OpenLLM-France/wikimedia huggingface dataset:
# Theory and Practice of Family Therapy (part 1)/Family Therapy Clinical Practice

This module consists of clinical practice classes where you will work in groups of 6 with a supervisor to practice and refine your skills and knowledge as applied in role-play, discussion and live work using a reflecting team process.

## Objectives

* Analyse and evaluate your personal values, style and capacities as they are represented in clinical work and implement strategies to address issues that will increase your effectiveness with families and other systems.
* Identify and evaluate the impact that changes in your values, interpersonal style and capacities have on your practice.
* Prepare for therapy sessions including developing appropriate systemic formulations and deciding who to include
* Conduct the initial engagement with families including discussing the concept of family therapy and the training context, and collaborating with the family to clarify the problem and the family’s goals
* Consider diversity issues and their implications for engagement as you plan to engage family members in the family therapy session
* Integrate appropriate family therapy and associated frameworks, including implementing strategies for change.

## Assignments

* two 2500 word case analyses
* one 800 word goals reflection
* one contact log as evidence of clinical requirement (200 word equiv)
* one formalised clinical skills assessment feedback session

## Topics, Activities and Resources

* Group discussion especially re the impact of values, style and personal and professional capacities on your practice.
* Group discussion on the impact and contribution of your values, style and capacities on the group process.
* Role play skills practice including an integration of theoretical frameworks.
* Supervision of your work with live families in the context of a reflecting team process
* Immediate post-session feedback from supervisor and peers
* Observation of and reflection on cilnical work by peers.
# Theory and Practice of Family Therapy (part 1)/Family Therapy Theory

In this module you will synthesise theoretical and practical contributions from various systemic models of therapy with your pre-existing expertise to conceptualise the needs of families and to formulate the most effective response to them. You will also integrate your knowledge and skills from the previous subjects in this course.

## Objectives

* Differentiate the unique concepts and processes of the various models of family therapy and adapt these as appropriate to your practice with families
* Critique the various models of family therapy especially from a feminist and postmodern perspective
* Assess which features of the various models most suit the therapeutic needs of different presenting problems and family styles

## Assignments

* one 1000 word essay exploring the differing implications of working from a systemic or a lineal perspective
* one 2000 word essay

## Topics, Activities and Resources

* Lecture/seminars on family therapy models from the 1950s to current day adaptations.
* Role play and/or live or video demonstration of the models.
* Class discussion about contemporary adaptations
* Lecture/seminars on feminism and postmodern developments in family therapy
* Class discussion
* Lectures including evaluation of the various factors that contribute to effective practice.
* Case analyses
# Theory of Equations/Functional Equations

In mathematics or its applications, a functional equation is an equation expressing a relation between the value of a function (or functions) at a point with its values at other points. Properties of functions can for instance be determined by considering the types of functional equations they satisfy. The term functional equation is usually reserved for equations that are not in a simple sense reducible to algebraic equations, often because two or more known functions are substituted as arguments into another function.

## Active participants

The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed).
# Theory of Neural Group Selection

Neural Group Selection
The theory of neural group selection is based on non-genetic Darwinism. This is a controversial concept because many assume that genetic selection is the only way that Darwinism can express itself. Dr. Edelman recieved a Nobel Prize for his work on non-genetic Darwinism in the Human Immune System. His Theory of Neural Group Selection, is an attempt to transfer the concepts from his work on the immune system into Neuro-Science.
TNGS as this theory is called, contains a number of controversial concepts, The concept of Group Selection, and the concept of reentry. The idea is simple, by themselves the connections at the individual neurons are too individualized to form a mappable network. At the neural group level however, groups of neurons are interchangeable which means that any place-code developed naturally would be idiosyncratic to the individual, and arbitrary. This is overcome according to Dr. Edelman by feedback/feedforward signals called reentry between neural groups resulting in self-organization that favors the locations of communication links and the relative size of the neural groups, as selective factors in determining where particular functions can be found. As a result of this self-organization, fuzzy classifications are formed that tend to put the same general functions in the same general areas of the cerebral cortex.
It is important to note that while some self-organization is practical, non-genetic Darwinism does not adequately map memories to areas of the cerebral cortex and therefore a place code based on the natural classification system will still be arbitrary to the individual. It is only at the gross organization level that the cerebral cortex becomes mappable across members of the same species, let alone members of different species.
One of the criticisms of Dr. Edelman's work is that he tends to try to take this organizational capability too far and tries to use reentry to map locations outside the cerebral cortex where much less connectivity is to be expected.
# Web Translation Projects/Approaches to Translating Dialect/Artificial variety

Full interlingual translation into a hypothetical TL dialect. This strategy, too, aims at transferring the full social deixis from the original, but in this case, the chances of introducing false intertextuality are higher. Though the employed variety is nonexistent, it is nevertheless based on some language(s), which may evoke in the TL reader some associations that the SL variety would not evoke in the SL reader. Berezowski remarks on this threat thusly: "[t]he damage is only potential and difficult to assess, it seems, however, to be unavoidable." The following example from a book previously discussed by Berezowski, but in translation by a different person, exemplifies the use of this strategy:
| | Original A Clockwork Orange, A. Burgess | Translation Mechaniczna pomarańcza (translation by R. Stiller) |
| | "Oh, you've recovered consciousness." That was like a big rotful for malenky ptitsa like her, and I tried to say so, but the slovos came out only like er... er... er. She ittied off and left me on my oddy knocky, and I could viddy now that I was in a malenky room of my own [...] | - Ooo! Więc odzyskaliśmy przytomność. Za wielki bałack w usto dla malutkiej psiczki jak ona, to jej próbowałem powiedzieć, ale wyszło mi tylko yczenie jakieś yy! y! i nic więcej. Wyszła i zostawszy ją sam na sam gwałt i adzinoko dopiero zobaczyłem, że leżę w osobnym pokoiku [...]. |
| Comments | The original employs an artificial, Russian-influenced variety. It is supposed to "menace and barbarism of the social group pointed to by the social deixis of the original." The artificial variety is marked mostly by vocabulary items, as: - malenky 'small' - slovos 'words' - viddy 'see' | The translation employs lexical items and syntactic patterns - bałach 'voice' - usto 'mouth' - psiczka 'girl' - zostawszy ją sam na sam gwałt i adzinoko 'left me on my own' - odzyskaliśmy przytomność 'we have regained consciousness' which are not indicative of any existing Polish language community but are invented forms, inspired by Russian and colloquial Polish. |
# Web Translation Projects/Approaches to Translating Dialect/Colloquialisation

This strategy is a full interlingual translation into a colloquial variety of the TL. The use of this strategy will identify the speaker normally with the lower strata of the TL society, visible in the fact that they cannot vary the formality of their language to match the situation. It is a variety that is less marginal than, for example, a pidgin, or some hypothetical futuristic dialect, and so this social deixis will be easily inferrable for the TL audience. This happens, however, at the cost of the specificity of the social deixis - the TL readership gains insight into the social provenance of the characters but nothing specific, as for example any identification along the geographical dimension, which may be present in the SL text. This is again a strategy that strives to strike a balance between conveying the SL social deixis but without contaminating the TL text with false intertextuality that would be the result of introducing an actual TL dialect. Colloquialisation is often employed in those texts, which in the original present characters who are members of communities struggling for their rights and differing against the majority.
| | Original The Color Purple, A. Walker | Translation Kolor Purpury (translation by M. Kłobukowski) |
| | He come home with a girl from round Gray. She be my age but they married. He be on her all the time. She walk round like she don't know what hit her. I think she thought she love him. But he got so many of us. All needing somethin. [...] I tell Nettie to keep at her books. it be more then a notion taking care of children ain't even yourn. And look what happen to Ma. | Sprowadził sobie dziewczynę skądciś spod Gray. Dziewczyna w mojem wieku, ale i tak się pobrali. On stale i wciąż na niej leży, a ona ma minę, jakby się nie mogła połapać, co się właściwie dzieje. Pewnikiem jej się zdawało, że go kocha. Ale u nas w domu tyle dzieciów i co i rusz któreś czegoś chce. [...] Mówię Nettie: Pilnuj książek. To lepszy pomys niż chować cudze bachory. I skończyć jak Mama. |
| Comments | This text draws on the Black Vernacular, indicated by non-standard pronunciation and grammar: - she be 'she is' - she walk 'she walks' - somethin 'something' - yourn 'yours' | The translation uses language that is indicative of colloquial Polish. The colloquialisation strategy uses mostly the lexis and syntax levels of language but small amounts of morphological and phonetic markers may also be present, such as here: - syntactic: co i rusz któryś czegoś chce 'somebody wants something all the time' - lexical: skądciś 'from somewhere', bachory 'kids', pewnikiem 'surely' - phonetic: pomys 'idea' (standard: pomysł) |
# Web Technologies/2021-2022/Laboratory 9

Dynamic pages (or dynamic content) display different content (and different layouts) based on various chosen parameters.
This Laboratory shows the usage of Jinja2 template inheritance and Flask-SQLAlchemy for creating content based on data found in an SQLite database.

## Jinja2 template inheritance

One of the most important features of Jinja is template inheritance. This mechanism allows for the creation of a template skeleton containing the common elements for pages, allowing for the declaration of various block sections which child templates (the templates that inherit the base template) can override.
   Blocks are defined using the {% block <blockname> %} ... {% endblock %} directives

### Examples

Defining a base template (base.html):
Overriding the base template (post.html):
Overriding the base template (posts.html):
Template inheritance in a sense resembles the inheritance concept from Object-Oriented Programming.
It helps with reduction of the codebase, as all the common elements can be placed in the base template.

## Flask-SQLAlchemy creating and populating an SQLite database

As seen previously, in Laboratory 7, Flask-SQLAlchemy provides an Object-Relational Mapper, and ways to define Models and relationships between models.
In order to be able to use the templates in the template inheritance examples, we must first build the User and Post models, as well as define a script to create and populate the SQLite database, and routes for Flask.
Definition of the models:
NOTE: The user_id attribute in the Post model is created as a Foreign Key. Additionally, the posted_by attribute in the User model is using db.relationship. Making it point to a query result for the corresponding field in the User table. Therefore, completing the relationship between the User -> Post tables (A user holds one or multiple posts).
Flask routing here is based on using Flask-SQLAlchemy queries to retrieve all or individual posts, which are to be rendered by the appropriate templates.
The script responsible to create the database and add entries (based on the defined models) is:
The current directory structure of the files should look like:
Useful links:
Dynamic_web_page
Jinja2 Template Inheritance
Flask-SQLAlchemy Model declaration and relationships
# Web Translation Projects

Web Translation Projects is a real-world course offered at the Institute of British and American Studies, Jagiellonian University, Kraków, Poland. Students in the course will learn to code Wiki pages and to manage on-line content related to their academic and/or professional interests in translation theory and practice and to use on-line copyright and referencing materials. Upon completion of the course they will be able to continue and expand their projects so that the Jagiellonian University and Wikiversity communities may profit from their work.

## Student Projects

* 12 Deforming Tendencies
* Approaches to Translating Dialect
* English-Spanish, Spanish-English Translation
* Grammatical gender and its influence on translation
* Intertextuality in Translation
* Krzysztof Kamil Baczynski in Translation
* Localization of online comics and manga
* Personal Names in Translation
* Polish Translations of Proper Names in The Lord of the Rings
* Translation of Ancient Hebrew Terms into English and Polish
* Translation of Poetry
* Translation of Young Adult Literature
* Translation of irony and sarcasm in TV series
* Translation of multimodal texts on the example of the comics by Andrzej Rysuje
* Translation of proper names in Mandarin and English
* Translation of tourism promotional materials
* Translation theories

## Project Creation

Use the following to create a new translation project subpage:
Purge / refresh project list
# WikiJournal of Medicine/Medical gallery of David Richfield 2014

WikiJournal of Medicine Open access • Publication charge free • Public peer review • Wikipedia-integrated
Volume 11
Previous Volume 1(1) Volume 1(2) Volume 2 Volume 3 Volume 4 Volume 5 Volume 6 Volume 7 Volume 8 Volume 9 Volume 10
Editorial guidelines Ethics statement Bylaws Financials Calendar
WikiJournal of Medicine is an open-access, free-to-publish, Wikipedia-integrated academic journal for Medical and Biomedical topics. <seo title=" WJM, WikiJMed, Wiki.J.Med., WikiJMed, Wikiversity Journal of Medicine, WikiJournal Medicine, Wikipedia Medicine, Wikipedia medical journal, WikiMed, Wikimedicine, Wikimedical, Medicine, Biomedicine, Free to publish, Open access, Open-access, Non-profit, online journal, Public peer review "/>
This article has been through public peer review.
First submitted: 26 Jul 2014 Accepted: 27 Jul 2014 Reviewer comments
PDF: Download DOI: 10.15347/wjm/2014.009 QID: Q44276803 XML: Download
Share article  Email | Facebook | Twitter | LinkedIn | Mendeley | ResearchGate
Suggested citation format: David Richfield (27 July 2014). "Medical gallery of David Richfield 2014". WikiJournal of Medicine 1 (2). doi:10.15347/WJM/2014.009. Wikidata Q44276803. ISSN 2002-4436. https://upload.wikimedia.org/wikiversity/en/1/13/Medical_gallery_of_David_Richfield_2014.pdf.
Citation metrics AltMetrics
License:
This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction, provided the original author and source are credited.
Mikael Häggström (handling editor) contact

## Article information

Author: David Richfield
* ↑ by online form

## Gallery

* Life cycle of Echinococcus
* A diagram of a myofibril
* A diagram of the movement of the units of a myofibril
* Anatomical planes, including median (red), parasagittal (yellow), frontal or coronal plane (blue) and transverse or axial plane (green).
* Anatomical planes through a model of a human brain with eyes but excluding optic nerves, including median (red), parasagittal (yellow), frontal or coronal plane (green) and transverse or axial plane (blue)
* Anatomical planes, including median (red), parasagittal (yellow), frontal or coronal plane (green) and transverse or axial plane (blue)
Also available as docx file
# WikiJournal of Science/Submissions/Space (mathematics)
## Space (mathematics)

Author: Parent article editors Field: Modern Geometry
# WikiJournal of Science/Submissions/Timeline of quantum mechanics (abridged)

This article has been declined for publication by the WikiJournal user group.
It is archived below as a record. Discussion can be viewed here. update record on wikidata

## Timeline of quantum mechanics (abridged)

Author: Guy vandegrift
Field: History of science
This abridged "timeline of quantum mechancis" shows some of the key steps in the development of quantum mechanics, quantum field theories and quantum chemistry that occurred before the end of World War II.
# WikiJournal of Science/Submissions/Quantum mechanics timeline
## Quantum mechanics timeline

Author: Guy vandegrift Field: Physics
# University of Florida/Egm4313/s12.team4.Lorenzo/R2
## Problem 6
### Problem Statement

Realize spring-dashpot-mass systems in series as shown in Fig. p.1-4 with the similar characteristic as in (3) p.5-5, but with double real root $\lambda =-3$, i.e., find the values for the parameters k, c, m.

### Solution

Recall the equation of motion for the spring dashpot mass system:
    $m(y''_{k}+{\frac {k}{c}}y'_{k})+ky_{k}=f(t)\!$
Dividing the entire equation by m:
    $y''_{k}+{\frac {k}{cm}}y'_{k}+{\frac {k}{m}}y_{k}=f(t)\!$
The characteristic equation for the double root :$\lambda =-3\!$ is:
    $(\lambda +3)^{2}=\lambda ^{2}+6\lambda +9=0\!$
The corresponding L2-ODE-CC (with excitation) is:
    $y''+6y'+9=0\!$
Matching the coefficients:
    $y''\Rightarrow 1=1\!$
    $y'\Rightarrow {\frac {k}{cm}}=6\!$
    $y\Rightarrow {\frac {k}{m}}=9\!$
After algebraic manipulation it is found that the following are the possible values for k, c, and m:
    $k=18\!$
    $c={\frac {3}{2}}\!$
    $m=2\!$

#### Author

Solved and typed by - Egm4313.s12.team4.Lorenzo 20:04, 6 February 2012 (UTC)
Reviewed By -
Edited by -

## Problem 7
### Problem Statement

Develop the MacLaurin series (Taylor series at t=0) for:
   * $e^{t}\!$
   * $\cos t\!$
   * $\sin t\!$

### Solution

Recalling Euler's Formula:
    $e^{i\omega x}=\cos \omega x+i\sin \omega x\!$
Recall the Taylor Series for $e^{x}$ at :$x=0$ (also called the MacLaurin series)
    $e^{x}=\sum _{n=0}^{\infty }{\frac {x^{n}}{n!}}\!$
By replacing x with t, the Taylor series for $e^{t}$ can be found:
    $e^{t}=\sum _{n=0}^{\infty }{\frac {x^{n}}{n!}}\!$
even powers:
    $i^{2k}=(i^{2})^{k}=(-1)^{k}\!$
odd powers:
    $i^{2k+1}=(i^{2})^{k}i=(-1)^{k}i\!$
If we let $x=it$:
    $e^{it}=\sum _{n=0}^{\infty }{\frac {i^{n}t^{n}}{n!}}=\sum _{k=0}^{\infty }{\frac {i^{2k}t^{2k}}{(2k)!}}+\sum _{k=0}^{\infty }{\frac {i^{2k+1}t^{2k+1}}{(2k+1)!}}\!$
Using the two previous equations:
    $e^{it}=\sum _{k=0}^{\infty }{\frac {(-1)^{k}t^{2k}}{(2k)!}}+\sum _{k=0}^{\infty }{\frac {(-1)^{k}t^{2k+1}}{(2k+1)!}}\!$
    $\Rightarrow e^{it}=\cos t+i\sin t\!$
Therefore, the first part of the equation is equal to the Taylor series for cosine, and the second part is equal to the Taylor series for sine as follows:
    $\cos t=\sum _{k=0}^{\infty }{\frac {(-1)^{k}t^{2k}}{(2k)!}}\!$
    $\sin t=\sum _{k=0}^{\infty }{\frac {(-1)^{k}t^{2k+1}}{(2k+1)!}}\!$

#### Author

Solved and typed by - Egm4313.s12.team4.Lorenzo 20:05, 6 February 2012 (UTC)
Reviewed By -
Edited by -
# University of Florida/Egm4313/s12.team14.report3
## Team Member Tasks

| Name | Responsibilities | Checked by |
| Bo Turano | Problems R3.3 and R3.9 | Tony Han |
| David Parsons | Problem R3.6 | Bo Turano |
| Dean Pickett | Problem R3.2 | David Parsons |
| Giacomo Savardi | Problem R3.7 | Dean Pickett |
| Isaac Kimiagarov | Problems R3.4 and R3.5 | Giacomo Savardi |
| Kyle Steiner | Problem R3.1 | Isaac Kimiagarov |
| Tony Han | Problem R3.8 | Kyle Steiner |
# University of Florida/Egm4313/s12.team15.r3

< Team 15
REPORT 2

## R3.1
### Author

Solved and typed by
Reviewed By -

## R3.2
### Author

Solved and typed by -
Reviewed By -

## R3.3
### Author

Solved and typed by -
Reviewed By -

## R3.4
### Author

Solved and typed by - Kristin Howe and
Reviewed By -

## R3.5
### Author

Solved and typed by -
Reviewed By -

## R3.6
### Author

Solved and typed by -
Reviewed By -

### Contributing Members

Team Contribution Table :
| Problem Number | Lecture | Assigned To | Solved By | Typed By | Proofread By |
| 2.1 | [Lecture link] | Name | Name | Name | Name |
| 2.2 | [Lecture link] | Name | Name | Name | Name |
| 2.3 | [Lecture link] | Name | Name | Name | Name |
| 2.4 | [Lecture link] | Name | Name | Name | Name |
| 2.5 | [Lecture link] | Name | Name | Name | Name |
| 2.6 | [Lecture link] | Name | Name | Name | Name |
# University of Florida/Egm4313/s12.team15.r4

< Team 15
REPORT 4

## R4.1
### Author

Solved and typed by
Reviewed By -

## R4.2
### Author

Solved and typed by -
Reviewed By -

## R4.3
### Author

Solved and typed by -
Reviewed By -

## R4.4
### Author

Solved and typed by - Kristin Howe and
Reviewed By -

## R4.5
### Author

Solved and typed by -
Reviewed By -

## R4.6
### Author

Solved and typed by -
Reviewed By -

### Contributing Members

Team Contribution Table :
| Problem Number | Lecture | Assigned To | Solved By | Typed By | Proofread By |
| 2.1 | [Lecture link] | Name | Name | Name | Name |
| 2.2 | [Lecture link] | Name | Name | Name | Name |
| 2.3 | [Lecture link] | Name | Name | Name | Name |
| 2.4 | [Lecture link] | Name | Name | Name | Name |
| 2.5 | [Lecture link] | Name | Name | Name | Name |
| 2.6 | [Lecture link] | Name | Name | Name | Name |
# University of Florida/Egm4313/s12.team15.r5

< Team 15
REPORT 5

## R5.1
### Author

Solved and typed by
Reviewed By -

## R5.2
### Author

Solved and typed by -
Reviewed By -

## R5.3
### Author

Solved and typed by -
Reviewed By -

## R5.4
### Author

Solved and typed by - Kristin Howe and
Reviewed By -

## R5.5
### Author

Solved and typed by -
Reviewed By -

## R5.6
### Author

Solved and typed by -
Reviewed By -

### Contributing Members

Team Contribution Table :
| Problem Number | Lecture | Assigned To | Solved By | Typed By | Proofread By |
| 2.1 | [Lecture link] | Name | Name | Name | Name |
| 2.2 | [Lecture link] | Name | Name | Name | Name |
| 2.3 | [Lecture link] | Name | Name | Name | Name |
| 2.4 | [Lecture link] | Name | Name | Name | Name |
| 2.5 | [Lecture link] | Name | Name | Name | Name |
| 2.6 | [Lecture link] | Name | Name | Name | Name |
# University of Florida/Egm4313/s12.team20.sablotsky

R1.1