OpenLLM-France/wikimedia huggingface dataset:
# Physics equations/Previous exams/Second semester calc F2013
## Final exam from Fall 2013

All exams and test will be considered open source after the course ends
Final Exam Fall 2011 Name:
* Do these problems on separate paper. Staple or fold pages in proper order, labeled by problem number.
* Neatly cross out work that you do not wish to be graded (penalties will be result from incorrect statements and equations).
* For a partial credit (at least half) write down the equation and box it before plugging in numbers.
* The value of each question ranges from 5 to 10 points (depending on complexity.)
* Two point charges are on the x axis (y=0): 2nC are at x=1.5 and 3nC are at x=2.5. Find the electric potential (V) on the y axis at y = 4.0.
* Repeat the previous problem with the same two charges, but now find the electric potential (V) on the x axis at an arbitrary point, x.
* Again, with the same two charges, find the electric field (E) at an arbitrary point on the x-axis.
* A block of carbon is 400m long and has an cross section area of 0.1 m$^2$. What is the resistivity if the resistance, R, is 0.03 Ohms?
* What is the resistance of a 3 Ohm resistor connected in parallel with a 2 Ohm resistor?
* Repeat the previous problem, except with the two resistors connected in series.
* A thin ring of radius a is uniformly charged with a total charge of Q. Find the electric potential (V) on axis, at a distance z from the center..
* In the figure labeled 'Gauss law pillbox', E$_2$ = 3.5N/C and 3.0E$_1$ = 3N/C. The height Δy is 0.25m, and the radius is 0.5m. How much charge is enclosed?
* A thin shell of spherical charge has a surface density of σ (Coulombs per square meter). The radius is a. Find the electric field for a distance r from the center, where r > a.
* Answer the previous question, except now the distance from the origin, r, is less than a.
* An infinitely long cylinder of radius a has a volume charge density of ρ (C/m$^3$). Using Gauss' law, and showing your steps, find the charge density for r > a
* Repeat the previous problem for r < a
* The electric field is E = 4i + 3j. What is the potential difference between the origin and the point on the x axis at x=7?
* Repeat the previous question for the potential difference between the origin and the point (x,y)=(7,5).
# Student Collaboration: Africa Project
## Aims and Objectives of the project

This project is a collaboration of students. The project is designed to demonstrate the extent to which online collaboration gives voice to previously unheard voices.

## Introduction to Peace Studies and Research in Africa

    What is the focus of your studies in Africa?
While studying Peace in Africa, we should focus on both the traditional and post-modern realities of African land. The way African people relate and solve their conflictual issues is different from other people world wide. With regard to the genocide that happened in Rwanda in 1994, we may not be right to assume that we may use any methods from Europe or Asia while solving the interpersonal problems and use them to reconcile the Rwandans conflict analysis training course (2008) In this regard, Peace in Africa is multidimensional and requires various interventions: human security by the government and non-state actors, regional security and defense by the police and the military, and solving inter-tribal loggerheads. This needs to take holistic approach by building coalition networks.
I argue that African political and military elites together with the affected populations have the power and potentials to bring about peace in their local areas especially in the Sub-Saharan Africa. We will look at it in more details in the upcoming days.
Posted by Nelson J M, a Human Rights Advocate -- The researcher worked on human rights and peace building in Africa and has authored "The Impact of World Vision on child protection rights in Rwanda 2000-2005"

## Learning Materials

    What learning materials are used to study in Africa? to study peace in Africa?
    What texts have you read when studying in Africa? when studying peace in Africa?

## Assignments

    What are some of the activities (inside and outside the classroom) that support your learning in Africa? that support learning about peace in Africa?

## Plans

    What do you plan to do when you complete your studies in Africa?
# Student Projects

This learning project is a container for pages when students are asked to use Wikiversity to create wiki pages without any other on-wiki instructions.
Instructors are encouraged to create separate learning projects for their courses, but students are welcome to use this learning project as an alternative when a specific course learning project doesn't exist.

## Create a Page

To create a new page, enter the title in the following box:

## Student Pages

To view or edit existing pages, select the link below: Special:Prefixindex/Student Projects/

## See Also

* Wikiversity:Learning projects
* Collaborative Learning/Examples
# Structures on manifolds

There are three main types of structures important on manifolds. The foundational geometric structures are piecewise linear, mostly studied in geometric topology, and smooth manifold structures on a given topological manifold, which are the concern of differential topology as far as classification goes. Building on a smooth structure, there are:
* various G-structures, which relate the tangent bundle to some subgroup G of the general linear group
* structures defined by holonomy conditions.
These can be related, and (for example for Calabi–Yau manifolds) their existence can be predicted using discrete invariants.
# Maritime Clinical Colloquial Network/Colloquia history/Jul 23: 8:00-9:30

* Revision del caso artículo del estudio de Obesidad en Marinos.(Dra. Thania Aguilar, Dr. Rimsky Sucre / )
* Presentar power point de caso medico TBC. Con enfoque maritimo (Dr. Gabriel Sucre/Dr. Pretto).
* A case of serious exanthema (irritant?) in a seafarer cleaning a dieseltank (Dra. Thania)
# Maritime Clinical Colloquial Network/Colloquia history/May 28: 8:00-9:30

Colloquium Sat 28-5-2016 8:00-9:30
* Present: Dr.Olaf, Dra. Irene Jácome, Dra. Thania Aguilar
* Ongoing research Thania continue to present study results on 100 seafarers (60 patients and 40 health examinations)
* Thania and Rimsky: Zotero reference program
* The program is installed and ready to be used by all staff, Thania, Gabriel and Raphael will assist anyone who needs help
* Planning for the rest of the year was discussed
# Maritime Clinical Colloquial Network/Colloquia history/May 14: 8:00-9:30

Colloquium Sat 14-5-2016 8:00-9:30
* Present dr Gabriel, Rimsky, Thania, Irene, Olaf
* Ongoing research Thania presented study results on 100 seafarers (60 patients and 40 health examinations)
* The rest of the day was dedicated to Zotero reference program
* The program is installed and ready to be used by all staff, Gabriel and Raphael will assist anyone who needs help
* EVALUATION of The 2 months plan, the group would like to continue, permission to continue every 2 weeks is given from head of HR Lic. Jorge Rodriguez
* Next Colloquium vill be Sat 28-5-2016 8:00-9:30
* Planning for the rest of the year is done
# Maritime Clinical Colloquial Network/Colloquia history/Nov 12: 8:00-9:30

Present:Thania, Olaf and Marietta
Agenda:
* Search and download PDF articles in Medicina Maritima - was tested and it works fine
* Caso del estudio de Obesidad en Marinos.(Dra. Thania Aguilar, Dr. Rimsky Sucre / was re-published in Slide Share and discussed
* The possible foundation of a new IMHA-Research Centre in Panama/Latin America was discussed.
These issue remain for the next colloquia
* 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
* A case of serious exanthema (irritant?) in a seafarer cleaning a dieseltank (Dra. Thania) (ppt and/or clinical case publish) Publicar articlulo /ppt ?
* Ongoing research Thania study on 100 seafarers (60 patients and 40 health examinations)publication and pptx
* Thania and Gabriel: Zotero reference program - status?
* Ishiharas test, needs for repeat the test every 2nd year? (Dra. Thania)…
* Vaccination guide (Dra. Thania)
# Teaching EFL Listening via FUN WITH ENGLISH Books/7A/New School Lesson

Lesson Plan Data (Dates relate to when lesson was administered) :
| Lesson Length (Min): | Textbook: | Chapter #: | Topic: | Number of Students: |
| 45 | FWE 7A | 1 | New School | 25+ |
If you use this lesson, please share your review here.

## Preface

This lesson is built almost entirely around the textbook chapter. I did this for some of early lessons, but soon I moved away from this using some textbook exercises and more activities that fit into the same topic.

## Lesson
### Introduction

OBJECTIVE: L4 - Orientation to text, students will be able to "identify the role/relationships of the speakers."

### Plan

* Warmup Conversation
** What did you do on Sunday? & then follow up questions.
** What do you do on the first day of school?
** Did you remember to bring your notebooks?
* Page 2 Exercises A & B
** Ask for volunteers to read the boy and girl parts.
** If no volunteers, read it myself.
** After each conversation ask the class if they are "old or new friends?" and then "why?"
** Then, have them write "old friends" and "new friends" after each conversation.
* Page 2 Exercise C
* Page 3 Exercise A
** Read it by myself.
* Page 3 Exercise B
** Read it by myself.
* Page 4 Exercise B
** Read it by myself.
* Page 5 Exercise B
** Read it by myself.
* Name Check & Seat Assignments
** Have all the students stand up.
** Go through their names, and give them seats based on their number. Check to make sure all the names/pictures are correct.
** Do this by picture and explain to them what's going on.
* Game
** Ask if they remember what game we played the week before?
** 2 Truths, 1 Lie - Class 4?
** Run For Your Friends - Class 5
** Simon Says
# Teaching EFL Listening via FUN WITH ENGLISH Books/7A/Shopping

Lesson Plan Data (Dates relate to when lesson was administered) :
| Date: | Length (Min): | Location: | Textbook: | Chapter #: | Lesson #: | Topic: | # of Students: | Document Version: |
| | 45 | English Salon | FWE 7A | 13 | 11 | Shopping in Shanghai | 25+ | |

## Lesson
### Introduction
#### Ideas

* move on to a different part of grammar
* kids wanna see family photos

### Plan
#### 1 Conversation

* Q: What do you want to learn about?
* Q: Do you have any ideas to make class better?
* QQ English Chat Hour
** Ask what times are good for them for the future.

#### Words

* 50 A&B
* 51 A
* 54 A
* 55 A
* 56 A&B

#### What's the Question Game

* Play with the teams sitting down.

## Addendum
### Changelog

Changelog :
| Version: | Date & Time: | Published @: | Document Type: | License: | Details: |
| Ver 0.12 | 15 Feb 2011 18:24 USA CT | Wikiversity | Mediawiki | CCASA | Wikignomed it to be Mediawiki friendly. Added ideas header for the notes in the introduction. Removed the "Key" from the intro b/c its not applicable for a mediawiki document. |
| 0.11 | December 10, 2009 | Unpublished | | | Crafted the lesson plan around the textbook questions. |
# Teaching EFL Listening via FUN WITH ENGLISH Books/7A/Food

Lesson Plan Data (Dates relate to when lesson was administered) :
| Date: | Length (Min): | Location: | Textbook: | Chapter #: | Lesson #: | Topic: | # of Students: | Document Version: |
| c. Late Nov 2009 | 45 | English Salon | FWE 7A | 10 & 12 | 9 | Food | 25+ | 0.32 |

## Introduction

Some parts of the lesson plan like the definitions for words of the day are local only to my classes. Also, this lesson plan is tweaked depending on the individual tendencies of any class and students.

## Before Class
### Lesson

* Get as many students as possible speaking English.
* Identify: opinion / fact and argument / conversation
* Briefly review context.
* Have long discussions about food and cooking.

### Focuses

* Listening Set Skill = 6. Listen for gist in passages and conversations.
* Listening Curriculum Statement = c) Follow discussion to identify fact/opinion.
* Speaking Set Skill = A. Awareness of context.

### Definition

* Opinion = What a person thinks.
* Fact = What a person knows.
* Context = What a person or people is/are talking about.

### Why?

* Because knowing the difference between fact and opinion is important for making decisions.

### Example

* Hold up a book. Say this book is terrible. fact or opinion? this book is great! fact or opinion? this book is [color of the book]. fact or opinion?

### Lesson Question

* Is this fact or opinion?

### Word(s) of the Day

* fry - Wordlist: Page 114
** Cook with oil.
* steam - Wordlist: Page 115
** Cook with hot air.
* boil - Wordlist: Page 113
** Cook with hot water.
*** Contrast these 3 as different ways to make dumplings.
* bake - Wordlist: Page 113
** How you make bread.
* yogurt/yoghurt - Wordlist: Page 115
** Like milk, but it's cold and hard.

### Contact Information

QQ ID 867996874
QQ Name Danoff
e-mail danoff.charles@gmail.com

### Teaching Materials

* FUN WITH ENGLISH 7A Textbook
* Lessons Notebook
* Stopwatch

### Chinese English

* If the following things are said by a student, address the whole class.
** No why.
** Give me!
** I know! I know!

### English Tips

* If a student uses the adjective interesting, try to push them to use other words, as well.
# Teaching EFL Listening via FUN WITH ENGLISH Books/7A/Lifestyles

Lesson Plan Data (Dates relate to when lesson was administered) :
| Date: | Length (Min): | Location: | Textbook: | Chapter #: | Lesson #: | Topic: | # of Students: | Document Version: |
| | 45 | English Salon | FWE 7A | 11 | 13 | Lifestyles | 25+ | .13 |

## Introduction

Please note, this plan uses materials whose copyright is controlled by others. Please read the Materials Used Whose Copyright is Owned by Others section at the bottom of this document before re-using them.
Some parts of the lesson plan like the definitions for words of the day are local only to my classes. Also, this lesson plan is tweaked depending on the individual tendencies of any class and students.

## Before Class
### Lesson Goals

* Get as many students as possible speaking English.
* Identify: opinion vs. fact & argument vs. conversation
* Review context.
* Cover natural English as it arises, like 'What's up?', correct Chinese English and so on.
* Have long discussions about birds, wetlands and what the students brought for Show & Tell.

### Focuses

* Listening Set Skill = 6. Listen for gist in passages and conversations.
* Listening Curriculum Statement = c) Follow discussion to identify fact/opinion.
* Speaking Set Skill = A. Awareness of context.

### Why?

* Because knowing the difference between fact and opinion is important for making decisions.

### Definition

* Opinion = What a person thinks.
* Fact = What a person knows.
* Context = What a person or people is/are talking about.

### Example

* Hold up a book. Say this book is terrible. fact or opinion? this book is great! fact or opinion? this book is [color of the book]. fact or opinion?

### Lesson Question

* Is this fact or opinion?

### Word(s) of the Day

* lifestyle
** the choices we make on how to live our lives

### Contact Information

QQ ID 867996874
QQ Name Danoff
e-mail danoff.charles@gmail.com

### Teaching Materials

* FUN WITH ENGLISH 7A Textbook
* Lessons Notebook
* Stopwatch

### Chinese English

* If the following things are said by a student, address the whole class.
** No why.
** Give me!
** I know! I know!

### English Tips

* If a student uses the adjective interesting, try to push them to use other words, as well.
# Teaching EFL Listening via FUN WITH ENGLISH Books/7A/Playing Sports Lesson

Lesson Plan Data :
| Date: | Lesson Length (Min): | Location: | Textbook: | Chapter #: | Lesson #: | Topic: | Number of Students: | Document Version: |
| 21 Sep 2010 | 45 | English Salon | FWE 7A | 2 | 3 | Having fun | 25+ | |

## Preface

Textbook focused lesson also addressing some administrative issues I had not resolved by lesson 3 like seating charts.

## Lesson
### Focuses

* Set Skill = "B" Text orientation and identifying context
* Curriculum Statement = "4" Orientation to text
* Specific Skill = "a" Familiarise students wit various exercises/evaluations.

### Learning Outcome

* Students will be to complete the written exercises by listening for the answers.

### Plan
#### 1 Greeting

* How are you?
* If they all say, "I'm fine thank you", go over alternative responses.
* Ask "What will you do for the national holiday?" and follow up questions.
* Ask "What will you do for the mid-autumn festival?"
* See if the students have any questions for me.

#### 2 Chapter Lead-In

* What do you do for fun?
** Write it on the board if they don't get it.
* What do your grandparents do on the weekend?

#### 3 Textbook

* 6 (maybe), 7A, 8A &9
* When finished with page 7, ask how much time we have in the period, before moving on.
* I read them all.
* Page 8A, ask "Which letter is number one?" "Which sport is *2" "Which letter is baseball?"
* Page 9, for false statements ask "what's true?"

#### 4 Seating Chart

* If this class is going to change every couple of weeks, do it just to learn their names?

#### 5 Telephone

* Use diagram on the board to explain the game.
* Only two teams, have students who are done go to the back of the room.

#### Extra Time

* Hangman
* Simon Says
# Progress and Prospects in Parkinson's Research/Therapy/Gene Therapy/RNA interference
## Controlling gene expression by RNAi

DNA is the key information carrying molecule in all living things. It contains instructions to build and keep alive biological organisms. DNA “expresses” discrete units of information (called genes) by copying them into RNA (“transcription”) and RNA forms the template on which amino acids are arranged to form proteins (“translation”). Proteins are essential as structural components of cells and carry out all of the functions within cells.
The level at which genes are expressed and the amount of protein produced is carefully controlled; e.g. initiation of transcription, amount of RNA, initiation of translation, amount of protein generated.
RNA interference (RNAi) is a mechanism the cell uses to control the amount of RNA after it has been transcribed. RNA consists of a long string of subunits corresponding to the sequence of subunits in DNA (U replaces T in RNA). For example:
A T T T C G T T A G G C C C A T DNA
U A A A G C A A U C C G G G U A RNA transcript
RNAi is induced by expression of a special class of genes in DNA called micro RNA (miRNA). These genes consist of short strings of subunits designed to bind to specific RNA transcripts:
U A A A G C A A U C C G G G U A RNA transcript
C G U U A miRNA
Once the miRNA binds to its target the cell destroys the RNA transcript, thus reducing (or “knocking down”) the amount of RNA and consequently reducing the level of protein generated by the target transcript.
The mechanism of RNAi that occurs naturally in cells can be exploited to knock down any gene you like; all you need is to get a short bit of RNA into the cell that will bind to the target transcript of choice.

## RNAi and α-synuclein

Dominant mutations in α-synuclein have been identified in Parkinson’s sufferers. This means, out of the two copies of each gene we inherit, only one mutated copy of α-synuclein is needed to cause disease. Further, in mutant individuals approximately 50% of α-synuclein RNA transcripts will be mutant and 50% will be normal.
Sibley and Wood successfully implemented an RNAi strategy in cells that selectively reduced the level of mutant α-synuclein RNA; thus making it at least possible to use RNAi as treatment for Parkinson’s.

## Using RNAi as a treatment for Parkinson’s

The major stumbling block of using RNAi to treat disease is getting the RNA to where it is needed. In neurological disease there is a problem with lack of access to the brain through the blood-brain barrier. Therefore, the RNA has to be applied directly to the area of the brain affected, which involves brain surgery.
In addition, RNAi has a limited period of effectiveness (2-3 weeks) so for chronic conditions such as Parkinson’s repeated doses would be needed.
Despite these impediments, a proof of principle experiment in primates with Parkinson’s demonstrated knock down of α-synuclein in the substantia nigra. Unless the problem of efficient and effective delivery of miRNA is solved similar treatment in humans is unlikely to become routine.
# Progress and Prospects in Parkinson's Research/Therapy/Gene Therapy

<back to parent page Therapy This is a stub page for an introduction to prospective gene therapy for Parkinson's
< Back to parent page: Gene Therapy
Subpages:
    RNA interference
# Progress and Prospects in Parkinson's Research/Symptoms/Restless Legs Syndrome

( To subpage for editing >> )

## Restless Legs Syndrome

Uncontrollable, involuntary movement of the legs and feet
The following references are relevant:-
Gao et al (2010) Restless Legs Syndrome and Erectile Dysfunction
Gao et al (2010) Restless legs syndrome and Parkinson’s disease in men
Pourcher et al (2010) Compulsive habits in restless legs syndrome patients under dopaminergic treatment
Peeraully and Tan (2012) Linking restless legs syndrome with Parkinson's disease: clinical, imaging and genetic evidence
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2802250/
# Progress and Prospects in Parkinson's Research/Therapy/Exercise/Neuroprotective effects
## Research

2004
Fisher et al
Laboratory evidence that physical exercise can have a neuroprotective effect was reported by Dr Beth Fisher and others from the University of Southern California. They studied the effect of exercise in mice. A motorized treadmill was used to give the exercise. One group of mice was given a nerve toxin MPTP (which causes damage to dopaminergic neurones and gives the mouse a Parkinsonian-like condition) and was exercised intensively for 30 days. A second group was given MPTP but no exercise. A third group was given the exercise and saline injections, but not the MPTP. A fourth group was given saline and no exercise. After 30 days each group was assessed for speed and endurance. The MPTP and exercise group almost caught up with the saline and exercise group, suggesting that exercise had indeed been neuroprotective.
2012
Tomlinson et al measured the effects of physiotherapy upon PD by carrying out an extensive review of literary sources.
They identified 33 trials with 1518 participants. Compared with no-intervention, physiotherapy significantly improved the gait outcomes of velocity, confidence interval, two- or six-minute walk test, and step length, functional mobility and balance outcomes of Timed Up & Go test, Functional Reach Test, and Berg Balance Sccale; and clinician-rated disability using the Unified Parkinson's Disease Rating Scale (UPDRS), activities of daily living, and motor. There was no difference between arms in falls or patient-rated quality of life.
   Most of the observed differences between the treatments were small. However, for some outcomes (e.g. velocity, Berg Balance Scale and UPDRS), the differences observed were at, or approaching, what are considered minimally clinical important changes. The review illustrates that a wide range of approaches are employed by physiotherapists to treat PD. However, there was no evidence of differences in treatment effect between the different types of physiotherapy interventions being used, though this was based on indirect comparisons. There is a need to develop a consensus menu of 'best-practice' physiotherapy, and to perform large well-designed randomised controlled trials to demonstrate the longer-term efficacy and cost-effectiveness of 'best practice' physiotherapy in PD.