OpenLLM-France/wikimedia huggingface dataset:
# First Line Management/Health & safety plan

People responsible for developing health and safety plans in a workplace able to: identify responsibilities for the workplace arising out of health and safety legislation; develop a health and safety plan for a specified workplace; report accidents and occurrences of serious harm in a specified workplace; and prepare to manage emergencies in a specified workplace.
This unit is used in:

## Learning support and accreditation

The following formal learning institutions offer learning support for this unit, and may offer assessment and certification.
* Otago Polytechic, New Zealand offers assessment of prior learning, as well as face to face and online learning support for study of the (New Zealand) National Certificate in First Line Management.

## Content

Read through, contribute to, and comment on the following information relating to health and safety plans. Be sure to do 1 of the listed projects in section 3.

### Identify health and safety responsibilities.

Identify responsibilities for the workplace arising out of health and safety legislation.
Clauses that address health and safety issues in employment are identified in current legislation.
Employee's responsibilities in respect of the employer are outlined with reference to legislative requirements.
Employer's responsibilities in respect of the employee are outlined with reference to legislative requirements.
Policing of the Health and Safety in Employment Act is explained in terms of who is responsible and what are their roles and responsibilities.
Actions required to be taken by employer and employee when a notice is issued by an inspector are identified.

### Develop a health and safety plan

Develop a health and safety plan for a specified workplace.
Health and safety responsibilities are cited for a specific workplace, with reference to legislative requirements.
Health and safety plan developed for the specific workplace meets the legislative requirements.

### Report accidents and occurrences

Report accidents and occurrences of serious harm in a specified workplace.
one accident and one occurrence of serious harm.
Accident register is completed for an accident in the workplace.
Accident register is completed for an occurrence of serious harm in the workplace.

### Prepare to manage emergencies

Prepare to manage emergencies in a specified workplace.
Possible emergencies are identified within a specified workplace.
two specific emergency situations, which may include but are not limited to - injury, fire, earthquake.
Emergency procedures are described that deal with the specific situations and meet legislative requirements.
A specified workplace emergency is analysed and recommendations are made which minimise the likely effects of and/or the likely recurrence of the emergency situation.
# FCP/Rubus occidentalis

Rubus occidentalis
| [[Image:No image available.svg|thumb|left|200px|{{#if: | Search for [[commons:Special:Search/Rubus occidentalis }}]] Wikipedia • Commons • Wikibooks • Wikispecies • Bloom Clock | Profile for Rubus occidentalis (Black Raspberry) Identifying Characteristics Recent Logs (click edit to add a log →) --SB_Johnny | 07:45, 28 June 2008 (UTC) (view all logs) |
Global data:
Regional data:
Additional images:
# FLOSS/FLOSS and education

This writing started with a question about how it might be possible to effectively provide support for open source technologies in Australian schools. The writing pans back from that specific question and looks at the structures of schooling and open source technologies and what possibilities we have in meshing them.

## Flexible tools

It is very possible to use open source technology as a tool in a traditional industrial context, and to provide technical support for it in a centralised and broadcast kind of way. In this kind of approach the technology might be considered a tool which is readily available and other aspects of technology use would be consistent with other kinds of tools.
Say Libre on wikieducatorFor a comprehensive explanation of FLOSS Free Libre Open Source Software

## Flexible tools and learning objects

It is also possible for open source technology to 'teach us twice' Hall because students can learn about how things work. This makes the tool more participative or transparent. The tools can be customised by schools or by students. This kind of participation offers room for schools teachers and students to understand how the tools work and to change them suit their own needs.
Australian schools and FLOSS Challenges and opportunities
Schools and FLOSS Examples of schools and working with FLOSS (Free libre open source software):
* include pedagogy and examples of free software in use in schools.
* include support models and examples of software support in schools.

## Flexible tools, learning objects and community collaboration

There is also another level of learning which involves participation in the wider open source community. For this to happen it is useful to actually examine the ways that open technologies and communities work and to look at the aspects of the education and schooling sectors which are also looking for ways to express this kind of distributed participative learning. The skills developed in participative practice are not specifically technical skills but are more directly related to techniques for developing personal agency, skills in contributing to community practice and for negotiating in a free society.
Education and collaboration Discussion paper regarding models for education policy
* Workshop for Australian education policy
# FCP/Cardamine hirsuta

Cardamine hirsuta
| [[Image:Cardamine hirsuta Herbar.jpg|thumb|left|200px|{{#if:Cardamine hirsuta Herbar.jpg | Search for [[commons:Special:Search/Cardamine hirsuta }}]] Wikipedia • Commons • Wikibooks • Wikispecies • Bloom Clock | Profile for Cardamine hirsuta (Hairy Wintercress) Identifying Characteristics Recent Logs (click edit to add a log →) --SB_Johnny | 11:07, 30 April 2008 (UTC) (ripe, pods exploding when disturbed, some flowers still present) (view all logs) |
Global data:
Regional data:
Additional images:
# FCP/Cardamine hirsuta/Logs

This page contains fruit logs for the plant Cardamine hirsuta (Hairy Wintercress). Template:Fcpp-recentmsg

### Logs

(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).

##### Recent Logs (click edit to add a log →)

* --SB_Johnny | 11:07, 30 April 2008 (UTC) (ripe, pods exploding when disturbed, some flowers still present)
# FLOSS/Challenges for Developers

Feature requests and links to the same in FLOSS you are using, or would use if it had these features.
# FCP/Rubus occidentalis/Logs

This page contains fruit logs for the plant Rubus occidentalis (Black Raspberry). Template:Fcpp-recentmsg

### Logs

(If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).

##### Recent Logs (click edit to add a log →)

* --SB_Johnny | 07:45, 28 June 2008 (UTC)
# FCP/Taraxacum officinale

Taraxacum officinale
| [[Image:Taraxacum officinale2.JPG|thumb|left|200px|{{#if:Taraxacum officinale2.JPG|seed head|Search for [[commons:Special:Search/Taraxacum officinale }}]] Wikipedia • Commons • Wikibooks • Wikispecies • Bloom Clock | Profile for Taraxacum officinale (Dandelion) Identifying Characteristics Fruit Type:Achenes with silky pappi Recent Logs (click edit to add a log →) --Anna gdf 11:37, 11 May 2010 (UTC) (view all logs) |
Global data:
Regional data: Southeastern Pennsylvania: Template:Fcp/sepa/ip Template:Fcpm/sepa/4 Prague, Czech Republic: Template:Fcp/prag/np Template:Fcpm/prag/5
Additional images:
# FCP/Taraxacum officinale/Logs

This page contains fruit logs for the plant Taraxacum officinale (Dandelion). Template:Fcpp-recentmsg

### Logs

(If there are more than 5 signatures under the recent logs heading, move the oldest logs to archive, under the heading for the correct year (generally leave the 3 most recent).

##### 2008 Logs

* --SB_Johnny | 14:06, 27 April 2008 (UTC)
* --Juan 10:35, 5 May 2008 (UTC)

##### Recent Logs (click edit to add a log →)

* --Anna gdf 11:37, 11 May 2010 (UTC)
# FLOSS

FLOSS stands for Free/Libre and Open Source Software.
There is a list on Wikipedia.
Here we are interested in FLOSS for academics, scientists, researchers and educators. Our School of Computer Science has extensive coverage of FLOSS operating systems and programming.

## Resources

* Challenges for Developers
* FLOSS4Geography
* FLOSS4Science
* FLOSS and education
* FLOSS for Education
* FLOSS for Educators
* FLOSS for Scientists and Researchers
* FLOSS for Social Entrepreneurs and Students of Social Entrepreneurship
* FLOSS in Science Research Agenda
* Manuals
* Linux & BSD
# Complex and real partial fraction decomposition/Exercise form

Determine the complex and the real partial fraction decomposition of
    ${\frac {P}{Q}}$
# Complex numbers/Complex conjugation/Definition

The mapping
    $\mathbb {C} \longrightarrow \mathbb {C} ,z=a+b{\mathrm {i} }\longmapsto {\overline {z}}:=a-b{\mathrm {i} },$
is called complex conjugation.
# Complex multiplication/Real determinant/Exercise

Let $z\in \mathbb {C}$ and let
    $\mathbb {C} \longrightarrow \mathbb {C} ,w\longmapsto zw,$
$\mathbb {R} ^{2}\rightarrow \mathbb {R} ^{2}$.
# Complex numbers/Computation of square root/Explicite for b negative/Exercise

Check the formula we gave in example for the square root of a complex number
    $z=a+b{\mathrm {i} }\,$
in the case $b<0$.
# Complex numbers/(1+i)^n/n up to 5/Exercise

Calculate the complex numbers
    $(1+{\mathrm {i} })^{n}$
for $n=1,2,3,4,5$.
# Complex and real partial fraction decomposition/1 over x^4-1/Exercise

Determine the complex and the real partial fraction decomposition of
    ${\frac {1}{X^{4}-1}}.$
# Complex numbers/Computations/Exercise

Calculate the following expressions in the complex numbers.
* $(5+4{\mathrm {i} })(3-2{\mathrm {i} })$.
* $(2+3{\mathrm {i} })(2-4{\mathrm {i} })+3(1-{\mathrm {i} })$.
* $(2{\mathrm {i} }+3)^{2}$.
* ${\mathrm {i} }^{1011}$.
* $(-2+5{\mathrm {i} })^{-1}$.
* ${\frac {4-3{\mathrm {i} }}{2+{\mathrm {i} }}}$.
# Controversies in Science/What killed the dinosaurs/A critique of The Cretaceous-Tertiary mass extinction is due to the post-impact ozone conditions from the asteroid collision in the Yucatan Peninsula in northestern Mexico (The Chicxulub crater)

(Review Paper) Cited in Controversies in Science/What killed the dinosaurs/A critique of The Cretaceous-Tertiary mass extinction is due to the post-impact ozone conditions from the asteroid collision in the Yucatan Peninsula in northestern Mexico (The Chicxulub crater)

### Points Made

The Cretaceous-Tertiary mass extinction is due to the post-impact ozone conditions from the asteroid collision in the Yucatan Peninsula in northeastern Mexico (The Chicxulub crater). The conditions included large tsunamis and acid rain which killed all the vegetation; in turn killed of the herbivores and followed by the carnivores.

### Methods

The post-impact asteroid conditions were reconstructed using a computer simulation to show the carbon cycle during the Cretaceous-Tertiary period.

### Results

It is suggested that the comet or asteroid severely impacted the atmosphere producing large amounts of NOGH-related CH4 and it was released by the blast. The trajectory model suggests that the photochemical reactions formed ground-level O3 whose concentration was low (1.0 ppm) but much greater than the current level of 0.04 ppm. This is a O3 concentration above the health-threatening levels. This is why creatures such as amphibians and reptiles survived because they were able to retreat to areas where O3 wouldn't affect them. Creatures that lived above the water were more affected because the NOx and CH4 reacted with the sunlight that wasn't blocked by the earth's dust and aerosols producing a deadly level of O3. .
# Convergent power series/R/Primitive function/Fact

Let $f=\sum _{n=0}^{\infty }a_{n}x^{n}$ denote a power series which converges on $]-r,r[$.
    $\sum _{n=1}^{\infty }{\frac {a_{n-1}}{n}}x^{n}$
converges also on $]-r,r[$, and represents a primitive function
$f$
# Convergent power series/R/Taylor series/Coincidence/Fact

Let $\sum _{n=0}^{\infty }c_{n}x^{n}$ denote a power series which converges on the interval $]-r,r[$, and let
    $f\colon ]-r,r[\longrightarrow \mathbb {R}$
denote the function defined via fact.
$f$
differentiable, and the Taylor series
$f$
$0$
# Controversies in Science/What killed the dinosaurs/A critique of Volcanoes and extinctions: Round Two
### Massive Volcanic Erruptions and Extinction

Evidence has indicated a connection between the three largest Phanerozoic mass extinctions and the three largest continental igneous provinces (LIPs). LIPs comprise of basaltic lava and igneous rock formed over a relatively brief period of time. These LIPs include the Siberian and Deccan Traps.

### Methods

Deccan eruptions in India cover an area the size of France. This area contains 1 million cubic kilometres of volcanic material that included poisonous gases (ultimately what killed the dinosaurs. The Deccan eruption is known to be the largest volcanic event in 200 million years and the time period K-T (2 geological layers: Cretaceous (thriving dinosaurs) to Tertiary (beginning of dinosaur extinction and beginning of thriving mammals), therefore it is plausible from the size of the eruption and the time period in which it occurred that it was the likely cause of the dinosaur extinction. This article suggests the same happened in Kilauea, Hawaii where a volcano erupted, dispensing minerals and soot worldwide. Scientists believe that if materials and minerals from this fission can be found globally, then it is likely that the minerals and deposits from the Deccan eruptions caused the extinction of dinosaurs.

### Results

During the Deccan eruptions 30,000 tons of iridium was emitted, which is also found in meteorites and contributed to that theory. However, the amount of iridium emitted from the eruptions was slightly less than the amount found in the K-T boundary layer.
Volcanism causes toxic gasses to be released into Earth’s atmosphere. The Deccan Traps and NATIP (North American Tertiary Igneous Province) are two of the largest basalt deposits ever recorded. The volume of these deposits alone is phenomenal, the Deccan Traps comprising of 512,000 cubic KM and the NATIP canvassing 2,000,000 cubic KM in volume. The lava flows alone were enough to take out a great deal of dinosaur life. Along with lava eruption, toxic gas is released into the atmosphere allowing for debris to be carried over a large surface area causing a hazardous environment for living creatures such as dinosaurs. Not only was debris and lava flow a factor, the toxic gas initiated caused the skies to darken and acid rain to form which eventually led to climate cooling. A catastrophic event took place in the Earth’s mantle allowing for plumes to form and rise eventually resulting in fissures and other volcanic explosions inevitably leading to the death of the dinosaurs. All of these events can be seen in diagnosing the geology found in the K-T boundary by varying fossils shown through carbon dating. Courtillot made the diagnosis that Volcanism played a much larger factor than meteorite impact in dinosaur depletion and believes this will lead to better understanding of how convection in the Earth works..
# Controversy

Controversy can involve debates and discussions of opposing opinions and viewpoints. Dealing controversy can be part of learning, research, and teaching. In education, learning, teaching, and research, it is important to think critically and to ultimately arrive at your own conclusions based on all the available information and data.
This area is meant to explore controversy, and how to best handle it. Can value be found through critically thinking about both sides of controversial issues?
Debate about controversies can have educational value. For example, some graduate level ethics classes will have mock debates regarding different issues so that all sides of controversial issues can be examined in depth.

## Discussion questions

* What are some controversial topics in education, learning, teaching, and research?
* What are controversial issues in the fields of history and science?
* How can discussions about controversial topics help people to think critically and come to their own conclusions?

## Readings

* Wikipedia:Controversy
# Controversies in Science/What killed the dinosaurs/Experimental evidence that an asteroid impact led to the extinction of many species

(Review Paper) Cited in Controversies in Science/What killed the dinosaurs/Experimental evidence that an asteroid impact led to the extinction of many species

### Did Asteroid kill the dinosaurs?

Upon impact, the asteroid exploded and sent a thick layer of dust and iridium into the atmosphere. This thick layer of smoke blocked out the sun and carried the iridium around the globe. There are more than 36 locations worldwide where iridium has been found. The black smoke blocked out the sun and destroyed all of the earth's vegetation.
This thick layer of dust made it impossible for the sun’s rays to reach the earth, which prevented photosynthesis from taking place and thus killed off all the plants. This started a chain of extinction. As the Herbivores began disappearing, the Carnivores were losing their food source. They too would fall victim to the lack of sunlight.
Scientists estimated that the dark period, without presence or warmth from the sun, wiped out the dinosaurs and vegetation within a 3-6 month period.

### Methods

Scientists measured the abundance of Iridium by collecting rock samples. Iridium is very rare on earth, this is due to the heating of the earth which caused certain elements in the platinum group (Iridium) to "sink" past the observable layers where it would normally be expected to be found. Earth's natural process of forming the core effectively diminished the Iridium element from existing in abundant quantities.
In order to concentrate the iridium, we now use the trick of heating rock samples with molten iron, giving scientists a greater signal-to-noise ratio. .

### Results

An asteroid hit the earth 65 million years ago at 25km/second. This covered the earth in a blanket of dust. Chemical analyses of this layer in the earth showed that it contained high amounts of iridium, which comes from outer space. This dust caused darkness for 3-6 months, blocking the process of photosynthesis, triggered the death of phytoplankton, caused the herbivore dinosaurs to die, and finally caused the carnivore dinosaurs to die. Further evidence shows dinosaur fossils 3.4 meters before the iridium layer, but not after this layer.
# Controversies in Science/What killed the dinosaurs/A critique of More evidence that the Chicxulub impact predates the K/T mass extinction. Meteoritics & Planetary Science

(Review Paper) Cited in Controversies in Science/What killed the dinosaurs/A critique of More evidence that the Chicxulub impact predates the K/T mass extinction. Meteoritics & Planetary Science

### The Chicxulub impact predates the K/T mass extinction

The dinosaurs could not have been killed by the meteorites 65Kyrs ago because there is evidence that there were life after the supposed time that the the metheorites hit the earth.

### Methods

This study examines several minerals and found evidences of planktic foraminiferal assemblages in the minerals. This indicates that there were still life even after the Chicxulub occurred. They also studied five proxies that demonstrated that the the Chicxulub impact predates the K/T boundary by about 300,000 years and could not have caused the mass extinction.

### Results

The presence of certain minerals associated with certain layers of rock indicated that there were planktic foraminiferal remains, demonstrating that certain life, including fragile species, continued after the Chicxulub impact. Therefore, the meteor may have affected life forms, but it did cause a mass extinction. The evidence proves that life continued for 300,000 years after this incident.
# Convergence/R/Negate/Exercise

Negate the statement that a sequence $x_{n}$ converges in $\mathbb {R}$ to $x$ by transforming the quantifiers.
# Human heart

The human heart is a muscular organ located in the chest cavity, slightly to the left of the midline. It is responsible for pumping blood throughout the body via the circulatory system. The heart consists of four chambers: two upper atria and two lower ventricles. Blood flows through these chambers in a specific sequence, driven by rhythmic contractions of the heart muscle.
The heart's main functions include:
- Receiving deoxygenated Blood from the body and pumping it to the lungs for oxygenation.
- Receiving oxygenated blood from the lungs and pumping it throughout the body to supply tissues and organs.

## Development of human heart

The human heart develops from a simple tube in the early embryo, which undergoes looping, septation, and maturation to form a four-chambered organ capable of efficient blood circulation by the end of the embryonic period.

## Structure of the human heart

The human heart is a four-chambered organ with two atria (upper chambers) and two ventricles (lower chambers). It has four main valves: the tricuspid valve between the right atrium and right ventricle, the pulmonary valve between the right ventricle and pulmonary artery, the mitral valve between the left atrium and left ventricle, and the aortic valve between the left ventricle and aorta. The heart is encased in a protective sac called the pericardium and has a muscular wall called the myocardium, which is responsible for its contractions. Blood flow through the heart follows a specific pathway, ensuring oxygenation and systemic circulation.