OpenLLM-France/wikimedia huggingface dataset:
# WikiJournal of Medicine/Submission letter for multiple authors

To submit an article where there are multiple authors, please email this form to SubmissionsWikiJMed.org
* Dear WikiJournal of Medicine editors,
* We,
* [NAME OF AUTHOR 1]
* [INSTITUTION OF AUTHOR 1] (such as university or hospital)
* [NAME OF AUTHOR 2]
* [INSTITUTION OF AUTHOR 2]
* (etc. for additional authors)
* are the authors of [ARTICLE TITLE] which is [ATTACHED or AT THE FOLLOWING URL], and we request to have it published in WikiJournal of Medicine.
* We agree to have this work published under the free license "Creative Commons Attribution-ShareAlike 3.0 Unported" (or comparable license).
* We affirm that the article content is not already submitted to a publisher that prohibits further publication.
* We acknowledge that I cannot withdraw this agreement, and that the content may or may not be kept permanently on a Wikimedia project.
* We would like to recommend the following would be suitable peer reviewers for this work:
* [UP TO 6 NAMES AND EMAILS FOR SUGGESTED REVIEWERS]
* We also request the following not be considered peer reviewers for this work:
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* Contact details:
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* Conflicts of interest:
* Our institutions [HAVE / HAVE NOT] at any time received payment or services from a third party for any aspect of the submitted work.
* We [HAVE / DO NOT HAVE] financial relationships, regardless of amount of compensation, with entities in the bio-medical arena that could be perceived to influence, or that give the appearance of potentially influencing, what we wrote in the submitted work. This includes all sources of revenue paid, or promised to be paid, directly to us or our institutions on our behalf over the 36 months prior to submission of the work.
* We [HAVE / DO NOT HAVE] patents, whether planned, pending or issued, broadly relevant to the work.
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* [SENDERS NAME]
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# WikiJournal of Medicine/Submission letter for single author

To submit an article where you are the sole author, please email this form to SubmissionsWikiJMed.org
* Dear WikiJournal of Medicine editors,
* I hereby affirm that I, [NAME], am the author of [ARTICLE TITLE] which is [ATTACHED or AT THE FOLLOWING URL], and I request to have it published in WikiJournal of Medicine.
* I agree to have this work published under the free license "Creative Commons Attribution-ShareAlike 3.0 Unported" (or comparable license).
* I affirm that the article content is not already submitted to a publisher that prohibits further publication.
* I acknowledge that I cannot withdraw this agreement, and that the content may or may not be kept permanently on a Wikimedia project.
* I would like to recommend the following would be suitable peer reviewers for this work:
* [UP TO 6 NAMES AND EMAILS FOR SUGGESTED REVIEWERS]
* I also request the following not be considered peer reviewers for this work:
* [UP TO 6 NAMES FOR EXCLUDED REVIEWERS]
* Contact details:
* [I agree to have my email address stated online in the work as corresponding author] (or alternatively)
* [I have signed up to Wikipedia/Wikiversity under the username [USERNAME] and entered my email address] (email address can be kept private in user preferences, but readers can still correspond through the EmailUser function).
* Conflicts of interest:
* My institution [HAS / HAS NOT] at any time received payment or services from a third party for any aspect of the submitted work.
* I [HAVE / DO NOT HAVE] financial relationships, regardless of amount of compensation, with entities in the bio-medical arena that could be perceived to influence, or that give the appearance of potentially influencing, what I wrote in the submitted work. This includes all sources of revenue paid, or promised to be paid, directly to me or my institution on my behalf over the 36 months prior to submission of the work.
* I [HAVE / DO NOT HAVE] patents, whether planned, pending or issued, broadly relevant to the work.
* There [ARE / ARE NOT] other relationships or activities that readers could perceive to have influenced, or that give the appearance of potentially influencing, what I wrote in the submitted work.
* (Explain any additional potential conflicts of interest if present)
* [NAME]
* [INSTITUTION] (if applicable) (such as university or hospital)
* [DATE]
# Oracle SQL Fundamentals/Collection
## Oracle SQL Fundamentals
### Learning Guide

This learning guide supports the Wikiversity course Oracle SQL Fundamentals, available at http://en.wikiversity.org/wiki/Oracle_SQL_Fundamentals.

## Overview

Oracle SQL Fundamentals introduces Oracle SQL language and database concepts, including data selection and manipulation, data definition, and other schema objects. This course is Oracle-specific. See Database Fundamentals for a more generic introduction to database concepts.
This course comprises 15 lessons covering Oracle SQL fundamentals. Each lesson includes a combination of Wikipedia and Oracle readings, YouTube videos, and hands-on learning activities. The course also assists learners in preparing for Oracle SQL Fundamentals I certification.

## Preparation

This is a second-semester, college-level course. Learners should already be familiar with Information Systems concepts. Familiarity with Database Software is also helpful.

## Lessons

* Introduction
* Selecting Data
* Restricting Data
* Sorting Data
* Single-Row Functions
* Conversion Functions
* Conditional Expressions
* Aggregating Data
* Joining Data
* Subqueries
* Set Operators
* Manipulating Data
* Transactions
* Data Definition Language
* Other Schema Objects

## See Also

* Database Fundamentals
* Database Software
* Information Systems
* Wikibooks: Structured Query Language
* Oracle Database Administration
* Codecademy: Learn SQL
* TutorialsPoint: SQL Fundamentals Certification
# Oracle SQL Fundamentals

Oracle SQL Fundamentals introduces Oracle SQL language and database concepts, including data selection and manipulation, data definition, and other schema objects. This course is Oracle-specific. See Database Fundamentals for a more generic introduction to database concepts.
This course comprises 15 lessons covering Oracle SQL fundamentals. Each lesson includes a combination of Wikipedia and Oracle readings, YouTube videos, and hands-on learning activities. The course also assists learners in preparing for Oracle SQL Fundamentals I certification.

## Preparation

This is a second-semester, college-level course. Learners should already be familiar with Information Systems concepts. Familiarity with Database Software is also helpful.

## Lessons

* Introduction
* Selecting Data
* Restricting Data
* Sorting Data
* Single-Row Functions
* Conversion Functions
* Conditional Expressions
* Aggregating Data
* Joining Data
* Subqueries
* Set Operators
* Manipulating Data
* Transactions
* Data Definition Language
* Other Schema Objects

## See Also

* Database Fundamentals
* Database Software
* Information Systems
* Wikibooks: Structured Query Language
* Oracle Database Administration
* Codecademy: Learn SQL
* TutorialsPoint: SQL Fundamentals Certification
# Oracle Database Administration/Undo Data

This lesson introduces Oracle database undo data.

## Objectives and Skills

Objectives and skills for the undo data portion of Oracle Database Administration I certification include:
* Managing Undo Data
** Overview of Undo
** Transactions and undo data
** Managing undo

## Readings

* Oracle: Database 2-Day DBA Managing Undo Data
* Oracle: Database Administrator's Guide Managing Undo

## Multimedia

* YouTube: Managing Undo

## Activities

* Complete the tutorial Oracle: Managing Database Storage Structures.
* View Undo storage.
** Use the following queries to view undo tablespaces and rollback segments: SELECT * FROM DBA_TABLESPACES WHERE CONTENTS = 'UNDO'; SELECT * FROM V$PARAMETER WHERE NAME = 'undo_tablespace'; SELECT * FROM DBA_ROLLBACK_SEGS;
** Use the following queries to view undo statistics: SELECT * FROM V$ROLLSTAT; SELECT * FROM V$UNDOSTAT;
* View transactions.
** Use the following query to begin a transaction: INSERT INTO HR.REGIONS VALUES (5, 'Antarctica');
** Use the following query to view transaction information: SELECT * FROM V$TRANSACTION;
** Open a second connection to the database and use the following query to select HR REGIONS: SELECT * FROM HR.REGIONS;
** Use the following query in the first session to roll back the transaction: ROLLBACK;
** Use the following queries to verify the transaction was rolled back: SELECT * FROM V$TRANSACTION; SELECT * FROM HR.REGIONS;
* Use Flashback.
** Use the following query to view HR REGIONS as of an hour ago: SELECT * FROM HR.REGIONS AS OF TIMESTAMP (SYSTIMESTAMP - 1 / 24);
** Use Enterprise Manager Database Control / Server / Automatic Undo Management / Edit Undo Retention to set the undo retention to 3600 seconds (1 hour).
** Use the following query to configure undo retention to 86400 seconds (1 day): ALTER SYSTEM SET UNDO_RETENTION = 86400;
* Create undo tablespaces.
** Use Enterprise Manager Database Control / Server / Tablespaces to create an undo tablespace named UNDOTBS2 with a datafile named UNDOTBS02.
** Use the following query to identify the location of existing datafiles: SELECT NAME FROM V$DATAFILE;
** Use the following query to create an undo tablespace: CREATE UNDO TABLESPACE UNDOTBS3 DATAFILE '<data file path>\UNDOTBS03.DBF' SIZE 1M AUTOEXTEND ON NEXT 1M MAXSIZE UNLIMITED;
* Manage undo tablespaces.
** Use Enterprise Manager Database Control / Server / Tablespaces to edit UNDOTBS2 and enable Undo Retention Guarantee.
** Use Enterprise Manager Database Control / Server / Automatic Undo Management to change the undo tablespace to UNDOTBS2.
** Use the following query to enable undo retention guarantee on UNDOTBS3: ALTER TABLESPACE UNDOTBS3 RETENTION GUARANTEE;
** Use the following query to change the undo tablespace to UNDOTBS3: ALTER SYSTEM SET UNDO_TABLESPACE = 'UNDOTBS3';
* Delete undo tablespaces.
** Use Enterprise Manager Database Control / Server Automatic Undo Management and Tablespaces or the following queries to change the undo tablespace to UNDOTBS1 and delete the tablespaces UNDOTBS2 and UNDOTBS3: ALTER SYSTEM SET UNDO_TABLESPACE = 'UNDOTBS1'; DROP TABLESPACE UNDOTBS2; DROP TABLESPACE UNDOTBS3;
# Oracle SQL Fundamentals/Conversion Functions

This lesson introduces conversion functions.

## Objectives and Skills

Objectives and skills for the conversion functions portion of Oracle SQL Fundamentals I certification include:
* Using Conversion Functions and Conditional Expressions
** Describe various types of conversion functions that are available in SQL
** Use the TO_CHAR, TO_NUMBER, and TO_DATE conversion functions

## Readings

* Read Wikipedia: Primitive data type.
* Read Oracle: Conversion Functions.
* Read Oracle: TO_CHAR (character).
* Read Oracle: TO_CHAR (number).
* Read Oracle: TO_CHAR (datetime).
* Read Oracle: TO_NUMBER.
* Read Oracle: TO_DATE.
* Read Oracle: Format Models.

## Multimedia

* YouTube: Oracle SQL Tutorial - Querying a table - Part 10(e) - Single-Row Conversion Functions

## Activities

* Test character conversion functions using HR data.
** Run the following query: SELECT LAST_NAME, TO_CHAR(SALARY, '$99,999.00') AS SALARY, TO_CHAR(COMMISSION_PCT, 'V99') AS COMMISSION FROM EMPLOYEES;
** Run the following query: SELECT LAST_NAME, TO_CHAR(HIRE_DATE, 'DY MON DD YYYY') FROM EMPLOYEES;
** Run the following query: SELECT LAST_NAME, TO_CHAR(HIRE_DATE, 'fmDay, Month D, YYYY') FROM EMPLOYEES;
* Test date conversion functions using DUAL.
** Run the following query: SELECT TO_DATE('012345', 'MMDDYY') AS "DATE" FROM DUAL;
** Run the following query: SELECT TO_DATE('01/23/45', 'MM/DD/YY') AS "DATE" FROM DUAL;
* Test number conversion functions using DUAL.
** Run the following query: SELECT TO_NUMBER('$12,345.67', '$99,999.00') AS "NUMBER" FROM DUAL;
* Test character conversion functions using OE data.
** Select customer credit limit using different numeric formats.
** Select order date using different date formats.
* Test date conversion functions using DUAL.
** Select various character-based date formats and convert the values to dates.
* Test number conversion functions using DUAL.
** Select various character-based numeric formats and convert the values to numbers.

## Lesson Summary

* TO_CHAR (character) converts NCHAR, NVARCHAR2, CLOB, or NCLOB data to the database character set. The value returned is always VARCHAR2.
* TO_CHAR (n, [format]) converts n to a value of VARCHAR2 data type, using the optional number format.
* TO_CHAR (datetime, [format]) converts a datetime or interval value of DATE, TIMESTAMP, TIMESTAMP WITH TIME ZONE, TIMESTAMP WITH LOCAL TIME ZONE, INTERVAL DAY TO SECOND, or INTERVAL YEAR TO MONTH data type to a value of VARCHAR2 data type in the format specified by the date format.
* TO_NUMBER(expression, [format]) converts expression to a value of NUMBER data type. The expression can be a number value of CHAR, VARCHAR2, NCHAR, NVARCHAR2, BINARY_FLOAT, or BINARY_DOUBLE data type.
* TO_DATE(char, [format]) converts char of CHAR, VARCHAR2, NCHAR, or NVARCHAR2 data type to a value of DATE data type.

## Assessments

* Flashcards: Quizlet: Oracle 1Z0-051 Exam - Functions

## See Also

* Oracle: Database 2 Day Developers Guide - Selecting Table Data
# Oracle Database Administration/Support

This lesson introduces Oracle database support.

## Objectives and Skills

Objectives and skills for the support portion of Oracle Database Administration I certification include:
* Intelligent Infrastructure Enhancements
** Use the Enterprise Manager Support Workbench
** Managing Patches

## Readings

* Oracle: Database 2-Day DBA Investigating, Reporting, and Resolving Problems
* Oracle: Database 2-Day DBA Managing Oracle Database Software

## Multimedia

* YouTube: Oracle Database Patch

## Activities

* Complete the tutorial Oracle: Managing Oracle Database Software.
# PCP HIV AIDS Toolkit/HIV Myths and Facts

PCP HIV AIDS Toolkit → HIV Myths and Facts
This page is part of the PCP HIV AIDS Toolkit. :

## HIV Myths and Facts

* A person who looks and feels healthy may still have HIV.
* Taking oral contraceptives, or birth control pills, can protect a woman from getting HIV.
* In the Philippines an estimated12,000 people have HIV.
* If everything feels OK after sex, you can not have HIV.
* You can tell if someone has HIV by looking at them.
* It is better not to find out if you have AIDS, since there is no cure.
* A mother can pass HIV to her baby.
* 42 million people in the world are living with AIDS.
* The only way to know if someone has HIV is a blood test.
* Using a condom can help protect you from the transmission of HIV.
* There are medicines that can slow the progression of AIDS.
* You can get HIV from an insect bite.
* You can get AIDS or HIV the first time you have sex.
* HIV is not spread through hugging, kissing or holding hands.
* It is dangerous to touch people with HIV/AIDS.
* HIV/AIDS affects people of all races, sexual orientation and genders.
* AIDS is a disease that affects mostly white people. AIDS is only a disease of immoral people, such as homosexuals and prostitutes,
* There is NO cure for AIDS.
* Doctors and religious leaders in our country have cured AIDS.
* There is no AIDS in the Philippines.
# PCP HIV AIDS Toolkit/HIV Transmission/Handout G: Universal Precautions

PCP HIV AIDS Toolkit → Handout G: Universal Precautions
This page is part of the PCP HIV AIDS Toolkit. :

## Handout G: Universal Precautions

Universal precautions is a term usually used by health-care professionals working in hospital and clinic settings. It means that people should always protect themselves “universally” from diseases that are transmitted via blood and body fluids (such as HIV and hepatitis). You should not decide to use barriers for protection from infectious bodily fluids based on how sick a person may look or how at risk they appear to be
When handling blood, semen, vaginal secretions, or breast milk, you must create a barrier between the fluid and the portals of entry. When dealing with any of the above fluids:
* Use latex gloves. If you are allergic to latex, use vinyl gloves.
* Clean up blood spills immediately: wear latex gloves and wipe up spills with a bleach and water solution; then dispose of soiled items in plastic bags.
* Put used injection needles in puncture-proof “sharps” containers. Do not recap needles, as this is the most common way that health-care workers have infected themselves.
* If a person you are with begins to bleed, hand him or her a cloth to stop the bleeding (if possible) until medical help arrives.
* If working in a situation where blood could be splattered in your face, cover your eyes with glasses and your nose and mouth with a mask, if possible.
* Wash your hands frequently.
* At your school or worksite, keep a first-aid kit with gloves and bandages and antiseptic available.
* If you do become exposed, contact a medical officer immediately for possible prophylactic treatment.
Proper disposal of the protective barrier, such as gloves, is also important, as is hand washing after the event. These precautions also protect you from hepatitis, which is much more infectious than HIV.

### Sources

* The United States President’s Emergency Plan for AIDS Relief. “Report on Blood Safety and HIV/AIDS, June 2006.” http://www.pepfar.gov/progress/76858.htm (accessed May 25, 2007).
# PCP HIV AIDS Toolkit/HIV AIDS Pre & Post Tests

PCP HIV AIDS Toolkit → HIV AIDS Pre & Post Tests
This page is part of the PCP HIV AIDS Toolkit. :

## HIV/AIDS Pre & Post Tests

| True or False? 1. _____ HIV and AIDS are the same 2. _____ Testing positive on a blood test for AIDS antibodies usually means someone has HIV 3. _____ Only prostitutes and drug users are at risk for HIV/AIDS 4. _____ An effect of HIV is a decrease in the bodys ability to fight off infections 5. _____ There is a cure for HIV/AIDS 6. _____ The most common mode of transmission is through injection drug use 7. _____ You can tell by looking at someone whether he or she has the HIV 8. _____ HIV/AIDS is not a problem in the Philippines 9. _____ HIV/AIDS is largely a homosexual disease 10. _____ Youth cannot be affected by HIV/AIDS 11. _____ Condoms, when used properly, can protect you from infection with the AIDS virus 12. _____ People with HIV/AIDS deserve the disease because they are engage in risky behaviors 13. _____ Females are more likely to be infected than males 14. _____ There are no HIV/AIDS cases in Cebu 15. _____ It is safe for a person to go to school/work with someone who has the AIDS virus 16. _____ There is an increasing number of Filipinos practicing high risk behaviors 17. _____ The first HIV/AIDS case of the Philippines was in 1996 18. _____ HIV is an airborne disease, meaning after leaving the bloodstream and entering the air it can still affect others 19. There are four major modes of transmission: 1. 2. 3. 4. 20. What are ways to prevent transmission? | True or False? 1. _____ HIV and AIDS are the same 2. _____ Testing positive on a blood test for AIDS antibodies usually means someone has HIV 3. _____ Only prostitutes and drug users are at risk for HIV/AIDS 4. _____ An effect of HIV is a decrease in the body‚Äôs ability to fight off infections 5. _____ There is a cure for HIV/AIDS 6. _____ The most common mode of transmission is through injection drug use 7. _____ You can tell by looking at someone whether he or she has the HIV 8. _____ HIV/AIDS is not a problem in the Philippines 9. _____ HIV/AIDS is largely a homosexual disease 10. _____ Youth cannot be affected by HIV/AIDS 11. _____ Condoms, when used properly, can protect you from infection with the AIDS virus 12. _____ People with HIV/AIDS deserve the disease because they are engage in risky behaviors 13. _____ Females are more likely to be infected than males 14. _____ There are no HIV/AIDS cases in Cebu 15. _____ It is safe for a person to go to school/work with someone who has the AIDS virus 16. _____ There is an increasing number of Filipinos practicing high risk behaviors 17. _____ The first HIV/AIDS case of the Philippines was in 1996 18. _____ HIV is an airborne disease, meaning after leaving the bloodstream and entering the air it can still affect others 19. There are four major modes of transmission: 1. 2. 3. 4. 20. What are ways to prevent transmission? |
# PCP HIV AIDS Toolkit/HIV Transmission/Flip Chart

PCP HIV AIDS Toolkit → Flip Chart
This page is part of the PCP HIV AIDS Toolkit. :

## Flip Chart

Session Outline - HIV Transmission
* Introduction
* HIV Transmission
* Biological Risk Factors of HIV Transmission
* Prevention
* Characteristics of an HIV Epidemic
* Wrap Up
# PCP HIV AIDS Toolkit/HIV Transmission/Handout D: Instructions for Male Condom Use

PCP HIV AIDS Toolkit → Handout D: Instructions for Male Condom Use
This page is part of the PCP HIV AIDS Toolkit. :

## Handout D: Instructions for Male Condom Use

Although many people assume that all men know how to correctly use condoms, incorrect use is common and is a major cause of condom failure.
Remember:
* Do not use grease, oils, lotions, or petroleum jelly to make the condom slippery. These substances can make the condom break. Use only jelly or cream that does not have oil in it.
* Use a new condom each time you have sex.
* Use a condom once only.
* Store condoms in a cool, dry place.
Do not use a condom if:
* The package is broken.
* The condom is brittle or dried out.
* The color is uneven or has changed.
* The condom is unusually sticky.
* It is old or damaged.
Male Condom Instructions with Diagrams (pdf)
# PCP HIV AIDS Toolkit/HIV AIDS Fact Sheet

PCP HIV AIDS Toolkit → HIV AIDS Fact Sheet
This page is part of the PCP HIV AIDS Toolkit. :
# Philosophy of History/History's Vital Themes and Narratives

Originally Published by the Staff of the Bradley Commission on History in Schools in History Matters! Volume II. Posted with permission from the National Council for History Education
This series of articles appeared between August 1989 and January 1990. The articles expand upon the Vital Themes identified by the Bradley Commissioners in their booklet, Building A History Curriculum: Guidelines for Teaching History in Schools. The Commissioners believe these themes should be goals in any history course, regardless of its specific content or time period. All history study aims at these Vital Themes, albeit reached through different means and at varying levels of sophistication in different courses.
The themes have been particularly helpful to curriculum committees in schools because they serve as goals, provide a directional compass, and give guidance when deciding what to leave out or what to put in: does the content or topic under consideration help us illustrate one of the six vital themes, or is it peripheral, non-illustrative, or marginal? In addition, the six themes have been used in the "spiral curriculum development" approach, where a different example of each of the six themes is developed at each grade level, Kindergarten through Grade Twelve, resulting in a cumulative history curriculum that does not suffer from the ailment of redundancy for which many past curricula were faulted. Yet, while distinct in their emphasis, the themes reflect the basic integration of the human experience, for example the "Civilizations" in theme #1 will not be fully understood without reference to "geography and technology" in theme #2 and the "values, ideas, and institutions" of theme #3. Each theme is a matter of emphasis and there will always be overlap among the Vital Themes.