OpenLLM-France/wikimedia huggingface dataset:
# Effects of Late or Non-payments/Opportunity Cost and Alternate Use of Capital

| Unit 3.3-Effects of Late or Non-payments | Introduction | Tenets of Risk Assessment | Risk and Reward | "Eight C's" | 5 "C's" | 3 "C's" | Applying the "C's" | Impact of Nonpayment | Identifying Costs | Bad Debt Value | Interest | Cost and Capital | Administrative | Summary | Resources | Activities | Assessment Go to Unit 3.1 | Unit 3.2 | Unit 3.3 | Unit 3.4 | Unit 3.5 Return to Trade Finance Module 3: Commercial Risk |

## Opportunity Cost and, Alternate Use of Capital

Consider an example using a yearly sales figure of $12,000,000 or $33,000 per day. If you were receiving $33,000 in cash every day, you would have the opportunity to invest that money back into your business by making more product, investing in marketing, creating a new product line, purchasing new equipment, and investing in internal improvements for employees.
However, if you extend credit to a buyer and agree to wait for that $33,000, you are missing the opportunity those investments could yield. Depending on the investment, the opportunity cost would vary.
Therefore, the goal is to gain access to your $33,000 per day as soon as possible. One way to do this is to reduce your DSO (day’s sales outstanding). If you are currently receiving your daily $33,000 45 days after the sale and you reduce that 45 DSO to 30, you have just gained access to approximately $500,000 that you could invest sooner rather than later. Sooner could mean the difference between getting into the Chinese market or not.
# English-Chinese/Bran oil

Bran oil may be also extracted for use by itself for industrial purposes (such as in the paint industry), or as a cooking oil, such as rice bran oil.
糠油也可以提取用于工业目的（例如在涂料工业中），或作为食用油，例如米糠油。
# English-Chinese/Bret Stephens is a member of the editorial board of the Wall Street Journal

Bret Stephens is a member of the editorial board of the Wall Street Journal.
Bret Stephens是Wall Street日报编委会成员。
# English-Chinese/Bran is often heat-treated to increase its longevity

Bran is often heat-treated to increase its longevity.
经常对麸进行热处理以延长其寿命。
# English-Chinese/Bran is used to enrich foods

Bran is often used to enrich breads (notably muffins) and breakfast cereals, especially for the benefit of those wishing to increase their intake of dietary fiber.
麸皮通常用于丰富面包（特别是松饼）和早餐谷物，特别是为了那些希望增加膳食纤维摄入量的人的利益。
# English-Chinese/Bran may also be used for pickling (nukazuke) as in the tsukemono of Japan

Bran may also be used for pickling (nukazuke) as in the tsukemono of Japan.
麸皮也可以像日本泡菜一样用于腌制。
# English-Chinese/Bran is present in cereal grain

Bran is present in cereal grain, including rice, corn, wheat, oats, barley, rye and millet.
麸皮存在于谷物中，包括大米，玉米，小麦，燕麦，大麦，黑麦和小米。
# English-Chinese/Bran is the hard outer layers of cereal grain

Bran is the hard outer layers of cereal grain.
麸皮是谷物的坚硬外层。
# English-Chinese/Bran is not the same as chaff

Bran is not the same as chaff, which is a coarser scaly material surrounding the grain but not forming part of the grain itself.
麸皮与谷壳不同，谷壳是一种较粗糙的鳞片状物质，围绕着谷物而不是谷物本身的一部分。
# English-Chinese/Bran is part of whole grain

Along with germ, bran is an integral part of whole grains, and is often produced as a byproduct of milling in the production of refined grains.
与胚芽一起，麸皮是全谷物的组成部分，并且通常在精制谷物的生产中作为碾磨的副产物生产。
# English-Chinese/Breakfast is at 9 o'clock

Breakfast is at 9 o'clock.
早餐在9点。
# Centre for Neuroscience Media and Society/Centres/Belgium

Belgian Society for Neuroscience
Flanders
French speaking community
# Centre for Neuroscience Media and Society/Advice for the Media

Advice for the Media
# Central tendency

This statistics resource is a "stub". Learn how you can help Wikiversity to develop it.
Central tendency refers to descriptive statistics for identifying the "middle" points in data distributions. Common measures of central tendency include:
* (Arithmetic) mean (or average)
* Mode (the most commonly occuring score)
* Median (the 50th percentile)
# Centre for Neuroscience Media and Society/Centres

Go to Centres page
# Centre for Neuroscience Media and Society/Centres/Austria

Austrian Neuroscience Association
Department of Neurology Medical University Innsbruck
# Centre for Neuroscience Media and Society/Centres/Bulgaria

New Bulgarian University, Central and Eastern European Center for Cognitive Science.
# Center for intercultural competence with artificial intelligences/What has karma got to do with it?
## What has karma got to do with it?

Karma in the religious sense may have other meanings but a western interpretation of the word karma, while much less specific, may be a helpful concept in several ways. This should not be construed to mean that any specific interpretation of karma constitutes a sensible scientific theory.

### What could the term karma be used to describe?

* Karma could describe a reputation system (or the lack thereof).
* Karma could describe an assessment of idiocultural elements of a single person or a (small) group of persons.
* Karma could describe a code of conduct or a set of expectations about conduct.
Karma in the sense of an assessment of culture or expectations about behaviour patterns could be interpreted to be a repetition of idiocultural elements as found in the idioculture of a specific group. For an extraterrestrial sociologist, for instance, repetition of behavior patterns could be seen as an attempt of building or demonstrating a degree of intercultural competence towards a specific person or group.
# Center for intercultural competence with artificial intelligences/What is future compatible?
## What is future compatible?

Any assumption, philosophy or behavior that is tolerable from the perspective of a future society could be seen as future compatible. Mentoring, for instance, could be seen as very future compatible. Another sensible assumption about the future is that a vegetarian diet may prevail, but probably primarily for personal health reasons, not to protect pigs or cows, as some religions may seem to imply.

### Education

Besides mentoring reasonable expectations about "future compatible" education are lifelong learning and general willingness to educate others in so far as it is reasonable and responsible.
The sensible point of view is that mentoring for a "future compatible" society should entail:
* Understanding for ethics and codes of conduct.
* Scientific knowledge at least in order to understand the more important aspects of the world around the mentee (the personal and the political sphere).
* Becoming a responsible citizen (of voting age) or maintaining the intellectual standards required.
* To enable the mentee to become a mentor for others himself.
Thus mentoring for the Hilbert Hotel should focus on contemporary political subjects, as the topics of he future are not known and may be too early to decide. On the other hand taking an early interest in the political questions of the future may even be a survival strategy.

### Constitutional democracy

A "future compatible" constitutional society (Rechtsstaat) may have to fulfill certain requirements. Mentoring and liquid democracy appear to be reasonable expectations. It also seems reasonable to assume that voters in a liquid democracy may have to reach certain formal qualification levels in order to be able to vote or even to act as proxys for other voters (possibly also to directly own corporate shares or to manage a company, which could be seen to entail similar responsibilities).
In contrast a society that arbitrarily "places people under disability" through misinformation and without sufficient motivation to qualify could be seen to be in violation of basic rights.

### Ethical standards

Trivially the future needs very high ethical standards. If your technology allows you to build nuclear devices (or much worse), genetic diseases and self-replicating nanobots and you are able to travel to exoplanets, which may be inhabited, then it follows that very high ethical standards are required in relation to technology assessment, use of technology, technology transfer, intercultural competence and adult education in general. Mandatory corporate social responsibility frameworks, standards and education could be seen as inevitable for a "future compatible" constitutional society.
# Centers, groups, laboratories, organizations, and institutes

The purpose of this page is to better enable Wikiversity to connect with outside organizations devoted to research, education, and the betterment of society.
* w:Category: Universities and colleges in the United States
* w:Category: Universities and colleges by country
* w:Category: Universities and colleges in the United States by city
* w:Category: Universities and colleges in the United States by state
* w:Category: Business schools in the United States
* w:Category: Two-year colleges in the United States
* w:Category: Graphic design schools
* w:Category: Schools of medicine in the United States
* w:Category: Schools of medicine by country
* w:Category: Schools by type
* w: List of community colleges
* w: Category:Universities and colleges in the United States by association

## California

* w: California Fuel Cell Partnership

## Categories

* w:Category: Academic libraries
* w:Category: Institutes
* w:Category: Medical research institutes
* w:Category: Research institutes
* w:Category: Professional certification
* w:Category: Research institutes by country
* w:Category: Artificial intelligence laboratories
* w:Category: Advocacy groups
* w:Category: Aerospace companies
* w:‎Category: Agriculture companies
* Aircraft engineering companies
* Amateur astronomy organizations
* Civic and political organizations
* Communications and media organizations
* Law firms
* Law schools
* Manufacturers
* US Newspapers
* Organization lists
* NGO's
* Physics laboratories
* Physics organizations
* Private equity firms
* Printing companies
* Public utilities of the United States
* Space organizations
* Venture capital firms

## Lists

* w:Lists of colleges_and_universities
* w:List of think_tanks
* w:List of research_institutes
* w:List of organizations
* w:List of professional_organizations
* w:List of oldest_universities_in_continuous_operation
* w:List of institutes_by_region
* w:List of academic statistical associations
* w:List of banks
* w:List of biotechnology companies
* w:List of campus radio stations
* w:List of colleges and universities in the United States
* w:List of cooperatives
* w:List of law firms
* w:List of low-cost airlines
* w:List of major newspapers serving cities over 100,000 in the United States
* w:List of marketing research firms
* w:List of mobile network operators
* w:List of national and international statistical services
* w:List of pioneering solar buildings
* w:List of political parties
* w:List of publishers
* w:List of research companies
* w:List of research support companies
* w:List of scientific journals
* w:List of silicon producers
* w:List of steel producers
* w:List of student newspapers
* w:List of venture capital firms
* w:Lists of universities and colleges
* w:Lists of public utilities
* w:Lists of companies
# Engineering Projects/Igloo/Howard Community College/Fall2012/p1-502-btd
## Electronic Sections Expected
### Problem Statement

To come up with the next steps of building a full scale igloo.

### Team Members

Brown Deanobijekwu Thai

### Summary

We began by reading over the work done by the first group on this project. They made some considerable progress on the math associated, so we started reading that to learn it ourselves. Once we had figured it all out, we cleared up the math involved in calculating the size of blocks in an igloo. Along with this, we drew up a table with all the projected sizes of the blocks necessary in construction We also researched some alternative methods of constructing an igloo.

### First Week

Our goals is to start the process of building a full scale igloo. We picked up the math tutorial from previous team and calculated the number of blocks needed for every every layer of IglooTutorial. We discussed the material to use for the igloo but its undecided. We decided to build the igloo in middle of campus, front of the food court.

### Second Week Task

Calculate the dimensions of every block base on the math tutorial.

### Second Week

| Layer (Height) | Radius (ft) | Circumference (r x 2pi) | # of Blocks | Layer Angles (Degrees) |
| 1 | 3.44 | 21.61 | 14.4 | 16.21 |
| 2 | 3.18 | 19.98 | 13.34 | 32.17 |
| 3 | 2.90 | 18.22 | 12.17 | 45.97 |
| 4 | 2.60 | 16.33 | 10.89 | 56.98 |
| 5 | 2.25 | 14.14 | 9.43 | 65.77 |
| 6 | 1.84 | 11.56 | 7.7 | 72.95 |
| 7 | 1.40 | 8.80 | 5.44 | 78.69 |
| 8 | 0 | 0 | 1 pentagon piece | Undefined |

### Thrid Week

Interior angle = ((number of blocks - 2) x 180 )/number of blocks
| Layer (Height) | Number of sides/blocks | Interior angle (Degrees) | Angle should be cut (degrees) |
| 1 | 14 | 154.3 | 25.7 |
| 2 | 13 | 152.3 | 27.7 |
| 3 | 12 | 150 | 30 |
| 4 | 11 | 147.3 | 32.7 |
| 5 | 9 | 140 | 40 |
| 6 | 8 | 135 | 45 |
| 7 | 5 | 108 | 72 |
| 8 | 5 | 108 | |

### Material List

    1. Igloo construction book
    2. Calculator

### Time

We worked a combined 20 hours on this project

### Next Steps

The next group will probably want to pray for snow. At this point, everything is in place. All we need is some snow to actually build with. Maybe purchase a snow saw just in case.
# Engineering Projects/Igloo/Howard Community College/Fall2012/p1-502-lmra/SugarCube Igloo1

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# Engineering Projects/Igloo/Howard Community College/Fall2012

p1-502-lmra
p1-502-btd
p1-502-lash
# Engineering Projects/Igloo/Howard Community College/Fall2012/p1-502-lmra/SugarCube Igloo2

    caption
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# Engineering Projects/Igloo/Howard Community College

Howard Community College is starting this project in the fall of 2012. The goal is to give those that program and/or game a very specific programming project.
       Fall2012
# English-Chinese/Cataract is the accumulation of protein in the lens

Cataract is the accumulation of protein in the lens, reducing the transmission of light to the retina at the back of the eye.
白内障是晶状体中蛋白质的积累，减少光线传递到眼睛后部的视网膜。
# English-Chinese/Cardiovascular diseases caused by smoking

About 10% of cardiovascular diseases are caused by smoking.
大约10％的心血管疾病是由吸烟引起的。
# English-Chinese/Cataract

Cataract is the increase of the opacity of the lens of the eye causes the decrease of the sight.
白内障是眼睛晶状体混浊度的增加导致视力下降。
# English-Chinese/Cataract can cause the problems such as of driving, reading or recognizing the face

Cataract can cause the problems such as of driving, reading or recognizing the face.
白内障会引起诸如驾驶，阅读或识别面部等问题。
# English-Chinese/Cataract is the cause of blindness

Cataract is the cause of approximately 5% of blindness in the United States and nearly 60% of blindness in parts of Africa and South America.
白内障是美国大约5％失明的原因，非洲和南美部分地区近60％的失明原因。
# English-Chinese/Cardiovascular diseases are the leading cause of death globally

Cardiovascular diseases are the leading cause of death globally. This is true in all areas of the world except Africa.
心血管疾病是全球死亡的主要原因。 除非洲外，世界各地都是如此。
# English-Chinese/Carrot

Carrots are a type of plant. Many different types exist. The plant has an edible, orange root, and usually white flowers. Carrots are grown in the ground, and carrots roots are a common edible vegetable. After cleaning, the roots may be eaten raw or cooked.
红萝卜/胡萝卜 是 一种 植物。有 很多 不同的 种类。这种 植物 有 可食用的 橙色 根部，通常 是 白色的 花。红萝卜 生长 在 地下，红萝卜 根部 是 常见的 食用 蔬菜。清洁后的 根部 可以 生吃 或 煮熟。
# English-Chinese/Cartilage

Cartilage is a flexible connective tissue found in many parts of the body. It can bend a bit, but resists stretching.
软骨 是 在 身体的 许多 部位 发现的 柔韧的 结缔组织。它 可以 弯曲 一点，但 抵抗 伸展。
# English-Chinese/Cataract causes

Cataracts are most commonly due to aging but may also occur due to trauma or radiation exposure, be present from birth, or occur following eye surgery for other problems.
白內障最常見的原因是衰老，但也可能由於創傷或輻射暴露而出現，出生時也會出現白內障，或者因其他問題在眼科手術後出現。
# English-Chinese/Cataract surgery is not readily available in many countries

Cataract surgery is not readily available in many countries, which is especially true for women, those living in rural areas, and those who do not know how to read.
许多国家并不容易进行白内障手术，尤其是女性，农村地区的人以及不懂阅读的人。
# Family work interventions/Behavioural Family Therapy

Module synopsis here...

## Objective

* Integrate concepts and processes from the specialist Behavioural Family Model with your current mode of working.
* Articulate factors which constitute resources and constraints to introducing BFT into your particular work context.

## Assignment

3000 word structured report on workplace project introducing BFT practices or on work with one particular family in your workplace.

## Topics and activities

* Attendance at Bouverie face to face 2 day workshop including:
   * lectures
   * small group discussion
   * observation of skills
   * skills practice in role play
# Family work interventions/Including Children in work on adult problems

Module synopsis here...

## Objective

* Identify and begin to integrate a limited set of unique knowledges and skills helpful in working with children together with their families.
* Demonstrate skills for talking respectfully with parents about their children’s difficulties.
* Demonstrate skills for talking respectfully with children about their difficulties.
* Articulate and integrate skills for building relationship between parents and children.

## Assignment

1500 word individual report on working with a family where a child or children are affected by their parent’s chronic condition and you have worked with the family around this.

## Topics and activities

* Attendance at Bouverie face to face 2 day workshop including:
   * lectures
   * small group discussion
   * observation of skills
   * skills practice in role play
# Family work interventions/Using systemic concepts and skills in practice with individuals

Module synopsis here...

## Objective

* Integrate into your practice systemic concepts as relevant to working with individuals.
* Conduct a role play session with an individual utilising systemic skills such as family of origin exploration, circular questioning, skills for avoiding side-taking, coaching in work with the clients family of origin and so on.
* Assess when family work might be appropriate
* Discuss with the client how to invite in other family members.

## Assignment

* Satisfactory completion of 30 min. on-line questionnaire/test (500 words equiv)
* 4500-6000 word group (3-4 members) report on a course of virtual systemic work with an individual client. (This can relate to your particular work context but needs to include concepts and skills taught in this module).

## Topics and activities

* Pre-recorded lectures/webinars
* Prescribed reading
* Audio-visual demonstration of strategies/techniques
* On-line small group forums to discuss topics and complete the assessment.
# Fantasy and Science Fiction Writing Group
## Welcome!

Here is the home page of the Fantasy and Science Fiction Group, part of the Writing Center of the Wikiversity School of Language and Literature! Glad you found us. Here we have resources for experienced or amateur, serious or hobbyist fantasy and science fiction writers; including suggested reading lists, links to helpful sites, unconventional courses, and more.

## Suggested Reading Lists

Here is a list of some of the best science fiction and fantasy books for a writer to read. Please feel free to add your own favorites to this section, but make sure that you list why you liked the book and why it is a good study for science fiction and fantasy writers to read.
* The Lord of the Rings by J.R.R. Tolkien: Arguably one of the best fantasy worlds ever created, with a comprehensive history and mythology and several invented languages. There is also a significant amount of original poetry and wonderful prose.
* The Hobbit by J.R.R. Tolkien: prequel to The Lord of the Rings mentioned above; in the same world. It is generally easier to read than the Lord of the Rings on multiple levels.
* Abhorsen Trilogy by Garth Nix: Consisting of Sabriel, Lirael and Abhorsen; this series for young adults is arguably Nix's best work. A very interesting, highly original fantasy world that mixes traditional fantasy elements such as magic, with non-traditional ones, such as the zombie-like Dead, and some contemporary, historical and scientific ingredients as well.
* Twilight Saga by Stephenie Meyer: an arguably poorly written, far too wordy series for teens; the books nevertheless a valuable read for an aspiring or established fantasy or science fiction writer. If nothing else, the reader will probably take away some awareness of the pitfalls Meyer has regrettably fallen into and possibly some idea of how to write a novel as compulsively readable. The saga consists of Twilight, New Moon, Eclipse and Breaking Dawn in that order.
* Harry Potter series by J.K. Rowling: many of you would have already read this series. Mainly intended for children and teens. But, can be read by all. The set books, Fantastic Beasts and Where to Find Them and Quidditch Through the Ages, also give the fantasy learners a short but arguably wonderful course on fantasy writing, not to mention the knowledge of various fantastical creatures.
# Family work interventions

This subject is a post graduate and professional level of study, divided into five modules. Each module is completed with an assignment designed to assist you in extending your knowledge and practice in family work interventions. You can take these modules in any combination (together or separately). Modules 1 and 2 can be effectively studied online. Modules 3-5 however, are currently available as face to face workshops at The Bouverie Centre in Melbourne Australia. Work is underway to make these modules more widely availabale. If you have already done the workshop component of one or more of these you can complete the relevant assessment and receive advanced standing towards this subject.

## Modules

* Using systemic concepts and skills in practice with individuals
* Advanced Intervention Skills with Families
* Behavioural Family Therapy
* Including Children in work on adult problems
* Single Session Family Consultations
# Family work interventions/Advanced Intervention Skills with Families

Module synopsis here...

## Objective

* Integrate knowledge from the earlier subjects to formulate guiding conceptualisations about the problem and how it relates to the family members interactions.
* Demonstrate a number of skills based on changing how family members behave, think and feel.
* Identify and demonstrate process-based as opposed to content-based practice.
* Integrate the above knowledge and skills to develop an approach that is appropriate to each family’s unique circumstances.

## Assignment

* Satisfactory completion of online questionnaire/test (30 mins, 500 words equiv)
* 3000 word case report on work done with family in your workplace using at least 3 of the strategies taught in the module and incorporating relevant concepts.

## Topics and activities

* Pre-recorded lectures/webinars
* Prescribed reading
* Audio-visual demonstration of strategies/techniques
* On-line small group forums to discuss topics and complete the assessment.
# Family work interventions/Single Session Family Consultations

Module synopsis here...

## Objective

* Articulate the skills and evidence supporting a single-session approach to health and welfare practice.
* Integrate into your current practice skills for conducting a single session family meeting, including defining the problem, goal setting, managing diverse agendas, managing conflict.

## Assignment

1500 word report on implementing some aspect of single session work in your practice individually or in your workplace.

## Topics and activities

* Attendance at Bouverie face to face 2 day workshop including:
   * lectures
   * small group discussion
   * observation of skills
   * skills practice in role play