OpenLLM-France/wikimedia huggingface dataset:
# Lightboard

A lightboard can be used in the context of a flipped classroom situation and the asynchronous teaching/learning material is then discussed via a video conferencing. The use of lightboards allow that teachers face the learners in a recorded video while writing instead of looking towards a blackboard.

### Smart-Lightboard™

Smart-Lightboard™ is a relatively new design (2024) and uses a unique technology providing a digital ‘layer’ over the glass board allowing the user to write digitally, display and interact with images, while maintaining direct eye contact with the camera and audience. Learn more about the differences between traditional Lightboard and Smart-Lightboard™

## Structure of a lightboard

The lightboard is a horizontal pane of glass, whereby the teacher is recorded through the pane and the teacher writes on one side. The lightboard fulfils the following fundamental properties:
* when the light is switched on, the writing on the lightboard is visible,
* when the light is switched off, the writing on the lightboard is no longer visible,
* the image of the teacher is mirrored (e.g. with the Open Source Software OBS-Studio). The mirroring of the video image is necessary because the lightboard is recorded from the rear and writing by the teacher would be recorded mirror-inverted for the learners. Due to the fact that the recording from mirror by the Screencasting software.

## Building a lightboard

* How to Make a Lightboard for Shooting Videos - Youtube (2016) Jon Bergmann - english
# OmegaWiki

OmegaWiki is a collaborative project to produce a free, multilingual resource in every language, with lexicological, terminological and thesaurus information. OmegaWiki is also the first implementation of the Wikidata technology. Wikidata brings relational data to MediaWiki.

## Learning projects

OmegaWiki has significance for several current and planned Wikiversity learning projects and content development groups:
* Translation, Wikiversity translations
* Computational linguistics
* Databases (SQL, relational, etc.)
* MediaWiki (MediaWiki Project)

## Scope and premise

This learning project's primary goal is to assemble a development group focused upon the furthering of OmegaWiki's progress in terms of:
* Understanding the design goals
* Documenting the progress in an ongoing manner
* Assisting the current development community in useful ways
* Identifying and cataloging educational applications for the finished lexicon
* Furthing the underlying mission of relational data within the MediaWiki sphere
* ...other consensual goals...
Wikiversity resources that can be built from OmegaWiki works:
* A comprehensive multilingual relational model of sets of words and meanings
* A corpus that embodies cultural and Humanitarian exchange within a linguistic frame
* A set of files for use in machine and computer-assisted translation (and transliteration)
* A backbone for enhancing educational communications via a planet-wide development consortium
* ...other resources...

## Methods

A special taskforce (department) is forming as a content development group under a general topic: Computational linguistics. This group will examine the current OmegaWiki data model with the intent of answering fundemental questions:
* How far along is the developmnet toward its original goals.
* What features were a) planned from the start; b) added during the current development; c) over-ruled for what reason; d) add something...
* What are the major components and how do they interact?
* ...many other questions...
The Computer Science and software engineering aspects of OmegaWiki, its predessors and future forks will be succesivily examined by the taskforce here at Wikiversity and at the OmegaWiki.org site. Statistical data of the omegawiki development process will be studied from technical, economic and socio-cultural angles by various wikiversity schools and departments. This learning project might be a central way to coordinate such efforts throughout wikiversity with the main OmegaWiki Project. ...see Category:Workspaces

## Collaborations

Wikiversity:Browse *

## Participation

This project is expected to have a very low level of participation for some time.
This wiki resource is a "stub". Learn how you can help Wikiversity to develop it.
Welcome to the OmegaWiki chat channel .. OmegaWiki now has statistics per collection. OmegaWiki now includes part of the ISO-CD-639-6| data..
# Theological Academy: Meditation While Eating

A competent practitioner uses every moment of his life for practice. Eating is no exception. Here is one of the options for meditating on this process.
    AUM! Oh my Gad! From the beginningless past until now in this life I have committed many evil deeds. These are killing living beings, stealing, adultery, and finally insatiable greed captured by the five senses. In order to destroy this karma and give rise to a good root in this life for gaining great awakening, I make the utmost donation, so please accept it. With this donation I perform an act opposite to the defilements of the soul. I ask you, through this merit of mine, to destroy my karma.
    AUM! Oh my Gad! From the beginningless past until now in this life I have committed many evil deeds. These are killing living beings, stealing, adultery, and finally insatiable greed captured by the five senses. In order to destroy this karma and give rise to a good root in this life for gaining great awakening, I make the utmost donation, so please accept it. With this donation I perform an act opposite to the defilements of the soul. I ask you, through this merit of mine, to destroy my karma.
# Theological Academy: Meditation

Meditation – an intentionally altered state of consciousness.
The main function of meditation is self-change.
The body position for meditation can be different. The most commonly used for meditation is the lotus position. During meditation, the maximum number of muscles should be relaxed.

### Stages

Three stages can be distinguished from the process of meditation.

#### Meditation of formation

Meditation of formation (installation, establishment, origin). Meditation of increased concentration. Enhanced work of consciousness. Visualization. As a special case, this can be multiple repetitions of the same text, mantra.
The stage of meditation of origin can be performed as a separate independent practice.

#### Preservation Meditation

Meditation when consciousness only controls its work. Awareness of the mind and other actions or states. Light concentration. Light focus. Contemplation. Observation. Vipassana.
The preservation meditation stage can be performed as a separate independent practice.

#### Completion Meditation

In the completion meditation, only one setting is given for consciousness: "no settings".
As a rule, the completion meditation is performed after the meditation of becoming or the meditation of preservation, however, the completion meditation can also be performed after other exercises, classes or actions, or as a separate independent practice.
# Complex Analysis/Learning Resources
## Learning Resources in Complex Aalysis

* Sheet 1
* Sheet 2
** Solution to Exercise 3
** Solution to Exercise 4
* Sheet 3
* Sheet 4
* Sheet 5
* Paper 1
# Complex Analysis/Exercises
## Exercises in Complex Aalysis

* Sheet 1
* Sheet 2
** Solution to Exercise 3
** Solution to Exercise 4
* Sheet 3
* Sheet 4
* Sheet 5
* Paper 1
# Complex Analysis/Exercises/Sheet 1
## Exercise in Complex Analysis
#### Task (Calculations, 5 Points)

Calculate the following complex numbers:
* $(1+4i)\cdot (3+5i)$
* ${\frac {1+4i}{3+5i}}$
* $i^{2018}$
* $(1+i)^{8}$
* $(1+i)^{2018}$

#### Task ("Writing", 5 Points)

In the lecture, it was discussed that $\mathbf {C}$ is a field. Prove the following arithmetic properties for complex numbers:
* Associativity of multiplication: $\forall z,v,w\in \mathbf {C} :(z\cdot v)\cdot w=z\cdot (v\cdot w)$
* Distributivity of multiplication over addition: $\forall z,v,w\in \mathbf {C} :(z+v)\cdot w=z\cdot w+v\cdot w$

#### Task (Equations, 5 Points)

Find all $z\in \mathbf {C}$ that satisfy the following equations:
* $(3+i)z+(3+4i)=4+5i$
* $(2+i)z^{2}-5iz+i=3$
* $z^{4}=-1$

#### Task (Differentiation, 5 Points)

Check whether the following functions $\mathbf {C} \to \mathbf {C}$ are differentiable. If they are, provide their derivative.
* $f\colon \mathbf {C} \to \mathbf {C} ,z\mapsto z^{2}+2$
* $g\colon \mathbf {C} \to \mathbf {C} ,z\mapsto \left|z\right|^{2}$

### Translation and Version Control

This page was translated based on the following Wikiversity source page and uses the concept of Translation and Version Control for a transparent language fork in a Wikiversity:
* Source: Kurs:Funktionentheorie/Übungen/1. Zettel - URL:
https://de.wikiversity.org/wiki/Kurs:Funktionentheorie/Übungen/1._Zettel
* Date: 01/14/2024
# Boolf prop/3-ary/banner

Number of blocks: 20 Integer partition: 16⋅10 + 4⋅24
| # | banner | block |
| 10 | 0 | [0, 6, 18, 20, 40, 60, 72, 90, 96, 102] |
| 10 | 1 | [1, 7, 19, 21, 41, 61, 73, 91, 97, 103] |
| 10 | 2 | [2, 4, 16, 22, 42, 62, 76, 94, 112, 118] |
| 10 | 3 | [3, 5, 17, 23, 43, 63, 77, 95, 113, 119] |
| 10 | 4 | [8, 14, 32, 50, 64, 84, 104, 110, 122, 124] |
| 10 | 5 | [9, 15, 33, 51, 65, 85, 105, 111, 123, 125] |
| 24 | bannerless (quadrant 0) | [10, 12, 26, 28, 34, 38, 44, 46, 48, 52, 56, 58, 68, 70, 74, 78, 80, 82, 88, 92, 98, 100, 114, 116] |
| 24 | bannerless (quadrant 1) | [11, 13, 27, 29, 35, 39, 45, 47, 49, 53, 57, 59, 69, 71, 75, 79, 81, 83, 89, 93, 99, 101, 115, 117] |
| 10 | 6 | [24, 30, 36, 54, 66, 86, 106, 108, 120, 126] |
| 10 | 7 | [25, 31, 37, 55, 67, 87, 107, 109, 121, 127] |
| 10 | 8 | [128, 134, 146, 148, 168, 188, 200, 218, 224, 230] |
| 10 | 9 | [129, 135, 147, 149, 169, 189, 201, 219, 225, 231] |
| 10 | 10 | [130, 132, 144, 150, 170, 190, 204, 222, 240, 246] |
| 10 | 11 | [131, 133, 145, 151, 171, 191, 205, 223, 241, 247] |
| 10 | 12 | [136, 142, 160, 178, 192, 212, 232, 238, 250, 252] |
| 10 | 13 | [137, 143, 161, 179, 193, 213, 233, 239, 251, 253] |
| 24 | bannerless (quadrant 2) | [138, 140, 154, 156, 162, 166, 172, 174, 176, 180, 184, 186, 196, 198, 202, 206, 208, 210, 216, 220, 226, 228, 242, 244] |
| 24 | bannerless (quadrant 3) | [139, 141, 155, 157, 163, 167, 173, 175, 177, 181, 185, 187, 197, 199, 203, 207, 209, 211, 217, 221, 227, 229, 243, 245] |
| 10 | 14 | [152, 158, 164, 182, 194, 214, 234, 236, 248, 254] |
| 10 | 15 | [153, 159, 165, 183, 195, 215, 235, 237, 249, 255] |
# Boolf prop/3-ary/super great banner

Number of blocks: 3 Integer partition: 2⋅80 + 1⋅96
| # | super great banner |
| 80 | 0 |
| 80 | 2 |
| 96 | bannerless |
# Boolf prop/3-ary/great banner

Number of blocks: 5 Integer partition: 4⋅40 + 1⋅96
| # | great banner | block |
| 40 | 0 | [0, 1, 6, 7, 18, 19, 20, 21, 40, 41, 60, 61, 72, 73, 90, 91, 96, 97, 102, 103, 128, 129, 134, 135, 146, 147, 148, 149, 168, 169, 188, 189, 200, 201, 218, 219, 224, 225, 230, 231] |
| 40 | 2 | [2, 3, 4, 5, 16, 17, 22, 23, 42, 43, 62, 63, 76, 77, 94, 95, 112, 113, 118, 119, 130, 131, 132, 133, 144, 145, 150, 151, 170, 171, 190, 191, 204, 205, 222, 223, 240, 241, 246, 247] |
| 40 | 4 | [8, 9, 14, 15, 32, 33, 50, 51, 64, 65, 84, 85, 104, 105, 110, 111, 122, 123, 124, 125, 136, 137, 142, 143, 160, 161, 178, 179, 192, 193, 212, 213, 232, 233, 238, 239, 250, 251, 252, 253] |
| 96 | bannerless | [10, 11, 12, 13, 26, 27, 28, 29, 34, 35, 38, 39, 44, 45, 46, 47, 48, 49, 52, 53, 56, 57, 58, 59, 68, 69, 70, 71, 74, 75, 78, 79, 80, 81, 82, 83, 88, 89, 92, 93, 98, 99, 100, 101, 114, 115, 116, 117, 138, 139, 140, 141, 154, 155, 156, 157, 162, 163, 166, 167, 172, 173, 174, 175, 176, 177, 180, 181, 184, 185, 186, 187, 196, 197, 198, 199, 202, 203, 206, 207, 208, 209, 210, 211, 216, 217, 220, 221, 226, 227, 228, 229, 242, 243, 244, 245] |
| 40 | 6 | [24, 25, 30, 31, 36, 37, 54, 55, 66, 67, 86, 87, 106, 107, 108, 109, 120, 121, 126, 127, 152, 153, 158, 159, 164, 165, 182, 183, 194, 195, 214, 215, 234, 235, 236, 237, 248, 249, 254, 255] |
# Filmmaking Basics/Introduction

* Introduction to narrative filmmaking (pre-production)
* Preparing to begin filming
* This is the first course for people who want to learn narrative filmmaking. Narrative filmmaking is dramas with actors and a script and it is filmed with a single .
* Begin now!
* Click here to begin.
* Note: There are two other filmmaking courses which you should take at the same time. These are film scoring and film editing.
* Current student List
* Current Students (New feature as of May 28, 2008)
* River.hendrix -- River is from Stockholm,Sweden
* rastatek
* Digital Dave 80 (Digitaldave80)
* Rick van Veldhuizen (Rick14) -- Rick is from the Netherlands.
* -Benjamin- (Justin Kontz)
* Josh Lobel is a student at Vancouver Film School
* ShaneBon
* Zendi
* Flowdark
* ViVi from Russia
* Jill Hater from Iowa
* Becca
* Ironcode - Switzerland
* kmgreen17 - Lansing
* ailina-california
* Mauveract- I am from Hungary and still being a fresher in filmmaking
* SioneholoF- I am from Niue Pacific Ocean very new to filmmaking
* jjb
* Kioma Winterwolf - An Australian nerd just learning about film-making.
* bharath.kishore.a -- From Hyderabad, India
* Mohashie - From Kerala, India , Mad about films !
* Greenn - Denver
* casperrr
* littlehaze416 - Virginia
* Dipaolatommaso
* Vdo-ed
* Brianandries - From Illinois currently deployed in Iraq. US Army.
* Tokoko
* Cybernetics - From Quebec, Canada
* To upload student assignments, read Film school - Submitting student assignments - Basic filmmaking course
# Complex Analysis/Exercises/Sheet 2
## Exercise on Complex Analysis
#### Task (Differentiability, 5 Points)

Examine the following functions on $\mathbf {C}$ for partial and complex differentiability! Specify the points where differentiability exists.
* $f_{1}\colon \mathbf {C} \to \mathbf {C}$, $z\mapsto z^{2}$
* $f_{2}\colon \mathbf {C} \to \mathbf {C}$, $z\mapsto z{\bar {z}}$
* $f_{3}\colon \mathbf {C} \to \mathbf {C}$, $z\mapsto \mathop {\mathrm {Re} } z$
* $f_{4}\colon \mathbf {C} \to \mathbf {C}$, $z\mapsto {\begin{cases}0&z=0\ {\frac {|z|^{2}}{z^{2}+{\bar {z}}^{2}}}&z\neq 0\end{cases}}$

#### Task (Wirtinger, 5 Points)

Determine the partial derivatives with respect to $z$ and ${\bar {z}}$ for the functions from the first task at the points where they exist.

#### Task (Working with Polynomials, 5 Points)

Solution to Exercise 3 We consider a polynomial $p\colon \mathbf {C} \to \mathbf {C}$, given by
$p(z)=\sum _{0\leq \kappa \leq k \atop 0\leq \lambda \leq \ell }a_{\kappa \lambda }x^{\kappa }y^{\lambda }$
with $x=\mathop {\rm {Re}} z$ and $y=\mathop {\rm {Im}} z$. Show that $p$ can also be expressed as a polynomial in $z$ and ${\bar {z}}$ by specifying the coefficients in
$p(z)=\sum _{0\leq \mu \leq m \atop 0\leq \nu \leq n}b_{\mu \nu }z^{\mu }{\bar {z}}^{\nu }$

#### Task (Chain Rule, 5 Points)

Solution to Exercise 4 Let $f,g\colon \mathbf {C} \to \mathbf {C}$ be continuously differentiable. Prove that
${\frac {\partial }{\partial z}}(f\circ g)={\frac {\partial f}{\partial z}}\circ g\cdot {\frac {\partial g}{\partial z}}+{\frac {\partial f}{\partial {\bar {z}}}}\circ g\cdot {\frac {\partial {\bar {g}}}{\partial z}}$
and
${\frac {\partial }{\partial {\bar {z}}}}(f\circ g)={\frac {\partial f}{\partial z}}\circ g\cdot {\frac {\partial g}{\partial {\bar {z}}}}+{\frac {\partial f}{\partial {\bar {z}}}}\circ g\cdot {\frac {\partial {\bar {g}}}{\partial {\bar {z}}}}$
hold.

### Translation and Version Control

This page was translated based on the following Wikiversity source page and uses the concept of Translation and Version Control for a transparent language fork in a Wikiversity:
* Source: Kurs:Funktionentheorie/Übungen/2. Zettel - URL:
https://de.wikiversity.org/wiki/Kurs:Funktionentheorie/Übungen/2._Zettel
* Date: 01/14/2024
# Complex Analysis/Exercises/Sheet 3
## Exercise on Complex Analysis
#### Task (Integrals, 5 Points)

Let$\gamma \colon [0,1]\to \mathbf {C}$,$t\mapsto \exp(2\pi it)$ ,be the standard parametrization of the unit circle. Determine for $n\in \mathbf {Z}$ the Integral
$\int _{\gamma }z^{n}\,dz$

#### Task (Quadratic Path, 5 Points)

Let $\gamma \colon [0,4]\to \mathbf {C}$ be parametrized by
$t\mapsto {\begin{cases}-(1+i)+2t&t\in [0,1]\\1-i+2i(t-1)&t\in [1,2]\\1+i-2(t-2)&t\in [2,3]\\-1+i-2i(t-3)&t\in [3,4]\end{cases}}$
given parameterization of the unit square.Calculate
$\int _{\gamma }z^{-1}\,dz$

#### Task (Estimation, 5 Points)

Let $f\colon [a,b]\to \mathbf {C}$ be integrable. Show that
$\left|\int _{a}^{b}\mathop {\rm {Re}} f(t)\,dt\right|\leq \left|\int _{a}^{b}f(t)\,dt\right|.$

#### Task (Inverse, 5 Points)

Let $\gamma \colon [a,b]\to \mathbf {C}$ be an integration path and $f\colon \mathbf {C} \to \mathbf {C}$ be continuous. Define $\gamma ^{-}\colon [a,b]\to \mathbf {C}$ durch $\gamma ^{-}(t):=\gamma (a+b-t)$. Man zeige
$\int _{\gamma ^{-}}f(z)\,dz=-\int _{\gamma }f(z)\,dz$

### Translation and Version Control

This page was translated based on the following Wikiversity source page and uses the concept of Translation and Version Control for a transparent language fork in a Wikiversity:
* Source: Kurs:Funktionentheorie/Übungen/3._Zettel - URL:
https://de.wikiversity.org/wiki/Kurs:Funktionentheorie/Übungen/3._Zettel
* Date: 01/14/2024
# Complex Analysis/Exercises/Sheet 4
## Exercise on Complex Analysis
#### Problem (Integrals, 5 points)

Let $\gamma \colon [0,1]\to \mathbf {C}$, $t\mapsto \exp(2\pi it)$ denote the standard parametrization of the unit circle. Determine the integral
$\int _{\gamma }{\frac {1}{z+{\frac {1}{2}}}}\,dz$
Hint: Use the geometric series to express ${\frac {1}{z+{\frac {1}{2}}}}$ in the form $\sum _{n}a_{n}z^{-n}$. Then integrate term by term, using the first problem from the previous exercise sheet.

#### Problem (Antiderivatives, 5 points)

Prove that there is no function $f\colon \mathbf {C} \to \mathbf {C}$ such that $f'=\mathop {\rm {Re}}$.

#### Problem (More Integrals, 5 points)

Let $R>1$, and let $\gamma _{R}$ denote the semicircle consisting of $[-R,R]$, followed by $t\mapsto R\exp(it),t\in [0,\pi ]$. Determine
$\int _{\gamma _{R}}{\frac {1}{1+z^{2}}}\,dz$

#### Problem (Length, 5 points)

Determine the length of the unit circle, $\gamma \colon [0,1]\to \mathbf {C}$, $t\mapsto \exp(2\pi it)$.

### Translation and Version Control

This page was translated based on the following Wikiversity source page and uses the concept of Translation and Version Control for a transparent language fork in a Wikiversity:
* Source: Kurs:Funktionentheorie/Übungen/4._Zettel - URL:
https://de.wikiversity.org/wiki/Kurs:Funktionentheorie/Übungen/4._Zettel
* Date: 01/14/2024
# Complex Analysis/Quiz
## Introduction

In Wikiversity, you can create a quiz to test your understanding of the learning content. The options for creating a quiz to check your knowledge are explained on the Wikiversity help page "Quiz".

## See Also

* Partial fraction decomposition
* Complex Analysis
* Holomorphy Criteria
* Wikiversity help page "Quiz"

### Translation and Version Control

This page was translated based on the following Wikiversity source page and uses the concept of Translation and Version Control for a transparent language fork in a Wikiversity:
* Source: Kurs:Funktionentheorie/Quiz - URL:
https://de.wikiversity.org/wiki/Kurs:Funktionentheorie/Quiz
* Date: 01/14/2024
# Cubism

Cubism has been defined in different ways by artists, critics and historians. Some have written about cubism as a form of plastic geometry.

## Apollinaire's definitions

At Section d'Or in 1912, Guillaume Apollinaire gave a lecture outlining 4 types of Cubism :

### Scientific Cubism

Including Picasso and Braque

### Physical Cubism

Le Fauconnier - who didn't break fully with traditional perspective

### Orphic

Duchamp, Picabia, Delaunay

### Instinctive

those jumping on the bandwagon!

## Historification
### Analytic v Synthetic
#### Analytic Cubism

Coined by Juan Gris a posteriori . Goes from 1910 to 1912 in France. Main practiced by Braque
* Use of Trompe-l'œil
* Refusal of perspective
* Multi-angled (dimension of time)
* Use of collage
* monochromatic colours.

#### Synthetic Cubism

* fewer and simpler forms based to a lesser extent on natural objects.
* Brighter colors
* more decorative effect,
* more use of collage and other two-dimensional materials.
until around 1919, when the Surrealist movement gained popularity.

### Early/High/Late

English art historian Douglas Cooper describes three phases of Cubism in his book, The Cubist Epoch.

#### Early Cubism

1906 to 1908 - developed in the studios of Picasso and Braque;

#### High Cubism

1909 to 1914 during which time Juan Gris emerged as an important exponent (after 1911)

#### Late Cubism

from 1914 to 1921, as the last phase of Cubism as a radical avant-garde movement. Douglas Cooper's restrictive use of these terms to distinguish the work of Braque, Picasso, Gris (from 1911) and Léger (to a lesser extent).
The assertion that the Cubist depiction of space, mass, time, and volume supports (rather than contradicts) the flatness of the canvas was made by Daniel-Henry Kahnweiler as early as 1920,[15] but it was subject to criticism in the 1950s and 1960s, especially by Clement Greenberg.[16] <wikipedia>
see w:Cubism
# Sylheti language/Greetings and basic polite expressions

[These brackets are for different pronunciations towards older people for respect]
| To say | Say |
| Greeting people | (assalamu alaikum) - used by Muslims, means peace be upon you. (nomoshkar) - used by Hindus |
| Are you good? | Bhala aso ni? |
| I am good/well | tik asi [asoin] |
| Congratulations | Mubarak |
| Blessed Wedding | Shaadi Mubarak |
| Goodbye | Allah hafiz |
| Good/Blessed morning | Biantubala Mubarak |
| Good/Blessed afternoon | Madan bala mubarak |
| Good/Blessed Evening | Hainja mubarak |
| Good/Blessed Night | Rait mubarak |
| See you again | Abar dekha oibo |
| Excuse me | Maaf karba |
| Forgive me | Maaf khor [khoro] |
| Thank you | Dhoinnobad |
| Thanks a lot | Shukriya |
| Please | Doya khori |
| Nice to meet you. | Afnar loge forisito oiya khushi oilam |
| I am good | Ami Bhala asi |
| Yes | [gee (pronounced like the letter g)] oy |
| No | [gee] naa |
| I don't understand [what you are saying] | (Afne kita khoisoin) ami buztam farsi na |
| Repeat please | Abar khoin(khoro)/ Arokhbar khoin(khoro) |
| Speak [a bit] slowly please | (Thura) aste kho [khoin] |
| I can't speak Sylheti | Ami Sylheti mattam fari na |
| I can't speak Sylheti very well | Ami bhala kori Sylheti mattam fari na |
| Do you speak English? | Afne Inglish matta faroin ni? |
What’s your name? Tumar nam kita?
# Systemic Practice in Family Therapy: Concepts and Issues

This subject is a post graduate and professional level of study, aimed at broaden and deepening your knowledge of family therapy and relevant related theoretical concepts, in order to improve your assessment and skills, and then subsequently your planning for intervention. We will look at the neurophysiology of human development and stress, attachment theory, transgenerational concepts, safety and risk issues, diversity issues and ethics. The subject is divided into 3 modules, with each module containing an assignment. You can take the modules separately, but ideally they should be done in the order in which they are presented here, as each builds upon the previous one. All of the modules can be studied on-line with a mixture of prerecorded lectures, on-line forums and/or webinars, provided readings, and case studies, available to aid your completion of the assignments.

## Modules

* Neurophysiology and the management of human relationships
* Including diversity issues and ethics in family therapy
* Assessing how we should proceed with a family
# Boolf prop/3-ary/village size

Number of blocks: 3 Integer partition: 1⋅32 + 1⋅96 + 1⋅128
| # | village size | block |
| 32 | 1 | [0, 15, 17, 30, 34, 45, 51, 60, 68, 75, 85, 90, 102, 105, 119, 120, 135, 136, 150, 153, 165, 170, 180, 187, 195, 204, 210, 221, 225, 238, 240, 255] |
| 128 | 4 | |
| 96 | 2 | |