* 11-20 and more: Kessing 2015: "Life expectancy in patients with bipolar disorder has been reported to be decreased by 11 to 20 years. [...] Results For the typical male or female patient aged 25 to 45 years, the remaining life expectancy was decreased by 12.0–8.7 years and 10.6–8.3 years, respectively."
* 9-20 years: University of Oxford 2014: "The average reduction in life expectancy in people with bipolar disorder is between nine and 20 years, while it is 10 to 20 years for schizophrenia, between nine and 24 years for drug and alcohol abuse, and around seven to 11 years for recurrent depression."
# Life satisfaction

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.

## Measuring life satisfaction

* Satisfaction with Life Scale (SFWL, Diener, Emmons, Larsen & Griffin, 1985)
# Global Audiology/Asia/People's Republic of China

| Home | Africa | Americas | Asia | Europe | Oceania |
| China | Hong Kong | India | Iran | Iraq | Japan | Nepal | Pakistan | Philippines | Saudi Arabia | Singapore | Thailand | Turkey |

# References

| | | | Contributors to the original text |
| ADD | NAMES | Here | Contributors to the original text |
# Exponents

Exponents are a mathematical operation used for numbers/variables multiplied an n amount of times. Exponents involve two numbers the base b and the power or exponent n and is pronounced b raised to the nth power.
E.g.
$\underbrace {b^{n}=n\times n\cdots n\times n} _{n-times}$
# Extended families and clans of Boolean functions

Families and clans and their super extensions are properties of Boolean functions, i.e. they are not dependent on arity. Their ultra extensions are properties of truth tables, i.e. dependent on arity.

## family

* family
# Exponential series/Real/Functional equation/Fact

For real numbers $x,y\in \mathbb {R}$,
    $\exp {\left(x+y\right)}=\exp x\cdot \exp y\,$
# Exponential series/Real/Functional equation/Fact/Proof

The Cauchy product of the two exponential series is
    $\sum _{n=0}^{\infty }c_{n},$
where
    $c_{n}=\sum _{i=0}^{n}{\frac {x^{i}}{i!}}\cdot {\frac {y^{n-i}}{(n-i)!}}\,.$
This series is due to fact absolutely convergent and the limit is the product of the two limits. Furthermore, the $n$-th summand of the exponential series of $x+y$ equals
    ${\frac {(x+y)^{n}}{n!}}={\frac {1}{n!}}\sum _{i=0}^{n}{\binom {n}{i}}x^{i}y^{n-i}=c_{n}\,,$
so that both sides coincide.
# Exponential series/e to the power 3/Exercise

Compute $e^{3}$, using the exponential series, so that the error is at most ${\frac {1}{1000}}$.
# Extensible modular markup

Extensible modular markup (EMM) is an attempt to develop a replacement for HTML and LaTeX. It is already supported in software and is already practically useful.
This replacements should be:
* with support of both semantic and visual/audible markup
* universal markup for all cases
* extensible by regular users (by adding new namespaces and pluggable converters)
* scriptable (like TeX, but with a thoughtful XML syntax)
It aims to be an universal markup format for such consumers (and others) as browsers and search engines.
The main idea that everybody can add a module (identified by an XML namespace and described by an RDF resource) to EMM.
The following modules are supported:
* XHTML2-compatible modules (but with different namespaces than in XHTML2)
* other modules
See also The practical guide on how to use EMM.
Using special software such as XML Boiler it is possible to convert "unknown" namespaces to a document containing namespaces known to a given consumer.
The aimed subprojects:
* Modules based on XHTML2, with the same element names, but different namespaces:
** the basic module with minimal markup facilities. It would for example have no addr element, because it is enough to use span element with a class to represent an address in a browser.
** modules providing extensive semantic markup. These modules are to be used by advanced consumers like search engines or converters and also to be converted to more basic markup using converter software (such as one based on RDF markup).
* More modules

### Future Web architecture

It is expected that the future Web sites will publish advanced XML markup and it will be possible to convert it to more basic form by specific proxy servers (free of paid).

### Our task

Our task is to develop the modules and software to convert to other formats.
# Fluid statics

The study of Fluid Statics (often called Hydrostatics) is the fundamental examination of the effects of forces upon and behavior of stationary fluids (gases and liquids). Often considered the introductory discipline within the field of Fluid Mechanics, Fluid Statics explores the behavior of stationary fluids through the application of mathematics and physics. Fluid Dynamics is the subsequent study of moving fluids.

## Prerequisites
#### Mathematics

* Algebra
* Trigonometry
* Calculus
* Differential Equations

#### Physics

* Introduction to physics
* Classical Mechanics

## Learning Materials
### Texts

* b:Fluid_Mechanics

### Fluid Statics Lessons

* Fluid Statics Lesson One

## Assignments
### Preliminary Study guide

* Wikipedia article:Fluid Statics
* Wikipedia article:Units
* Wikipedia article:Free Body Diagram
* Wikipedia article:Potential Energy
* Wikipedia article:Body Force
* Wikipedia article:Gravity
* Wikipedia article:Density
* Wikipedia article:Static Pressure
* Wikipedia article:Newtons Laws of Motion
* Wikipedia article:Bouyancy

### Readings

* Peruse the appropriate sections of b:Fluid_Mechanics

### Activities

* University of the Virgin Islands: Hydrostatics Page
# Game Creation Guidelines/Production

Part of Board Game Design>Game Creation Guidelines

## Getting Your Foot in the Door

Like any creative venture, the game market is a catch-22: you won't be published unless you're already published. Here are some ways to break into that closed cycle of publication.

### Games Design Competitions

Many of these are held yearly and are excellent ways to get noticed - and if you're not noticed, you'll at least get some feedback!
* Hippodice(link in German) - English Competition Rules here
* games.about.com - 2006 Game Competition Website
* Ludothèque de Boulogne-Billancourt (link in French) - 2006 Competition (includes English rules)
* Premio Archimede - 2006 contest details
* Lucca Comics and Games - Competition rules in English
# Game Creation Guidelines/Spiral Model of Game Development
## Introduction

The Spiral Model of Game Development is the extraction of the Spiral Model proper for use in Game Development. This part of the Game Design Project looks at exploration of the Spiral Method as a means to game development, and asks the question: when should I employ the Spiral Method in developing my games?

## The Spiral Model

The Spiral Model is an iterative development method. Iteration means the steps are performed over and over again. This means the project is conceived, designed, prototyped, tested, and the test results are put into the next iteration of the same steps. The Spiral Model is thus an evolutionary process.
The design process starts in the centre of the spiral with an idea. It proceeds outward clockwise through each of the five phases of design. Every return of the spiral to the "define" position starts a new iteration. Each iteration produces a deliverable or prototype, and each prototype is closer and closer to the final production model in complexity and degree of completion. The process begins when you have an idea for a game. First, you:
* define - define the new idea, make an outline, and hash out the basics of your design.
* design - get down to work writing the rules for the core mechanic, make the basics workable.
* prototype - build a working model, start to get the look and feel of the physical features of the game.
* playtest - you can do a solo playtest, an internal playtest, or a blind playtest.
* feedback - gather, collate, and synthesize your feedback.
* redefine - go back to the drawing board with what you learned and change your outline...
A major theme of the Spiral Model in software development and defence appropriations is Risk Management. The risks of game development, however, are few. The main risk to be avoided is wasting your time on a flawed design. The Spiral Model forces you to produce an early proof of concept, and if you've got a strong theme and weak mechanic, it will show readily. In this way, the Risk Management is subsumed by definition: if, after testing, the prototype was found to be unworkable, you don't have to go any further, but you can back pocket what was useful and hopefully use it again someday.

## Commentary

Be bold and tell us what you think about the Spiral Model!

## Exploration of the Spiral Model

A place for articles, songs, poems, diagrams, and games about and created by the Spiral Model.
* Liberal Diplomacy - dnjkirk experiments with the Spiral Model to produce a Diplomacy variant!