OpenLLM-France/wikimedia huggingface dataset:
# Maritime Health Research and Education-NET/OCCUPATIONAL MARITIME HEALTH AND SAFETY EDUCATION

The maritime occupational health portal
The special features of seafaring and its consequences for the health, fitness and wellbeing of those who work at sea is the main subject of the Norwegian Textbook of Maritime Medicine. However, the Textbook does not intend to give the needed current and updated information about the workplace exposures at sea for the prevention and for training and education in maritime occupational health and safety. The education and training is offered by other institutions like the Danish "Seahealth and Wellfare"and the Danish Fishermen’s Occupational Health Services and similar organisations in other countries. The European Agency for Safety and Health at Work also provides training and information ressources for the fishermen, but scare for seafarers and stevedores What is lacking in any of these ressources is a permanent updated "first stop" evidence and training ressource for each of the specific maritime type of jobs to comply with the main prevention strategies. This is done e.g. by the Norwegian "Arbejdsmiljøportal" and the outcome of the MAHRE-Net surveillances is needed to produce similar evidence based maritime health and safety education. "Arbejdsmiljøportalen" underscore the need to work efficiently and correctly and by the use of: 1. updated factual knowledge as a basis and 2 the guidelines, instructions and training we know will work. Similarly we must have a "Maritime Occupational Health Portal" to present the updated specific exposure and health indicators for the specific ship types profiles from the facts produced by the MAHRE-Net and other ongoing surveillance that are important to them and which we know work. MAHRE-Net will produce the knowledge part of maritime occupational health while the other institutions will produce the guideline for how to produce the best environment at the specific workplaces on solutions which we know work. In conclusion: The Portal unites 1. the latest updated knowledge about the risk indicators for specific areas of the maritime workplaces with 2. the latest and known effective solutions for the environment in the specific workplaces by links to the specific institutions that produce the instructions. This collaboration will be done with the new strategy for occupational healt, the "Tre-parts aftaler om Arbejdsmiljø" 22 Dec 2020 with similar agreements in other countries. The agreement opens up for the mentioned collaboration of the knowledge producing institutes and the training and education units.
# Maritime Health Research and Education-NET/Organisation/Management
## Board of Directors

* The MAHRE-NET's main decision-making authority is the Board.
* The Board is made up of active associate researchers and most of them are occupational medical and PubHealth specialists
* The Board Secretary is a member of the Board and the WhatsApp "G6" meetings and decisions

## Coordination of the activities

* The Board of Directors distributes the coordination of the activities among them
* Board meetings are held when needed at the start and later every 3 months
* Each of the Directors is responsible for convening Board meetings
* Short minutes from the meetings written directly during the meetings
* A one-year plan for activities and meetings is ready at the end of December.

## Advisory Committee

* The institutions are invited to participate with a representative from each of them: ILO, IMO, ITF, SIRC, Europêche, WMU and IMHA-Board
* Annual meetings will preferable be Zoom meetings.

## Goals

The Board of the MAHRE-NET establishes objectives for which research areas should be prioritised and which results are expected to be obtained in these areas.

## Evaluation of the MAHRE-NETactivities

The MAHRE-NETBoard Directors understand every year an evaluation of the activities in their own domain
Each director presents an annual report for their responsible area to the Board in late December Board meeting

## Financial Accounting

There are no separate accounts for the MAHRE-NET since the economy is placed with each of the institutions of the participants of the established collaboration projects.

## Financial Resources

The main financial resource for the IMHR-NET 's activity is the existing resources of individual participants and national and international research foundations

## Author affiliations in the publications

Besides own institution, the affiliation to the MAHRE-NET can be added

## Annual status report

The MAHRE-NET Directors are responsible for preparing an annual status report that is approved by the Board of Directors
The progress report should include a brief overview of last year's results with signatures and dates.
# Maritime Health Research and Education-NET/Practical guide for sending out the Forms to the students

* Information is given to the students
* The persons in charge for the study are added as "Editors
* Whats app mobile numbers can also be used, but reminder process is more difficult
* Results are stored in an Excel file and in pie diagrams
* Send reminders to the non-responders after a week and two weeks
* Safe guard the emails of security and for follow-up reasons
# Matrix/C/2+5i 1-2i 3-4i 6-2i/Invertible/Solution for 54+72i 0/Exercise/Solution

a) We compute the determinant of the matrix. It is
    ${\begin{aligned}\det M&=(2+5{\mathrm {i} })(6-2{\mathrm {i} })-(3-4{\mathrm {i} })(1-2{\mathrm {i} })\\&=12+10+30{\mathrm {i} }-4{\mathrm {i} }-(3-8-4{\mathrm {i} }-6{\mathrm {i} })\\&=27+36{\mathrm {i} }.\end{aligned}}$
In particular the matrix is invertible.
b) We have
    ${\begin{aligned}{\begin{pmatrix}54+72{\mathrm {i} }\\0\end{pmatrix}}&=2{\begin{pmatrix}\det M\\0\end{pmatrix}}\\\end{aligned}}$
We can see directly a solution, namely
    ${\begin{pmatrix}z_{1}\\z_{2}\end{pmatrix}}=2{\begin{pmatrix}6-2{\mathrm {i} }\\-(3-4{\mathrm {i} })\end{pmatrix}}={\begin{pmatrix}12-4{\mathrm {i} }\\-6+8{\mathrm {i} }\end{pmatrix}}\,,$
because we have
    ${\begin{aligned}{\begin{pmatrix}2+5{\mathrm {i} }&1-2{\mathrm {i} }\\3-4{\mathrm {i} }&6-2{\mathrm {i} }\end{pmatrix}}{\begin{pmatrix}2(6-2{\mathrm {i} })\\2(-3+4{\mathrm {i} })\end{pmatrix}}&=2{\begin{pmatrix}(2+5{\mathrm {i} })(6-2{\mathrm {i} })+(1-2{\mathrm {i} })(-3+4{\mathrm {i} })\\(3-4{\mathrm {i} })(6-2{\mathrm {i} })+(6-2{\mathrm {i} })(-3+4{\mathrm {i} })\end{pmatrix}}\\&={\begin{pmatrix}2\det M\\0\end{pmatrix}}.\end{aligned}}$
# Matrix/Column rank/Definition

Let $K$ be a field, and let $M$ denote an $m\times n$-matrix over $K$. Then the dimension of the linear subspace of $K^{m}$, generated by the columns, is called the column rank of the matrix, written
    $\operatorname {rk} \,M.$
# Matrix/C/2x2/Eigenvalue/Exercise

Show that every matrix $M\in \operatorname {Mat} _{2}(\mathbb {C} )$ has at least one eigenvalue.
# Matrix/Column rank/Product/Exercise

Let $K$ be a field and let $A$ be a $m\times n$-matrix and $B$ a $n\times p$-matrix over $K$. Prove the following relationships concerning the rank
    $\operatorname {rk} \,AB\leq \operatorname {rk} \,A{\text{ and }}\operatorname {rk} \,AB\leq \operatorname {rk} \,B.$
Prove that equality on the left occurs if $B$ is invertible, and equality on the right occurs if $A$ is invertible. Give an example of non-invertible matrices $A$ and $B$ such that equality on the left and on the right occurs.
# Matrix/47-3 275 00-6/Trigonalizable/Exercise

Determine, whether the real matrix
    ${\begin{pmatrix}4&7&-3\\2&7&5\\0&0&-6\end{pmatrix}}$
is trigonalizable or not.
# Matrix/5 -1 3 7 9 8 6 2 -7/Real trigonalizable/Exercise

Decide whether the matrix
    ${\begin{pmatrix}5&-1&3\\7&9&8\\6&2&-7\end{pmatrix}}$
is trigonalizable over $\mathbb {R}$.
# Mental health and the internet

This psychology resource is a "stub". Learn how you can help Wikiversity to develop it.
A meta-analysis based on 40 studies (43 independent samples, 21,258 participants) found a very small, negative relationship between internet use and indicators of mental health including depression, loneliness, self-esteem, and life satisfaction (r = -0.05; Huang, 2010). The effect of all moderators, including type of Internet use, indicator of well-being, quality of Internet use measure, and participant age and gender were insigniﬁcant. Future investigations should consider the possible sources of these differences.
# Menu Planning/Menu contents/Snack

A snack is to be something light. with sufficient caloric/nutritional value to bolster the nutrition benefits if the preceding meal. Additionally, water is an important element to be considered when preparing snacks
# Mental health
## The economic cost of mental health

Degney, J., Hopkins, B., Hosie, A., Lim, S., Verma, A., Vogl, G. (2012). Counting the cost: The impact of young men’s mental health on the Australian economy. Inspire Foundation and Ernst & Young, Sydney, Australia. Report (pdf) | Press release | ABC PM interview
# Menu planning

One of the most important aspects to being a good owner of a restaurant (besides knowing your financial status and having good food) is having an attractive, well-organised, well-balanced menu with food that is geared to your intended clientèle. This learning project will focus both on what actually goes into the menu and how is designed.

## Menu contents

* Breakfast
* Lunch
* Dinner
* Snack
Menu planning is the process to make the list of food items going to serve in any type of meal whether it is breakfast, lunch, brunch or dinner.

## Tools

* SoftTest menu creator - A web app to help create menus.
# Object-Oriented Programming/Validation/JavaScript
## Try It

Copy and paste the code above into one of the following free online development environments or use your own JavaScript compiler / interpreter / IDE.
* Chapman.edu: Online JavaScript Interpreter
* CodeChef
* GDB Online
* Ideone
* JS.do
* paiza.IO
* PythonTutor
* repl.it

## See Also

* Computer Programming
# Object-Oriented Programming/Validation/Python3
## Try It

Copy and paste the code above into one of the following free online development environments or use your own Python3 compiler / interpreter / IDE.
* GDB Online
* Ideone
* InterviewBit
* paiza.IO
* Programiz
* PythonTutor
* Python Fiddle
* repl.it
* RexTester
* Trinket
* TutorialsPoint
* Python Online
* Python Playground
* LabEx

## See Also

* Computer Programming
* Python Programming
* Wikibooks: Python Programming
* Wikibooks: Non-Programmer's Tutorial for Python 3
* RealPython.com: Python Exceptions
# Object-Oriented Programming/Validation/C Sharp
## Try It

Copy and paste the code above into one of the following free online development environments or use your own C Sharp compiler / interpreter / IDE.
* CodeChef
* C# Pad
* .NET Fiddle
* Ideone
* paiza.IO
* Rextester
* repl.it
* TutorialsPoint

## See Also

* Computer Programming
# Object-Oriented Programming/Web Frameworks

This lesson introduces web frameworks.

## Objectives and Skills

Objectives and skills for this lesson include:

## Examples

* Python Flask

## See Also

* Server-Side Scripting
# Object-Oriented Programming/Validation/Java
## Try It

Copy and paste the code above into one of the following free online development environments or use your own Java compiler / interpreter / IDE.
* CodeChef
* GDB Online
* Ideone
* InterviewBit
* paiza.IO
* PythonTutor
* repl.it
* TutorialsPoint

## See Also

* Computer Programming
# Object Oriented Enterprise Modelling
## Welcome to OOEM

This research project is about defining and discussing a modelling notation capable of comprehensively describing enterprises within a single, integrated model.
This project page is under construction.
The following is an incomplete set of material I have collected to start with. It mainly originates from my research activities within my company during development of an execution engine for such an enterprise model. I'm interested in moving these activities into a public community here.

## Scope

An enterprise model comprises at least
* business structure: organization and relations
* business things: i.e. objects
* business dynamics: processes
* business location: spaces (of all kinds)

## Stakeholders

* Management: an OOEM model shall be, as far as necessary, usable by business managers to organize a complex and large enterprise
* Employers: an OOEM model shall be, as far as necessary, easily usable by employees to ease and coordinate their everyday work in a friendly manner
* IT: an OOEM shall be executable - i.e. appropriate software systems can be created automatically from it (including core systems, user interfaces and business processes)
* Enterprise Architect: it is not expected that any of the above stakeholders has or is able to understand the complete model, this is the task of the Enterprise Architect

## Components of OOEM

* UML
* Object Oriented Business Process Modelling
* Business Spaces
* Documentation Snippets (Doclets)
* Tests
# Object-Oriented Programming/Unit Testing/JavaScript
## Try It

Copy and paste the code above into one of the following free online development environments or use your own JavaScript compiler / interpreter / IDE.
* Chapman.edu: Online JavaScript Interpreter
* CodeChef
* GDB Online
* Ideone
* JS.do
* paiza.IO
* PythonTutor
* repl.it

## See Also

* Computer Programming
# Object-Oriented Programming/Unit Testing/Python3
## Try It

Copy and paste the code above into one of the following free online development environments or use your own Python3 compiler / interpreter / IDE.
* GDB Online
* Ideone
* InterviewBit
* paiza.IO
* Programiz
* PythonTutor
* Python Fiddle
* repl.it
* RexTester
* Trinket
* TutorialsPoint
* Python Online
* Python Playground
* LabEx

## See Also

* Computer Programming
* Python Programming
* Wikibooks: Python Programming
* Wikibooks: Non-Programmer's Tutorial for Python 3
# Motivation and emotion/Tutorials/Needs/Implicit motives
## Implicit motives
### McClelland's acquired need theory

* Provide a brief overview of McClelland's 3 needs (Need theory (Wikipedia))
** nAch - Need for achievement
** nAff - Need for affiliation (other models also include Need for Intimacy)
** nPow - Need for power

### Thematic Apperception Test

* Preparation: Print single-sided, black and white, full page copies of a selection of TAT-like images
* In pairs, each person chooses an image that appeals to them, and then take turns to conduct a projective test along the lines of the "Thematic Apperception Test". The tester should ask these questions about each picture in order to facilitate the responder to tell a narrative about what is happening. Make the story dramatic, including what:
** led up to the event
** is happening at the moment
** the characters are feeling & thinking, &
** the outcome of the story was
* After sharing each narrative, discuss what type of motivational orientation (i.e., Achievement? Affiliation? Power?) the responses might seem to suggest
* As a class, discuss how motivational orientation can be assessed indirectly (e.g., projectively) or perhaps directly (consciously) e.g., via self-report
# Motivation and emotion/Tutorials/Positive psychology/Instructor notes
## Timing

* Assumptions (10 mins)
* Self-actualisation (15 mins)
* Happiness (25 mins)

## Characteristics to highlight

1. Acceptance and 6. conflict-resolution 2. Identification with humanity -> biodiversity 3. High values - Maslow's triangle/pyramid may be a different shape for everyone 7. Autonomy 8. Solitude enjoyment 9. Spontaneity and 11. creativity and 12. freshness 10. Problem-absorption 13. Peak experiences 14. High quality interpersonal relations 16. Humour

## Chat messages

Tutorial 11 notes: https://en.wikiversity.org/wiki/Motivation_and_emotion/Tutorials/Positive_psychology
Reflect on your self-actualisation: https:// forms.gle/TYRw9yjoJALuv5Xo6
After submitting, click "See previous responses" to see graphs of class responses.
Watch: The surprising science of happiness (Dan Gilbert, TED talk, 21:06 mins): https://www.ted.com/talks/dan_gilbert_the_surprising_science_of_happiness
# Motivation and emotion/Tutorials/Needs/Neurotransmitters and hormones
## Motivational & emotional states associated with hormones

| Hormone | Associated motivational or emotional experience |
| Cortisol | Released in response to social evaluative events such as public speaking, relationship conflict, and being personally controlled or rejected. Mobilises attention and energy. Chronically high levels are associated with poor health such as diabetes, hypertension, poor memory, impaired problem solving, and poor intellectual functioning. |
| Testosterone | Associated with competitiveness, status-seeking, and sexual motivation. Underlies the mating effort. |
| Oxytocin | Love drug or bonding hormone. Motivates seeking the counsel, support, and nurturance of others, particularly during times of stress (tend and befriend coping response). Helps in developing caring and trust in relationships. |
| Ghrelin | Stimulates hunger. Released primarily in the stomach. Goes up before feeling hungry. Drops for about 3 hours after eating. |
| Leptin | Signals satiation. Suppresses hunger. Produced by fat cells. More fat leads to more leptin. However, the brain can become leptin-resistant. |

## Motivational & emotional states associated with neurotransmitters

| Neurotransmitter | Associated motivational or emotional experience |
| Dopamine | Generates good feelings associated with reward. Released when things go well, especially better than expected. Also released when anticipating future pleasant events. |
| Serotonin | Influences mood and emotion, sleep, and appetite. A lack is implicated in psychological mood disorders, such as depression and anxiety. Several classes of pharmacological antidepressants modulate reuptake at the synapses. |
| Norepinephrine | Also called noradrenaline. Readies the brain for action by increasing arousal and alertness, formation and retrieval of memory, and focusing attention. |
| Endorphin | Inhibits pain, anxiety, and fear, and generates good feelings. Triggered by pain, vigorous aerobic exercise, and laughter. |
# Motivation and emotion/Tutorials/Overview

There are 12 x 1 hour weekly tutorials, starting in Week 01.
Tutorials explore key weekly topics and teach skills required for the major project (topic development, book chapter, and multimedia assessment).
Tutorial recordings are available by Wednesday evening each week.
Each tutorial page provides:
* Overview
* Activity notes
* Resources and links
Tutorial attendance is strongly recommended but not compulsory. Non-engagement in tutorials may make successful completion of the assessment exercises more difficult. If you are unable to attend your scheduled tutorial, attend a tutorial at a different time or access the online recording.
# Motivation and emotion/Tutorials/Physiological needs/Triune brain theory
#### Triune brain theory

A useful starting point to understanding the human brain structures which relate to our motivational and emotional lives, is the triune theory which understands the brain as having evolved in evolutionary layers:
* Reptilian brain (Brain stem): Instinct, survival, alertness
* Mammalian brain (Limbic system / Mid-brain): Emotional functions
* Human brain (Neocortex): Higher order capacities to self-regulate, plan, make choices, exercise volition, decide whether to approach or avoid, and so on, in the frontal cortex.
Discuss:
* What is it?
* What are the layers?
* What is their function?
* What does the triune brain theory tell us about motivation and emotion?
* What does science say about the triune brain theory?
# Motivation and emotion/Tutorials/Needs/Instructor notes

These are some instructor notes and tips about running this tutorial.
This tutorial was run in 2010 for this first time, with three tutorial groups.
It was significantly revised in 2011 to include more interactive activity-based exploration of the content, with smaller improvements for 2013 and 2014. The list of brain structures was updated in 2015 and 2016 to reflect the Reeve (2015) 6th edition of the textbook.
The quality/preparation of the activities for the group activities could be further refined/improved - e.g., see notes below.

## Equipment

* Whiteboard markers
* Projector
* Handouts
* Pictures

## Intrinsic-Extrinsic motivation

* Most lay people's conceptualisation of motivation is of a single construct that varies only in amount (lots or little).
* It can be helpful to also consider two different sources of motivation
* What are the characteristics of:
** Intrinsic motivation (natural, enjoyable, powerful, process of engagement is rewarding)
** Extrinsic motivation (behaviour only occurs because of outside influence e.g., for reward (e.g., money, praise/respect, status) or to avoid punishment (e.g., withdrawal of pleasant stimuli, threat of unpleasant stimuli).
* What are the strengths?
* What are its limitations?
* A spectrum model may be more realistic.

## Taxonomy of motivation

* Present a blank taxonomy diagram
* Explain Amotivation, Extrinsic, Intrinsic
* Ask students to suggest possible terms and where they belong - complete the model collectively
* Use a parent wanting to motivation a child to clean his/her teeth as an example - starting with amotivation, moving to extrinsic, and moving to intrinsic via external regulation, introjected, identified, integrated, and then intrinsic motivation
* Distribute taxonomy of motivation handouts (blank circles face-up, with complete model on reverse)
* This taxonomy helps to show the processes and steps involved in moving from amotivation to different types of extrinsic motivation, to intrinsic motivation