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Van Dwelling/Exercise

Keeping fit on the road can be more difficult, since you don't have a lot of room to store bulky training equipment.

The ideal exercise equipment for van dwelling would be:

 * 1) Lightweight
 * 2) Compact
 * 3) Inexpensive
 * 4) Durable
 * 5) Effective
 * 6) Multi-use
 * 7) Simple

And such exercise equipment exists! It's your own body. You don't need anything but your own flesh to stay in shape.

The primary question is whether you want others to know that you live in your van. If that is not an option, then you cannot exercise right next to it. You will have to move some distance away or go to a nearby park or playground.

You will need some kind of workout outfit, which you can pick up on the cheap, because wearing jeans or some other non-sportive clothes will make you look more of a homeless person in the park than a sport-minded individual.

The simplest regimen of 3 sets of 20 pushups, 3 sets of 20 situps, 2x12 chinups, and brisk walking or jogging for 15 minutes will give you the necessary workout to maintain health.

For better shape, you will need to plan out a more stern regimen.

A simple online search for calisthenics will provide you with enough information to plan out your exercise routine.

Three times a week is the minimum exercise you should get.

If you can work out next to your van, this will save you time and effort.

Remember, staying in shape means you'll live longer and healthier.

Other ideas:
Yoga is an excellent form of exercise and you can do it in the center of your van if you stack things on the seats. Also removing one of your back seats will allow for more space.
 * Register at a (preferably 24 hour) health club.
 * A magnetic resistance bike which doubles as a computer workstation.
 * A soccer ball.
 * An elastic workout device.

title: Van Dwelling/Exercise


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Van Dwelling/History

Throughout history there are accounts of nomads, people who are not tied down to any specific place. The nomadic lifestyle has never truly disappeared, though in many industrialized countries it has become quite uncommon. Van Dwelling allows those in industrialized areas to experience a nomadic lifestyle of sorts, without giving up all modern comforts or the mobility afforded by the automobile.

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: Van Dwelling/History


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Van Dwelling/Heating & Cooling

Heating
How can you heat your vehicle on cold, wintry nights? There are several strategies
 * 1) Heavily insulate your vehicle. The more your vehicle is insulated, the less heating it will require.
 * 2) Bundle up. It's much easier to heat you alone, than it is to heat your whole vehicle.  Multiple layers of clothing (t-shirt, sweater, jacket) are better than a one single layer of the same thickness.  Each layer of clothing traps a pocket of air.  The trapped air prevents heat radiated by your body from exchanging with the colder external air.  Layers of clothing also allow you to remove clothing as you get warmer.  This helps you to avoid sweating which can cause excessive cooling as the sweat evaporates.
 * 3) Wear a hat. Roughly 30% of body heat is radiated through an unprotected head and neck.
 * 4) Use the vehicles on-board heating. If you live in a temperate climate, and your vehicle is well-insulated, captured heat (from the on-board heater and solar radiation) may be sufficient to keep you warm enough to sleep throughout the night.
 * 5) Build an air-to-air heat exchanger. This will allow you to vent the excess humidity and stale air from your living space without losing very much energy.
 * 6) Store heat energy in a "thermal battery" such as a tank of heated water, Nalgene "piss jug", or a container of melted paraffin. According to Laren Corie, "...8.3 pounds of water (1 gallon) will only store 833 BTU for a 100°F rise. That is less than 1% of the energy density of propane..."  Melted paraffin can store much more energy in a smaller space.
 * 7) Set up a heat exchange circuit between your vehicles cooling system and your hot water system. Idle the engine for a while to charge your hot water tank.
 * 8) Make a simple, vented, charcoal, or wood pellet heater, to mount on a wall, and either use it to heat the interior air, or to also put its heat into the heat storage, or both.
 * 9) Sleep in your underwear - can be a problem in the event of a nighttime disturbance.
 * 10) Personally, I think you don't need any of these methods if you have a good SLEEPING BAG - which is way more effective even than wearing a bunch of layers along with having a bunch of covers. I've been living the van life for 2 and a half years so far and have got it down to a science.  - From anonymous vanman

You can also combine all of the above approaches. Here's how Laren Corie describes one potential setup:

At this point [all of the above] may not seem practical, but I can assure you that it was a very practical approach for my Centauri Van, which was a small diesel, box van. The walls were an insulated sandwich of aluminum surfaces, and 1 1/4" of urethane foam (approx R 8-10). I figured that two 20 gal tanks (under the bed platform) plus the eleven gallons in the heat exchanger tank, would be enough to get me through an eight hour night of 0°F. It would not keep the van at 70°F but it would keep it warm enough for comfortable sleeping. On nights that only went down into the thirties, it would stay toasty.  This also considered Reflectix covers over all of the windows.  Fifty gallons of water weighs over 400 pounds, but you need to carry some water anyway.  Paraffin containers, could be arranged to heat the bed platform, instead of the interior air, and would require a lot less storage, while you normal water storage could be used to heat the interior air. A two liter bottle of paraffin (votive candle wax)heated to just over 130°F will give off about 400 BTU as it cools to body temperature. It will then give off another 100BTUs or so, as it cools down to the temperature that the van air will cool to. Two liters of water will only give off about 4 1/3 BTU per °F, so maybe 80 BTUs as it drops from 130° down to 50°F. A two liter bottle of melted wax will store about five times as much heat as a two liter bottle of water heated to the same temperature, and it will also weigh considerably less. Either one can be heated all the way up to the approx 180°F that the engine coolant gets to. Just call these guys, they will keep you warm
 * Northern Air Conditioning & Heating
 * [news:sci.engr.heat-vent-ac sci.engr.heat-vent-ac] newsgroup

 * Free online HVAC heat load calculator

Cooling
Cooling tends to be more difficult in general than heating. When you are cold you can add more layers, but it is more circuitous to cool off when warm. During the summer, most vehicles heat up due to the greenhouse effect. This is very unpleasant to wake up to.

 * Block sunlight from entering the vehicle, preferably using white material on the outside of the windows.
 * Experiment with some method to actively circulate air into the vehicle.
 * Park in the shade
 * Sleep outside the vehicle if possible
 * Install a 12V fan. Check the power consumption
 * Build or purchase an air conditioner that works by evaporating water such as a swamp cooler or evaporative cooler. Note that this works in inverse proportion to the relative humidity.  Heat of vaporization is 5 calories per gram.  It takes 5 times the amount of energy to vaporize water as it does to heat it from 0 to 100 degrees Celsius.  So they are really effective.  (It appears, however, that some swamp coolers output humid, cool air; which in most climates except exceptionally dry ones will not cool you because the water vapor will condense on you heating you up.  You should run that humid air through a heat exchanger, exhaust the humid air, and blow the cool and less humid air over you.)  Apparently, simply cooling your face has a large effect.
 * Sleep in your underwear - can be a problem in the event of a nighttime disturbance.
 * Use a peltier junction cooling device (such as found in 12V coolers). There is a product that cools just your neck, or you could circulate cooled water over you

Ground Source Heating
Ground source heating/cooling utilizes thermal energy from the earth to heat or cool a house. Unlike the temperature of air which fluctuates throughout the seasons, the temperature slightly below ground is consistent year round. A geothermal system utilizes this phenomenon to control the temperature of the house. The system consists of three elements: an underground piping system, a heat pump and a distribution system for the house. During wintertime, the temperature below ground is warmer than in the house. This heat is absorbed by the fluid in the underground pipes which circulates to the house. The heat pump utilizes refrigerants which extract this energy and distributes it through the ventilation system of the house. During the summer, this process is reversed. The heat pump extracts the thermal energy from the house where it gets sent below ground. In this configuration, the earth acts as a heat sink. A ground source heating/cooling system only requires a small amount of electricity to power the heat pump which is why it is so efficient. Unlike traditional systems, the heat is not created through a combustion process but simply extracted from the ground.

Thermoelectric Solid State Heat Pump
A thermoelectric (TE) solid state heat pump operates based on the Peltier effect, in which electrical energy is converted to thermal energy. A thermoelectric module consists of a thermoelectric material, typically semiconductors such as Bismuth telluride (Bi2Te3), sandwiched between two ceramic plates joined with electrical interconnects. When a voltage is applied to the device, heat is transferred from one side to the other, typically against the temperature gradient. The direction of heat travel depends on the sign of the voltage, and thus the device is capable of providing both cooling and heating. The term “solid state” refers to the fact that the device has no moving parts, thus enabling it to run fairly quietly and requiring minimal maintenance.

TE heat pumps operate purely on electricity, so precise temperature control can be achieved as we can directly measure and control the current flow into the system. To date, TE solid state heat pumps are primarily used in cooling applications, whether it’s for electronic components that require specific constant temperatures, or portable coolers for personal use as in furnace filters. Large scale applications however, in this case the heating and cooling of an entire residential house, are extremely rare or almost nonexistent, due to the potential cost and complexity of the overall system.

Relocate
One of the primary advantages of van dwelling is mobility. If one has the freedom with job and friends/family, they can simply drive to locations that are warmer in winter and cooler in summer. The cost of fuel should be considered of course; but it may be offset the by a reduction in the cost of fuel required to stay comfortable. Then there is the psychological boost of always being comfortable, and seeing new locations.

title: Van Dwelling/Heating & Cooling


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Van Dwelling/Choosing a Vehicle

Vandwellers live in many different kinds of vehicles, ranking from Steve Robert's tricked out Winnebiko, to a Sedan, to a proper van, to a 30 ft RV. The kind of vehicle most appropriate for you will depend on several factors.

Size of Group
It goes without saying that more people will require more space. Solo dwellers can get away with living out of a small car, while families will typically want a sizable RV. Particularly large groups may fare best with a fleet consisting of multiple vehicles.

Accommodations needed
If external accommodations are readily available in the region you plan on traveling, you may not need extra space in your vehicle for a shower, toilet, etc. Of course, if you're planning on going into the wilderness or even many rural areas it's better to have it and not need it, then need it and not have it.

Privacy
Privacy is a human need. If you're planning on dwelling in an urban area, consider how easy it is to conceal the inside of your vehicle for rest.

Efficiency
If you plan on traveling long distances, the fuel efficiency of your vehicle becomes a big factor. A sedan may sip gas, while an RV will guzzle it. For those who prefer electric vehicles, electric cars are far more common then electric RVs.

Reliability
When your vehicle is also your house, having a broken vehicle becomes a more serious issue. Reliability should be key among your criteria. Another factor to consider for those who are mechanically minded is how easy it is for you to repair your own vehicle. Some vehicles are easier to work on or find parts for then others.

title: Van Dwelling/Choosing a Vehicle


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User:Crasch

Welcome! You can find out more about me at my blog or my website.

title: User:Crasch


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Botany/Microscopy laboratory

Chapter 2. Laboratory Exercises: Microscopy
It is standard in botany courses, at the high-school level and above if not before, to learn the proper use of a microscope, a tool or instrument of considerable importance to most if not all biological disciplines. If you have not done so already, you should now follow the link to the Wikipedia article on microscopes:

 * Read: Optical microscope

If you are not reading this text as part of a formal course, or for whatever reason do not have access to a microscope, you can make good use of a hand-lens or magnifying lens. If you have intentions of doing field botany, you should certainly invest in a hand-lens such as the one shown on the previous page. Although a loupe will work as well (and some loupes are designed to fit in the eye socket), this device is not really intended for field use, and (like the hand lens) is more appropriate for close-up work at the desk or the laboratory bench.

Types of Microscopes
There are two basic kinds of optical microscopes used in class work in botany (there are many other kinds of microscopes used by botanists in research work) widely called compound and stereo. These terms may be a bit confusing, because a stereo microscope is technically a compound microscope (the image is magnified by more than one lens) and you will find that all higher quality optical microscopes have binocular eyepieces, although all do not provide a 3-dimensional (stereo) view of the specimen or target. Preferred are the terms high power and low power; these better specify the use of the two types in the laboratory and not the quality of the instrument.
 * High power microscope – Provides (depending upon lens system) magnifications between about 300X and 1000X. A very small or thin specimen is placed on the stage (usually on a glass slide under a cover slip) and viewed close to the objective lens, typically illuminated by light passing through from below. Used to view cells, tissues, very small organisms such as single-celled algae and bacteria. Attention to sample preparation is necessary to achieve good results.

 * Low power microscope – Provides magnifications typically in the range of 60 to 500X. Specimen is placed on the stage and lighted from above or the side. There is ample room to access and manipulate the specimen while viewing it and for this property, this type is also called a dissecting microscope for its use in plant and small animal dissections. Although most low power microscopes have binocular eyepieces and give a stereo view, some student models do not. Sample preparation is not especially important; what you have is what you will see.

Using the compound (high power) microscope
Assuming you have access to a compound microscope, it is important to familiarize yourself with the instrument and the tools used to prepare objects for viewing, BEFORE YOU JUMP IN AND ATTEMPT TO VIEW SOMETHING. The reason being that you can damage the optics or mechanical systems on a compound microscope if you are not familiar with their proper use. Although the microscope is a simple instrument to operate and you will learn proper use quickly, proceed initially with caution. You should first review the diagram of a typical microscope as shown at Optical microscope and understand where these parts are located on your microscope (which may differ somewhat from the picture shown):
 * eyepiece, objective lens, coarse focus, fine focus, and stage

You will need to become familiar with other features of the microscope as we proceed, but locating each of the above on your microscope is an essential first step.

Exercise 2A
If you are new to using a microscope, an onion tissue mount is a good first exercise for a botany student, and you should follow all of the instructions provided in the laboratory module, preparing the mount as described. Realize that the high power microscope requires light to pass through the specimen in order for you to view it through the eyepiece. The onion tissue both lacks pigments (such as chlorophyll) and is inherently thin. Thus, it provides a readily available source of plant tissue material requiring minimal preparation for viewing of plant cells. This exercise will introduce you to some of the techniques and accessories used with the high power microscope.
 * Read Glass microscope slide and understand glass slide, cover slip, stage clips, and wet mount.
 * For more advanced information: Read Microscopy.
 * Read Cell staining techniques, introduction and sections on iodine and methylene blue.

If you use an iodine solution, you should understand the basics of why it works as a vital stain. Iodine binds to starch, and starch is a storage product made by plant cells from the glucose produced by photosynthesis. The living cells can break the starch polymer down into glucose sugar for use in energy reactions as needed. Onion epidermis cells do not contain a lot of starch, so they do not stain strongly with iodine. Take a small piece of potato and put a drop of iodine solution on it (not under the microscope) and observe the much darker staining reaction. A potato is a food storage organ for the potato plant.

title: Botany/Microscopy laboratory


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User:Panic2k4

* - +- & - Tools:Catgraph - Collections - PrefixIndex - Cross Activity - Statistics per Wikibook Sysops' statistics & Yet Another Edit Counter

title: User:Panic2k4


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User talk:Panic2k4

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ASK QUESTIONS
 * If you are going to ask any question first take some time and take a look into How To Ask Questions The Smart Way... txs

REPORT BUGS Archived messages... here and in Archive. C++ Programming old discussion moved to Archive 2, Archive The user blocks saga old post moved to blocks essays How To Do Nothing
 * If you are going to report a BUG please take the time to look at this Guide first How to Report Bugs.
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Working on it...
Essay on Decision making and Community consensus on Wikibooks - (active)

Leave a new message

Elements of Political Communication
Hi there,

Since there isn't really a "peer review" process that I know of on Wikibooks, I was wondering if you could do me a favor. I've been working on Elements of Political Communication for a year or so, off and on when I had the time. At some point (though I'm not sure when) I'd like to nominate it for featured book status, but I still have a number of changes to make. I was wondering if you could skim through it and give me a few thoughts on style, structure, format, or anything else that crosses your mind. I've tried to keep it readable, printable, and most importantly, practical. It uses a new template, so that probably should be checked out for any potential issues, too. If it isn't really your thing, could you possibly direct me to an editor who might help? Thanks a ton, – Runfellow (discuss • contribs) 16:51, 16 November 2012 (UTC)

 * In regards to functioning and structure beyond the accepted conventions there has been many divergent views. I will gladly take a look and comment according to my preferences.
 * I'm not a great supporter of the featured book process, but understand the validity of the goal of providing readers the more complete works.
 * If you are after a preview of the process (by having the general community review the book outside of the featured book process itself) you could place an announcement on the Reading room/Projects or you could first attempt to get an idea from those reading/editing/interested in the specific work (Elements of Political Communication has been viewed 423 times in the last 60 days) by adding a information box linking and promoting a dialog on the talk page. --Panic (discuss • contribs) 07:31, 17 November 2012 (UTC)

 * One thing that I dislike but it is more a software limitation is having a large list of references/notes at the bottom of a page and it is one motive why I do not use beyond directly mentioning them in the text (or linking to Wikipedia where the reader can get more details and editors maintain the information).
 * As an on-line reader I also prefer larger pages than a need to navigate across the work, especially if some of the pages have no real content in it. I have in my works attempted to join my need as an editor to have a larger view of the content with that reader preference (even useful for section printing) and attempt to provide a full chapter as a single page. Some people like it some don't but it can be done easily with wiki trasclusions and keep both sides happy (don't remember how it works out with the references/notes).
 * I like the entry page, I would only move the search box up a bit since you provide navigation into subsections a online reader that is revisiting or someone that is just browsing may need to use it more than once and having it in the bottom of the page in todays widescreen setups is a bit bothersome. --Panic (discuss • contribs) 07:47, 17 November 2012 (UTC)

 * Featured Book status obviously isn't a huge deal, just a way to spread the word a bit more and have a little fun. Regarding the references, I admit the structure is not very intuitive for more novice editors, but I think it works well for the time being as a consistent system that avoids the clutter you're talking about. On the subject of larger pages, I'll look into doing an transclusions, but a) I'm also keenly aware of the average person's reading habits online and b) the eventual goal here is to expand the content of each page, slowly but surely, with practical and useful information. I'll see about moving the search box; everything is a bit tightly packed in there right now that there's little room to maneuver. – Runfellow (discuss • contribs) 16:47, 20 November 2012 (UTC)

Migration of other controversial content
Hi Panic,

I was thinking it might be good to migrate most of the content from NewgonWiki and BoyWiki over here. I'm not sure what the title of the book(s) would be; perhaps boylove, intergenerational sexuality, or sexual emancipation of minors, or something. This debate guide provides some interesting arguments, for instance.

I'm not too familiar with the norms around here. Sometimes policy can say one thing, and practice can be quite another. Are one-sided polemics considered okay for inclusion? I figure, someone can create another book with polemics from the opposing viewpoint, so in that way, balance between different arguments can be achieved.

On some Wikimedia wikis, the topic of adult-child sexual relationships is so touchy that even advocating that this type of content be included could be considered grounds for banning the user. I don't see any such policy here, but I'm not in a mood to get banned, so I thought I'd ask first. Also, even if the reaction wouldn't be a ban, I don't like to create content that's just going to be deleted. Thanks, Leucosticte (discuss • contribs) 23:51, 24 October 2014 (UTC)

 * First I must confess that the subject in itself is something that I find displeasing in certain circumstances/context, but at the same time will acknowledge the need of making it visible and not hidden or made into a taboo. Humans are complex and society is often restrictive to fringe behaviors and minorities (for many reasons some bad others good).
 * Having established that I would support the creation of a work regarding the subject if it conforms to a textbook with educational value, there are already books that could probably include this subject maybe Abnormal Sexual Psychology...
 * As for keeping a specific viewpoint you will need to cement that as the specificity of the scope of the book and provide for a book specific community record/forum to process and approve changes and core modification so that they may be consensual and reduce interference for non-contributors. Note that due to its controversial nature there will be a high probability that someone will attempt to get the Wikibook's community in general to delete the project. It would certainly need extra care as to stay within our project's guidelines, if so then it is all up for to the value of the content and the argumentation for its existence here.  --Panic (discuss • contribs) 06:11, 25 October 2014 (UTC)

Cannot vs. can not on Singleton Pattern
My apologies for the hasty edit. After some research, there does seem to be a lot of discussion on the subject, and Oxford Dictionaries states that can not is also acceptable.

Cheers, Hardwigg (discuss • contribs) 18:09, 4 December 2014 (UTC)

 * No problem its interesting how any living language evolves and is shaped by its use. Somethings we like or see as logical and acceptable others we dislike or become annoyances by how they create exceptions to normal rules. In this case I see "cannot" as a creep of the way dialog passes into writing and as an unnecessary innovation that at best shows a modicum of laziness as I can't see any added value... --Panic (discuss • contribs) 20:40, 4 December 2014 (UTC)

 * <dropping in on the conversation>
 * Interesting. To me "cannot" and "can not" mean different things, and "cannot" is much more often wanted.  If somebody can not do something, I understand that to mean they are able to not do it, where as if they cannot do it, I understand they are unable to do it.  When someone uses "can not" to mean the second thing rather than the first, I find I have to stop and think about what they mean.  Presumably, this is because I find the distinction between the two meanings useful; if I were, occasionally, trying to say the first thing out loud, I would carefully enunciate a pause between "can" and "not" to emphasize that "not" is grouped with the word after it rather than the "can" before it, and I imitate that pause or lack of pause in my orthography.  --Pi zero (discuss • contribs) 22:27, 4 December 2014 (UTC)

Thank you for the corrections. For the "program text" term, I want to say I read it in a few books, one of which was a concurrent programming book. It makes sense when you think about it, however it isn't a widely conjured term and may raise a copyright conflict. Thanks.

Interwikis from Wikijunior
Hi, there are two reasons why I usually remove interwiki links from Wikijunior: WJ is "censored" (in a way) to age appropriate material, and Wikipedia isn't. It therefore seems wrong to encourage the reader to link to Wikipedia. Secondly, given the intended readership of Wikijunior, I don't think it is helpful even if the content is suitable for them to be sent to Wikipedia - they aren't really going to find the Wikipedia article in most cases helpful. Obviously I'm not going to remove the links you re-added, but I wanted to explain why I think it is inappropriate - thanks. QuiteUnusual (discuss • contribs) 11:45, 27 May 2015 (UTC)

 * The Wikilinks in themselves aren't objectionable or guaranteed to violate the expectation of safety (if so then I would agree that they should be removed), that expectation of safety can only exist if other "censorship" is actual, as the reader is most probably using the Internet. Making that logic flawed in the sense that you are censoring content outside of Wikijunior.
 * If we took your position further we should remove all links to other Wikibook content or even the communal areas from ever being displayed to a Wikijunior reader.
 * The "censorship" guarantees and exists only so that it complements parental control or other intentional censorship used for the reader to stay confined to the wikijunior domain/space and other safe locations. --Panic (discuss • contribs) 17:12, 27 May 2015 (UTC)

 * Any argument if taken to absurdity becomes absurd; that's irrelevant to the merits of the original argument. I agree with QU; primary text in wikijunior books oughtn't generally be wikilinked to wikipedia.  --Pi zero (discuss • contribs) 15:22, 28 May 2015 (UTC)

 * Not if the argument is absurd in the first place, the idea that we should censure links from a wikipage in a wikiproject unless the content is directly objectionable in general and in particular in regards to Wikijunior. With the added trouble that it is even not a consistent and communal agreed censorship task. The only policy we have to guide content on Wikijunior mentions only "kid friendly content", I strongly believe that the Wikibooks community in general can not easily agree what "kid safety" is let alone be allowed to enforce on others and their content unwritten censorship guidelines that goes beyond a very basic level of common sense.
 * So to me it seems nonsensical that links to Wikipedia be regarded differently to any other link to non-Wikijunior content that is displayed to a Wikibook reader. That was the point I was adding to demonstrate that this type of censorship is mostly pointless and ineffective since the user is already presented links to other sites on the navigational aids and "promotions" inside Wikijunior (including navigational aids, automations like clicking in an image, etc...).
 * You are free to agree with QU and not wikilink to wikipedia in your own contributions but acting beyond that without any editorial regard is unacceptable. In any case I've been here for a long time and know well those that push for stronger diwikification of our content in general (to a point that I regard it as covert vandalism when not done in considered moderation and try to fix it when I detect the practice) but this is not the topic of the discussion here.
 * The topic as presented by QuiteUnusual is about a generic censorship to outside links (not only wikilinks) from Wikijunior. To what I disagreed and see as futile and impractical if not targeting very specific content.
 * I would object to generic, informal and overreaching censorship of content anywhere, that is an anathema to what out project(s) stand for. --Panic (discuss • contribs) 03:01, 29 May 2015 (UTC)

Portuguese books split
Thanks for adding the TODO box here. I agree they should perhaps be merged, but did you notice as well that there's actually a three way split in these books. There's a Brazilian Portuguese book. And a book which has two bits to it Portuguese/Contents and Contents. So that's messy. It seems to me those first two should definitely be merged somehow, even if the brazil/portugal separation remains. Some old discussion here: Contents. Very old discussion in fact. One day I should just be bold and merge it somehow. -- Harry Wood (discuss • contribs) 14:10, 28 May 2015 (UTC)

The name Andrada
I was a little confused as to why you reverted my edit that reverted a.new.way's change of Andrada to Andrade on this page. Andrada is a real Portuguese surname, as is mentioned here. And as I said in my edit summary, we already have Andrade on the surname list. As a matter of fact, it's the first name on the surname list, in the "top 20 surnames" part. Cilantrohead (discuss • contribs) 22:54, 8 May 2016 (UTC)

 * Sorry, I reverted my chance.
 * Since you did not include in the edit comment the duplication I saw it as a substitution of a common surname with a less common one, as the list doesn't intent to be "complete" the edit had less value than the original. Note also that Andrada is not common today (as some other surnames already on that list), if an Author is writing something contemporaneous some of the more obscure surnames should be avoided, that is why I chose not to edit it in and simply restore the page to the previous state. --Panic (discuss • contribs) 18:01, 9 May 2016 (UTC)

 * Does "I reverted my chance" mean "I reverted my change"?

 * I did "include in the edit comment the duplication". As I wrote in this edit summary, "We already have Andrade". We started out with many more Portuguese surnames, but then in 2008 A.new.way made a bold edit that removed many of the surnames on the list. I'm not sure which were not really Portuguese and which A.new.way just removed because s/he hadn't heard of them.

 * Also, I noticed you moved Andrade to its alphabetical space from the front of the list. Most of our surname lists start out with a list of the 10 or 20 most common surnames from that ethnicity in declining order of frequency, often followed by an alphabetical list of names 21-50, or names 21-100, or names 21-200, before continuing with an alphabetical list of the rest. Check out Writing_Adolescent_Fiction/Character_names/German for an example of this. You will see that it starts out with the 20 most common German surnames, before going into names 21-200, and then the rest of the names. Cilantrohead (discuss • contribs) 02:29, 12 May 2016 (UTC)

 * Sorry I expressed my self badly, or well you did on the comment. As a reviewer I saw "We already have Andrade" at the same time it substituted it by Andrada as a null comment (I did not review the complete page only the names next to the edit, nor did I do a search). In any case I already said I was sorry and I restored it. As for what I take is an "unwritten ordering" of the names of the list I think that it just becomes a mess and people will probably not get it at all or comply to it, but fell free to revert my move. Now that I think about it I have that page under watch so if you have the time see in the history if I did not do any other damages... --Panic (discuss • contribs) 21:48, 14 May 2016 (UTC)

 * So people won't understand how the frequency ordering works? Well, I have decided to rectify that. I am going to change all the surname frequency lists to include frequency section headings. See, for instance, what I just did to Writing_Adolescent_Fiction/Character_names/English after fixing up the English surname list. I have also simplified the lists Writing_Adolescent_Fiction/Character_names/Girls and Writing_Adolescent_Fiction/Character_names/Boys, reducing each to a three-tier list.

 * As for the Portuguese names page, I reverted A.new.way's insertion of "a few" before the statement that there are Portuguese with non-Brazilian surnames. It's not like only a tiny minority of Brazilians have non-Portoguese sornames. Cilantrohead (discuss • contribs) 01:46, 13 June 2016 (UTC)

Request for comment
Hi Requesting your comment and guidance.

@ Reading_room/General

Thanks and regards

Mahitgar (discuss • contribs) 06:57, 11 March 2017 (UTC)

Sources for Hypnosis
Avidly reading the wikibook and wondering where you picked up your information or what your sources are. Thanks Sultec (discuss • contribs) 19:36, 21 October 2021 (UTC)

 * There is an public domain book listed as source. The rest was already there, contributed from Wikipedia (IIRC salvaged from deletion, edit history preserved) and some is my own knowledge and investigation as I'm interest in the subject. --Panic (discuss • contribs) 13:41, 27 May 2024 (UTC)

 * }

title: User talk:Panic2k4


text:
Physiotherapy Assessment/Glossary

= Glossary of terms =

 * ADL:Activities of Daily Living
 * APM:Active Physiological Movement
 * BiPAP:Bi-level Positive Airway Pressure
 * CABG: (pronounced cabbage) – Coronary Artery Bypass Graft
 * CF: Cystic fibrosis
 * CPAP: Continuous Positive Airway Pressure
 * CPR: Cardio-pulmonary resuscitation
 * CVA:Cerebro-vascular accident
 * FH:Family History
 * ICU/ITU:Intensive care unit
 * OT:Occupational Therapist/Therapy
 * PAM:Passive Accessory Movement
 * PEP:Positive Expiratory Pressure
 * PMH:Past medical history
 * PPM:Passive Physiological Movement
 * PSH:Past surgical history
 * PT:Physiotherapist/Physiotherapy/Physical therapist
 * RA:Rheumatoid arthritis
 * SH:Social history
 * TIA:Transient Ischaemic Attack

title: Physiotherapy Assessment/Glossary


text:
Wikibooks talk:WikiProject Mathematics

Appendice via templates
I'd like other users' opinions on this idea. A lot of books on mathematics, especially on more advanced topics, relegate some of the necessary math to appendices. For example, a book on tensor calculus might in an appendix contain enough topology to define a differential manifold. I like this organization; it allows readers who are already familiar with the prerequisite material to jump into the real content right away, and it provides a handy reference.

Here is my idea: we could use templates to build up these appendices. If the book I am working on needs an intro to set theory in the appendix, I just add in the appropriate place. CyborgTosser 22:24, 23 Oct 2004 (UTC)

 * I am a bit confused as to what you mean. But probably because I don't fully understand what the above code would do.  Is the idea to build up a standard set of appendices that could be used in any wikibook? Thenub314 (talk) 10:14, 6 January 2009 (UTC)

Hello
This is a quick hello to see who is out there in working on wikibooks. Seeing how the last edit was in 2011, getting a reply here seems a bit much to hope for, but it couldn't hurt. Thenub314 (talk) 10:15, 6 January 2009 (UTC)

Abstract Algebra

 * Hi. I am working on Abstract Algebra/Group Theory now. Anyone interested? Arydye001 (talk) 15:00, 25 July 2010 (UTC)
 * I would be interested once the summer break ends. I have left a more detailed note at your talk page.  Thenub314  ( talk ) 10:17, 26 July 2010 (UTC)
 * I'm intrested in Apollonian groups, kleinian groups. Because I'm not mathemticien i would like to read about basic theory and practical algorithms to compute it. --Adam majewski (talk) 20:13, 27 July 2010 (UTC)

* Courses
An anonymous IP editor has created several *Courses mathematics books (along with *Courses in other subjects) that are often poorly translated and had contained copyright violations of Wikipedia content (which I deleted). Arithmetic Course, Calculus Course, Trigonometry Course, and Geometry Course are specific to this WikiProject. – Adrignola discuss 02:39, 18 February 2011 (UTC)
 * I can't see the point of Trigonometry Course, given the existence of Trigonometry. It isn't even in English; one page is called Square Triangle.  I am minded to move its deletion.--Wisden (discuss • contribs) 12:18, 18 February 2011 (UTC)

 * As I noted in a general note to others, three previous books created by this editor were deleted due to low quality/redundancy. I've tried to encourage contributions to existing books, but just as the person won't create an account for easier interaction, they also do not respond to any comments/queries left on the IP discussion pages. – Adrignola discuss 14:04, 18 February 2011 (UTC)

title: Wikibooks talk:WikiProject Mathematics


text:
Talk:Linguistics

October 2004
I think this book is a great idea.

I'm currently studying for a BA in Linguistics at UCL. I'll try to contribute where I can.

--Frankie Roberto 02:02, 24 Oct 2004 (UTC)

Sections
Does anyone have any thoughts about what sections there should be within this book?

I'm not convinced that Typoloy should be included. Also, perhaps Historical Linguistics should be part of History, not Linguistics? Frankie Roberto (changed due to mis-read)

 * Well typology is pretty important in modern linguistics -- if you believe that the goal of linguistics is to understand how the human language device works, then typology, as the basic tool of determining what can and can't be considered language, is pretty key. Additionally historical linguistics refers to how languages develop through time, not the history of linguistics per se. Mo-Al (talk) 20:42, 3 August 2009 (UTC)

Welcome
Hey, Frankie, welcome. I was beginning to think I was the only one who cared. Thank you for creating template:LinguisticsTOC. I'm not a big MediaWiki guru, so any help people can give improving the markup in ways like this will be really appreciated.

 * I'm new to wikis in general, so I'm not that good on the markup either. I took the idea from the Manual of Style. There doesn't seem to be a clear way to organise the books yet. Frankie Roberto

ACW 18:04, 28 Oct 2004 (UTC)

 * Hi, I'm quite new to linguistics (and rather interested in reading this wikibook). Nonetheless, I do know something on the subject and would gladly aid in it's development if y'all'll have me. (My knowledge goes as far as my edits in the conworld wikibook.) - Ingolemo 19:25, 28 Oct 2004 (UTC)

Historical linguistics
The term historical linguistics doesn't refer to the history of linguistic scholarship; discussion of that, I would agree, belongs to a history book, albeit a rather specialized one, and not to a linguistics book, especially a broad overview like this one.

Instead, historical linguistics is a branch of linguistics proper. It's the study of how languages change over time, and how those changes contribute to the way a language appears at any given moment. Sometimes it is called diachronic linguistics, as opposed to synchronic linguistics, which studies language at a particular point in time.

Historical linguistics uses a theory very similar to the theory of biological evolution (descent with modification). People are always accidentally changing their languages in little ways; those changes get passed to children when they are learning to speak; changes that hurt communication tend to be eliminated, while changes that help communication tend to spread.

Just as in biology there are families of organisms that were once single species, in historical linguistics we observe that there are language families which have descended from a single archaic language.

The most famous achievement of historical linguistics to date is the Indoeuropean theory, which shows that most of the languages in a wide band stretching from Europe through Central Asia to India are related, and are descended from a single ancestral language, called Proto-Indo-European. By careful comparative methods, linguists have been able to reconstruct much of the grammar and vocabulary of this extinct language, the common ancestor of Latin, Greek, Sanskrit, and all the Germanic and Slavic languages as well. It's a stunning achievement, and one that well deserves discussion in a linguistics textbook. Well, in my opinion anyway.

ACW 18:18, 28 Oct 2004 (UTC)

A historical linguistics section is also the best place to introduce dialectology, and demystify the whole notion of dialect.

ACW 18:29, 28 Oct 2004 (UTC)

I agree; I really think the field ought to be called "Language Change", since it deals with the general theory of how language changes over time, not only with "historical" languages.

Language diversity
I feel funny that there seems to be no place in the current table of contents for discussing the current state of language on our planet. A lot of beginners' questions fall into this area. "How many languages are there?" "Which languages have the most speakers?" "What are American Indian languages really like?" "What about those weird clicks?"

So I think we should really have a section about that, where we can discuss the amazing variety of languages that exist, and give some handle on the most important languages and language families to be aware of, as well as their basic characteristics.

This kind of hooks into historical linguistics, since the historical viewpoint is the most useful way to understand how languages are distributed around the world today.

It also may be what I had in mind when I proposed a chapter on typology -- some place to show off some weird wonders, and show how wildly languages can vary from each other.

This proposed section would also be a good place to talk about language oppression, endangerment, and extinction.

ACW 18:27, 28 Oct 2004 (UTC)

Syntax Trees
If we're going to go deep into generative grammar, we'll need to be able to draw lots of trees. See for an example. Anyone got any ideas on how best to do this? Frankie Roberto

OpenOffice.org's Draw program tends to work fairly well for these sorts of things. Then there's also Dia, or Microsoft Visio. That's also assuming that we get to the topic of generative grammar in this book. That subject is so large that it may be better to create a book covering just generative grammar to simplify things for the introductory book, and begin the generative grammar book with the assumption that the reader has a basic understanding of linguistics. NathanClayton

Frankie is right that we will need some trees when we get to talking about syntax. It's an iconography that everyone in the field uses, and we must at least talk about the basics even if we don't get into debated areas. So Nathan's suggestions of how to draw them will definitely be useful. Assuming we make any more progress on this book at all. ACW 22:00, 25 Feb 2005 (UTC)

It may be worth noting that there are other, more text-friendly forms, like bracket notation that may be useful if we don't want to make large amounts of trees. Although, ACW is right - tree notation is used by just about everyone, so even if we don't use it through this wikibook we should at least include a few so that prospective students can understand how they work. -- Kirby1024 08:43, 16 November 2005 (UTC)

Page names
Just a quick note to say that I've moved the all the subpages from things like Linguistics: Hello to Linguistics/Hello. It's much easier to work with and seems to be the new standard in wikibooks. -- Kowey 13:53, 24 October 2006 (UTC)

Keep it up
I have recently discovered the conlangs (constructed languages) (which I don't know if that's common among linguistics students and teachers) and joined the |CONLANG list, on which I don't know half (actually a lot more than that) the things they're talking about. It looks like this will help me (if it gets finished). So thanks and keep it up! Leon math 23:26, 30 July 2007 (UTC)

Style
Reading the introduction I see that italics seem to be way overused. Does Wikibooks have a stylistic policy on this sort of thing? In my opinion italics should probably only be used for introducing new terminology and examples from languages, and bold text very sparingly. Mo-Al (talk) 20:42, 3 August 2009 (UTC)
 * My personal opinion is that introduction of new terms should come in bold, italics should be used for emphasis in explanations, and capitals should be used to indicate stress in ex-AM-ples. And that's how I do it when I write linguistic articles, because that's how I was trained. --Quintucket (discuss • contribs) 11:54, 30 December 2011 (UTC)

Phonetics vs. Phonology
I am concerned that the phonetics chapter contains too much information on phonology (e.g. phonemes and allophones). Also, the IPA is arguably more of a phonological tool than a phonetic one. Frankly, I don't even know whether the chapter on phonetics should really come before phonology. Mo-Al (talk) 21:03, 3 August 2009 (UTC)
 * Phonetics -> Phonology is the usual order. I'm not sure how you can study sound patterns without studying the sounds first. Kayau (talk · contribs) 16:40, 9 May 2015 (UTC)

New Sections
I'd like to add two new sections: Language Acquisition, and Creoles. They're also major fields of study in their own right, and incorporate pretty much every other fields except computational linguistics and phonetics. (And they may incorporate the latter, but I'm not competent to deal with it; I know absolutely nothing about phonetics.) Specifically, I think Creoles should come after historical linguistics, and Language Acquisition after Psycholinguistics. I'm going to add them unless anybody can provide a reasonable objection, but I'll add them at the end if people would rather I do that.

I'd also like to add three more: Neurolinguistics, Discourse Analysis, and Signed Languages though my experience there would provide fairly minimal articles, albeit more complete than a few on here, and I'm really not sure where to put those. --Quintucket (discuss • contribs) 11:51, 30 December 2011 (UTC)
 * I realized that nobody has done much more than pretty-up this article since 2009. So I've just gone ahead and added three of these.  Neuroling I'm not ready to work on, and I'm not sure that DA, on second thought is actually necessary. --Quintucket (discuss • contribs) 19:49, 30 December 2011 (UTC)
 * I will turn your wishes into reality. Kayau (talk · contribs) 14:14, 9 May 2015 (UTC)

Restructuring
I plan to restructure the book as follows:

 * Intro
 * Part I: Traditional Areas of Theoretical Linguistics
 * Phonetics, phonology, morphology, syntax, semantics, pragmatics, discourse analysis **
 * Part II: Language as Signs
 * Sign languages, orthography
 * Part II: Language and the Human Mind
 * Psycholinguistics, neurolinguistics **, language acquisition, evolutionary linguistics
 * Part III: Variation and Diversity in Language
 * Typology, historical linguistics, dialectology and creole*, sociolinguistics, anthropological linguistics**

* I decided to widen the scope of the Creoles section as a full chapter seems excessive for an introductory book. ** New chapters.

I have also decided to scrap computational linguistics as it seems unnecessary for an introductory book. I'll keep this up for a week, and will be bold if there are no objections after a week has passed (as I do seem to be the sole contributor at the moment). Kayau (talk · contribs) 15:27, 22 June 2015 (UTC)

 * I cannot judge whether you are right about that or not: you may very well be. However, couldn't you move more advanced stuff into their own subsection or even their own book? IT seems a pity to let it go to waste. Jcwf (discuss • contribs) 15:35, 22 June 2015 (UTC)
 * I agree, comp ling can get its own book. I just don't believe it fits into an intro. Kayau (talk · contribs) 17:00, 22 June 2015 (UTC)

title: Talk:Linguistics


text:
Japanese/Grammar/Adjectives

Japanese has two main classes of words that function the same as adjectives in English.

 * Pure adjectives (形容詞; けいようし)
 * Also known as い-adjectives these are distinctive as their attributive form always ends with the syllable "い". Many nouns (such as 白 (しろ e. the colour white) become pure adjectives when appended with an い: 白い (しろい, e. white). Learners must beware, though, because several な-adjectives also end with the same い when rendered in kana (e.g. きらい, きれい).
 * Examples of pure adjectives are the colours 赤い (あかい, e. red) and 青い (あおい, e. blue), 高い (たかい, e. high, tall) 小さい (ちいさい, e. small), 重い (おもい, e. heavy) and 軽い (かるい, e. light).

 * Adjectival nouns (形容動詞; けいようどうし)
 * Also known as な-adjective these are grammatical nouns that form adjectives when affixed with "〜な". Technically, the な pseudoparticle comes from a contraction of "なる", the attributive form of the classical Japanese copula "なり".
 * Examples of adjectival nouns are 綺麗 (きれい, e. pretty), 静か (しずか, e. quiet) and 素敵 (すてき, e. lovely).

Basic conjugations
Like verbs, we can enumerate some common conjugations of adjectives.

It should not come as a surprise that the な-adjectives — being grammatical nouns — "conjugate" by having the copula added. Exceptions are the plain present positive, where the copula is omitted, and the polite past negative which has an alternative reading. The い-adjectives have a somewhat simple conjugation pattern. The politeness is only determined by whether the (polite present positive, in all tenses) copula is added.

More forms
It can be useful to define a few stem forms for adjectives as these form building blocks for other forms.

These then form the following derived forms:

Adjectives too are governed by euphonic rules in certain cases. For the polite negatives of adjectival nouns, see also the section below on the copula.

Imperative
The imperative form is extremely rare in modern Japanese, restricted to set patterns like (e. sooner or later) where they are treated as adverbial phrases! It is impossible for an imperative form to be in a predicate position.

Hypotheticals
The conditional and provisional forms are used to make conditional statements. There is a slight nuance to the two which is discussed further in the conditionals lesson.

title: Japanese/Grammar/Adjectives


text:
Linguistics/Syntax

The field of syntax looks at the mental 'rules' that we have for forming sentences and phrases. In English, for instance, it is grammatical to say 'I speak English', but ungrammatical to say 'English speak I' — this is because of a rule which says that subjects normally precede verbs which precede the object.

Academic syntacticians often study either the grammar of a particular language, or study the various theories of a generative grammar — a theory which claims there is a universal underlying grammar in our heads, which different languages activate in different ways. The main concern of generative grammar is discovering the grammatical rules which apply to all languages, and determining how the manifest differences in world languages can be accounted for.

However, there are many competing theories which do not make — or at least remain neutral on — such a strong claim regarding a universal grammar. They include construction grammar and cognitive linguistics. There are a number of grammatical theories that stand more or less in opposition to the perspectives of generative grammar, like systemic functional grammar or word grammar.

At the level of syntax, it is important to understand the distinction between grammaticality and semantic soundness. Sentences such as Me Tarzan, you Jane clearly make sense even though they sound "wrong". Conversely, the sentence Colorless green ideas sleep furiously, famously created by Noam Chomsky, doesn't sound 'wrong' in the way the last sentence did, but it is hard to imagine anything which it would describe. We can say that these two aspects of acceptability vary independently: grammaticality, or well-formedness, gives the rules for how sentences must be constructed, but does not restrict their content, while semantic acceptability may occur even in ill-formed sentences. When we say that something may occur grammatically, we mean that well-formedness is preserved, with complete disregard for semantics.

Units
The basic units of syntax are words and clitics. A word is the smallest free form in language that can be spoken in isolation or in varying positions within a sentence and retain its semantic and pragmatic content, which we can informally refer to as its meaning. As we've seen, a clitic is syntactically indistinguishable from a word, but, unlike a word, it is phonologically dependent upon some other constituent of a sentence.

Lexical categories
In general, words and clitics can be divided into groups called lexical categories. This grouping is accomplished by observing similarities in words and clitics according to several factors, such as their distribution within a sentence, the types of affixes that can be attached to them, and the type of meaning they express. All of these factors can be taken into account together because words and clitics that correlate well with each other according to one factor generally also correlate well according to the others. While classifications according to meaning or inflection can sometimes remain subject to significant ambiguity, tests of distribution are generally very reliable. Words of certain categories are restricted to occurring or not occurring alongside words of other specific categories, and these restrictions can allow simple determinations of category based on distributions to be made.

While syntactic categories can vary somewhat from language to language, most languages nonetheless possess a similar set of categories. A typical list of such categories with their most common linguistic abbreviations is given as follows:
 * Noun (N)
 * Proper noun (PN)
 * Pronoun (Pr)
 * Verb (V)
 * Adjective (A)
 * Adposition (P)
 * Adverb (Adv)
 * Degree word (Deg)
 * Auxiliary (Aux)
 * Modal auxiliary (Mod)
 * Interjection (I)
 * Determiner (D or Det)
 * Conjunction (Con)
 * Coordinate conjunction (Co)
 * Subordinate conjunction (Sub)

The twice-indented categories can often be treated as simply a part of the categories they fall under; treating them separately is unnecessary for the purposes of most basic syntactic investigation.

The last several categories in the list, from degree words onward, are referred to as functional categories in contrast with other lexical categories because their words have little lexical meaning but instead express such things as grammatical relationships and functions between other words in a sentence. Words that fit these criteria but cannot be comfortably placed in any group are sometimes given the generic label of particle (Par), though the term 'particle' generally refers to a much broader set of words and clitics than this, also encompassing some conjunctions, interjections, determiners, etc.

Constituent structure
Theories of syntax generally view sentences as being made up of constituents, which are either made up of constituents themselves or are irreducible units. Constituents which are made up of multiple words are traditionally known as phrases. For now, we provisionally use this traditional definition. However, some refinements of the theory of constituent structure give a different and more specific meaning to the term "phrase", which permits the existence of certain types of one-word phrases; we will encounter this meaning later.

Constituent Categories
For each lexical category, there is a corresponding constituent or phrasal category, and taken together, these are referred to as syntactic categories. Each constituent is assigned to one of these categories according to much the same criteria as those used for assigning words and clitics to lexical categories. Consequently, because of the reliable distribution factor, constituents of a category generally may always appear in the same position in a sentence. For instance, in the sentence

(1a) I see _____

Constituents of the same category as the big man (e.g. the doll, a fast, red car, this quickly-moving snowflake, Barack Obama) may occur in the gap, whereas constituents similar to "eats pie" (e.g. "drives fast", "writes a letter") cannot. Note that certain phrases similar to the acceptable constituents, such as doll or happy camper, do not. The particular structure that can fit into our blank will, for the purpose of this book, be called a noun phrase (NP).

Now, let's alter (1a) a bit and obfuscate the word see as well:

(1b) I _________

There are various types of phrases that can fit into this sentence, including fly, am completely fed up with this, read a book of linguistics and have been struggling for years to understand linguistics in vain. Note that the final sentence is still acceptable, even though it's very long. These are called verb phrases (VP) in this book.

There are two other basic types of phrases. They fit into (1c) and (1d) respectively:

(1c) I feel ______. (1d) There is a book ______.

(1c) can be filled by happy, foolish or a little squirmy. These are adjective phrases (AP). (1d) can be filled by on the table, in the drawer or at school. These are prepositional phrases (PP).

The type of analysis we are doing here is structural analysis. We are trying to analyse what sort of constituent we can plug inside a certain part of our sentence. However, this does not allow us to see the forest for the trees.

Constituent Analysis
Since our previous analysis has proven to be insufficient, we can take another approach, known as constituent analysis.

Hierarchical Organisation of Constituents
Yet constituent analysis is still not enough. In constituent analysis, we viewed our sentences as simple blocks of constituents that can be lumped together in various ways, but actual sentences in language do not work that way. Consider this sentence:

(2a) I hit the big man

Reflecting upon the meaning of this sentence, we see that there are three semantic components of what is being stated: Thus it seems natural that "I", "hit", and "the big man" should function as units, while "I hit the" and "hit the big" should not. This was not clear in our previous analysis.
 * 1) There is an action occurring, which is hitting.
 * 2) The speaker is the person performing the action.
 * 3) The big man is the person undergoing the action.

In addition, there seems to be a hierarchical organisation in the sentence. The phrase hit the big man likely makes sense to you, since it describes a real action: hitting a big man. However, I hit does not make sense: hit is a transitive verb which needs an object. This seems to tell us that I and hit the big man are two larger constituents, known as subject and predicate in traditional grammar. For now, sentence (2a) can be separated into constituents like this:

(2b) [I [hit [the big man] ] ]

We can fill up our bracketed sentence with our lexical and constituent categories to produce this:

(2c) S[ Pr[ I ] VP[ V[ hit ] NP[ Det[ the ] Adj[ big ] N[ man ] ] ] ]

Rewrite rules
Going back to our previous example, let's look at a larger set of phrases which can be inserted into (1a);
 * a cat; a dog; a fast, red car; a paper; a small toy
 * the big man; the doll; the house; the zebra
 * this Argentinian hyena; this umpire; this quickly-moving snowflake
 * that big-scale event; that wolf
 * every impressively large elephant; every person
 * Barack Obama; Nelson Mandela; Mao Zedong
 * He; she; it

What can we infer from these phrases? Well, we find that they have one of three structures:
 * Proper noun
 * Pronoun
 * Determiner + Noun, sometimes with an adjective in between

We can thus produce a rewrite rule:

(3a) NP → {PN, Pr, Det (Adj) N}

Where the braces indicate 'choose one from the set' and the round brackets indicate optionality.

Similarly, we can produce a rewrite rule for verb phrases and sentences:

(3b) VP → V (NP) (Adv) (3c) S → NP VP

All of the rewrite rules so far are phrase structure rules, which deal with phrases. We also need lexical rules to inject the lexicon into our grammar. Let's add some lexical rules: (3d) Pr → {he, she, it, I} (3e) PN → {Chomsky, Jackendoff, Pinker} (3f) Det → {this, that, the, a, my, some} (3g) Adj → {happy, green, lucky, colourless} (3h) N → {computer, book, homework idea} (3i) V → {defended, attacked, do, eat, slept, poisoned} (3j) Adv → {furiously, happily, noisily}

Using these rules, we can produce sentences:
 * 1) We start with a simple S.
 * 2) We rewrite S as NP VP.
 * 3) We rewrite NP as PN and VP as V.
 * 4) We rewrite NP as He and VP as slept.

This gives us our final sentence: He slept. Here are some other possible sentences:

 * Chomsky defended a green idea furiously.
 * This green computer attacked Jackendoff.
 * She poisoned Pinker noisily.
 * It slept furiously.

Obviously, our grammar is not perfect. There are many things that we did not take into account when we produced this very simplified grammar. However, this should give us a general idea of how rewrite rules work, and that will suffice in our beginner's book.

Syntax Trees
Bracketed sentences can get fairly ugly, as you've no doubt seen above. Most syntacticians now use another technique known as syntax trees to map sentences in a schematic manner.

Each of constituent is known as a node. Nodes are connected by branches. Lexical categories are terminal nodes as they do not branch out further.

Phrases are usually made of two constituents. This is known as the binary branching condition. The head is defined to be the obligatory element which gives the phrase its defining properties, generally including the constituent category of the phrase. For verb phrases, for example, the head is the verb.

For instance, this is the syntax tree of the sentence I hit the man:

You may be wondering how we could fit big in the sentence without violating the binary branching condition. In fact, there are more layers involved than meets the eye, but the other layers will not be presented here.

Movement
Recall from the introduction that sentences have a different structure in our minds than are actually produced. The process of deriving the surface structure from the deep structure is called movement since it involves moving things around. English has many types of movements that apply to a wide variety of situations. Compare:

(4a) It seems that Wikibooks is useful. (4b) Wikibooks seems to be useful. (5a) You will try to steal what? (5b) What will you try to steal? (6a) Volunteers wrote the Linguistics textbook. (6b) The Linguistics textbook was written by volunteers.

In the above set, the a-sentence is the deep structure, and the b-sentence is the surface structure. Note that (5a) is not normally produced except in the case of echo questions, such as the following situation:

(7a) A: The best website on the Internet is Wikipedia. (7b) B: The best website on the Internet is what?

B has echoed A's question because of disbelief, perhaps because he considers Wikibooks to be the single best website.

Let's look at one specific type of movement: inversion in interrogative sentences. Before we can do that, let's change our rewrite rules a bit:

(8a) S → NP (Aux) VP (8b) Aux → {will, may, might do}

This caters for sentences like this, which readers are likely intimately familiar with:

(9a) I will do my homework.

Now, let's turn it into a question:

(9b) Will I do my homework?

Can you generalise a rule for this type of inversion? Here it is:

(10) NP Aux VP ⇒ Aux NP VP

Let's wrap up by looking at the two trees.

Again, this does not satisfy the binary branching condition, but how to alter the tree to satisfy it is not within the scope of our book.

Adjuncts
One of the most important features of human language is the ability to process recursion, which is why it must be introduced in our book, even though it is a more advanced concept. When we have an NP a book, we can expand the NP several times: a book on the desk, a book on the desk in the classroom, etc. Each time, it remains a noun phrase. This is known as recursion.

[DIAGRAM HERE]

PPs are not the only phrases that can be added to another phrase recursively. Here are some other examples:
 * Adverbials: Colourless green ideas sleep furiously all day long.
 * Participle phrases: He was standing by the door impatiently, waiting for John.

Complement clauses
Another notable type of recursion in linguistics is the complement phrase. Consider the following:

I think John is a genius. John is happy that I think he is a genius. It is surprising that John is happy that I think he is a genius. I believe that it is surprising that John is happy that I think he is a genius.

that is known as a complementiser (C) in English as it is capable of producing complement clauses. We can generate lots of sentences in a recursive manner. Other common complementisers are below:

 * I was asking whether John was happy or not.
 * He is wondering if I think he is a genius.
 * It would be strange for him to consider me a genius.

The clauses followed by a complementiser are called complement clauses. Note that complementisers were erroneously classified as subordinating conjunctions in traditional grammar!

Grammatical relations
Constituents bear grammatical relation (or grammatical function), which determines how they behave syntactically within a proposition.

In a simplified analysis, the sentence may be viewed as generally consisting of three major constituents, which play the grammatical roles of subject, object, and verb.

title: Linguistics/Syntax


text:
User talk:ACW

Hi!

Linguistics
Please, keep writing your linguistics textbook! I'm a huge fan! Congratulations on the work you've already done, and by all means keep doing it! --anonymous.

I second that! Fascinating stuff! I love the discussion on 'wanna', it really got me thinking. Thanks! --24.205.32.174 03:47, 11 Dec 2004 (UTC)

Oh, gee, you guys make me feel proud plus guilty. I have a real job, see, and it's really hard to squeeze out time to work on Linguistics. But I'll see if I can get something done there soon. ACW 21:56, 25 Feb 2005 (UTC)

Weird title changes
Hey there. Just wanted to justify my "weird" changes to the linguistics TOC page. Wikibooks now has a convention of naming books and their modules with slashes, like Linguistics/Introduction instead of with colons (Linguistics:Introduction). This has a couple of advantages, namely that it allows the wikimedia software to notice that the 'Introduction' module is part of the Linguistics hierarchy. Hope this helps, -- Kowey 16:55, 27 February 2007 (UTC)

More linguistics
I have recently taken interest in the Linguistics textbook and begun revamping the layout as well as adding material. Now, it appears that you are, for the most part, the only other major contributor to the book. Would you be up for a more focused collaboration? I would like to get this project to a usable state within a month or so. (By the way, your writing in the introduction was of excellent quality.) Mo-Al (talk) 16:22, 5 August 2009 (UTC)

title: User talk:ACW


text:
Dog Care

Maintenance and medical care

 * /Choosing a veterinarian/
 * /Dental health/
 * /Grooming/
 * /Nail maintenance/
 * /Nutrition/
 * /Obesity/

Surgeries

 * /Spaying and neutering/
 * /Debarking/
 * /Ear cropping/
 * /Tail docking/

Diseases

 * /How to give medication/
 * /Signs and symptoms/
 * /Fleas/
 * /Heartworms/
 * /Vaccination/
 * /Hookworms/
 * /Roundworms/
 * /Distemper/
 * /Parvovirus/
 * /Lyme Disease/
 * /Rabies/
 * /Tapeworms/
 * /Lupus/

Other info

 * /Training/
 * /Breeds/
 * /Socialization/
 * Training the Search and Rescue Dog
 * Dogs care and training
 * Canides
 * Animal Care Dogs

/Authors/

Cynologie 개 기르기 Huisdierengids hond

title: Dog Care


text:
Dog Care/Choosing a veterinarian

 * Check with friends or other dog owners. Asking around at a dog park or similar location could reveal a few local names to avoid.
 * Reputable veterinarians should not complain if you want to know details about their education.
 * A veterinarian's office should be able to give fees for vaccinations, office visits and other similar charges, and should at least be able to give an estimate for many other needs. Information like your dog's weight, reactions to kenneling/strangers/other dogs and eating habits may be required beforehand.
 * Bring vaccination information with you until your veterinarian's office has it in their computer system. If travelling or otherwise using a new veterinarian, have at least a phone number for any office that might have previous records of your dog.  Bring along any medications you are giving your dog, except for normal flea and tick or heartworm medications (though know precisely what brands and schedules you are using for those).
 * Don't be afraid to ask questions. A reputable veterinarian will take the time to explain anything that confuses or worries you.
 * Know what the problem is and educate yourself on possible diseases and injuries. See ../Signs and symptoms/.

title: Dog Care/Choosing a veterinarian


text:
Dog Care/How to give medication

Dog Care

Dogs cannot be convinced of the wisdom of taking medication. They do not ordinarily swallow anything that does not appeal to them as food, and so giving them medication can be an arduous task. Some dogs swallow pills with little difficulty, while others need their pills wrapped in a meatball or forced down.

Restraining the dog
If a dog does not take medication easily, excessive restraint will train him to fear it. If the methods below do not work, consult your veterinarian for safe techniques to deliver the medication.

To open your dog's mouth, put your hand around his muzzle with your thumb and forefinger behind the canine teeth (curved "fangs") of the upper jaw; lift the upper jaw with your thumb and forefinger, making sure the other fingers are not in his mouth or between his upper and lower teeth. This should show you the back of the dog's tongue, where you can rapidly place medication. Release the dog between squirts of liquid (or pills) to let him swallow.

Any more restraint than this could lead to accidental dog bite, and will stress your dog. It is best to consult a vet if this method does not work.

Liquids
If a liquid medication has a flavor that appeals to a dog, he might lick it from a bowl or eat it if applied to a small amount of food. Do not use a spoon, as dogs have been known to get carried away and swallow them.

If the flavor is not appealing, use a plastic syringe without a needle or a dropper (either of which should be provided by your vet) to inject the medication into the dog's mouth.

The easiest way to apply the liquid is to lift one of the dog's cheeks and squirt the liquid behind the last teeth. Be careful not to squirt in so much at a time that it runs out of the cheek before the dog can swallow it or so much that it makes the dog cough.

If this fails, for example on some flat-faced breeds that might not have much of a cheek, you might have to pry open the dog's mouth as described under "restraining the dog" above. Squirt the liquid into the back of the mouth, behind the last tooth and towards the throat. As before, do not drown the dog or give so much at once that he dribbles the medication.

Pills
Many dogs will take a pill as if it is a treat, without tasting it. This is especially true if you train them to accept strange things from you by giving them a crumb of cheese, bread, meat, or whatever you are eating (do not give so many crumbs and treats that they become more than 5% of the dog's diet; avoid toxic substances such as grapes, raisins, onions and chocolate).

Placing a pill in your dog's food in the hopes that he will eat it accidentally is a simple way to get the pill down his throat, but it doesn't always work if the taste is unpleasant or the pill is large, even for dogs that normally eat anything. Watch the dog eat to make sure he swallows the pill.

You can push the pill into a piece of hot dog or cheese (processed cheese slices are ideal - leave out to soften for a bit then just fold off a tiny slice, roll pills up in it, and give to Fido. Remember to replace film, and refrigerate leftover slice until next dose is due), or wrap it in a meatball of canned dog food. Try to make this treat small enough for the dog to swallow in one bite. Some dogs will not take the treat if they see you putting the pill into it. Watch the dog to make sure he does not spit the pill out after eating the treat (if this happens, you will need to force the pill, as described below).

You can crush a pill or open the capsule (if your veterinarian says this will not decrease its efficacy), placing the powder on a small bit of peanut butter, soft cheese, canned dog food, or similar treat. Dogs often consume the treat and medication without further fuss, or you can place the peanut butter on the roof of the dog's mouth, where he is forced to lick it off and swallow the medication.

If these methods fail, you can force the pill into a dog's throat. Open the dog's mouth as described under "restraining the dog" above. Place the pill on the back of his tongue, either dropping it back there or placing it behind the back teeth with your thumb and forefinger (of the hand NOT holding the upper jaw). Close his mouth with both hands and hold it between your fingers (over the upper jaw) and thumb (under the lower jaw. Lift his nose gently upward and gently massage his throat.  If this does not make him swallow, blow once into his nostrils while still massaging.  Almost all dogs will swallow.  Release his muzzle.

Observe the dog for a few minutes, to make sure the pill has been swallowed. Many dogs, especially breeds that have large mouths or extra skin around their mouths, are adept at hiding pills in their mouths. If you have had trouble with your dog, you can open his mouth and see if the pill is stuck to his lip or around his tongue. If so, it should fall out and you can try again.

If you are unable to do this, call your vet.

title: Dog Care/How to give medication


text:
Dog Care/Signs and symptoms

Healthy dog facts

 * Mucous membranes should be pink
 * Exact shade varies from dog to dog. Check when you know your dog is healthy to establish a normal baseline
 * Mucous membranes include gums, cheeks, and eyelids
 * Normal heart rate is 100 to 150 beats per minute, but should be lower in large and giant breeds.
 * Take the pulse where the rear legs meet the body, in a shallow groove between muscles on the inside of the thigh. Press gently with two fingers.  (Practice on the carotid artery to the side of your own trachea.)
 * Normal respiratory rate is 15 to 20 breaths a minute
 * Normal body temperature is 101 to 102 degrees Fahrenheit
 * Check to see if the dog's nose is wet and cold as it should be. The nose may become dry during sleep or exercise.
 * Use a digital rectal thermometer (a glass thermometer might break, causing mercury poisoning and trauma from glass shards). Put K-Y Jelly on the thermometer for lubrication and gently insert just the tip into the anus.  Hold the thermometer so it won't slip out.  Clean the tip with soap and thoroughly rinse it after use.

Activity

 * Convulsions- call the vet and go immediately
 * Epilepsy
 * Hypoglycemia
 * Poison
 * Lethargy- call the vet immediately
 * Nervous system disorder
 * Liver disease
 * Poison
 * Moving across the floor on haunches- call the vet
 * Blocked anal glands
 * Feces trapped in hair
 * Diarrhea irritating the anus
 * Nervousness/ Skittishness
 * fear- Try to figure out what the dog is afraid of; remove the cause if possible. You may need to call a vet or a behaviorist for advice on training.

Breathing

 * Heavy breathing or Labored breathing - call a vet
 * Poison
 * Shock
 * Respiratory disease
 * Panting
 * Heat - cool the dog off by bringing inside, giving plenty of water
 * Endocrine disease - if dog pants even when cool, call a vet

Ears

 * Bright pink or red interior
 * Ear mites
 * Ear infection
 * Excess production of earwax
 * Ear infection
 * Hot ears
 * Fever
 * Ear infection
 * Ear mites
 * Itchy or painful ears
 * Ear mites
 * Ear infection
 * Stinky earwax
 * Ear mites
 * Ear infection

For any of the above, call a vet.

Excretion

 * Diarrhea
 * Parasites
 * Infection
 * Metabolic disorder
 * Inability to defecate
 * Bowel obstruction
 * Constipation
 * Inability to urinate (or dribbling urine)
 * Bladder infection
 * Kidney infection
 * Neural disease

For any of the above, call a vet.

Mouth/Throat

 * Drooling more than normal - call a vet
 * Foreign item in throat or mouth
 * Poison
 * Gagging - call a vet
 * Foreign item in throat or mouth
 * Nausea
 * Esophageal disease
 * Pawing at the mouth - call a vet
 * Foreign item in throat or mouth
 * Bee-sting, porcupine quill, etc. in muzzle
 * Ear infection

Nose

 * Runny nose
 * Sneezing

Both of these indicate a respiratory disease. Call a vet.

Skin

 * Hair loss - call a vet
 * Mange
 * Ringworm
 * Fleas
 * Endocrine disease
 * Itchy, red skin - call a vet
 * Fleas
 * Topical infection
 * Food allergy

title: Dog Care/Signs and symptoms


text:
Dog Care/Spaying and neutering

Why spay and neuter
Spaying or neutering your dog can be helpful both for the dog and for you.

 * No possibility of accidental puppies (There are already many more dogs than there are people who want them, leading to many deaths.)
 * Dogs are less apt to run away and/or attract stray dogs
 * Spaying a female dog almost eliminates the risk of uterine infections, genital cancers, and mammary tumors
 * Decreases aggressiveness of males to each other in the presence of females in heat (Unfortunately, it will not consistently decrease other types of aggressiveness.)
 * Decreases territory marking, which aids in house-training
 * Reduces the risk of prostate enlargement in male dogs
 * Avoids disadvantages of female dogs in heat, such as aggressiveness, discomfort, and discharge of fluid from the vagina

title: Dog Care/Spaying and neutering


text:
User:Euphoria

Hello.

I am a 20-year-old college student at Loyola University Chicago, studying Computer Science and Mathematics, with a minor in history.

Website or Blog

I have been a Wikipedia user/contributor since early spring 2003. Only recently have I become a Wikibooks contributor/user. I'm interested in Languages, Mathematics, Computer Science, History, and the general Sciences.

title: User:Euphoria


text:
Talk:LPI Linux Certification

Copyrights
The Lynux Training company pretends to own the copyright of these courses, which are a derivated work of the HOWTOs from the Linux Documentation Project. These HOWTOs being under a free license (GPL for most of them), they are necessarly under a free licence compatible with the GPL. Yann 09:06, 24 Oct 2004 (UTC)

Naming policy
I am moving subpages (and updating links accordingly) to conform with Naming policy. I started with LPIC2 Exam 202 working my way through its subpages. I will work on pages for the other certification exams as well. --JMRyan 20:04, 5 January 2006 (UTC) --JMRyan 20:41, 5 January 2006 (UTC)

 * Update. I have now completed LPIC2 Exam 201.  Left to do are LPIC1 Exam 101 and LPIC1 Exam 102. --JMRyan 23:52, 5 January 2006 (UTC)

 * Update. I have now completed LPIC1 Exam 102.  Left to do is LPIC1 Exam 101. --JMRyan 09:43, 6 January 2006 (UTC)

 * Update. I have now completed LPIC1 Exam 101.  This completes the all page moves of content a to conform with Naming policy.  However, the following issues still remain.
 * The templates still have to be moved and pages linking to them updated accordingly.
 * LPIC1 Exam 102 appears to have an unresolved problem. --JMRyan 01:08, 10 January 2006 (UTC)

 * Actually, LPIC1 Exam 102 was fine, but the links from the French translation http://fr.wikibooks.org/wiki/Certifications_Linux_LPI need to be updated. --JMRyan 06:52, 10 January 2006 (UTC)

 * Update. I have completed the changes for compliance with Naming policy.  This included moving the templates and updating the French version's links to the English version.

Ubuntu
This wikibook should at least link to an addon for the ubuntu certification --82.211.247.19 21:33, 21 May 2007 (UTC)

Request for Status
Is this wikibook still being actively developed? Does the book still have a maintainer? It's a good idea for a text book would hate to see it fall from grace. Looking through the content i would also like to query the overall goals towards this project what was the original authors intention as it looks to me to be copy reproduction of the LPI work? User_talk:Barry_Sharpe

Plan Page Created
I have created an overall Plan Page located Here any thoughts would be welcome.Barry

New LPI Objectives after April, 2009
This wikibook must be revised in order to meet the new objectives. I'm still studying for the exams and would gladly contribute as soon as I present my exams. Renich (talk) 20:23, 16 February 2009 (UTC)

Two print versions
Is there any good reason to have two print versions of this book -- ? --DavidCary (discuss • contribs) 03:42, 10 September 2014 (UTC)
 * LPI Linux Certification/Print Version
 * LPI Linux Certification/Print Version A

title: Talk:LPI Linux Certification


text:
Physiotherapy Assessment/Neuromusculoskeletal

= Neuromusculoskeletal Assessment =

Observation
General observations

This begins from the moment you lay eyes on the patient. what type of gait they are acquiring while entering to the cubicle? what posture they are acquiring while standing or sitting on the chair? whether they are using any devices or not? Do they walk with a limp, how pronounced is it? Do they lean to one side? Once you're in the cubicle you're still observing their movements. Are they guarded, wincing, nervous, etc.?

Local observations

Once you've asked them to remove any relevant clothing in an appropriate manner (wolf whistles are almost never called for), you can take a closer look at the area in question. Do you see any bruising (haematoma), swelling, inflammation, cuts (lacerations), stitches, bony abnormalities, etc. Sometimes the clues will be more apparent than others. One lady I saw had a ruptured head of biceps (she came in with 'shoulder pain'), which meant that her biceps muscle ended up being bunched up near her elbow. She complained more of discomfort than pain and couldn't remember any traumatic injury to the area. Needless to say, it wasn't difficult to find the source of her 'shoulder pain'.

Physiological movements
Physiological movements are divided into Active and Passive physiological movements (APM's and PPM's). All physiological movements can be performed by the person themselves and include the movements of flexion, abduction, rotation, etc. APM's occur when they actually perform these movements themselves, PPM's occur when the therapist performs the movements for the patient. The point is that during an APM, the muscle as well as the joint is being stressed, whereas during a PPM, (in theory) only the joint is moving. However, on some people it's almost impossible to convey the concept of relaxing completely. The following phrases may be helpful, although in my experience they almost never are:

 * “Let your ... become heavy in my hands”

 * “Relax your ... as you breathe out”

 * “Let me move your ...”

If you are able to reproduce a symptom during a PPM, then you'll usually be inclined to investigate the joint further, as the muscle should have been relaxed during the movement and so may not have contributed to the symptom. However, even though the muscle shouldn't have been active, it will still have been either stretched or compressed and so a muscular component to the symptom cannot be entirely ruled out. This is the joy of assessment. Assume nothing.

L joint test for male n V joint test for female== Muscle tests ==

Neurological tests

 * See http://medimages.hostzi.com/album/Mappe%20e%20dermatomeri/dermatomes-netter2.jpg

Reflexes
L joint test for male n V joint test for female

Special Test
Neer Impingment Test :-The patient's arm is passively and forcibly fully elevated in the scapular plane with the arm medially rotated by the examiner.This passive stress causes= the greater tuberosity to jam against the antero-inferior border of the acromion. The patient's face shows pain, reflecting a passive test result. The test indicates an overuse injury to the supraspinatous muscle and some times to the bicepstendon. If the test is positive when done with the arm laterally rotated, the examiner should cheek the acromioclavicular joint.

Palpation
The therapist must carefully select the structures to palpate from the clinical findings they acquired from the subjective interview and physical examination. Targeted palpation detects variation in temperature, pain, tissue structure and tenderness over certain anatomical features (such as tendons, ligaments and muscle).


text:
Physiotherapy Assessment

Table of contents

 * 1) /Introduction/
 * 2) General information
 * 3) Subjective assessment
 * 4) /Respiratory/
 * 5) /Neurology/
 * 6) /Neuromusculoskeletal/
 * 7) /Paediatric/
 * 8) /Glossary/

title: Physiotherapy Assessment


text:
Physiotherapy Assessment/Contents

Table of Contents

 * Chapter 1 - Introduction
 * Chapter 2 - General information
 * Chapter 3 - Subjective assessment
 * Chapter 4 - Respiratory
 * Chapter 5 - Neurology
 * Chapter 6 - Neuromusculoskeletal
 * Chapter 7 - Paediatric
 * Chapter 8 - Glossary

title: Physiotherapy Assessment/Contents


text:
Physiotherapy Assessment/Respiratory

Observation
Cyanosis

Cyanosis is when areas of the body take on a blue-ish tinge. This occurs mainly around the lips but can also be seen in the fingers.

Chest shape

Clubbing

Breathing rate and depth

Auscultation
It's important to auscultate both before your treatment and after. This is so that you can tell if your treatment has made a difference. Obviously, if the patient is coughing up loads of purulent sputum after you've gone through the Active Cycle of Breathing, then you know that you're been effective. However, when the results aren't that apparent, it would help to listen and hear improved air entry throughout, substantially decreased added sounds, etc.

Spirometry
Spirometry (meaning the measuring of breath) is the most common of the Pulmonary Function Tests (PFTs), measuring lung function, specifically the measurement of the amount (volume) and/or speed (flow) of air that can be inhaled and exhaled. Spirometry is an important tool used for assessing conditions such as asthma, cystic fibrosis, and COPD.

Spirometric maneuvers include slow vital capacity (SVC), forced vital capacity (FVC), tidal volume (TV) and maximum voluntary ventilation (MVV). The measurement of forced vital capacity is the most commonly performed maneuver, sometimes in conjunction with slow vital capacity and/or tidal volume. A plethysmograph can be used to measure functional residual capacity (FRC).

Results are usually given in both raw data (liters, liters per second) and percent predicted - the test result as a percent of the "predicted values" for the patients of similar characteristics (height, age, sex, and sometimes race and weight). The interpretation of the results can vary depending on the physician and the source of the predicted values. Generally speaking, results nearest to 100% predicted are the most normal, and results over 80% are often considered normal. However, review by a doctor is necessary for accurate diagnosis of any individual situation.

The spirometry test is performed using a device called a spirometer, which comes in several different varieties. Most spirometers display a volume-time curve, showing volume (liters) along the Y-axis and time (seconds) along the X-axis. Some spirometers also produce a graph called a flow-volume loop, which graphically depicts the flow of air compared to the total volume inspired or expired. Flow is listed along the Y-axis and volume along the X-axis. Flow-Volume loop showing successful FVC maneuver. Positive values represent expiration, negative values represent inspiration. The trace moves clockwise for expiration followed by inspiration. (Note the FEV1, FEV1/2 and FEV3 values are arbitrary in this graph and just shown for illustrative purposes, they must be recorded as part of the experiment).

The basic FVC test varies slightly depending on the equipment used. Generally, the patient is asked to take the deepest breath they can, and then exhale into the sensor as hard as possible, for as long as possible. It is sometimes directly followed by a rapid inhalation (inspiration), in particular when assessing possible inspiratory obstruction or restriction. Sometimes, the test will be preceded by a period of quiet breathing in and out from the sensor (tidal volume), or the rapid breath in (forced inspiratory part) will come before the forced exhalation. During the test, soft nose clips may be used to prevent air escaping through the nose. Filter mouthpieces may be used to prevent the spread of germs, particularly for inspiratory maneuvers.

The maneuver is highly dependent on patient cooperation and effort, and is normally repeated at least three times to ensure reproducibility. Since results are dependent on patient cooperation, FEV1 and FVC can only be underestimated, never overestimated.

Sometimes, to assess the reversibility of a particular condition, a bronchodilator is administered before performing another round of tests for comparison. This is commonly referred to as a reversibility test, or a post bronchodilation test (Post BD), and is an important part in diagnosing asthma versus COPD.

The most commonly used guidelines for spirometric testing and interpretation are set by the American Thoracic Society (ATS) and the European Respiratory Society (ERS).

Spirometry can also be part of a bronchial challenge test, used to determine bronchial hyperresponsiveness to either rigorous exercise, inhalation of cold/dry air, or with a pharmaceutical agent such as metacholine or histamine.

Due to the patient cooperation required, spirometry can only be used on children old enough to comprehend and follow the instructions given (typically about 4-5 years old), and only on patients who are able to understand and follow instructions - thus, this test is not suitable for patients who are unconscious, heavily sedated, or have limitations that would interfere with vigorous respiratory efforts. Other types of lung function tests are available for infants and unconscious persons.

title: Physiotherapy Assessment/Respiratory


text:
Talk:High School Mathematics Extensions/Mathematical Proofs/Problem Set/Solutions

Thanks for the work bro. Xiaodai 11:18, 24 Oct 2004 (UTC)

Thanks
Thanks for your welcome, comments, and of course, this book! BTW, it's quite true as what the title page said that this books in general needs more exercise, through writing the exercise seems to be always the hardest part. (I would also like to tell you that the partial fraction is partly finished, you may want to review it and add some exercises) Lemontea 21:44 25th October, 2004 (GMT+8)

 * No prob Xiaodai 09:28, 26 Oct 2004 (UTC)