OpenLLM-France/wikimedia huggingface dataset:
# How to be a Wikimedia sysop/User page

On this page, consider what kinds of content might be particularly helpful on sysop's user pages. Link to examples if possible.
* To the extent to which the sysop feels comfortable, some personal, biographical information can help the community in getting to know about those with additional tools/priveleges. This can help to build community trust and mutual understanding. This needs to be balanced with a sense of "online safety" because sysops may also become targets of frustrated users. Examples:
** Countrymike explains a bit about who he is, his involvement and status on other wiki projects.
* A friendly and accessible Custodian makes it easy to access multiple communication channels (ideally), e.g.,
** Gbaor provides clearly listed contact details.
* Record of actions: A transparent custodian who is committed to accountability makes his/her actions readily available for review by others, e.g.,
** Draicone makes it very easy for others to see what he/she has been up to!
A sysop user page on Wikiversity which seems to bring all these elements together is Cormaggio's.
# How to be a Wikimedia sysop/What is consensus?

The following pages give an overview of core aspects of the Wikiversity process.
# Is civil disobedience justifiable?

In times when the government makes decisions that people do not support, sometimes citizens oppose these decisions. Activist groups might occupy roads, universities, railways or even airports. Or people might oppose government policies by not following the law, for example, by wearing a burqa when it is not allowed. Is civil disobedience justifiable in some cases, or should we always obey the government?

## Civil disobedience can be justifiable
### Pro

* Pro Martin Luther King Jr. once said: "One has a moral responsibility to disobey unjust laws." If the government makes unjust laws, such as laws that discriminate against or exclude people, individuals should be able to resist these laws.
** Objection People should simply not vote for political parties or politicians who would implement such laws. People get what they ask for.
*** Objection To quote another famous figure, this time Henry David Thoreau: "Disobedience is the true foundation of liberty. The obedient must be slaves." Indeed, as he says, people who are always obedient are like slaves. What if slaves in the United States had never revolted? Then slavery might still exist today. Nowadays, slavery is prohibited. Laws can change, and sometimes civil disobedience is necessary for that to happen.
* Pro What if people in Europe had not resisted during the Nazi regime in the 1940s? Then we would have been completely dependent on other countries that opposed Nazi Germany and invaded them. Why should other countries be allowed to take action? The very existence of international humanitarian law means that war itself would be justified in some cases; otherwise, that law wouldn't exist, and war would be entirely prohibited. Then there should also be a kind of unwritten national humanitarian law, shouldn't there?

### Con

* Con If everyone were to resist every law they personally disagree with, a form of anarchism would emerge. That would mean the end of a free society, as everyone would take the law into their own hands.
** Objection To quote Mahatma Gandhi: "I wish I could persuade everybody that civil disobedience is the inherent right of a citizen. He dare not give it up without ceasing to be a man. Civil disobedience is never followed by anarchy. Criminal disobedience can lead to it." Anarchy is not a result of disobedience.
# Is humankind nasty?

Cyberneticist Warren McCulloch said: "I don't particularly like people, never have. Man to my mind is about the nastiest, most destructive of all the animals. I don't see any reason, if he can evolve machines that can have more fun that he himself can, why they shouldn't take over, enslave us, quite happily. They might have a lot more fun, invent better games than we ever did." Is McCulloch right?
Search terms:
* criticism of humankind
* is humankind evil

## Humankind is nasty
### Pro

* Pro Humans exterminated a large number of biological species, especially mammals.
* Pro Humans greatly reduced the total biomass of the planet.
* Pro Humans invented and operated gas chambers in an industrial extermination of a group of humans.
* Pro Humans enslaved other humans, treating them as cattle that can be killed at will.
* Pro Humans performed medical experiments on other humans against their will, sometimes resulting in deaths of the experimental subjects.
* Pro Humans tortured other humans, deriving pleasure from inflicting pain on other humans.
* Pro Humans invented fissile and fusion nuclear weapons, threatening the existence and well-being not only of humankind but of other biological species.
* Pro Humans let animals held for food live in bad conditions, e.g. crowded places.
* Pro The human intraspecies aggression and killing manifested in wars has no analogue in the non-human biological realm.
* Pro Humans bring about a global climate change that runs the risk of greatly decreasing the habitalibity of the Earth for humans and for non-human species.
** Objection That is uncertain. It may be very hard to know these things.
* Pro Most humans would sooner die than they would start to think.
** Objection While not nice, perhaps not so bad as nasty.
* Pro Humans are compulsive liars/misrepresenters/truth distorters.
** Objection While not nice, perhaps not so bad as nasty.
* Pro Humans tend to believe in factually and ethically absurd propositions.
** Objection While not nice, perhaps not so bad as nasty.

### Con

* Con Unlike other species, humans take steps to preserve non-human species.
** Objection Too little too late. Since other species do not exterminate other species to the extent humans do, they do not then need to take steps to reduce the extermination.
* Con Humans invented ethical and legal codes and succeeded to a considerable extent in implementing and administering them.
** Objection That does not help the exterminated species.
# Is it possible to philosophize if you don't speak any language?

Practically everyone in the world speaks a language. Native speakers of any language generally would have a vocabulary ranging from 10,000 to 30,000 words. With that, you can already express yourself quite well. You think in language and can put your thoughts into words. You can think about life and come up with new ideas about reality. By going deeper into your ideas, these ideas become more and more detailed and complex. But what about people who don't know any language? Can they also philosophize?

## You can philosophize even if you don't speak a language
### Pro

* Pro You can think without words, so that also means you can philosophize, since philosophizing is nothing but thinking.
** Objection Philosophizing is also about storing, processing, remembering, analyzing and understanding thoughts. You have to build on thoughts and the best way to do that is with language.

### Con

* Con When you start philosophizing, at some point you run into very abtract ideas. Because it gets so complicated then, you should somehow store these ideas somewhere. Since you cannot express it well with a drawing or painting, because of the abstraction of the idea, you would have to put it into words through language. Certain words or self-invented terms can help you recall the idea you had in case you get stuck in your thoughts. Words can help as reminders and that is necessary for deep philosophizing.
** Objection If you can recall the idea using self-invented terms, then this should also be possible through a drawing or painting. By expressing something on paper with (abstract) shapes, figures and colors, you can also recall a specific philosophical idea from your thoughts. However, this does not necessarily mean that others will understand this idea after seeing the abstract artwork, because the artwork itself does not have meaning in the sense that there is an agreed-upon understanding of what different elements represent.
* Con Simply because we do not have the words to describe the universe as it is, we cannot philosophize more deeply about it. Some abstract ideas are beyond our imagination because they are not adequately described in language. If words existed for how reality is structured, we would understand the universe much better. However, since we still have to invent these words, as words are a human invention, we do not yet fully understand the universe.
** Objection Is it due to language that we cannot understand some abstract ideas, or is it because we are three-dimensional beings who cannot think in higher dimensions? If it were the latter, this argument would not make sense.
# ICD-10 Coding/Conventions

This lesson introduces ICD-10-CM coding conventions.

## Objectives and Skills

Objectives and skills for this lesson include:
# ICD-10 Coding/Diseases of the Digestive System

This lesson introduces ICD-10-CM Diseases of the Digestive System.

## Objectives and Skills

Objectives and skills for this lesson include:

## Guidelines

Reserved for future guideline expansion
# ICD-10 Coding/Diseases of the Genitourinary System

This lesson introduces ICD-10-CM Diseases of the Genitourinary System.

## Objectives and Skills

Objectives and skills for this lesson include:
* Apply ICD-10-CM coding guidelines for accurate selection and sequencing of diagnosis codes commonly used to describe diseases of the genitourinary system
* Apply ICD-10-PCS coding guidelines for accurate selection of procedure codes commonly used to diagnose and treat diseases of the genitourinary system

## Guidelines
### Start Here:
#### ICD-10-CM Official Guidelines for Coding and Reporting FY2019

Chapter 14 specific guidelines can be found on pages 59-60 of this document
# ICD-10 Coding/Diseases of the Nervous System

This lesson introduces ICD-10-CM Diseases of the Nervous System.

## Objectives and Skills

Objectives and skills for this lesson include:
* Apply ICD-10-CM coding guidelines for accurate selection and sequencing of diagnosis codes commonly used to describe diseases of the nervous system.
* Apply ICD-10-PCS coding guidelines for accurate selection of procedure codes commonly used to diagnose and treat diseases of the nervous system.
* Explain the difference between the central and peripheral nervous system.
* Identify the symptoms associated with Parkinson's disease and medications used to treat the condition.
* Recognize that dementia is an inherent part of Alzheimer's disease and know how to code behavioral disturbances including wandering.
* Distinguish between seizure and epilepsy.
* List terms, that when documented by the physician in describing epilepsy, equate to "intractable" for the 4th character of codes in category G40- of ICD-10-CM.

## Guidelines
### Start Here
#### ICD-10-CM Official Guidelines for Coding and Reporting FY2019

Chapter 6 specific guidelines can be found on pages 41-44 of this document

### Part 1: Diagnoses

Chapter 6 Introduction Video

#### CG I.C.6.a. Dominant/nondominant side

I.C.6.a. Video

#### CG I.C.6.b. Pain - Category G89
##### CG 1.C.6.b.1) General coding information

I.C.6.b.1) Video

##### CG 1.C.6.b.5) Neoplasm Related Pain

CLINICAL SCENARIO: 59-year-old male patient admitted for pain management of chronic pain due to secondary malignant neoplasm of bone.
G89.3, C79.51

##### CG 1.C.6.b.6) Chronic pain syndrome
### Part 2: Procedures

CLINICAL SCENARIO: 42 year-old female admitted with left carpal tunnel syndrome undergoes open carpal tunnel release.
G56.02, 01N50ZZ

## Learning Resources

Article: Parkinson's Disease:Symptoms, Causes, Diagnosis and Treatment https://www.mayoclinic.org/diseases-conditions/parkinsons-disease/symptoms-causes/syc-20376055
Article: What is Alzheimer's Disease? https://www.cdc.gov/aging/aginginfo/alzheimers.htm
Video: What Happens in Your Brain When You Have a Seizure? https://www.webmd.com/epilepsy/treat-epilepsy-seizures-16/video-seizure-animation

## Activities

* Review Guidelines and Learning Resources for this chapter.
* Write and code a clinical scenario based on one ICD-10-CM guideline from this chapter. Cite the guideline and post above (Part 1: Diagnoses)
* Write and code a clinical scenario utilizing ICD-10-CM and ICD-10-PCS code(s) for conditions and treatments related to this chapter. Post above (Part 2: Procedures)
* Contribute to Lesson Summary and/or Key Terms.
* Go to LMS and complete weekly assignments.

## Key Terms

Central nervous system - the brain and spinal cord
Peripheral nervous system - all elements of the nervous system except the brain and spinal cord
# ICD-10 Coding/Diseases of the Blood and Blood-Forming Organs and Certain Disorders Involving the Immune Mechanism

This lesson introduces ICD-10-CM Diseases of the Blood and Blood-Forming Organs and Certain Disorders Involving the Immune Mechanism.

## Objectives and Skills

Objectives and skills for this lesson include:
* Correctly apply ICD-10-CM coding guidelines for accurate selection and sequencing of diagnosis codes commonly used to describe diseases of the blood and blood-forming organs and certain disorders involving the immune mechanism.
* Apply ICD-10-PCS coding guidelines for accurate selection of procedure codes commonly used to diagnose and treat diseases of the blood and blood-forming organs and certain disorders involving the immune mechanism.

## Guidelines and Coding Examples

Chapter 3 General Guidelines
(Reserved for future guideline expansion)
# ICD-10 Coding/Diseases of the Ear and Mastoid Process

This lesson introduces ICD-10-CM Diseases of the Ear and Mastoid Process.

## Objectives and Skills

Objectives and skills for this lesson include:
* Apply ICD-10-CM coding guidelines for accurate selection and sequencing of diagnosis codes commonly used to describe diseases of ear and mastoid process
* Apply ICD-10-PCS coding guidelines for accurate selection of procedure codes commonly used to diagnose and treat diseases of the ear and mastoid

## Guidelines

Reserved for future guideline expansion

## Key Terms

Conductive hearing loss - hearing loss due to a problem with a part of the ear
# ICD-10 Coding/Diseases of the Respiratory System

This lesson introduces ICD-10-CM Diseases of the Respiratory System.

## Objectives and Skills

Objectives and skills for this lesson include:
* Apply ICD-10-CM coding guidelines for accurate selection and sequencing of diagnosis codes commonly used to describe diseases of the respiratory system
* Apply ICD-10-PCS coding guidelines for accurate selection of procedure codes commonly used to diagnose and treat diseases of the respiratory system

## Guidelines
### Start Here:
##### ICD-10-CM Official Guidelines for Coding and Reporting FY2019

Chapter 10 specific guidelines can be found on pages 52-54 of this document
# ICD-10 Coding/Diseases of the Eye and Adnexa

This lesson introduces ICD-10-CM Diseases of the Eye and Adnexa.

## Objectives and Skills

Objectives and skills for this lesson include:
* Correctly apply ICD-10-CM coding guidelines for eye and adnexa
* Identify and code glaucoma stages
* Identify structure and various types of eye disorders including retinopathy, glaucoma, and cataract
# ICD-10 Coding/Diseases of the Musculoskeletal System and Connective Tissue

This lesson introduces ICD-10-CM Diseases of the Musculoskeletal System and Connective Tissue.

## Objectives and Skills

Objectives and skills for this lesson include:
* Correctly apply ICD-10-CM coding guidelines to the musculoskeletal system and connective tissue
* Identify different types of arthritis and how to code them accurately
* How to accurately code back disorders
* Identify the anatomical structure of the musculoskeletal system
# Industry and Community Engagement (Health)/Book/2019/YLC/Log Book/03

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# Overview

This is the third entry of a series of entries completed to satisfy the requirements of Assessment 2a: Log Book for the unit, Industry and Community Engagement (Health) at University of Canberra.

## Learning Outcomes

As specified in the individual learning agreement, the outcomes relate to the following:
* Consider various modes of communication with study participants and project members during training to improve inquiry-based learning
* Effectively apply and clarify use of contextual knowledge to industry

## General Tasks

The tasks satisfied at the time of completion for this entry include:
* Main readings (read and reviewed):
** Fusch and Ness (2015)
** Goodell, Stage, and Cooke (2016)
** Valenzuela and Shrivastava (2002)

### Comments

For each of the points, a breakdown for the amount of time spent on the activities are as follows: read [00:30] and reviewed [00:30] Fusch and Ness (2015); read [00:30] and reviewed [00:30] Goodell et al. (2016); read [00:30] and reviewed [00:30] Valenzuela and Shrivastava (2002).

### Insights

Identify general stages of the research process whereby information can be obtained.

#### Training

Revise important pieces of information over time to consolidate understanding of topic.

#### Industry

An expectation of the knowledge required will change across assessed cohorts and previous individual levels of experience.

# References

Goodell, L. S., Stage, V. C., & Cooke, N. K. (2016). Practical qualitative research strategies: Training interviewers and coders. Journal of Nutrition Education and Behavior, 48, 578–585. doi:10.1016/j.jneb.2016.06.001
Valenzuela, D., & Shrivastava, P. (2002). Interview as a method for qualitative research. Southern Cross University and the Southern Cross Institute of Action Research (SCIAR). Retrieved from http://sdhrc.tbzmed.ac.ir/
# Industry and Community Engagement (Health)/Book/2019/YLC/Log Book/04

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# Overview

This is the fourth entry of a series of entries completed to satisfy the requirements of Assessment 2a: Log Book for the unit, Industry and Community Engagement (Health) at University of Canberra.

## Learning Outcomes

As specified in the individual learning agreement, the outcomes relate to the following:
* Effectively apply and clarify use of contextual knowledge to industry

## General Tasks

The tasks satisfied at the time of completion for this entry include:
* Additional readings (read and reviewed):
** Braun and Clarke (2006)
** Jacob and Ferguson (2012)
** King (2004)

### Comments

For each of the points, a breakdown for the amount of time spent on the activities are as follows: read [00:30] and reviewed [00:30] Braun and Clarke (2006); read [00:30] and reviewed [00:30] Jacob and Ferguson (2012); read [00:30] and reviewed [00:30] King (2004).

### Insights

Understand that knowledge from related domains of thought are required in order to accurately process information and of one’s engagement with others.

#### Training

Knowledge is used to inspire and reinforce achievement onto others.

#### Industry

An integration of knowledge promotes a unified way of thinking about situations and of the societies in which we live.

# References

Jacob, S. A., & Furgerson, S. P. (2012). Writing interview protocols and conducting interviews: Tips for students new to the field of qualitative research. The Qualitative Report, 17(42), 1–10. Retrieved from https://nsuworks.nova.edu/tqr/
King, N. (2004). Using templates in the thematic analysis of text. In Essential guide to qualitative methods in organisational research (pp. 256–270). London: SAGE Publications.
# Industry and Community Engagement (Health)/Book/2019/YLC/Log Book/05

| Last Log Entry (click this image) | Next Log Entry (click this image) |

# Overview

This is the fifth entry of a series of entries completed to satisfy the requirements of Assessment 2a: Log Book for the unit, Industry and Community Engagement (Health) at University of Canberra.

## Learning Outcomes

As specified in the individual learning agreement, the outcomes relate to the following:
* Effectively apply and clarify use of contextual knowledge to industry

## General Tasks

The tasks satisfied at the time of completion for this entry include:
* Read sample interviews (1) to (4)
* Read and reviewed Travers (2013)
* Read and reviewed Willis (2010)

### Comments

For each of the points, a breakdown for the amount of time spent on the activities are as follows: read sample interviews (1) [00:15], (2) [00:15], (3) [00:15] and (4) [00:15]; read [00:30] and reviewed [00:30] Travers (2013); read [00:30] and reviewed [00:30] Willis (2010).

### Insights

Generalise how social interactions are understood collectively across individual spaces.

#### Training

Through association with others, social connectedness reinforces that there are ways to appreciate others; this also determines how we ought to view our engagement when learning.

#### Industry

Observe the work habits of other individuals so that you will learn how to manage your responsibilities when structuring your timetable.

# References

Willis, K. (2010). Analysing qualitative data. In Social Research Methods (2nd ed.) (pp. 407–435). Melbourne, Victoria: Oxford University Press.
# Industry and Community Engagement (Health)/Book/2019/YLC/Log Book/07

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# Overview

This is the seventh entry of a series of entries completed to satisfy the requirements of Assessment 2a: Log Book for the unit, Industry and Community Engagement (Health) at University of Canberra.

## Learning Outcomes

As specified in the individual learning agreement, the outcomes relate to the following:
* Effectively apply and clarify use of contextual knowledge to industry

## General Tasks

The tasks satisfied at the time of completion for this entry include:
* Reviewed HREC application
* Otter engagement

### Comments

For each of the points, a breakdown for the amount of time spent on the activities are as follows: reviewed HREC application to consolidate understanding of expectations, risks and confidentiality [01:00]; familiarised with Otter [00:30]; tested sound quality on phones [00:30] and overall transcription quality using Otter [00:30].

### Insights

Most tools used in technology can be tailored for specific end-user experiences.

#### Training

Realise that it is sometimes best to have things completed with the support of technology.

#### Industry

Technology can be broadly applied across different organisational settings to either supplement or directly support the performance of any tasks concerned.

# External links

Human Ethics Research Committee (HREC) Otter