OpenLLM-France/wikimedia huggingface dataset:
# WikiJournal Preprints/Comparison of magnesium levels between type 2 diabetic patients and healthy control in Al-Najaf population

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This article has been declined for publication by the WikiJournal Preprints.
It is archived below as a record. Discussion can be viewed here.
First submitted: 17 Feb 2022 Declined: 6 Mar 2022 Reviewer comments
QID: Q110950432
Suggested (provisional) preprint citation format: Hussein abed; Ahmed Albayati; Muthana Mashkor. "Comparison of magnesium levels between type 2 diabetic patients and healthy control in Al-Najaf population". WikiJournal Preprints. Wikidata Q110950432.
License:
This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction, provided the original author and source are credited.

## Article information

Authors: Hussein Abed, Ahmed Albayati, Muthana Mashkor
* ↑ Medical Laboratory Technology Department, Altoosi University College, Najaf, Iraq
* 1 2 Faculty of Science, University of Kufa, Najaf, Iraq
* ↑ Faculty of Pharmacy, University of Kufa, Najaf, Iraq

## Text to be added

submitted as docx
# The Australian Eye

* The Australian Eye is a 52 minute documentary which takes a hard, confronting look at racism in Australia. The documentary features American educator Jane Elliott conducting a version of her controversial, experiential prejudice-awareness 'blue-eyed, brown-eyed' training with Indigenous and non-Indigenous Australians. Jane Elliott's controversial training method involves separating brown-eyed people from blue-eyed people. Those with brown eyes are given all the power, while those with blue eyes are discriminated against and made to feel inferior.
# UTPA STEM/CBI Courses/Digital Systems

Course Title: Digital systems
Lecture Topic: Introduction to digital system design
Instructor: Weidong Kuang
Institution: University of Texas -- Pan American

## Backwards Design

Course Objectives
* Primary Objectives- By the next class period students will be able to:
** Understand the basic concepts of logic circuits.
* Sub Objectives- The objectives will require that students be able to:
** Understand Boolean algebra, minterms, maxterms, logic gates, synthesis
** Design CMOS logic gates using PMOS and NMOS transistors
* Difficulties- Students may have difficulty:
** Mastering the difference between minterms and maxterms
** Grasping CMOS logic gates
* Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
** Any small logic design project
Model of Knowledge
* Concept Map
** Variables and Functions
** Boolean algebra
** Minterms and Maxterms
** Logic gates
** Synthesis
** CMOS logic gates at transistor level
* Content Priorities
** Enduring Understanding
*** The difference between Boolean function and regular function
*** The difference between Minterms and Maxterms
*** Complement property of CMOS logic gate
** Important to Do and Know
*** Draw K-map
*** Minimize logic function based on K-map
*** Construct CMOS logic gate
** Worth Being Familiar with
*** Boolean algegra properties
Assessment of Learning
* Formative Assessment
** In Class (groups)
*** There will be no group assignments.
** Homework (individual)
*** Design logic functions at transistor level using CMOS
* Summative Assessment
** Quiz
** Include one problem related to CMOS gate construction in mid-term exam.

## Legacy Cycle

OBJECTIVE
By the next class period, students will be able to:
* Obtain minimum-cost logic function from K-map
* Design CMOS complex logic gates
The objectives will require that students be able to:
* Obtain minimum-cost logic function from K-map
* Design CMOS complex logic gates
THE CHALLENGE
CMOS logic gates at transistor level
GENERATE IDEAS
Pull down network and pull up network
MULTIPLE PERSPECTIVES
View transistors as switches
RESEARCH & REVISE
Read some research papers
TEST YOUR METTLE
Quiz and midterm exam
GO PUBLIC
Discussion between students

## Pre-Lesson Quiz

* Boolean equation x+1=x (True or False)
* Boolean equation x+x.y=x (True or False)
* How many K-maps are required to represent a 5-varible logic function?

## Test Your Mettle Quiz

* create CMOS complex gate for f=NOT(xy+z)
# UTPA STEM/CBI Courses/Educational Math

Function Set
# UTPA STEM/CBI Courses/Design of Steel Structures

Compression Members
# UTPA STEM/CBI Courses/Engineering Analysis

Topics
Second Order Differential Equations with Applications in Engineering
# UTPA STEM/CBI Courses/Dynamics

Topics
The Big Slip
# UTPA STEM/CBI Courses/Databases

Topics
Horizontal and Vertical Partitioning of Relations
# Vector space/Dual basis/Base change/Fact/Proof

We have
    ${\begin{aligned}{\left(\sum _{i=1}^{n}b_{ij}v_{i}^{*}\right)}(w_{r})&={\left(\sum _{i=1}^{n}b_{ij}v_{i}^{*}\right)}{\left(\sum _{k=1}^{n}a_{kr}v_{k}\right)}\\&=\sum _{1\leq i,k\leq n}b_{ij}a_{kr}v_{i}^{*}(v_{k})\\&=\sum _{i=1}^{n}b_{ij}a_{ir}.\end{aligned}}$
Here, we have the "product“ of the $j$-th column of $B$ and the $r$-th column of $A$, which is also the product of the $j$-th row of ${B^{\text{tr}}}=A^{-1}$ and the $r$-te column of $A$. For $r=j$, this is $1$, and for $r\neq j$, this is $0$. Therefore, the given linear form coincides with $w_{j}^{*}$.
# Vector space/Dual space/Definition

Let $K$ be a field and let $V$ denote an $K$-vector space. Then the space of homomorphisms
    ${V}^{*}:=\operatorname {Hom} _{K}{\left(V,K\right)}\,$
is called the dual space of $V$.
# Vector space/Finite dimensional/Change of basis/Fact/Proof

This follows directly from
    $u=\sum _{j=1}^{n}s_{j}v_{j}=\sum _{j=1}^{n}s_{j}{\left(\sum _{i=1}^{n}c_{ij}w_{i}\right)}=\sum _{i=1}^{n}{\left(\sum _{j=1}^{n}s_{j}c_{ij}\right)}w_{i}\,,$
and the definition of matrix multiplication.
# Vector space/Finite dimensional/Injective surjective bijective/Fact

Let $K$ denote a field, let $V$ and $W$ denote $K$-vector spaces with the same dimension $n$. Let
    $\varphi \colon V\longrightarrow W$
denote a linear mapping.
$\varphi$
injective if and only if $\varphi$ is
# Vector space/Finite dimensional/Change of basis/Fact

Let $K$ be a field, and let $V$ be a $K$-vector space of dimension $n$. Let ${\mathfrak {v}}=v_{1},\ldots ,v_{n}$ and ${\mathfrak {w}}=w_{1},\ldots ,w_{n}$ denote bases of $V$. Suppose that
    $v_{j}=\sum _{i=1}^{n}c_{ij}w_{i}\,$
with coefficients $c_{ij}\in K$, which we collect into the $n\times n$-matrix
    $M_{\mathfrak {w}}^{\mathfrak {v}}={\left(c_{ij}\right)}_{ij}\,.$
$u$
${\begin{pmatrix}s_{1}\\\vdots \\s_{n}\end{pmatrix}}$
${\mathfrak {v}}$
    ${\begin{pmatrix}t_{1}\\\vdots \\t_{n}\end{pmatrix}}=M_{\mathfrak {w}}^{\mathfrak {v}}{\begin{pmatrix}s_{1}\\\vdots \\s_{n}\end{pmatrix}}={\begin{pmatrix}c_{11}&c_{12}&\ldots &c_{1n}\\c_{21}&c_{22}&\ldots &c_{2n}\\\vdots &\vdots &\ddots &\vdots \\c_{n1}&c_{n2}&\ldots &c_{nn}\end{pmatrix}}{\begin{pmatrix}s_{1}\\\vdots \\s_{n}\end{pmatrix}}\,$
${\mathfrak {w}}$
# Vector space/Finite dimensional/Injective surjective bijective/Fact/Proof

This follows from the dimension formula and fact.
# Votian/Nouns and Their Derivation
## Nouns and their derivation
### Derivational suffixes
#### adjective-to-noun

* * -ut
** It is declined like the XV Declension: -t stems .
** Pronunciation varies ( -uz , -üz ) according to vowel harmony e.g. лad́d́uz ("width " < лad́d́a "wide"), лaiskuz ("lazyness " < лaiska "lazy"), iлozuz ("beauty" < iлoza "pretty"), terveüz ("health " < terve "healthy"), nōruz (" youth " < nōri "young"), nōre̮puz (" being younger " < nōre̮pi "younger"), pēnüz ("being small " < pēni "small").
*** Should not be confused with * -u-ks .

#### verb-to-noun & noun-to-noun

* * -ks
** It is declined like the XI Declension: -ks stems .
** Pronunciation is ( -z ) in the end of a word e.g. jaлgaz ("runner (of a sleigh) " < jaлka "foot"), arjaz ("bristle " < arja "brush"), teräz ("steel" < terä "blade").
*** Compear with * -u-ks .
* * -u-ks
** It is declined like the XI Declension: -ks stems .
** Pronunciation varies ( -uz , -üz ) according to vowel harmony e.g. kagлuz ("collar " < kagлa "neck"), se̮rmuz (" ring " < se̮rmi "finger"), arvatuz (" riddle " < arvat-a "to guess"), pelehüz ("ghost " ~ peleht-ellä "to frighten").
** The stem is usually in the weak grade if there is a such one available e.g. kannuz ("spur " < kanta "heel"), rinnuz ("horse-collar's strap" < rinta "chest"), jätüz ("remnant " < jättǟ "to remain").
*** Should not be confused with * -ut .
* * -(u-)m
** It is declined like the XIII Declension: -m stems .
** Any final -m went through a protofinnic sound change * m > n . The resulting final -n is usually pronounced as a prolongation of the preceding vowel e.g. ve̮tī : ve̮ttime̮D (" key : keys" < ve̮ttā "to take"), vȫtī : vȫttimeD (" ridge band : (plural)" < vȫttǟ "to gird"), viē̮ : vite̮me̮D (" scutching-blade: (plural)").
** This suffix takes a vowel stem. Therefore the stem vary according to consonant gradation e.g. ve̮d́d́ē̮ : ve̮ite̮me̮D (" ointment : (plural)" < ve̮itā "to salve"), jaлgū : jaлkume̮D ("stirrup " < jaлka "foot").
*** Compear with * -ma .
# Votian/Plural Nominative
## Plural nominative

| | Singular | Plural |
| Nominative marker | | -t |
* Nominative case has no marker.
** Plural nominative has only a plural marker -t. It may take only a vowel stem.
** Thus singular nominative is usually in a grade opposite to plural nominative, caused by consonant gradation in stems e.g. seppä ('a blacksmith') vs. sepäD ('blacksmiths'), ammaz ('a tooth') vs. ampāD ('teeth') .
* Singular nominative may be represented by a multisyllable consonant stem where available e.g. vare̮hse̮-D ('crows') vs. singular nominative vare̮z ('a crow').
** A monosyllable consonant stem will have an additional -i in it's end e.g. singular partitive kuus-ta ('fir') vs. singular nominative kuus-i.
** The plural nominative marker -t may be pronounced -t, -D or -d caused by sandhi . E.g. :
*** in the absolute end - lehmä-D ('cows' )
*** in front of a voiceless consonant - tüttäre-t ̮tulivaD ('The daughters came.' )
*** in front of a voiced consonant - tüttäre-d ̮dūmasivaD ('The daughters thought.' )

### Declensions

Consonant stems occur in limited declensions. Their stem-vowel (originally e) was omitted in front of certain morphemes only. Those morphemes started with k, n or t. The stem-consonant was h, *k (> h), l, n, r, s or t.
m was later replaced with n, when stem-vowel was dropped e.g. лum-i ('snow') nominative , лume̮-лta ('from the snow') ablative vs. лun-ta ('(Take some) snow') partitive .
Following declension types have consonant stems:
* X Declension: -e stems e.g. plural nominative tuлe̮-D vs. singular nominative tul-i, singular partitive tuл-ta ('fire').
* XI Declension: -ks stems e.g. plural nominative vare̮hse̮-D vs. singular nominative vare̮z, singular partitive vare̮s-sa ('crow') < *vare̮s-ta.
* XII Declension: -nen stems e.g. plural nominative naize̮-D vs. singular nominative nain(e̮ ), singular partitive nais-sa ('wife') < *nais-ta.
* XIII Declension: -n stems e.g. plural nominative sēmene-D vs. singular nominative sēmē, singular partitive sēmē-tä ('seed') < *sēmen-ta.
* XIII Declension: -m stems e.g. plural nominative ve̮ttime̮-D vs. singular nominative ve̮tī, singular partitive ve̮tī-ta ('key') < *ve̮tin-ta.
* XIII Declension: -nt stems e.g. plural nominative ke̮лme̮tte̮̮me̮̮-D vs. singular nominative ke̮лme̮z, singular partitive ke̮лme̮t-te̮̮ ('the third') < *ke̮лme̮tte̮̮n-ta Jõgõperä dialect.
* XIV Declension: -s stems e.g. plural nominative ampā-D vs. singular nominative ammaz, singular partitive ammas-sa ('tooth') < *ammas-ta.
* XIV Declension: -k stems e.g. plural nominative sitē̮-D vs. singular nominative sie̮, singular partitive sie̮t-ta ('tie') < *sie̮k-ta.
* XIV Declension: -h stems e.g. plural nominative ernē-D vs. singular nominative erne, singular partitive erneh-tä ('pea').
* XV Declension: -t stems e.g. plural nominative lühǖ-D < *lühüe-t < *lühüte-t vs. singular nominative lühüD, singular partitive lühüt-tä ('short').
# Votian/Orthography
## Orthography
### Russian orthography (1784.-1790.)

The first samples of Votic were written in former Russian orthography (1784-1790).

### Miscellaneous Latin based orthography (19.-20. centuries)

Following collectors used various Latin based systems.
* Henrik Gabriel Porthan 1802.
* Gabriel Rein and Engla Groundstroem around 1840.
* Antal Reguly (Kattila dialect) 1841.
* Elias Lönnrot (Kattila dialect) 16.–24. December 1844.
* Andreas Johan Sjögren ( Kreevin dialect, Vaipooli dialect ...) 1846-1852.
* David Emanuel Daniel Europaeus 1853.
* August Ahlqvist (Kattila dialect) three winter months between 1854-1855.
* Ferdinand Johann Wiedemann ( Kreevin dialect) 1871.
* Oskar Andreas Ferdinand (Antti) Lönnbohm (Mustonen) 1883.
* Vihtori Alava 1901.
* Eemil Nestor Setälä (Vaipooli dialect) 1909.
* Axel Borenius(-Lähteenkorva) 1928.
* Väinö Salminen 1928.

### Native Cyrillic orthography for Jõgõperä dialect (1922.)

Native Cyrillic orthography of Jõgõperä dialect was proposed by Dmitri Tsvetkov in his (The first) Votic grammar (1922).

### Uralic Phonetic Alphabet

A lot of Votic heritage was published in Estonia by Paul Ariste , Elna Adler and others using different versions of Uralic Phonetic Alphabet .

### Estonian orthography of the biggest dictionary of Votic language (1990.)

The biggest Dictionary of Votic language (Словарь водского языка - Vadja keele sõnaraamat) by Elna Adler and Merle Leppik uses Estonian orthography, where e̮ is replaced with õ, macron with doubled vowel and л with l etc.
Yet k, p, t never mark geminates as they do in the middle of Estonian words, but single fortis plosives the way they are pronounced in the beginning of Estonian words and in Uralic Phonetic Alphabet .

### New orthography for Western Votic dialects

A new Latin based orthography of Western Votic dialects was proposed by Mehmet Muslimov.
# Snap

Snap is a software deployment and package management for Linux available at least since 2015 with support for channels and parallel installs.
Snaps are basically an application compiled together with its dependencies and libraries – providing a sandboxed environment for the application to run. These are easier and faster to install, can receive latest updates and is confined from the OS and other apps.

## Basic operations

* Installation: sudo apt install snapd
* Install your first application: snap install hello
* Remove an application: snap remove hello-world
* Search for your application: snap find SNAP_TO_SEARCH
* List snaps: snap list
* Show Info: snap info SNAP_NAME
* Update your snaps: sudo snap refresh

## Snapshots and Roll Back

* Take a snapshot: snap save
* Roll Back (including data): sudo snap revert hello

## Channels

* Change channel: sudo snap refresh hello --channel=beta

## Activities

* Read snap source code: https://github.com/snapcore/snapd
* Enable snaps in Fedora: sudo dnf install snapd and sudo systemctl enable --now snapd.socket
# Smoking/Smoke Free Truman State University

In 2006 the Surgeon General released a report titled The Health Consequences of Involuntary Exposure to Tobacco Smoke. The health risks of tobacco smoke has long been known by the general public, but this report in 2006 detailed the many health effects of secondhand smoke exposure to the public. The report discusses how many adults and children are still exposed involuntarily on a regular basis to tobacco smoke and that there is no risk-free level of smoke exposure. Despite this report, support for more smoke free workplaces, schools, and public areas as been slow growing. However, many college campuses have been leading the cause by initiating smoke free and tobacco free policies on campus. As of July 2014, 1,372 college and university campuses in the United States have adopted 100% smoke free policies in order to support a more healthy learning and work environment. In July 2015 Truman State University will join this growing list of smoke free campuses. Although the risks of tobacco smoke have been thoroughly researched and most of the population agrees on the harmful effects, many are less aware of the harms secondhand smoke can cause. Secondhand smoke, also known as environmental tobacco smoke, is a mixture of both sidestream smoke (the smoke from the lightened end of a cigarette) and mainstream smoke (the smoke exhaled by a smoker). Sidestream smoke is the more dangerous kind because of the higher levels of carcinogens and smaller particle size. Secondhand smoke is classified by the Environmental Protection Agency as a known human carcinogen. In addition, secondhand smoke has over 7,000 chemicals in it and 70 known carcinogens. Because of this, secondhand smoke is known to cause lung cancer, breast cancer, throat cancer, cardiovascular disease, childhood asthma, respiratory infections, and other chronic conditions. In 2008, the Centers for Disease Control found that about 40% of nonsmoker adults are exposed to secondhand smoke. This percentage continues to drop, in part because of the efforts of community members to initiate smoke free policies. According to the Missouri Information Community Assessment in 2011, 23.1% of Adair county residents currently smoke. In addition, 24.5% of residents live with someone who currently smokes. 83.9% of Adair county residents stated that smoking is not allowed at the workplace, which while an improvement from previous years, still leaves room for improvement at worksites in the county. Currently, Truman State University ‘s smoking policy does not allow smoking or any kind indoors on campus, but allows smoking 25 feet away from campus buildings. But in the beginning of 2014, the Truman State Board of Governors passed a campus-wide smoking ban both indoors and outdoors to go into effect July 2015. This ban comes three years later than a similar policy at Mizzou University. In fact, the majority of public universities in the state of Missouri have already implemented smoking bans prior to Truman State’s policy.
# Smooth projective curve/Locally free sheaf/Degree/Definition

Let $C$ denote a smooth projective curve over an algebraically closed field $K$. For a locally free sheaf ${\mathcal {G}}$ on $C$ of rank $r$ we define its degree by the
degree of the determinant sheaf $\bigwedge ^{r}{\mathcal {G}}$.
# Smoking/Ingredients

What is in a Cigarette?
There are 4,000 chemicals found in cigarettes including:
| Ingredient: | Found in: |
| 1. Carbon Monoxide | 1. Gas from Car Exhaust |
| 2. Tar | 2. Road Surfaces |
| 3. Nicotine | 3. Pesticide |
| 4. Butane | 4. Lighter Fluid |
| 5. Acetone | 5. Nail Varnish |
| 6. Ammonia | 6. Cleaning Products |
| 7. Arsenic | 7. Rat Poison |
| 8. Hydrogen Cyanide | 8. Poison used on Death Row |
| 9. Formaldehyde | 9. Used to Pickle Dead Bodies |
| 10. Polonium 210 | 10. Radioactive Element |
View a picture at: http://www.tricountycessation.org/tobaccofacts/images/partsofcigarette.gif
250 of the ingredients are toxic
More than 60 are known carcinogens (cancer causing)
Tri-county Cessation Center
# Snapcraft

Snapcraft (Snappy) is a software deployment and package management system originally designed and built by Canonical for the Ubuntu phone operating system. The packages, called snaps and the tool for using them, snapd, work across a range of Linux distributions allowing distro-agnostic upstream software packaging. The system is designed to work for internet of things, cloud and desktop computing.

## Readings

* Wikipedia: Snapcraft

## Lessons

* AWS ARM64 Build

## Tutorials

* Ubuntu: Basic snap usage
* Ubuntu: Run a Web Kiosk/Web Display on Ubuntu Core
* Ubuntu: Create your first snap

## See Also

* Wikipedia: Snapcraft
* Snap
# Tectonic hazards/Earthquake Engineering Research Institute

Earthquake Engineering Research Institute or EERI is a technical society in spreading of earthquake engineering research information both in the U.S. and globally. EERI members include researchers, geologists, geotechnical engineers, educators, government officials, and building code regulators. Their mission, as stated in their 5 year plan published in 2006, has the following three points:
* Advancing the science and practice of earthquake engineering.
* Improving understanding of the impact of earthquakes on the physical, social, economic, political, and cultural environment.
* Advocating comprehensive and realistic measures for reducing the harmful effects of earthquakes.

## Other websites

* EERI's Website
* EERI Student Leadership Council's Website
* Earthquake Spectra's Website
* NEEShub
* Earthquake engineering at Structuralpedia
# Tectonic hazards/Earthquake engineering research

Earthquake engineering research means both field and analytical investigation or experimentation intended for discovery and scientific explanation of earthquake engineering related facts, revision of conventional concepts in the light of new findings, and practical application of the developed theories.
The National Science Foundation (NSF) is the main United States government agency that supports fundamental research and education in all fields of earthquake engineering. In particular, it focuses on experimental, analytical, and computational research on design and performance enhancement of structural systems. The Earthquake Engineering Research Institute (EERI) is a leader in dissemination of earthquake engineering research related information both in the U.S. and globally.
All earthquake engineering research activities worldwide are mostly associated with the following centers:
* Earthquake Engineering Research Institute (EERI)
* Earthquake Engineering Research Center
* Pacific Earthquake Engineering Research Center (PEER)
* John A. Blume Earthquake Engineering Center
* Consortium of Universities for Research in Earthquake Engineering (CUREE)
* Multidisciplinary Center for Earthquake Engineering Research (MCEER)
* Earthquake Engineering Research Projects of CSUN
* George E. Brown, Jr. Network for Earthquake Engineering Simulation (NEES)
* USGS Earthquake Hazards Program
* Office of Earthquake Engineering at Caltrans
* Earthquake Engineering Research Centre of Iceland
* Earthquake Engineering New Zealand
* Earthquake Engineering Research - Earthquake engineering research|research program by U.S. Army
* Canadian Research Centers and Research Groups on Earthquake Engineering
* Hyogo Earthquake Engineering Research Center
* Laboratory for Earthquake Engineering of NTUA
* Earthquakes and Earthquake Engineering in The Library of Congress
* International Institute of Earthquake Engineering and Seismology
* National Center for Research on Earthquake Engineering
# Tectonic hazards

This resource is about earthquakes, volcanoes, geysers, and tsunamis.

## Contents

* Earthquake
* Earthquake engineering
* Earthquake engineering research
* Earthquake Engineering Research Institute
* Earthquake loss estimation
* Earthquake simulation
* Seismic fitness
* Seismic load
* Seismogram
* Seismometer
* Seismology
* Tsunami
* NEES
* Richter scale
* Seismic performance
* Seismic performance evaluation
* Seismic performance analysis
* Shake-table
* Seismic risk
* Seismic retrofit
* Seismic design
* Concurrent testings