OpenLLM-France/wikimedia huggingface dataset:
# Globewide Network Academy

The Globewide Network Academy is a 501(c)3 Texas non-profit which runs a website http://www.gnacademy.org/.
I'd like to move as much of the content of that site over to wikiversity since there is a small but active community here, while the GNA community has dispersed over the years. The things that can be moved over are:
* wiki contents on distance learning - a lot of howto's
* the GNA database - this could be used as the platform for a wikidata project
* the C++ textbook
* lot's of other things - all of the contents on http://www.gnacademy.org/ is open source and people are welcome to use it for whatever they want.
Other things that academy can provide are
* we have a 501(c)3 non-profit already set up, and we can use it to administer grants or help other people set up non-profit corporations
* we have a Linux server which is available for people doing academic things
* we have MOO's set up
* also most importantly, we have a lot of experience with the pitfalls of trying to set up an on-line university. A few things:
** the most important thing is community
** accreditation is a lot easier than you might think
** you must keep the technology infrastructure open source
** you must keep that open source technology infrastructure funded
** bazaar markets are good since they avoid the bureaucratic structures that lead to fratricidal conflict
** survival is most important. we started before the dot-com boom and bust before most people hadn't heard of the web much less wiki. Because we didn't have a cash-burn, we outlived pretty much everyone else in this space.
** just do it
This is part of my general personal project of creating an academic ecosystem.
Roadrunner 20:01, 2 November 2006 (UTC)
# Global Health
## Definition

Global health is the health of populations in a global context; it has been defined as "the area of study, research and practice that places a priority on improving health and achieving equity in health for all people worldwide". Problems that transcend national borders or have a global political and economic impact are often emphasized. Thus, global health is about worldwide health improvement, reduction of disparities, and protection against global threats that disregard national borders. Global health is not to be confused with international health, which is defined as the branch of public health focusing on developing nations and foreign aid efforts by industrialized countries.
The predominant agency associated with global health (and international health) is the World Health Organization (WHO). Other important agencies impacting global health include UNICEF, World Food Programme, and the World Bank. The United Nations has also played a part with declaration of the Millennium Development Goals. International health employs several perspectives that focus on the determinants and distribution of health in international contexts:
* Medicine describes the pathology of diseases and promotes prevention, diagnosis, and treatment.
* Public health emphasizes the health of populations.
* Epidemiology helps identify risk factors and causes of health problems.
* Demography provides data for policy decisions.
* Economics emphasizes the cost-effectiveness and cost-benefit approaches for the optimal allocation of health resources. Furthermore Economical situations can be determinant of health in societies (e.g. economical constraints determine the exposistion to toxic substances).
* Other social sciences such as sociology, development studies, anthropology, cultural studies, and law can help understand the determinants of health in societies.
Both individuals and organizations working in the domain of global health often face many questions regarding ethical and human rights. Critical examination of the various causes and justifications of health inequities is necessary for the success of proposed solutions.
# LearnIt/Mathematics for Physics

* Lectures on Geometrical Anatomy of Theoretical Physics, Fredric Schuller, FAU [link]
* Selected Topics in Mathematical Physics, prof. V. Balakrishnan [link]
* Lie Groups and Lie Algebras - PI & PSI, ... [link] (with a particular focus on physics)
# LearnIt/Machine Learning and AI

* [coursera machine learning]
* [udacity introduction to artificial intelligence]
# LearnIt/Mathematics
## Calculus

* Advanced Calculus [link]

## Linear Algebra

* Linear algebra - Gilbert Strang, MIT [link]

## Differential Equations

* Differential eqiations, MIT [link]
* https://www.edx.org/course/introduction-differential-equations-bux-math226-1x
* https://www.edx.org/course/linear-differential-equations-bux-math226-2x
* https://www.edx.org/course/nonlinear-differential-equations-order-bux-math226-3x

## Algebra

* Lie Groups and Lie Algebras - PI & PSI, ... [link] (with a particular focus on physics, though)

## Differential Geometery

* Tensor Calculus and the Calculus of Moving Surfaces - P. Grinfield [link] (todo: much more stuff is on his channel)

## Functional Analysis

https://youtube.com/playlist?list=PLUl4u3cNGP63micsJp_--fRAjZXPrQzW_&si=VPKXWHeCyQm3t2kN
* none

## Other

* The Fourier Transforms and its Applications, Stanford, [link]
* Math history [link]
* Differential topology - J.W. Milnor [link]
* Topology & Geometry by Dr Tadashi Tokieda [link]

## Links

youtube channels with math lectures
* [MathTheBeautiful] - youtube channel of Pavel Grinfeld with his many lectures
* [James Cook]
* [Professor Leonard]
* [LeonardEuler1]
* [Winston Ou]
# LearnIt/Metaphysics

* course carneads.org video
* wireless philosophy video
* actualazyed.org video
* kane b video
* logic&philosophy video
# Introduction to Parkinson's Science/DNA
## What is DNA?

DNA is an abbreviation of DeoxyriboNucleic Acid and is the name given to a string of proteins which provides the hereditary material contained within cells.
DNA is made up of 4 base compounds called ‘nucleotides’, viz:-
* Adenine (A) paired with Thymine (U)
* Guanine (G) paired with Cytosine (C)
* Cytosine (C) paired with Guanine (G)
* Thymine (U) paired with Adenine (A)
Nucleotides are aggregated into sets of three termed 'codons'. This gives 64 possible triplet combinations, but certain combinations give rise to the same shaped molecular structures so that functionally there is a limited set of amino acid structures.
These are:-
| AMINO ACID | ABBREVIATION | LETTER | COMBINATIONS |
| Alanine | Ala | A | GCU GCC GCA GCG |
| Aspartic acid | Asp | D | GAU GAC |
| Cysteine | Cys | C | UGU UGC |
| Glutamic acid | Glu | E | GAA GAG |
| Glutamine | Gla | Q | CAA CAG |
| Glycine | Gly | G | GGU GGC GGA GGG |
| Histidine | His | H | CAU CAC |
| Isoleucine | Ile | I | AUU AUA |
| Leucineine | Leu | L | UUA UUG CUU CUC CUA CUG |
| Lycine | Lys | K | AAA AAG |
| Methioninine | Met | M | AUG |
| Phenylalanine | Phe | F | UUU UUC |
| Proline | Pro | P | CCU CCC CCA CCG |
| Serine | HSer | S | UCU UCC UCA UCG AGU AGC |
| Threonine | Thr | T | ACU ACC ACA AGG |
| Tryptophan | Trp | W | UGG |
| Tyrosine | Tyr | Y | UAU UAC |
| Valine | Val | V | GUU GUC GUA GUG |
DNA has been likened to a recipe book for proteins and each recipe is termed a ‘gene’.

## How is DNA structured?

Amino acids are aggregated into linear strings. The strings consist of genes separated by intergenic material so that the genes occur at intervals along a string like pearls on a necklace, viz:-
GENE - - -INTERGENIC---GENE---INTERGENIC—--GENE and so on.
Intergenic material has sometimes been designated (erroneously)- as ‘junk DNA.
A gene consists of a Start codon, followed by a sequence of amino acids and then a Stop codon.
The most commonly occurring Start codon is AUG (Methionine)
The most commonly occurring Stop codons are:- UAA UAG UGA.
Mutations occur when DNA material is copied and one of the nucleotides in a codon (generally the third one) is accidentally changed.

## What are chromosomes?

Organisms may have several gene strings called chromosomes’ the number of chromosome varies from species to species. A human being has 46 chromosomes, an earthworm has 36, the Adder’s Tongue Fern has about 1,200.

## Further Reading and Viewing

Images for DNA
http://www.google.co.uk/search?q=dna&hl=en&qscrl=1&rlz=1T4SKPB_enGB345GB345&prmd=imvns&tbm=isch&tbo=u&source=univ&sa=X&ei=Gq5pUKv8M8ir0QW-34GABg&sqi=2&ved=0CDMQsAQ&biw=1024&bih=567
DNA Handbook
http://ghr.nlm.nih.gov/handbook/basics/dna
Interactive teaching site.(DNA)
http://www.dnai.org/
Animated primer
http://www.dnaftb.org/
# Introduction to Parkinson's Science/Draft Questions 1

See the discussion page for a prototype page
Back to Introduction_to_Parkinson's_Science
# Introduction to Parkinson's Science/Q Page 40
## What are the symptoms of Parkinson's disease?

Parkinson’s Disease symptoms vary from patient to patient. They can come about in a number of ways:-
Dopamine deficiency Primary symptoms
Movement disorders arise through a reduction in the brain’s capacity to manufacture a consistent supply of this neurotransmitter. Typical of these are uneven gait, stiffness, difficulty in maintaining balance, a resting tremor in the limbs or jaw.
Dopamine deficiency Secondary symptoms
These are derivative of primary symptoms.
For example drooling is the consequence of a build up of saliva in the mouth.
This is a consequence of a reduced rate of swallowing.
This is a consequence of reduced autonomic movements.
Side effects of therapy
An example is dyskinesia – uncontrolled jerking about of the heed and shoulders arising from prolonged use of levodopa.
Symptoms in the second two categories are treatable, even curable without recourse to dopamine replacement therapy. The implication for researchers is that it is worthwhile to evaluate indivdual symptoms, for diagnosticians that each PD patient should be treated as an individual rather than a phenotype, and for patients that all symptoms should be declared in order to optimse diagnosis and treatment.
The following list of PD symptoms is a synthesis from the following sources:-
Dr. Oliver Sachs Awakenings http://www.acamedia.info/literature/alexanders_feast/awakenings/excerpts.htm
Parkinson’ UK http://www.parkinsons.org.uk/default.aspx?page=9739
Web MD http://www.webmd.com/parkinsons-disease/parkinsons-glossary
Michael J. Fox Foundation https://www.michaeljfox.org/glossary.php
National Parkinson Foundation http://www.parkinson.org/Parkinson-s-Disease/Glossary
Readers are invited to improve on individual entries.

## A to Z

Links to the symptoms of Parkinson's in alphabetical order:
| A | B | C | D | E |
| F - G | H | I - L | M - N | O |
| P - Q | R | S | T | U - Z |
(Click to go to table for editing)
# Introduction to Parkinson's Science/Q Page 2

This page and this section are actively under development. You can help.
The cause of the symptoms of Parkinson's relating to movement difficulties.

## What causes the motor symptoms?

This simple answer is that too little dopamine is being produced in a particular part of the brain.

## What is dopamine and what does it do?

Dopamine is a Neurotransmitter. A neurotransmitter is a chemical which is used to pass a signal from one nerve cell (or neuron) to the next. Dopamine is one of many neurotransmitters. It is used in several parts of the brain. In some parts it is associated with pleasure and feeling good.
In the case of Parkinson's, insufficient dopamine is delivered from one small region in the base of the brain to another nearby region.

## Why is there a lack of dopamine?

Most movements that we make are complex, involving many muscles. These movements have to be coordinated so that, at the right time, some muscles contract and others relax. This complexity is controlled by bundles of cells at the base of the brain called the basal ganglia. The coordination of movement breaks down if dopamine is not produced in sufficient quantity or at the right time to convey messages and Parkinsonian symptoms arise.

## Why and how does lack of dopamine affect movement?

(A more detailed account of disruption of the basal ganglia circuitry is given on the next page.)
The cerebral cortex issues the instruction to make a movement but, before this is passed to the muscles, it is passed to the basal ganglia. These are a set of small, interconnected bunches of nerve cells which together coordinate movement. The signals are passed between the ganglia by different neurotransmitters. Some of these neurotransmitters are excitatory - they cause the target nerve cell to fire - or they are inhibitory - they stop the target nerve cell firing. This overall effect is a complex pattern of output signals that instruct some muscles to contract and others to relax and by differing extents in order to execute the appropriate movement. The basal ganglia hold, as it were, the 'programs' that orchestrate frequently-executed patterns of movement.
When dopamine is not produced by the substantia nigra at the time it is needed or in insufficient quantity, these instructions are disrupted which usually results in certain muscles not being given the signal to relax and they remain stiff and unresponsive. Tremor is another symptom associated with lack of dopamine but the exact mechanism for how it arises is the subject of considerable debate. The abnormal firing patterns of the neurons and aberrant oscillations in the neural circuitry in Parkinson's become very complex and are presently the subject of active study.
The conventional treatment of Parkinson's is largely aimed at making up for the dopamine that is not being produced because of the death of the neurons in the substantia nigra. See the Current therapies subpage.
# Introduction to Parkinson's Science/Dopamine production and storage

There are many images on the web which illustrate how dopamine is produced in the neurons, stored in vesicles, released and taken up again and these are usually under copyright. (Try going to Google images and searching for 'dopamine vesicles').
Here is a link to another, more detailed image: http://www.biolsci.org/ms/getimage.php?name=ijbsv06p0133g02.jpg In the diagram VMAT stands for vesicular monoamine transporter. (Dopamine is a monoamine.)
The left hand side of the image at the following link also illustrates dopamine production, storage and recycling very well and gives a good description: http://jnm.snmjournals.org/content/51/7/1001/F1.expansion.html
* Use CTRL-Left Click to open an external link in a separate tab in your browser.
* Use Shift-Left Click to open it in a separate browser window.
The production and recycling of dopamine in the neurons goes basically like this:
* The enzyme tyrosine decarboxylase (TH) converts typrosine into levodopa in the cytosol of the cell
* Aromatic amino acid decarboxylase (AAADC) converts levodopa into dopamine
* The dopamine is removed from the cytosol by vesicular monoamine transporters (VMAT) and stored in vesicles in the nerve terminal.
* When the dopamine is needed and the neuron fires, a vesicle migrates to the membrane and the dopamine is released by exocytosis into the synapse - the tiny gap between the neurons.
* Much of the dopamine passes across the synapse to bind to the dopamine receptors on the receiving nerve cell. The action of binding to the receptors (of which there are a number of varieties, D1, D2, D3 etc) change the activity of the latter cell.
* Dopamine which remains free or is released from the receptors is taken up by dopamine transporters (DAT) on the transmitting neuron. Any which still remains free is degraded by monoamine oxidase.
* Dopamine re-entering the cytosol through the DATs is taken up into the vesicles again. It is stored away this way because free dopamine would be damaging to the cell because it undergoes autoxidation to produce reactive oxygen species.
# Instructional design/Procedural analysis/Page 7: Lesson Summary

This concludes the lesson on procedural analysis for the development of instructional materials. Procedural analysis is used to identify and analyze tasks in structured procedures for training or education. In structured procedures, the steps don’t vary across situations. A thorough analysis helps prevent content gaps in your instruction. It also helps generate a clear focus for the target learner group and appropriate instructional strategies, as per the learning objectives.

## Further references for procedural analysis:

* Morrison, G. R., Ross, S. M., Kemp, J. E., & Kalman, H. (2013). Designing effective instruction: Applications of instructional design. (7th edition.) New York, NY: Wiley. (Chapter 4)
* http://www.nwlink.com/~donclark/hrd/isd/cognitive-task-analysis.html
Click Instructional Design to return to the home page of instructional design.
< Back | Instructional Design >
# Instructional design/Procedural analysis/Page 4: Procedural Analysis: An Overview

Procedural analysis involves identifying the steps required to complete tasks. The analysis covers both the observable and cognitive behaviors associated with a task. For example, while changing a tire, an observable step is to park your car at a safe place. For this step, a cognitive behavior (and decision point) would be to determine whether you are at a solid, level surface that is far from traffic.
This method is suitable for analyzing structured tasks, which have a defined number and sequence of steps that stay the same in any situation. Examples of structured tasks are changing a tire, baking a cake, and installing Microsoft Office on a Windows computer. In contrast, unstructured tasks do not have a defined sequence of steps. The number and types of steps vary, depending on the symptoms and constraints of a situation. For example, troubleshooting a network problem is an unstructured task whose steps vary, depending on the symptoms and cause of the problem.
Click Next to continue.
< Back | Next >
# Instructional design/Procedural analysis/Page 6: Lesson assessment

Why don’t you take a few minutes to check your understanding now?
Q1. A leading provider of interactive voice response (IVR) solutions needs to develop e-learning for its development partners. These partners maybe individual contractors or organizations providing work for hire. The e-learning will be hosted on the provider’s portal. Partners will get access to the portal. So far, the partners have been attending 3-day instructor led training (ILT) sessions at the IVR provider’s office and had question-answer sessions later, when required. This training model might not be scalable as the number of partners grows over time. As part of the analysis phase of e-learning development, determine the activities to be performed for procedural analysis. Also, determine the items that should appear in the output of procedural analysis.
Q2. You need to develop a training on upgrading a computer’s hardware for the students of a hardware training institute. The students are mostly high school graduates who want to pursue a career in systems management alongside college. The institute has trained faculty and uses off-the-shelf books on hardware and software management. The institute has a lab for practical sessions on assembling computers, changing hard disks and other parts, and performing other hardware operations. What activities would you do as part of task analysis? What should be the outcome of task analysis?
A sample answer could be as follows:
| Activities to be done: | Check about documentation regarding ... with the SME. Ask questions about ... |
| Output to be generated: | Steps and substeps of ... Roles involved in each step Decision points, if any, at each step ... |
Check your responses
Click Next to continue.
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# Instructional design/Procedural analysis/Page 3: What is task analysis?

Task analysis is a step in the analysis stage of the instructional systems design process, also commonly referred to as the ADDIE process. It is used to determine the focus of training and the content needed to address a training need or a performance issue due to a skill gap. This in turn, helps you:
* Define the objectives.
* Envision the instructional strategies.
* Develop assessment strategies.
Task analysis is usually accompanied by other forms of analysis, such as:
* Learner analysis: You need to understand the learner profile in order to design suitable instructional strategies to help your learners achieve the learning objectives. A learner’s profile includes details such as their prerequisite knowledge, age, gender, educational background, learning styles and preferences, access to the Internet, and so on. Learner analysis is a key input for task analysis.
* Context analysis: Before designing instruction, it is also important to understand where and how instruction will be delivered. Where will the instruction be used in the real world? Context analysis addresses these questions.
* Needs analysis: Needs analysis involves identifying the gaps between the desired and existing skill levels. Based on the gaps, one needs to identify the appropriate training and other interventions that could help close the gaps.
Click Next to continue.
< Back | Next >
# Instructional design/Procedural analysis/Page 3: What is task analysis?/Task analysis methods

Task analysis involves three methods:
* Topic analysis, which is used to find out the facts, concepts, and principles to be taught to learners
* Procedural analysis, which is used to clarify the steps and substeps in a procedure or task to be taught to learners
* Critical incidence analysis, which is used to analyze the cognitive behaviors involved in unstructured, complex procedures, such as diagnosing health
Now let's learn more about procedural analysis.
Click Next to continue.
< Back | Next >
# Instructional design/Procedural analysis/Page 5: Steps in Procedural Analysis/Checklist for procedural analysis

| # | Check if you have addressed the following in your procedural analysis: |
| 1. | Do you know the inputs and outputs of all steps? |
| 2. | Do you have substeps of all steps? |
| 3. | Do you know whether any prerequisite knowledge is required to do the steps? If yes, did you capture it? |
| 4. | Do you know about the decision points, if any, in the steps? (For example, if the red indicator on the system unit lights up during this step, should something different be done or checked?) How do actions vary, based on the decision points? |
| 5. | Are the steps commonly performed by the practitioners or is it a preferred procedure for the SME, based on their level of expertise? |
| 6. | Are critical steps that could result in personal injury, equipment damage, or other loss identified? |
| 7. | Do any hints and precautions need to be kept in mind for the steps? |
| 8. | Are relevant cues and results of each step identified? For example, are there any visual cues that indicate whether an action is successful or has resulted in an error? |
| 9. | Do you know possible errors that novices can make in the steps and how they can be resolved? (Check your learner profile.) |
| 10. | Are all procedure details accurate and complete? Have they been verified by an SME? |
< Return to the steps in procedural analysis