OpenLLM-France/wikimedia huggingface dataset:
# ICT in Education/Change Projects/2015B Uganda Introducing ICT Baded games

Title of the change project :Introducing ICTbased games/ entertainment for children with special needs
Change agent :Deborah Nakimuli Kigozi
Email :mirembenurserys@gmail .com
Name of the organisation :Mirembe Nursery School
Country :Uganda
Started date :01 september 2015
Status (finished/ongoing) :Ongoing
1. Background of the project (problem):
The curriculum for children in Uganda aged3-7years is both academic and co-curricular with the academic part; all children are handled almost in the same way though we give extra time in class work to those kids with special needs.Our concern however is on the co-curricular side where most children who are impaired are not catered for. This specifically goes to the physical education lessons. some children who have extreme impairments (movements) are left in class while others go out to participate this leaves the schools with no option expect counseling them.
2. Objectives :
* To give those children an alternative by introducing ICT based games and entertainment.
* To get an insight how Sweden handles such children with disabilities.
* To also introduce the idea in other pre-schools in our divisions by involving the authorities and parents.
3. Stakeholders :
4. List of Activities :
5. Expected result ;
* To incorporate ICT to assist us in co-curricular activities
* To make children with special needs feel that they are also catered for
* In conclusion to give a holistic education to all children regardless or their physical and mental impairments.
6. Actual result :
7. The Project organisation :
Last Updated :
# ICT in Education/Change Projects/2015B Zimbabwe Mobile ICT Satellite Unit

Title of the change project : Mobile ICT Training Unit
Change Agent : Mberi J, Shenjere S
Email : johnmberi@yahoo.com and suecayler@gmail.com
Name of the organisation : Ministry of Information Communication Technology, Postal and Courier Services (MICTPCS)( Central Computing Services(CCS))
Country : Zimbabwe
Started date : 01 September 2015
Status (finished/ongoing) :Ongoing
1. Background of the project (problem):
The Government has shown commitment to the adoption of ICTs for societal and economic transformation though various programmes like the Presidential e-Learning programme and the establishment of Community Information Centres countrywide. This pronounced subscription to the notion of computer literacy and digital inclusion is amplified in the country’s economic and social turnaround strategy, ZIM-ASSET, and thus demands appropriate strategies to catalyse ICT literacy and knowledge for the beneficial, appropriate and optimum use of these technologies.
In pursuit of the same agenda and the desire to improve service delivery in Government, the Ministry of ICT Postal and Courier Services introduced ICT training for civil servants in 2010. Since its inception, the programme gained significant impact that resulted in increased popularity and interest from the targeted beneficiaries. However, the administration of this fundamental training programme has concentrated mainly on Harare Metropolitan province.
There are overwhelming requests for training from other provinces, some of which date back to 2012. There is a general feeling of neglect and marginalisation from those stationed in provinces other than Harare Metropolitan. This has created a serious gap which the Ministry intends to bridge by embarking on the Mobile ICT Training Unit initiative. This noble idea is envisaged to address e-inclusion issues and go an extra mile in capacitating the generality of Zimbabweans with highly demanded ICT skills for today’s digital society.
2. Objectives :
3. Stakeholders :
4. List of Activities :
5. Expected result :
6. Actual result :
7. The Project organisation :
Last Updated : 14 Sept 2015 12:22pm
# ICT in Education/Change Projects/2015B Uganda Integrating Mobile phones

Title of the change project :
Change agent :
Email :
Name of the organisation :
Country :
Started date :
Status (finished/ongoing) :
1. Background of the project (problem):
2. Objectives :
3. Stakeholders :
4. List of Activities :
5. Expected result ;
6. Actual result :
7. The Project organisation :
Last Updated :
# ICT in Education/Change Projects/2015B Uganda Introducing the TouchBaoard

Title of the change project : Touch Board
Change agent : Naume Kalule
Email : On request
Name of the organisation : Finland Limited
Country : Uganda
Started date : 1st September 2015
Status (finished/ongoing) : Ongoing
1. Background of the project (problem):
2. Objectives :
3. Stakeholders :
4. List of Activities :
5. Expected result ;
6. Actual result :
7. The Project organisation :
Last Updated :
# ICT in Education/Change Projects/2015B Uganda To Integrate Practical ICT

Title of the change project :
Change agent :
Email :
Name of the organisation :
Country :
Started date :
Status (finished/ongoing) :
1. Background of the project (problem):
2. Objectives :
3. Stakeholders :
4. List of Activities :
5. Expected result ;
6. Actual result :
7. The Project organisation :
Last Updated :
# Predicate logic/Friend/Exercise

The expression $F(x,y)$ means that $x$ is a friend of $y$. We consider the sentence "All friends of Paula ($P$) are also friends of Susanna ($S$).“ Answer, for each of the following formulations, what they mean in usual language, whether they are true, and whether they express the mentioned sentence (the quantifiers are with respect to the set of all people).
    $\forall x\exists yF(x,y),$
    $\forall xF(P,x)\rightarrow \forall xF(S,x),$
    $\forall x\forall y{\left(F(x,y)\rightarrow F(y,x)\right)},$
    $\forall x\forall y{\left(F(x,y)\rightarrow F(x,y)\right)},$
    $\exists x\forall yF(x,y),$
    $\forall x{\left(F(P,x)\rightarrow F(x,S)\right)},$
    $\forall x{\left(\forall y{\left(F(x,y)\rightarrow \forall zF(x,z)\right)}\right)},$
    $\forall xF(x,P)\rightarrow \forall xF(x,S),$
    $\forall x{\left(F(x,P)\rightarrow F(x,S)\right)},$
    $\forall x{\left(\forall yF(x,y)\rightarrow F(x,x)\right)},$
    $\forall xF(x,x),$
    $\exists x\forall y{\left(\neg F(x,y)\right)}.$
# Predicate logic/Arithmetical predicates/Formulate/3/Exercise

Formulate the following unary predicates within the natural numbers $\mathbb {N} =\{0,1,2,3,\ldots \}$, only using equality, addition, multiplication and logical connectives and quantifiers.
* $x$ is a multiple of $10$.
* $x$ is larger than $10$.
* $x$ is smaller than $10$.
* $x$ is a square number.
* $x$ is not a square number.
* $x$ is a prime number.
* $x$ is not a prime number.
* $x$ is the product of exactly two distinct prime numbers.
# Predictive Analytics and Data Mining

Predictive Analytics and Data Mining are technological marketing tools that can increase effectiveness. A few large software companies sell these programs as additional modules to their business intelligence packages.

## Learning Task

* Explore methods of data mining!
* Explore mathematical methods of predictive modelling!
* Apply predictive analysis and data mining on health care services and health care facilities in a country! Define an objective for using predictive analysis and data mining in health care system! How can data mining and predictive analysis can be used to provide tailored recommendations for patients with specific requirements and constraints? What are obstactles and challenges for implementation of predictive analysis and data mining in health care systems (include also privacy concerns and commercial data harvesting)
* Improve the Wikipedia page about predictive modelling once you gained deeper insights in predictive modelling and visit the talk page for predictive modelling in wikipedia first.
# Precordial Exam (OSCE)
## Inspection

* from the foot of the bed
** chest wall deformity (pectus excavatum, carinatum)
** scars (thoracotomy, pacemaker)
** heaves (ventricular hypertrophy) and lifts
** visible apical beat
** impulses (under xiphoid – can mean RVH or Aorta).
** dilated veins

## Palpation

* using finger pads, palpate for apex impulse (PMI) - accurately measure MCL
** location, size - one ICS
** amplitude - if increased, suggests volume/pressure overload
** duration - check in relation to carotid pulse (> 2/3 systole → sustained, LVH)
** if carotid is delayed = parvus et tardus → AV stenosis
* thrills - palpate at each of the 4 valve zones = grade 4 murmur
* heaves (with heel of hand)
** left sternal border → LVH
** PV → pulmonary hypertension
** AV → systemic hypertension
** inferior to xiphoid - RVH

## Auscultation

* listen specifically for one sound at a time
* calibrate your timing to the radial pulse
* S1 > S2 in LLSB
* S2 > S1 in LUSB

### S1

* louder → ↓ PR interval, ↑CO, ↑HR
* quieter → ↑ PR interval, MR, severe MS
* splitting → RBBB

### S2

* splitting ↑ by continued inspiration (while patient not holding in breath)
* Loud S2 → hypertension (systemic or pulmonary circulation)
* Wide split S2 - RBBB, Pulmonary stenosis
* Fixed split S2 - ASD
* Paradoxical: LBBB, severe AS

### S3 (Ventricular Gallop)

* lightly use bell at apex, best heard in LLD
* can be normal in young people and the pregnant
* noted in volume overload, increased transvalvular flow (TR, MR)

### S4 (Atrial Gallop)

* lower pitched
* indicates stiff LV– LVH, post-MI

### Other sounds

* Ejection click - between S1 and S2
* Carotid bruit
* Pericardial friction

### Murmurs

Describe a murmur in its timing, shape, intensity and radiation
| Type | Character | Best Heard | Radiation |
| Aortic stenosis | systolic, crescendo-decrescendo | AV, lean forward ↓with Valsalva | carotids, clavical |
| Aortic regurg | early diastolic decrescendo | L2-4 ICS Lean foward | Apex |
| Mitrial Stenosis | Mid diastolic rumble | Apex, LLD | No radiation |
| Mitrial Regurge | pansystolic | apex | L axilla |
| VSD | pansystolic, harsh | L sternal border |
| PDA | continuous "machine like" | aortic valve | L clavical |

#### Intensity

1/6 = quieter than S1 2/6 = same as S1 3/6 = louder than S1 with no thrill 4/6 = thrill present 5/6 = heard with edge of scope in contact with skin 6/6 = heard with scope off of the chest

## Special tests

* ↑ blood flow to heart (leg raise, squatting)
** ↑ AS, ↓HoCM, ↓MR
* ↓ blood flow to heart (Valsalva)
** ↓ AS, ↑ MR, ↑HoCM

## External link

* Auscultation Reference Guide - Heart and lung sound lessons, audio and animations
* Heart and Lung Sounds - Audio examples of heart and lung sounds.
# Predicate logic/Different literary quotes/2/Exercise

Formulate the following statements using suitable predicates. Formulate also the negation of the statements (colloquial as well as formally).
* All birds are already here.
* All streets lead to Rome.
* Idleness is the beginning of all vice.
* All humans become brothers, Where thy gentle wing abides.
# MDLD/Heron-sequence

Start=Heron-sequence Target=Real numbers/Heron/s method/Heron sequence/Definition
# MDLD/Injectivity

Start=Injectivity See=injective MDLD/injective Target=Mapping/Injective/Definition
# MDLD/Polynomial function (K)

Start=Polynomial function (K) Target=Polynomial/Field/1/Definition
# MDLD/Fibonacci numbers

Start=Fibonacci numbers Target=Fibonacci numbers/Sequence/Definition
# MDLD/Taylor polynomial (R)

Start=Taylor polynomial (R) Target=Differentiable function/R/n-times/Taylor polynomial of degree n/Definition
# MDLD/Riemann-integrable

Start=Riemann-integrable Target=Compact interval/Real function/Riemann integrable via step functions/Definition
# MDLD/absolute value (C)

Start=absolute value (C) Target=Complex numbers/Modulus/Definition
# MDLD/Polynomial functions (K)

Start=Polynomial functions (K) See=Polynomial function (K) MDLD/Polynomial function (K) Target=Polynomial/Field/1/Definition
# MDLD/Riemann-integrable (compact)

Start=Riemann-integrable (compact) Target=Compact interval/Real function/Riemann integrable via step functions/Definition
# MDLD/Taylor series (R)

Start=Taylor series (R) Target=Function/R/Infinitely often differentiable/Taylor series/Definition
# Maritime Clinical Colloquial Network/Colloquia history/Oct 01: 8:00-9:30

Present:Dr. Gabriel Sucre, Raphael Pretto, Marietta, Olaf and Mrs. Rosa Maria Aguirre
* Welcome to Rosa Maria Aguirra for the first time in the colloquium,
* Vaccination guide The Danish Maritime Authority vaccination guidelines was discussed. To be continued.
* Presentacion power point de caso medico TBC. Con enfoque maritimo internacional (Dr. Gabriel Sucre) - will prepare a ppt for these pages and maybe other publication later
* The search and download PDF articles from Medicina Maritima 2004-2014 was introduced
# Maritime Clinical Colloquial Network/Colloquia history/Sep 03: 8:00-9:30

Program
* Diagnóstico de Diabetes en marinos (Dr. Rafael Pretto) gave an overview of his routine examinations, lab tests and advice
* On the 17 Sep Dr Pretto will come up with a small guideline in text
* Follow-up of patients and seafarers who come for Entry - the anamnesis is often based on the pts own information
* IMHA Research Archives was presented and the usefulness discussed
# Maritime Clinical Colloquial Network/Colloquium 26-03-2016

Standard Agenda
* Moderator and approval/changes of the agenda
* Is the title CEMCP good or should it be changed ?
* Responsible person for Minutes and call for the next colloquia
* Vision and mission for the program
* Report and discussion of a clinical case
* Discussion of a selected scientific article of the week
* Selection of item for clinical guideline - responsible persons
* Collaboration with other clinics
* Electronic pt. record system for seafarers and passengers (Epi-Data)
* Evidence based medicine
* Ongoing research
* Stearing committee
* Internal Homepage and/or Dropbox
* Scheme for registration of participation
* Scheme for decisions and responsable persons
* Regular evaluation and revision of the program
* Presentation of the program´s experiences: IMH/IMHA-News
* Proposal of an IMHA-Research Clinical Quality Network later
* Next colloquium
* Other issuses
# Maritime Clinical Colloquial Network/Colloquium 19-03-2016

Standard Agenda
* Moderator and approval/changes of the agenda
* Is the title CEMCP good or should it be changed ?
* Responsible person for Minutes and call for the next colloquia
* Vision and mission for the program
* Report and discussion of a clinical case
* Discussion of a selected scientific article of the week
* Selection of item for clinical guideline - responsible persons
* Collaboration with other clinics
* Electronic pt. record system for seafarers and passengers (Epi-Data)
* Evidence based medicine
* Ongoing research
* Stearing committee
* Internal Homepage and/or Dropbox
* Scheme for registration of participation
* Scheme for decisions and responsable persons
* Regular evaluation and revision of the program
* Presentation of the program´s experiences: IMH/IMHA-News
* Proposal of an IMHA-Research Clinical Quality Network later
* Next colloquium
* Other issuses
# Maritime Clinical Colloquial Network/Colloquium 05-03-2016

Standard Agenda
* Moderator and approval/changes of the agenda
* Is the title CEMCP good or should it be changed ?
* Responsible person for Minutes and call for the next colloquia
* Vision and mission for the program: Thania will write a draft ready next meeting
* Report and discussion of a clinical case:
* Discussion of a selected scientific article of the week
* Selection of item for clinical guideline - responsible persons
* Collaboration with other clinics
* Electronic pt. record system for seafarers and passengers (Epi-Data)
* Evidence based medicine
* Ongoing research
* Stearing committee
* Internal Homepage and/or Dropbox
* Scheme for registration of participation
* Scheme for decisions and responsable persons
* Regular evaluation and revision of the program
* Presentation of the program´s experiences: IMH/IMHA-News
* Proposal of an IMHA-Research Clinical Quality Network later
* Next colloquium
* Other issuses
# Maritime Clinical Colloquial Network/Colloquia history/Sep 17: 8:00-9:30

Program
Dr. Rodriguez gave a presentation on how they practice the health examinations en her clinic in Caracas, Venezuela. Especially about the limits for BMI; > 30 BMI, the seafarers are declared not apt and referred to specialists, dietist etc. and are invited to come back later for a new health examination. Dr. Canals gave a presentation of a case of high obesity that was followed for 10 years, one of her publications in Medicina Maritima. The article discussion includes references to the limits on BMI in different countries. Most of the countries have the opinion that the seafarers should show they are able to do his/her duties as the most important for the decision apt/no apt even the BMI is much over 30. Another very important issue is that the obese seafarers often come from an obese family, so the culture is strongly related to the family. This should probably be included in the anamnesis because it might be useful for the prevention in the whole family. These issues will be discussed later.
# Maritime Clinical Colloquial Network/Colloquium 12-03-2016

Standard Agenda
* Moderator and approval/changes of the agenda
* Is the title CEMCP good or should it be changed ?
* Responsible person for Minutes and call for the next colloquia
* Vision and mission for the program
* Report and discussion of a clinical case
* Discussion of a selected scientific article of the week
* Selection of item for clinical guideline - responsible persons
* Collaboration with other clinics
* Electronic pt. record system for seafarers and passengers (Epi-Data)
* Evidence based medicine
* Ongoing research
* Stearing committee
* Internal Homepage and/or Dropbox
* Scheme for registration of participation
* Scheme for decisions and responsable persons
* Regular evaluation and revision of the program
* Presentation of the program´s experiences: IMH/IMHA-News
* Proposal of an IMHA-Research Clinical Quality Network later
* Next colloquium
* Other issuses
# Maritime Clinical Colloquial Network/Collquium No 2 Sat 19-3-2016 7:30-900 - Agenda
## Colloquium Agenda Sat 19-3-2016 7:30-9:00

* Present:
* Welcome
* Objectives for the Colloquia
* Wikiversity pages
* The 2 months plan
* Vision and mission (1)
* Clinical guidelines ICD-10 or ICPS classification
* Selection of the first issue for clinical guidelines - glucosuria? (2)
* Ongoing research (3)
* Organising team
* Agenda and tasks for the next colloquium 26-3
* (1) A draft from Thania to be discussed 19-3-2016
* (2) Ask Gabriel
* (3) Seafarers obesity
# Maritime Clinical Colloquial Network/Dec 03: 8:00-9:30

* Guidelines for pre-diabetes: diagnosis and follow up (Dr. Raphael Pretto)
* Presentacion power point de caso medico TBC. Con enfoque maritimo internacional (Dr. Gabriel Sucre) - Publicar articulo /ppt
* Thania and Gabriel: Zotero reference program - status?
* Ishiharas test, needs for repeat the test every 2nd year? (Dra. Thania)…
* Vaccination guide (Dra. Thania)
* GlobalSeaHealth_GSH Olaf
# Spanish/Verbs/tener
## A quick note about verbs

* How we regularly talk is in the indicative mood. It is used to state something seen as a fact.
* The subjunctive is a mood used to express desires, doubts, emotions and the unknown. This is NOT a tense! More info about the Subjunctive can be found here.
* The imperative mood is just commands (: It is used to tell someone what to do. For this reason, there is no yo form in the imperative!
* If you don't know which mood to use, just use indicative!

## Definition

To have

## Conjugations
### Present Tense (indicative)

Tengo Tienes Tiene
Tenemos Teneis Tienen
# Spanish/Verbs/tocar/Definition

* To touch
* To feel
* To play (a musical instrument)
# Spanish/Verbs/tener/Definition

To have
# Spanish/Verbs/saber/Definition

* To have knowledge or information about something
* To be aware of the existence, whereabouts or status of a person or thing.
# Spanish/Verbs/tener/Present Tense

Tengo Tienes Tiene
Tenemos Teneis Tienen
# Spanish/Verbs/tomar
## A quick note about verbs

* How we regularly talk is in the indicative mood. It is used to state something seen as a fact.
* The subjunctive is a mood used to express desires, doubts, emotions and the unknown. This is NOT a tense! More info about the Subjunctive can be found here.
* The imperative mood is just commands (: It is used to tell someone what to do. For this reason, there is no yo form in the imperative!
* If you don't know which mood to use, just use indicative!
# Spanish/Verbs/ver

to see
# Spanish/Verbs/tocar
## A quick note about verbs

* How we regularly talk is in the indicative mood. It is used to state something seen as a fact.
* The subjunctive is a mood used to express desires, doubts, emotions and the unknown. This is NOT a tense! More info about the Subjunctive can be found here.
* The imperative mood is just commands (: It is used to tell someone what to do. For this reason, there is no yo form in the imperative!
* If you don't know which mood to use, just use indicative!

## Definition

* To touch
* To feel
* To play (a musical instrument) -
# Spanish/Verbs/ñoñear
## A quick note about verbs

* How we regularly talk is in the indicative mood. It is used to state something seen as a fact.
* The subjunctive is a mood used to express desires, doubts, emotions and the unknown. This is NOT a tense! More info about the Subjunctive can be found here.
* The imperative mood is just commands (: It is used to tell someone what to do. For this reason, there is no yo form in the imperative!
* If you don't know which mood to use, just use indicative!

## Definition

* to whine -
# Novial/The Little Prince/20 Nov ialiste

Back to The_Little_Prince main page.
20
Ma eventad ke li mikri prinso, hant longitem marcha tra li sandes, li rokes e li nives, deskovrad finalim un vie. E omni li vies vada che homes.
“Bon jorne,” lo dikted.
Lu esed gardene floranti kun roses.
“Bon jorne,” li roses dikted.
Li mikri prinso regardad les. Les omni resemblad lon flore.
“Ques vus es?” lo questionad, tre stuporati.
“Nus es roses,” li roses dikted.
E lo sentad se tre desfelisi. Lon flore had dikte a lo ke le esed li sole ek len spesie in li universe. E hir esed sink mil ek les, omni simili, in un singli gardene!
“Le vud es tre vexati,” lo dikted a se, “ si le vud vida tu… Le vud tusa enormim, e le vud afekta mori por evita bli moka. E me vud mus afekta flega le, pro ke si non, por humilifika me anke, le vud verim lasa se mori…”
Tand lo dikted a se ri: “Me kredad ke me esed richi kun uniki flore, e me posesed nur ordinari rose. Tu e men tri volkanes ke leva se a men genus, e un ek kel, forsan, es extingati eternim… Tu non fa me tre grandi prinso…”
E lieskati in li gasone, lo plorad.
# Novial Lexike English Abbreviations

Back to the Novial front page
Back to the Novial Lexike front page
NOVIAL LEXIKE INDEX:
ABREVIATIONES (ABBREVIATIONS)
Entries in italics were used in Novial Lexike but absent from the list of abbreviations in the original book.
D = germanim (deutsch). (German) E = anglim (English). F = fransim (français). (French) L = latinim (Latine). (Latin) AIL = An International Language. EIS = Eine Internationale Sprache
adj. = adjektive. (adjective) adv. = adverbie. (adverb) astr. = astronomia. (astronomy) biol. = biologia. (biology) bot. = botanike. (botany) def. art. = definit artikle. (definite article) ets. = e tal seterum, FE etc. D usw. ex. = example(s). (example(s)) fig. = figuralim. (figuratively) fis. = fisike. (physics) geogr. = geografia. (geography) gram. = gramatike. (grammar) kem. = kemie. (chemistry) konj. = konjunktione. (conjunction) kp. = kompara. (compare) med. = medisine. (medicine) milit. = militari. (military) min. = mineralogia. (mineralogy) pl. = plurale. (plural) pron. = pronomine. (pronoun) prp. = prepositione. (preposition) rel. = relativ. (relative) relig. = religione. (religion) sb. = substantive. (substantive, noun) tekn. = teknike. (technology, technics) tr. = transitiv. (transitive) v. = vida. (see) vb. = verbe (verb)