OpenLLM-France/wikimedia huggingface dataset:
# Occupational Epidemiology/Research tools/Theoretical Program - open here/How to start and complete research projects - methodology/Structure for the Protocol (Strobe)

STROBE Statement—Checklist of items that should be included in reports of cross-sectional studies

## Title page

* Article title
* Authors
* Afiliaciones
* Contact, name, mail, afiliacion

## Abstract

100-150 palabras

##### Expected results
## Introduction Background/rationale

* Explain the scientific background and rationale for the investigation being done

## Objectives

* State the research questions, including any prespecified hypotheses

## Methods
##### Study design

* Present key elements of study design early in the paper

##### Setting

* Describe the setting, locations, and relevant dates, including periods of recruitment, exposure, follow-up, and data collection

##### Participants

* (a) Give the eligibility criteria, and the sources and methods of selection of participants

##### Variables

* Clearly define all outcomes, exposures, predictors, potential confounders, and effect modifiers. Give diagnostic criteria, if applicable

##### Data sources/ measurement

* For each variable of interest, give sources of data and details of methods of assessment (measurement). Describe comparability of assessment methods if there is more than one group

##### Bias

* Describe any efforts to address potential sources of bias

##### Study size

* Explain how the study size was arrived at
* Quantitative variables
* Explain how quantitative variables were handled in the analyses. If applicable, describe which groupings were chosen and why

##### Statistical methods

* a) Describe all statistical methods, including those used to control for confounding
* (b) Describe any methods used to examine subgroups and interactions
* (c) Explain how missing data were addressed
* (d) If applicable, describe analytical methods taking account of sampling strategy
* (e) Describe any sensitivity analyses

## Informed consent

The participants will be explained the purpose and details of the study through confirming the consent from the beginning of the questionnaire before the start. All of information from the participants will be confidential and only used for scientific purpose.

## Ethical requirements

The ethical rules for database research in Denmark and for the University of Southern Denmark are complied with. Confidentiality in handling personal information is done according to the rules set out by the Danish Data Protection Agency. There are no personal sensitive information included so approval from the Ethics Committee or written informed consent is not necessary. Data and results will be used for the public health master thesis in the University of Southern Denmark.

## Informed consent

The participants will be explained the purpose and details of the study through consent from the beginning of the questionnaire before the start. All of information from the participants will be confidential and only used for scientific purpose.

##### Chronogram

Where and when will the data be collected
# Occupational Epidemiology/Research tools/Theoretical Program - open here/Reading of scientific articles for learning epidemiology and biostatstics

* Search and download articles related to your own project
* Search phrases for example: "cross-sectional and occupational and your own interest" in Google Scholar or/and PubMed.
* Store the bibliographics and the PDF articles (or only the Abstract) in the reference program: EndNote, Zotero or Mendeley.
* Study the main characteristics of the studies and discuss any methodological problems and the possible usefulness in the prevention.
* Invite to "Journal Club" to short present and discuss of the methods, results and conclusions, useful for prevention, possible method errors
# Occupational Epidemiology/Research tools/Theoretical Program - open here/How to start and complete research projects - methodology/Data analysis

Data analysis Wiki
Data analysis Excel, Epi-info, Spss
# Occupational Epidemiology/Research tools/Theoretical Program - open here/How to start and complete research projects - methodology/Datacollection and analysis

Methods of data collection
Data collection
# Occupational Epidemiology/Research tools/Theoretical Program - open here/How to start and complete research projects - methodology/Editors Checklist for acceptance of a manuscript

Editorial checkpoints "Nutrition Research" Question 1: The subject addressed in this article is worthy of investigation 1) Strongly disagree 2) Disagree 3) Neutral 4) Agree 5) Strongly agree YES Ans: ------------
Question 2: The information presented is new 1) Strongly disagree 2) Disagree 3) Neutral 4) Agree 5) Strongly agree YES Ans: ------------
Question 3: The conclusions are supported by the data 1) Strongly disagree 2) Disagree 3) Neutral 4) Agree 5) Strongly agree YES Ans: ------------
Question 4: The manuscript is appropriate for the journal 1) Strongly disagree 2) Disagree 3) Neutral 4) Agree 5) Strongly agree YES Ans: ------------
Question 5: Organization of the manuscript is appropriate 1) Strongly disagree 2) Disagree 3) Neutral 4) Agree 5) Strongly agree YES Ans: ------------
Question 6: Figures, tables and supplementary data are appropriate 1) Strongly disagree 2) Disagree 3) Neutral 4) Agree 5) Strongly agree YES
# Project management
## Learning Project: "Project Management based on Mind Maps" Summary

* Project code: ?
* Suggested Prerequisites:
* Time investment: Please study all these lessons and report how much time it took you.
* Assessment suggestions: ?
** Wikiversity Practical Arts and Sciences Portal
** Wikiversity Project Management School
* Project Management|Project Management:
* Stream: ?
* Level: ?

## Content summary

In the lessons 0 - 100 listed below Project Management is explained by using MIND Maps, looking at it from various angles. The user (teacher or student) should pick whatever makes most sense for the particular project to get the maximum benefit. Good luck and have fun!

## Goals

This learning project offers learning activities to look at Project Management (PM) from all kind of angles. The idea is to show the highly complex and comprehensive structure of PM just as well as the all pervading nature of PM.
* Wherever one looks, whatever one does, somehow it is always a Project and the managing of it, i.e. Project Management!
Concepts to learn include: /Concepts

## Learning materials

Learning materials and learning projects are located in the main Wikiversity namespace. Simply make a link to the name of the lesson (lessons are independent pages in the main namespace) and start writing!
You should also read about the Wikiversity:Learning model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects. Cooperate with other departments that use the same learning resource.

### Lessons

* Overview
* Lesson 0: Introduction
* Lesson 1: Components I
* Lesson 2: Components II
* Lesson 3: Components III
* Lesson 4: Components IV
* Lesson 5: Magic Triangle
* Lesson 6: Phases
* Lesson 7: Project Life Cycle
* Lesson 8: Planning
* Lesson 9: Project Organization
* Lesson 10: Project Preparation
* Lesson 11: Analysis
* Lesson 12: Project Feasibility
* Lesson 13: Task-Responsibility-Competence
* Lesson 14: Project Resources
* Lesson 15: Team
* Lesson 16: Working with a Team
* Lesson 17: Multicultural Teams
* Lesson 18: Team Analysis
* Lesson 19: Leadership
* Lesson 20: Project Manager
* Lesson 21: Systemic Manager
* Lesson 22: Stakeholders
* Lesson 23: Feedback
* Lesson 24: Conflicts
* Lesson 25: Recognizing Conflicts
* Lesson 26: Understanding Conflicts
* Lesson 27: Conflict Resolution 1
* Lesson 28: Conflict Resolution 2
* Lesson 29: Risk Assessment
* Lesson 30: Statement of Work
* Lesson 31: Kick-Off-Meeting
* Lesson 32: Meetings
* Lesson 33: Documentation
* Lesson 34: Reports
* Lesson 35: Presentation
* Lesson 36: Transfer
* Lesson 37: Auditing
* Lesson 38: Project Plan
* Lesson 39: Work Packages
* Lesson 40: Quality
* Lesson 41: Creativity
* Lesson 42: Product Improvement
* Lesson 43: Goals
* Lesson 44: Work Place
* Lesson 45: Telephoning
* Lesson 46: Budgets
* Lesson 47: Communication 1
* Lesson 48: Communication 2
* Lesson 49: Coaching
* Lesson 50: Balanced Scorecard
* Lesson 51: Customers
* Lesson 52: Customers Needs
* Lesson 53: Total Productive Management TPM
* Lesson 54: Corporate Identity
* Lesson 55: Future of Project Management
# Mi'kmaq vocabulary/Colours

There is no adjectives per say in Mi'kmaq. The words in the table below are verbs meaning "He/she/it is black" (or another colour). All verbs shown are for the third person and are singular.
Note: All words in the below table are in Francis-Smith orthography (see Mi'kmaq Orthographies for more details).
| English | Mi'kmaq |
| Black | Maqtawe'k, maqtewe'k |
| Blue | Ewne'k |
| Brown | Tupkwanamu'k, jijijuwaqitewamu'k |
| Dark green | Stoqonamuksit |
| Deep blue | Musqunamu'k |
| Gold | Wisawisuliewey |
| Green | Stoqonamu'k |
| Grey | Sulieweyamu'k |
| Light blue | Musik'ewamuk' |
| Orange | Nikjawiknejewamu'k, wisawsulieweyamu'k |
| Pink | Nijinjewamu'k |
| Purple | Nisqunamu'k |
| Red | Mekwe'k |
| Yellow | Wisawe'k, wataptek |
| White | Wape'k |

## Portal

* Wikilang/Mi'kmaq Portal
# Mi'kmaq vocabulary/Body parts

This article is part of the vocabulary section of the Mi'kmaq language. It lists a sample of body part names in Mi'kmaq with their English equivalent. Since the words for body parts in Mi'kmaq change according to the person, all words in the table below are for the first person, meaning for example "my hand".
Note: All names in the below table are in Francis-Smith orthography (see Mi'kmaq Orthographies for more details).
| English | Mi'kmaq |
| Arm | Npitnokom |
| Belly button | Nili |
| Chest | Npsewikn |
| Ear | Nsituaqn |
| Elbow | Ntluskinikn |
| Eye | Npukik |
| Finger | Ntlewikn |
| Foot | Nkat |
| Knee | Njikun |
| Hand | Npitn |
| Head | Nunji |
| Mouth | Ntun |
| Neek | Njitaqn |
| Nose | Nsiskun |
| Shoulder | Ntlmaqn |
| Stomach | Nmusti |
| Testicle | Nulsu |
| Thigh | Nkajikn |
| Thumb | Ntijin |
| Toe | Npsisqunan |
# Mi'kmaq language/Orthographies

Nowadays, Mi'kmaq language is written with the Latin alphabet. However, a Mi'kmaq hieroglyph writing system, called komqwejwi'kasikl in Mi'kmaq, has been used in the past. Those hieroglyphs are partially from Native creation, making Mi'kmaq one of the few American languages to have a writing system pre-contact with the Europeans. However, those hieroglyphs were more pictographs used as visual memory aids than a real writing system.
Different orthographies exist to write in Mi'kmaq (see the table below). The most widely used is the Francis-Smith orthography, developed in 1974. It is used in Nova Scotia and it's the orthography used by the Mi'kmaq Grand Council. The Listuguj orthography is used in Quebec and is the same as the Francis-Smith except the "k" is replaced by "g". The Pacifique orthography has been developed in early 20th century by Father Pacifique, but it omits couple vowels. The Rand orthography, developed in late 19th century by Reverand Silas Tertius Rand, is not used anymore and is more complex (even more complex than the table below suggests as far as the number of vowels is concerned).
The main orthographies used to write Mi'kmaq today have an alphabet of six vowels and thirteen consonants. The vowels include five full vowels, that are represented with the International Phonetic Alphabet (IPA) by [a], [e], [i], [o], and [u] and are respectively written "a", "e", "i", "o" and "u", and one reduced vowel represented by [ə] in IPA that is called the "schwa". The schwa is written by a barred-i, ɨ, in Francis-Smith orthography and by an apostrophe in the Listuguj orthography. However, since the location of the schwa in a word can be predictable for a Mi'kmaq speaker, it is not always written. There are twelve consonants plus the "i" which also serves as a consonant that sounds like the "y" in English, in Francis-Smith and Listuguj orthographies.
Mi'kmaq orthographies :
| IPA | a | aː | e | eː | i | iː | ə | tʃ | k | l | m | n | o | oː | p | x | s | t | u | uː | w | j |
| Francis-Smith | a | a'/á | e | e'/é | i | i'/í | ɨ | j | k | l | m | n | o | o'/ó | p | q | s | t | u | u'/ú | w | y |
| Listuguj | a | a' | e | e' | i | i' | ' | j | g | l | m | n | o | o' | p | q | s | t | u | u' | w | y |
| Lexicon | a | a: | e | e: | i | i: | ɨ | j | k | l | m | n | o | o: | p | q | s | t | u | u: | w | y |
| Pacifique | a | a | e | e | i | i | | tj | g | l | m | n | ô | ô | p | | s | t | o | o | | |
| Rand | ă | a â | ĕ | ā | ĭ | e | ŭ | ch | c k | l | m | n | ŏ | o ō | b | h | s | d t | ŏŏ | oo u | w | y |

## Francis-Smith

The Francis-Smith orthography has been developed in the 1970s by Doug Smith and Bernard Francis. It is the most used orthography today, especially in Nova Scotia.
It has 5 short vowels, a, e, i, o and u, and 5 long vowels, a', e', i', o' and u'. It has 11 consonants: j, k, l, m, n, p, q, s, t, kw, qw, and i can also act as a consonant.

## Listuguj

The Listuguj (or Restigouche) orthography is mainly used in Quebec. The main difference from the Francis-Smith orthography is that the "k" letter is replaced by "g".
| Dialects | Phonology |
# Mi'kmaq language/Phonology

The Mi'kmaq language's phonology consists of 6 short vowels and 5 long vowels as well as 11 consonants. In Mi'kmaq, each letter represents a sound.
The tables below show the Mi'kmaq characters in Francis-Smith and Listuguj orthographies (see Chapter 3 for more details) and their pronunciation using the symbols from the International Phonetic Alphabet (IPA).

## Vowels

| Francis-Smith | Listuguj | IPA |
| a | a | ɑ |
| a' | a' | ɑː |
| e | e | e |
| e' | e' | eː |
| i | i | i |
| i' | i' | iː |
| ɨ | ' | ə |
| o | o | o |
| o' | o' | oː |
| u | u | u |
| u' | u' | uː |

## Diphthongs

| Francis-Smith | Listuguj | IPA |
| aw | aw | au |
| ay | ay | aj |
| ew | ew | eu |
| ey | ey | ej |
| iw | iw | iu |

## Consonants

| Francis-Smith | Listuguj | IPA |
| j | j | tʃ or dʒ |
| k | g | k or g |
| kw | gw | kw or kʷ |
| l | l | l |
| m | m | m |
| n | n | n |
| p | p | p or b |
| q | q | x or ɣ |
| qw | qw | xw or xʷ |
| s | s | s or z |
| t | t | t or d |
| w | w | w |
| y | y | j |
When consonants are doubled, they must be pronounced with double length, as if there were a word break between the two consonants. Also note that in Mi'kmaq, the consonants l, m and n can also form syllabic peaks like vowels. As such, words don't need to have a vowel, as it is the case with "kmtm" (or "gmtm" depending on the orthography) meaning "mountain" for example.

## External resources

* Mi'gmaq Voiced Pronunciation Guide
| Orthographies | Grammar |
# Mi'kmaq vocabulary/Currency

This article is part of the vocabulary section of the Mi'kmaq language. Since the vast majority of Mi'kmaq speakers are in Canada, this page lists the Mi'kmaq words for the different denominations for Canadian money.
Note: All names in the below table are in Francis-Smith orthography (see Mi'kmaq orthographies for more details).
| Value | Mi'kmaq word |
| 1¢ | Smalkiewey |
| 5¢ | Kopitewey |
| 10¢ | Salpo'lkewey |
| 25¢ | Kaltie |
| 1$ | Newtayik |
| 2$ | Tapuayikl |
| 5$ | Nanayikl |
| 10$ | Metla'sayikl |
| 20$ | Tapuiskekayikl |
| 50$ | Naniskekayikl |
| 100$ | Kaskimtlnaqnayikl |

## Portal

* Wikilang/Mi'kmaq Portal
# Preschool Language and Skills/6

| Elementary Curriculum and Training » Preschool Language and Skills | Edit template |
Guide | 1 | 2 | 3 | 4 | 5 | 6 |
    Created: 2011 12 11 | Percent completed:

## Autism Early Learner Assessment

It is essential to know where the student stands where current skills are concerned. This will influence the starting point and future skills to be taught via an Individual Family Services Plan (IFSP) or Individual Education Plan (IEP) within the Early Intervention or Special Education system (respectively).
This assessments that can be completed by any parent or teacher. Although lengthy, it is important to know where the student currently stands in order to know where to go.
The full assessment can take 20 minutes to several hours depending on the skill level of the student.
This assessment is designed to help create teaching objectives or IFSP/IEP goals.
[NOTE: this is just a stub and development will begin shortly]
# Preschool Language and Skills/2

| Elementary Curriculum and Training » Preschool Language and Skills | Edit template |
Guide | 1 | 2 | 3 | 4 | 5 | 6 |
    Created: 2011 02 28 | Percent completed:

## Reinforcer
### Definition

Positive reinforcement, by definition, is an item or activity that when presented after a behavior increases the the behavior in the future. Simply, the item or activity is only a reinforcer if it increases an identified behavior.

## Guidelines for use of reinforcers

* Sanitize the environment
** Limit the availability and visibility of reinforcers, toys, and items. Put them up, onto a shelf in boxes that are labeled or in a locked room.
** Every time a fun item appears, it is because you made it available, thereby making you more valuable.
* Approach the student with something fun
** Approach the student with a reinforcer in an outstretched hand.
** Make it obvious that you are approaching with something fun.
* Pair your voice and the environment with reinforcement
** While pairing with the student’s reinforcers, say the student’s name and use short phrases to describe what you are doing.
* Make sure that what you are offering is more desirable then their current situation
** Do not interrupt the student’s fun to do something less reinforcing.
* Make activities more fun
** When a student is playing with a toy or engaged in a fun activity, do things that make it more enjoyable.
* Become a conditioned reinforcer
** A conditioned reinforcer is a type of reinforcer that obtains its value by having been paired with other reinforcers.
** Students with autism who have many conditioned reinforcers will learn important skills more easily.
** The goal of pairing is for the student to like to be with the staff and to approach him or her without hesitation.
** The student should be looking for ways to be with you; not escape from you.
** Be sure this happens BEFORE you place instructional demands (ex. identifying body parts, calendar, imitation, etc.).
** Only routine instructions should be given. For example, being asked to sit for lunch as part of the daily routine.

### Goals

* Have at least 10 reinforcer items/activities. If you don't, shorten teaching time and build up reinforcers.
* Parent/therapist as reinforcer (does child come to you willingly)
* Will take a food reinforcer from a table and eat it.
* Will take a food reinforcer from hand and eat it. If not, start with popping food reinforcer into mouth at first.
* Will take a toy reinforcer and play with it safely (appropriately or inappropriately)
* No free access to reinforcer. If the student has free access, he/she might satiate on the item and then you will no longer be able to use the reinforcer as a teaching tool.
Remember: you want the student to run TO you, not AWAY from you.
# Preschool Language and Skills/3

| Elementary Curriculum and Training » Preschool Language and Skills | Edit template |
Guide | 1 | 2 | 3 | 4 | 5 | 6 |
    Created: 2011 03 07 | Percent completed:

## Pairing

Pairing is a simple term to describe making something non preferred (such as a person, puzzle, flashcard, table and chair) into something that is preferred or reinforcing. You do this in a variety of steps. Pairing allows the expansion of interests and reinforcer list. It is important to understand how to pair and how to include pairing in each moment of teaching. When starting therapy, all therapists, teachers, and especially parents should use these techniques to pair themselves with reinforcers. The setting (#1) must be in place first in order to start the pairing process (#2). The pairing process can take days to many months, depending on previous teaching environments.
* Setting
** Area (perferably whole house) is sanitized so that child does not have access to toys and activities without adult help
** Materials needed are organized and ready
** Variety of reinforcers are available
* Pairing Process
** Good to pick pairing activities that require a person for it to be fun
** Gradually fade in proximity, eye contact, voice, touch, etc.
** Entice student by creating fun activity
** Join student during reinforcing activities
** Deliver item without arbitrary demands
** Deliver item while saying item’s name
** Ensure there are no competing reinforcers
** Does not chase/corner/force student
** Offers a variety of reinforcers
** Avoid satiation (making the child full or tired of a toy)
** Attempt to make ongoing activity more fun (change it up)
** Do not interrupt reinforcing activities
** Do not take away reinforcers
** Do not use escape as a reinforcer
** Reinforce all appropriate interactions
* Fading in Demands
** First demand is requiring student to mand
** Prompt student, if necessary, to keep response effort low
** Demands are presented while student is still motivated
** Student’s response is immediately followed with reinforcement
** Number of demands is gradually increased
** Difficulty of demands is gradually increased
* Morphing to ITT (generally table work, Intensive Teaching)
** Placing unrelated demands while playing
** Pair chair and/or table with reinforcement
** Place demand to sit at table
** Require student to mand at table
** Fade in the number of instructional demands
** Fade in the difficulty of instructional demands
* Behaviors
** Only reinforce appropriate behaviors
** Use extinction procedures appropriately
** Use differential reinforcement
# Prescisive abstraction

Prescisive abstraction or prescision, variously spelled as precisive abstraction or prescission, is a formal operation that marks, selects, or singles out one feature of a concrete experience to the disregard of others.
The above definition is adapted from the one given by Charles Sanders Peirce (CP 4.235, “The Simplest Mathematics” (1902), in Collected Papers, CP 4.227–393).
# President of the United States/Abraham Lincoln

Abraham Lincoln came from humble beginnings. He was born in a log cabin in Kentucky in 1809 and was self-educated. Despite not receiving any formal educational degrees, he became a lawyer in Illinois. He was elected to the House of Representatives for one term, serving from 1847-49. He ran for senate against his rival Stephen Douglas. Despite losing the election, his grueling debates with Douglas helped him attain a masterful reputation.

## See Also

* Assassination of Abraham Lincoln
* Funeral and Burial of Abraham Lincoln
# Physics for beginners/11-the elusive ether

Fizeau used interferometry to calculate the difference between the speed of light in stationary and moving water. Interferometry is not easy to explain, and would make for a good student term-paper that could be published on some wiki:
* Wikipedia:Interferometry is long, tedious, and will be incomprehensible to most readers.
* Wikipedia:Simple:Interferometry is essentially a blank page for us to develop.
* Wikibooks:Waves/Interferometers isn't bad and worth looking at if you plan to write something different on the same topic.
* On Wikiversity we have Physics/Fringes, Physics_equations/Oscillations,_waves,_and_interference#Beats_and_group_velocity.

#### Announcements

Each subpage is devoted to a chapter of Matthew Raspanti's original work. Click the image of the pdf file shown to the right to read the chapter.
* To read other works by this author visit http://www.thenatureofthings.info/index.html

## CONTENTS

* Click for link to Physics for beginners as a single pdf file
# Physics for beginners/15-the quantum leap

This lithograph was published in 1870 in an effort to describe and understand the spectra produced by stars.

#### Announcements

Each subpage is devoted to a chapter of Matthew Raspanti's original work. Click the image of the pdf file shown to the right to read the chapter.
* To read other works by this author visit http://www.thenatureofthings.info/index.html

## CONTENTS

* Click for link to Physics for beginners as a single pdf file