OpenLLM-France/wikimedia huggingface dataset:
# COVID-19/All-cause deaths/Spain

Weekly all-cause deaths in Spain, based on mortality.org data, stmf.csv, 3-week moving average:
mortality.org indicates the data for the last weeks to be preliminary; above, the last two weeks available from mortality.org were excluded to prevent the worst effect of registration delay.
Weekly all-cause deaths in Spain for 0-14 year olds, based on mortality.org data, stmf.csv, 7-week moving average:
mortality.org indicates the data for the last weeks to be preliminary; above, the last two weeks available from mortality.org were excluded were excluded to prevent the worst effect of registration delay.
All-cause deaths in Spain in weeks 1-15, year by year, based on mortality.org data, stmf.csv:
mortality.org indicates the data for the last weeks to be preliminary; above, the last two weeks available from mortality.org were excluded to prevent the worst effect of registration delay. The above is not adjusted by population size.
All-cause deaths in Spain in weeks 40+ the year before and weeks 1-15 of the year, year by year, based on mortality.org data, stmf.csv::
mortality.org indicates the data for the last weeks to be preliminary; above, the last two weeks available from mortality.org were excluded to prevent the worst effect of registration delay. The above is not adjusted by population size.
All-cause death excess percentage in Spain, year by year, based on mortality.org data, stmf.csv:
Above, the minimum over previous last 5 years is taken as the baseline against which the excess is calculated, and the last year is dropped as incomplete.
Script oneliners to update the charts:
* plotHmd.py stmf.csv ESP DTotal 3 --svg
* plotHmd.py stmf.csv ESP D0_14 7 --svg
* plotHmdPerYear.py stmf.csv ESP DTotal
* plotHmdPerSeason.py stmf.csv ESP DTotal
* plotHmdExcessDeathPercPerYear.py stmf.csv ESP DTotal 5 --svg
See also:
External links:
* mpidr.shinyapps.io/stmortality
* Graphs and maps — EUROMOMO, euromomo.eu - mortality monitoring in Europe
* Comparisons of all-cause mortality between European countries and regions: January to June 2020, ons.gov.uk
* W:COVID-19 pandemic in Spain, wikipedia.org
# COVID-19/All-cause deaths/Portugal

Weekly all-cause deaths in Portugal, based on mortality.org data, stmf.csv, 3-week moving average:
mortality.org indicates the data for the last weeks to be preliminary; above, the last two weeks available from mortality.org were excluded to prevent the worst effect of registration delay.
Weekly all-cause deaths in Portugal for 0-14 year olds, based on mortality.org data, stmf.csv, 7-week moving average:
mortality.org indicates the data for the last weeks to be preliminary; above, the last two weeks available from mortality.org were excluded were excluded to prevent the worst effect of registration delay.
All-cause deaths in Portugal in weeks 1-17, year by year, based on mortality.org data, stmf.csv:
mortality.org indicates the data for the last weeks to be preliminary; above, the last two weeks available from mortality.org were excluded to prevent the worst effect of registration delay. The above is not adjusted by population size.
All-cause deaths in Portugal in weeks 40+ the year before and weeks 1-17 of the year, year by year, based on mortality.org data, stmf.csv:
mortality.org indicates the data for the last weeks to be preliminary; above, the last two weeks available from mortality.org were excluded to prevent the worst effect of registration delay. The above is not adjusted by population size.
All-cause death excess percentage in Portugal, year by year, based on mortality.org data, stmf.csv:
Above, the minimum over previous last 5 years is taken as the baseline against which the excess is calculated, and the last year is dropped as incomplete.
Script oneliners to update the charts:
* plotHmd.py stmf.csv PRT DTotal 3 --svg
* plotHmd.py stmf.csv PRT D0_14 7 --svg
* plotHmdPerYear.py stmf.csv PRT DTotal
* plotHmdPerSeason.py stmf.csv PRT DTotal
* plotHmdExcessDeathPercPerYear.py stmf.csv PRT DTotal 5 --svg
See also:
External links:
* mpidr.shinyapps.io/stmortality
* Graphs and maps — EUROMOMO, euromomo.eu - mortality monitoring in Europe
* Comparisons of all-cause mortality between European countries and regions: January to June 2020, ons.gov.uk
* W:COVID-19 pandemic in Portugal, wikipedia.org
# COVID-19/All-cause deaths/Slovenia

Weekly all-cause deaths in Slovenia, based on mortality.org data, stmf.csv, 3-week moving average:
mortality.org indicates the data for the last weeks to be preliminary; above, the last two weeks available from mortality.org were excluded to prevent the worst effect of registration delay.
Weekly all-cause deaths in Slovenia for 0-14 year olds, based on mortality.org data, stmf.csv, 7-week moving average:
mortality.org indicates the data for the last weeks to be preliminary; above, the last two weeks available from mortality.org were excluded were excluded to prevent the worst effect of registration delay.
All-cause deaths in Slovenia in weeks 1-13, year by year, based on mortality.org data, stmf.csv:
mortality.org indicates the data for the last weeks to be preliminary; above, the last two weeks available from mortality.org were excluded to prevent the worst effect of registration delay. The above is not adjusted by population size.
All-cause deaths in Slovenia in weeks 40+ the year before and weeks 1-13 of the year, year by year, based on mortality.org data, stmf.csv:
mortality.org indicates the data for the last weeks to be preliminary; above, the last two weeks available from mortality.org were excluded to prevent the worst effect of registration delay. The above is not adjusted by population size.
All-cause death excess percentage in Slovenia, year by year, based on mortality.org data, stmf.csv:
Above, the minimum over previous last 5 years is taken as the baseline against which the excess is calculated, and the last year is dropped as incomplete.
Script oneliners to update the charts:
* plotHmd.py stmf.csv SVN DTotal 3 --svg
* plotHmd.py stmf.csv SVN D0_14 7 --svg
* plotHmdPerYear.py stmf.csv SVN DTotal
* plotHmdPerSeason.py stmf.csv SVN DTotal
* plotHmdExcessDeathPercPerYear.py stmf.csv SVN DTotal 5 --svg
See also:
External links:
* mpidr.shinyapps.io/stmortality
* Graphs and maps — EUROMOMO, euromomo.eu - mortality monitoring in Europe
* Comparisons of all-cause mortality between European countries and regions: January to June 2020, ons.gov.uk
* W:COVID-19 pandemic in Slovenia, wikipedia.org
# Gene transcriptions/Elements/Metal responsives/Quiz

Metal responsive elements is a lecture as part of the gene transcription series.
You are free to take this quiz based on the lecture metal responsive elements 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 a metal responsive element.
# Gene transcriptions/Elements/Upstream responses/Quiz

Upstream responsive elements is a lecture as part of the gene transcription series.
You are free to take this quiz based on the lecture upstream responsive elements 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 upstream responsive element.
# Gene transcriptions/Elements/Motif tens/Quiz

Motif ten element is a lecture part of the gene transcription series.
You are free to take this quiz based on the motif ten element 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 any motif ten elements.
# Gene transcriptions/Elements/TCs

"Transforming growth factor beta (TGFβ) is implicated in the regulation of smooth muscle cell (SMC) differentiation. [A] novel TGFβ control element (TCE) [occurs] in the promoters of SMC differentiation marker genes including α SM actin and SM22α."
The "promoters of multiple other SMC differentiation marker genes including SM22α and SM-MHC were also found to contain similar TCE regions [11]."
The "α SM actin CArG element (CArG A) was required in combination with the TCE to coordinately regulate TGFβ-induced α SM actin expression in cultured cells [11]."

## Consensus sequences

The consensus sequence for the TCE in mouse and rat is 5'-GAGTGGGGCG-3' (-117) within the SM22α promoter which extends from -450 to +65 and includes two CArG transcription factors upstream of the TCE.
In mouse and rat SM22α promoters there are 14 nts between the nearest upstream CArG and the TCE, specifically 5'-AGCCTGTGTGGAGT-3'.
"The sequence of the TCE in the human c-myc promoter is [5'-GCGTGGGGGA-3']."
The "TGF-β inhibitory element (TIE [5'-GAGTGGTGA-3']) [is] in the rat transin/stromelysin promoter(12)."
"Robbins et al. (18) have reported that expression of pRB in mouse fibroblasts suppresses transcription of c-fos and have identified an element, termed the retinoblastoma control element (RCE), in the c-fos promoter necessary for this suppression. More recently, sequences homologous to the RCE have been identified in the TGF-β1, -β2, and -β3 promoters by Kim et al. (19)."
"Kim et al. (19) also reported that sequences similar to the RCE are present in the human c-myc promoter".
# Gene transcriptions/Elements/Metal responsives

Metal responsive elements (MRE)s, or TGC boxes, may occur in the core promoter of some human DNA genes.

## TGC boxes

Notation: let the symbol MT stand for metallothionein.
"The metallothionein (MT) genes provide a good example of eucaryotic promoter architecture. MT genes specify the synthesis of low-molecular-weight metal-binding proteins. They are transcriptionally regulated by the metal ions cadmium and zinc (11), glucocorticoid hormones (18), interferon (14), interleukin-1 (22), and tumor promoters (2). The metal ion regulation of MTs is conferred by a short sequence element called the metal-responsive element (MRE [21]) or TGC box (31, 34), which functions as a metal ion-dependent enhancer."

## Consensus sequences

"The promoter regulatory sequences are identified by homology to published GRE (21), MRE (35), and GC box (15) consensus sequences."
Here "is a consensus sequence for the MREs of the rat MT-1 gene." In the direction of transcription on the DNA template strand: 3'-CNNTGCRCYCGGGNC-5', where R = purine; Y = pyrimidine; and N = any nucleotide (nt).
"[T]hree potential metal response elements (MREs) [overlap] the E-boxes in the repeats, (TGCACGT with TGCRCNC being the consensus sequence; 17,18)."
The reproducible consensus sequence seems to be 3'-TGCRCNC-5', specifically 3'-TGC(A/G)CNC-5'.

## MREs

Six MREs lie in the proximal promoter of the rat MT-1 gene upstream of the TATA box to almost -200 nts from the transcription start site.

## Hypotheses

* At least two human gene isoforms have their transcription initiated by an MRE.
# Gene transcriptions/Elements/TCs/Quiz

TCEs is a lecture of the gene transcription series.
You are free to take this quiz based on the TCEs 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 using a TCE.
# Federal Writers' Project – Life Histories/2016/Spring/Section 023

This project is associated with English 105i.023 at the University of North Carolina.

## Project

Using the archives at the University of North Carolina's Wilson Library, students examined the life of one individual profiled by the Federal Writers' Project (FWP). These individuals ranged from farmers to fishermen to thieves and well beyond. Using FWP interviews, students not only documented the life of these individuals, but also examined the social, political, and cultural contexts surrounding each individual's life during the Great Depression. Below are the links to the student projects.

## Life Histories

Special:Prefixindex/Federal Writers' Project – Life Histories/2016/Spring/Section 023/

## Additional Resources

Federal Writer's Project, 1936-1940 at UNC's Wilson Library
# ICT in Education/Software/SciPro
### SciPro

The SciPro system is developed by the Department of Computer and Systems Sciences, Stockholm University, Sweden. The overall purpose is to support all stakeholders in the academic thesis production process: students, supervisors, administrators and employers (public/private sector). The scientific process is essentially the same regardless of academic level: bachelor, master or PhD. The SciPro system supports all levels from start to finish. The systems consist of 14 integrated modules from the “Idea bank” to the anti-plagiarism check of the final thesis.

#### Video Introduction to Scipro

Scipro Introduction, 30 seconds video: https://www.youtube.com/watch?v=8dXAiACrCVc
SciPro Development Team, 30 seconds video: https://www.youtube.com/watch?v=aTALI12HEYk

#### Publications about SciPro

Peer Portal: Quality enhancement in thesis writing using self-managed peer review on a mass scale http://www.irrodl.org/index.php/irrodl/article/view/1394
Learners’ Perceptions on the Structure and Usefulness of e-Resources for the Thesis Courses http://www.eurodl.org/?p=current&article=621

#### Contact

Henrik Hansson, e-mail: Henrik.Hansson@dsv.su.se
# ICT in Education/Hardware
### Rasberry Pi

The Raspberry Pi is a low cost, credit-card sized computer that plugs into a computer monitor or TV, and uses a standard keyboard and mouse. It is a capable little device that enables people of all ages to explore computing, and to learn how to program in languages like Scratch and Python. It’s capable of doing everything you’d expect a desktop computer to do, from browsing the internet and playing high-definition video, to making spreadsheets, word-processing, and playing games.
What’s more, the Raspberry Pi has the ability to interact with the outside world, and has been used in a wide array of digital maker projects, from music machines and parent detectors to weather stations and tweeting birdhouses with infra-red cameras. We want to see the Raspberry Pi being used by kids all over the world to learn to program and understand how computers work.
Source: http://www.raspberrypi.org/

### Tablets

Tablets can be used in an innovative way for learning. DSV use Samsung tablets for learning expeditions for recording video, audio, images, taking notes, and to surf the web while students are observing different things and places.

### Oculus Rift

The Rift is an upcoming virtual reality head-mounted display, being developed by Oculus VR. During its period as an independent company, before being purchased by Facebook, Oculus VR had raised US$91 million for the development of the Rift.[5] The consumer version of the product is expected to become available in late 2014 or early 2015. (Source: https://en.wikipedia.org/wiki/Oculus_Rift)

### 3D Camera

A 3D camera is a type of camera with two or more lenses with a separate image sensor or film frame for each lens. This allows the camera to simulate human binocular vision, and therefore gives it the ability to capture three-dimensional images, a process known as stereo photography. Stereo cameras may be used for making stereo views and 3D pictures for movies, or for range imaging. (source:https://en.wikipedia.org/wiki/Stereo_camera) There are low cost 3D cameras that can be used for creating attractive 3D education resources. Gopro is a one brand and they are user-friendly and come with free editing software for 3D video editing.
# ICT in Education/Literature

* Journal and research databases
* Journal and research databases are useful in an academic setting for finding and accessing articles in academic journals, repositories, archives, or other collections of scientific and other articles
* Google Scholar
* https://scholar.google.se/
* DOAJ -Directory of Open Access Journals
* http://doaj.org/
* NSD scientific journal database
* Research4Life
* Research4Life is the collective name for the four programmes – HINARI, AGORA, OARE and ARDI – that provides developing countries with free or low cost access to academic and professional peer-reviewed content online.
* http://www.research4life.org/
* Wikipedia
* Free to access for all MTN customers via Opera Mini in South Africa, video:
* https://www.youtube.com/watch?v=sc2lVRtWEvM
* Open education resources from 50 sources selected by Blekinge Tekniska Högskola Search engine http://www.bth.se/bib/web.nsf/sidor/oerbth
* INASP
* INASP is an international development charity working with a global network of partners to improve access, production and use of research information and knowledge, so that countries are equipped to solve their development challenges.
* http://www.inasp.info/en/
* AuthorAID http://www.inasp.info/en/training-resources/
* $^{Importantarticles}$
* There are many factors which can create problems when introducing online education. Here is an article which lists a number of barriers: Muilenburg, L.Y. and Berge, Z.L. (2001). Barriers to distance education: A factor-analytic study. The American Journal of Distance Education. 15(2): 7-22. http://www.schoolofed.nova.edu/dll/Module3/Muilenberg.pdf
# ICT in Education/Performance Indicators

Add text here for performance indicators....
# ICT in Education/SolarSPELL
## SolarSPELL International Education Project

SolarSPELL is a Solar Powered Educational Learning Library: a digital library over an off-line WiFi hotspot, designed to simulate an online experience. Making use of open educational resources and ever-smaller and more efficient technology, SPELL provides an all-in-one, self-powered plug-and-play kit, ready to be deployed with absolute minimal training or maintenance required for start-up and continued operation.
The SPELL library consists of:
* Banana Pi Microcomputer (or similar) with WiFi Dongle
* 32 GB SD Card pre-loaded with open-access educational content
* 10W Eco-Worthy Solar Panel
* Voltage Regulator
* 10,000 mAh Rechargeable Battery
* Micro USB Connector Cords
(Source: http://solarspell.org/what-is-solarspell)
Click here for video Introduction!
Acknowledgement: Thank you, Laura Hosman, for sharing the experience of the SolarSPELL project.
# ICT in Education/Software for Research

Advanced Software for Research
Here you can find useful software for your research activities such as designing, data collection, data analysis and presenting.
# ICT in Education/Open Education

$^{OpenEducation}$
$^{MobileOnlineLearningforHumanRights}$
Project leader: William Jobe Other participants: Per-Olof Hansson, Linköping University and Kennedy Ogutu, a lawyer in Nairobi. Funding: Spider Project duration: 2012-
The primary idea with this project is to explore how smartphones equipped with native applications and mobile web applications can be used to enhance the quality of life and learning situation for Kenyan citizens.
Specifically for this research area, we provide a course in Human Rights through a mobile Moodle client so that the participants can learn about human rights and democracy for free via a smartphone.
The name of the course is Haki Zangu (the swahilian word for "My Rights"). This course can be accessed and studied freely by any Kenyan with access to a smartphone or other form of Internet connected device (e.g. tablet, PC, etc.). Furthermore, the course intends to offer an open badge, which can be seen as a form of “digital diploma” so that Kenyan citizens have “proof” of studying the course.
The course started in November and has at present (January 2013) 145 people enrolled. Two has already finished the course." Related links
Stockholm University http://dsv.su.se/en/research/research-areas/ict4d/projects/mobile-online-learning-for-human-rights-1.122488
Watch a video made on YouTube by Kenyan musicians https://www.youtube.com/watch?v=7gl_oAeet_I
Haki Zangu on Facebook https://www.facebook.com/HakiZangu?fref=ts
Haki Zangu on Twitter https://twitter.com/search?q=HakiZangu&mode=users
# COVID-19/Supply Chain Management

In a crisis it is very important on the global, national, regional and local scale to keep the supply chains up and working especially for the
* health care system,
* energy and water supply,
* food and drinking resource,

## Panic Buying and Mathematics

(Systems Thinking) Assume 100 people and 100 packages of a specific product is available and currently there is enough for everyone (i.e. one package per person). Assume people start to panic and they think they should take two instead of one and the panic due the COVID-19 pandemics (e.g. toiletpaper and noodles in Germany). The panic buying of the 100 people now lead to a situation that only 50 people have access to the resource. 50 people went away empty-handed. Now the people assume that there is a supply chain crisis for the product (e.g. toiletpaper) and people start to buy 5 packs instead of 2 packs. Now the situation gets even worse because only 20 people out of 80 have access to the product. The supply chain crisis is not getting worse because of the fact that the demand can be covered only with fraction of 20%. It is getting worse because people panic and take more than they really need and not becaue the supply chain management could cover 20% of the demand.
Lesson learnt: Our behaviour is a main factor in the Risk Management and for the Supply Chain Management. Think about that when you go shopping (further reading in Wikiversity Swarm Intelligence)