text:
User talk:Eshipley/my work

week 0 p1 grading 1sfoerster 20:49, 21 February 2012 (UTC)
 * 10/10 .. good job

week 1 p1 grading 1sfoerster (talk) 20:41, 28 February 2012 (UTC)
 * 10/10/10 ... good job documenting what you did ... need to focus on something practical .. which it looks like you are

week 2 p1 grading 1sfoerster (talk) 20:08, 6 March 2012 (UTC)
 * 10/10/10 ... add to the makerbot tutorial about the reflection printing ... take pictures of the object made and what it looks like in replicator G ... this will push the project forward ... what sketches of subsystems did you make? ... link to the sketches ... how did you install Maya? what tutorials ? are you building a Maya tutorial in wikiversity?

Javiereduturcios Good Job doing a link to find easier tutorials on the makerbot

week 3 p1 grading 1sfoerster (talk) 20:17, 13 March 2012 (UTC)
 * 10/5/140 ... excellent job with the tutorial .. everything ... need to make positive comments on team mates pages

Javiereduturcios Good job on trying on scanning the can

week4 p1 grading 1sfoerster (talk) 18:38, 20 March 2012 (UTC)
 * 10/5/30 ... need to document your work .. you did lots of stuff .. wiki formatting is off .. words are not conveying the success that you did have .. need more screen shots .. not making positive comments on your team mates pages

title: User talk:Eshipley/my work


text:
User talk:Jsnyder6518/Enes100/My Work

week 0 p1 grading 1sfoerster 20:52, 21 February 2012 (UTC)
 * 10/10 .. good job

You are doing a great job and are a good partnerStevecole888 (talk) 17:32, 24 February 2012 (UTC)

You did what you said you were going to do so that makes you a good partner.user:dgilliland (user talk:dgilliland)

 * 10/15/0 ... you designed something .. design means drawing something, making a model, photographing it, video . something that inspires others to replicate your work ... I don't see any of that ... just the word "design". There is nothing that pushes the project forward.

week 2 p1 grading 1sfoerster (talk) 21:00, 6 March 2012 (UTC)
 * 10/5/0 ... need pictures ... need instructions ... have just a minimal report with no idea of what is going on .. need to make positive comments on team mates each week

Great job creating the trigger mechinizm and helping me with 123dautodeskStevecole888 (talk) 16:59, 7 March 2012 (UTC)

Good job this weeks I created the barrel and am looking forward to combining our effortsStevecole888 (talk) 17:33, 9 March 2012 (UTC)

good job doing what you said you would and helping steve pushing the project closer to completeion. (user talk:dgilliland)

week 3 p1 grading 1sfoerster (talk) 13:42, 14 March 2012 (UTC)
 * 10/10/0 ... just a report to me ... need to document the failure ... shot a video of the computer monitor with the cut and paste failing ... earn points by documenting detail ... letting failure defeat rather than inspire is the whole point of this class

great job this week and threwout the whole project you did what you siad you wouldStevecole888 (talk) 15:24, 16 March 2012 (UTC)

good job on the project this time but we need to document better next time.(user talk:dgilliland)

week 4 p1 grading 1sfoerster (talk) 20:25, 20 March 2012 (UTC)
 * 5/10/0 ... report, no documentation of something that is repeatable .. no commitments for the first week of new project

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

title: User talk:Jsnyder6518/Enes100/My Work


text:
User talk:Emspangler/enes100/My Work

week 0 p1 grading 1sfoerster 20:53, 21 February 2012 (UTC)
 * 10/10 ... good job

Team member comment Kyle Gallun 15:34, 3 March 2012
 * Catching on really fast, dedicated to learning concepts outside of classroom, and helpful within group work.

week1 p1 grading 1sfoerster (talk) 11:07, 2 March 2012 (UTC)
 * 10/10/30 ... power source is excellent starting point ... power = voltage * current ... excellent ... energy doesn't exist accept in potential form (kinetic, gravitational, internal (vibration-temperature, various chemical bonds) .. voltage source varies current keeping voltage constant depending on power asked for, current source varies voltage to keep current constant depending on the power asked for, with no power being asked for, then voltage measurement is not that meaningful.

week2 p1 grading 1sfoerster (talk) 19:25, 6 March 2012 (UTC)
 * 10/5/0 .. no comments on team mates pages .. how did you measure voltage and current? What did you measure? there are no links to any types of results ...

Team member comment Kyle Gallun 15:54, 12 March 2012
 * Awesome work testing the parallel LED circuit on the bread-board.

Team member comment Pat Marsden 15:58, 13 March 2012
 * I really like how you made a more complex circuit then our original one.

week 3 p1 grading 1sfoerster (talk) 14:25, 14 March 2012 (UTC)
 * 10/10/50 .. need to compute watts or milliwatts, need to look at the watt hours of batteries that you are planning on charging, the diode demonstration was good, but need max current/voltage and measurement of a resistive load rather than LED's to get an idea on predicting the charging time .. on the right track.

Team member comment Kyle Gallun 17:05, 19 March 2012 Cool work documenting the research of the 555-IC. Hopefully we can incorporate it into the project soon.

week 4 p1 grading 1sfoerster (talk) 13:53, 21 March 2012 (UTC)
 * 0/10/50 ... good job finding a starting point with the 555 timer .. need to link this page back to the wind turbine project and link new page up to the illuminate project ...

title: User talk:Emspangler/enes100/My Work


text:
User talk:Jsunday9/enes100/My Work

week 0 p1 grading 1sfoerster 20:54, 21 February 2012 (UTC)
 * 10/10 .. good job

Hey there jsunday you have been tearing up that fin ray work. I'm quite jealous man. Keep it up. J4knee21 (talk) 03:24, 27 February 2012 (UTC)

Hey Jonathan, keep up the great ideas for changing out the two different arms! Mikehicks (talk) 03:38, 27 February 2012 (UTC)

week 1 p1 grading 1sfoerster (talk) 10:55, 2 March 2012 (UTC)
 * 10/10/20 .. good job another arm is good build one .. don't use the word "research" unless you are going to link to it .. "research" by itself does not generate respect, only an invitation to further documentation. When no other documentation exists, then respect is lost.

Sunnddaayyyy. You're doing great work. Can't wait to see what you come up with for next week. J4knee21 (talk) 00:57, 4 March 2012 (UTC)

week 2 p1 grading 1sfoerster (talk) 21:42, 6 March 2012 (UTC)
 * 0/0/0 ... nothing to grade

hey good job with your claw. Sorry about the finger cuts man. J4knee21 (talk) 02:03, 12 March 2012 (UTC)

Im excited to see the final out come of your claw design with the gears and all! Mikehicks (talk) 17:34, 12 March 2012 (UTC)

week 3 p1 grading 1sfoerster (talk) 14:16, 14 March 2012 (UTC)
 * 0/0/0 ... there is physical evidence that you are working, but you need to document your work ... in electronic form ... on these pages to get any credit

Hey those claws are coming along nicely keep it up man J4knee21 (talk) 21:22, 19 March 2012 (UTC)

week 4 p1 grading 1sfoerster (talk) 13:35, 21 March 2012 (UTC)
 * 0/0/0 ... why aren't you documenting your work? I see you working on stuff all the time ... if you document what you are doing, describe the problem, you are creating something of value ... even if it doesn't work ... other people will have a chance to comment on it ... thanks for talking to the Grace donors Monday ... that was great ... you need to put positive comments on team mates pages, you need to plan and describe your task over the weekend

title: User talk:Jsunday9/enes100/My Work


text:
User talk:Lsun224/enes100/My Work

week 0 p1 grading
 * 10/10 ... research is a bad word .. it is not transparent ... not clear ... will not be able to use it again

week 1 p1 grading
 * 10/10/0 ... wiring the RC controller is another story? .. frustration and failure documentation is what you get points at in this class. Details. "Another story" means nothing. It does not push the project forward. If you are learning something, then you need to edit a tutorial. Looks like you found some.

week 2 p1 grading 1sfoerster (talk) 20:41, 6 March 2012 (UTC)
 * 10/5/10 ... airsoft information information should be linked for more points ... good start .. no positive comments on team mates pages

week 3 p1 grading 1sfoerster (talk) 13:39, 14 March 2012 (UTC)
 * 10/10/30 ... good push ... link to airsoft guns, raising the airsoft issue, caused me to talk to my boss ... can not purchase airsoft guns without safety, handling protocol that goes all the way to the schools risk lawyer ... need to start working on that

week 4 p1 grading 1sfoerster (talk) 20:21, 20 March 2012 (UTC)
 * 0/5/10 .. pictures somewhere else are not good, links to the guns seems repetitive, no p2 team page set up, no positive comments on team mates pages

title: User talk:Lsun224/enes100/My Work


text:
User talk:Javiereduturcios/myWork

week 0 p1 grading 1sfoerster 20:58, 21 February 2012 (UTC)
 * 10/10 ... good job

week 1 p1 grading 204.126.132.241 20:35, 28 February 2012 (UTC)
 * 10/10/0 ... did not push project forward ... if you were building a tutorial on blender then I would give some push points

reading week1 activities and your second task Eshipley 2:50, 28 February 2012 (UTC)

 * Thanks for coming in to work with the Makerbot and for all the research and tutorials you printed out. That swap meet at the museum was fun, thanks for going.

week 2 p1 grading 1sfoerster (talk) 20:01, 6 March 2012 (UTC)
 * 10/5/30 ... good description of taking the wire out, need to add that to the makerbot tutorial and link to it ... the picture of the screws from taking apart the print head was not good ... did not put it back together correctly .. need to put positive comments on team mates work pages ..

week 3 p1 grading 1sfoerster (talk) 20:12, 13 March 2012 (UTC)
 * 10/10/120 ... good job with everything .. add to the makerbot tutorial for more points

read week 3 activities and next task Engsihn 3:15 PM, 15 March 2012.

 * Good job! Now you can print with the Makerbot. Also thanks for reminding to document on my personal work page.

read week 3 and 4 narratives Eshipley 6:29, 17 March 2012 (UTC)

 * I didn't realize how helpful those Makerbot tutorials will be for others, until I read them. Nicely done.

week 4 p1 grading 1sfoerster (talk)
 * 10/10/250 .. excellent tutorials wow

title: User talk:Javiereduturcios/myWork


text:
User talk:Touelia/enes100/Weekly Report

week 0 p1 grading 1sfoerster 21:00, 21 February 2012 (UTC)
 * 5/10 ... no team project/problem statement

week 1 p1 grading 1sfoerster (talk) 10:29, 2 March 2012 (UTC)
 * 10/10/50 ... excellent find in instructables ... somebody needs to build exactly what is on that site ... during the build you will get better ideas on what to do do to improve it ... versus attempting to do that now ... someone else needs to document previous projects in wikiversity ... this is not a "weekly report" .. this is team documentation that you are building the seeds of

week 2 p1 grading 1sfoerster (talk) 21:24, 6 March 2012 (UTC)
 * 10/5/30 ... push points for the instructables link, tour of hardware stores should result in a list of pumps they showed you and description of why they were not suitable. This would have earned you more push points.

Feedback je7den 3/8/12
 * Great work putting in all those hours finding tutorials and requesting materials. Nice documentation as well.

Allenad 10:26, 8 March 2012 (UTC)
 * Good job really pushing the project forward, that design that you found onDiY is really what we needed to have a great step forward and progress.  Can't wait to construct.

Allenad 10:04, 14 March 2012 (UTC) Hey really good job taking the initiative to complete more of the corecontrol construction, we now have less work to do when class comes around tomorrow morning.

week 3 p1 grading 1sfoerster (talk) 12:42, 15 March 2012 (UTC)
 * 10/5/30 .. not clear what "not working" water pump means ... what kind of head is required? Even the pond pump purchased is not going to have that much head. Typically, pronouncing two different pumps not working doesn't inspire confidence. What did work about them? What didn't work? What is the test you are putting the pumps through? Even if you find them unsuitable for this project, clear documentation of what they do well makes them useful in future projects. It looks like some of the work you were doing has been lost. .. Not commenting on team mates pages.

week 4 p1 grading 1sfoerster (talk) 14:10, 21 March 2012 (UTC)
 * 10/5/60 ... finally some more details .. great!! no positive comments on team mates pages

title: User talk:Touelia/enes100/Weekly Report


text:
User talk:Mwalker/enes100/myWork

week 0 p1 grading 1sfoerster 21:01, 21 February 2012 (UTC)
 * 10/10 ... good job

week 1 p2 grading 1sfoerster (talk) 21:06, 28 February 2012 (UTC)
 * 10/10/20 ... good job ... but your write up doesn't nearly cover all the work you did ... take pictures of the probes, describe what they did (or use last years teams pictures)

week 2 p1 grading 1sfoerster (talk) 21:09, 6 March 2012 (UTC)
 * 10/5/0 ... I am sure you did something, but nothing that anyone can replicate. Good report, but need details of the original the modifications, pictures, video of it working, list of improvements, etc. Need positive comments on your team mates pages.

week 3 p1 grading 1sfoerster (talk) 20:30, 13 March 2012 (UTC)
 * 10/5/200 ... this is the highest number of push points I have ever given ... need to add the proper category so they appear in the general engineering tutorials category ... need to make positive comments on team mates pages wow !!!
 * 10/5/100 ... great pictures

title: User talk:Mwalker/enes100/myWork


text:
User talk:303428mwatson/enes100/My Work

week 0 p1 grading 1sfoerster 21:04, 21 February 2012 (UTC)
 * 5/10 ... no way of getting from your user page to your work ... main user page is missing

week 1 p1 grading 1sfoerster (talk) 10:37, 2 March 2012 (UTC)
 * 10/10/30 ... 2nd video doesn't match the narrative and is repeated .. I like you trying to pick up the paper plate with the hair dryer. I think the hole in it ruined the effect. But the idea may work. Try shaping the paper plate around a bowl. Keep pursuing that demo. Try to write with the word "I" less, the goal is to deflect success to the team. The CD player demo is to try and demonstrate the bernoulli effect, not coanda.

week 2 p1 grading 1sfoerster (talk) 21:26, 6 March 2012 (UTC)
 * 10/0/0 ... nothing planned, no positive comments on your team mates pages

week 3 p1 grading 1sfoerster (talk) 14:07, 14 March 2012 (UTC)
 * 10/5/40 ... the 40 push points are for the project planning ... this is a hard project to find a starting point and it looks like you have found two of them ... the slot wing is great ... as well as the air bed pumps ... need to re-phrase your writing so this planning stuff is in the narrative of the work done and not in the summary and to do list ... otherwise it sounds like you are constantly planning and doing nothing ... still need to make positive comments on your team mates pages.

Response to week 4 Wesley Rodriguez 9:59 15 March, 2012 UTC
 * I have another pump that can be used to power the object in question. Another way to remove friction from the track is to use magnetic levitation. Simple frigde magnets will do.

Response to week 4 Marcus Watson 2:49 19 March, 2012 UTC
 * Thats fine. We still need to get the team page filled out. Rememberr to document for week 4. 303428mwatson (talk) 13:37, 17 March 2012 (UTC)

week 4 p1 grading 1sfoerster (talk) 13:57, 21 March 2012 (UTC)
 * 10/10/30 ... too much planning, not enough doing, need pictures with the slots in them if finished, need testing plans, video link is broken, should have uploaded using the HCC engineering account (see video in canvas assignment documenting old projects)

title: User talk:303428mwatson/enes100/My Work


text:
User talk:Mwnuk/myWork

week 0 p1 grading
 * 10/10 ... excellent job

week 1 p1 grading 1sfoerster (talk) 20:53, 28 February 2012 (UTC)
 * 10/10/75 ... excellent job

week 2 p1 grading 1sfoerster (talk) 20:45, 6 March 2012 (UTC)
 * 10/5/30 ... excellent .. no positive comments on team mates discuss pages

week 3 p1 grading 1sfoerster (talk) 20:05, 13 March 2012 (UTC)
 * 10/5/120 ... excellent ... need to move tutorial off your personal user page into the main tutorial space ... make positive comments on your team mates pages

week 4 p1 grading 1sfoerster (talk) 18:29, 20 March 2012 (UTC)
 * 10/5/50 .. good job with the 3D drawing of the crank and the poster, too bad there is not a picture of the assembled legs .. need to put positive comments on team mates pages

title: User talk:Mwnuk/myWork


title: File:R3.3.jpg


text:
User:Egm6322.s12.team1.zheng.zx/R10

Problem 5: Verify table for Gauss Legendre Quadrature
 Solved without assistance

Find: Verify Table
(1) Verify values in table against corresponding numerical values from NIST Digital Library of Math Functions (2) Discuss the relative merits of using the exact, but irrational vaules versus using the numerical values. (3) Extend above table to include $$ n=6 \ $$

Solution:
(1).Verify the values for the roots of the Legendre polynomials:
 * {| style="width:100%" border="0" align="left"

\displaystyle \begin{align} P_0 &= 1\\ P_1 &= x \\ P_2 &= \frac{1}{2}(3x^2-1) \\ P_3 &= \frac{1}{2}(5x^3-3x) \\ P_4 &= \frac{1}{8}(35x^4-30x^2+3) \\ P_5 &= \frac{1}{8}(63x^5-70x^3+15x) \\ P_6 &= \frac{1}{16}(231x^6-315x^4+105x^2-5) \end{align} $$
 * }
 * }
 * }

To verify the values of the roots in the table just plug them into Legendre polynomials and see whether they are equal to 0.
 * {| style="width:100%" border="0" align="left"

\displaystyle \begin{align} P_1 &= x =0\\ P_2 &= \frac{1}{2}(3(\pm 1/\sqrt{3})^2-1)=0 \\ P_3 &= \frac{1}{2}(5(\pm \sqrt{3/5})^3-3(\pm \sqrt{3/5}))=0 \\ P_4 &= \dots =0 \\ P_5 &= \dots =0 \end{align} $$ So, the roots are verified.
 * }
 * }
 * }

Verify the weights in the table using:
 * {| style="width:100%" border="0" align="left"

\displaystyle w_j=\frac{-2}{(n+1)P_n'(x_j)P_{n+1}(x_j)} $$ n=1:
 * }
 * }
 * }
 * {| style="width:100%" border="0" align="left"

\displaystyle w_1=\frac{-2}{(1+1)P_1'(0)P_2(0)}=\frac{-2}{2\cdot 1\cdot (-\frac{1}{2})}=2 $$
 * }
 * }
 * }

n=2:
 * {| style="width:100%" border="0" align="left"

\displaystyle w_1=\frac{-2}{(2+1)P_2'(-1/\sqrt{3})P_3(-1/\sqrt{3})}=\frac{-2}{3\cdot (-3/\sqrt{3})(2/3\cdot \sqrt{3})}=1 $$
 * }
 * }
 * }
 * {| style="width:100%" border="0" align="left"

\displaystyle w_2=\frac{-2}{3\cdot (3/\sqrt{3})\cdot (-2/3\cdot \sqrt{3})}=1 $$
 * }
 * }
 * }

n=3:
 * {| style="width:100%" border="0" align="left"

\displaystyle w1=\frac{-2}{(3+1)P_3'(-\sqrt{3/5})P_4(-\sqrt{3/5})}=\frac{5}{9} $$
 * }
 * }
 * }
 * {| style="width:100%" border="0" align="left"

\displaystyle w_2=\frac{-2}{(3+1)\cdot P_3'(0)\cdot P_4(0)}=\frac{8}{9} $$
 * }
 * }
 * }
 * {| style="width:100%" border="0" align="left"

\displaystyle w_3=\frac{5}{9} $$
 * }
 * }
 * }

n=4:
 * {| style="width:100%" border="0" align="left"

\displaystyle w_1=\frac{-2}{(4+1)\cdot P_4'(x_1)P_5(x_1)}=\frac{18-\sqrt{30}}{36} $$
 * }
 * }
 * }
 * {| style="width:100%" border="0" align="left"

\displaystyle w_2=\frac{18+\sqrt{30}}{36} $$
 * }
 * }
 * }
 * {| style="width:100%" border="0" align="left"

\displaystyle w_3=\frac{18+\sqrt{30}}{36} $$
 * }
 * }
 * }
 * {| style="width:100%" border="0" align="left"

\displaystyle w_4=\frac{18-\sqrt{30}}{36} $$
 * }
 * }
 * }

n=5:
 * {| style="width:100%" border="0" align="left"

\displaystyle w_3=\frac{128}{225} $$
 * }
 * }
 * }
 * {| style="width:100%" border="0" align="left"

\displaystyle w_1=w_5=\frac{322-13\sqrt{70}}{900} $$
 * }
 * }
 * }
 * {| style="width:100%" border="0" align="left"

\displaystyle w_2=w_4=\frac{322+13\sqrt{70}}{900} $$
 * }
 * }
 * }

(2)Verify these exact values in the table against the corresponding numerical values in NIST: There's only a table for 5-point Gauss-Legendre formula:
 * {| style="width:100%" border="0" align="left"

\displaystyle \begin{matrix} \pm x_k & w_k \\ 0.00000 \ 00000 \ 00000 & 0.56888\ 88888\ 88889 \\ 0.53846\ 93101\ 05683 & 0.47862\ 86704\ 99366 \\ 0.90617\ 98459\ 38664 & 0.23692\ 68850\ 56189 \end{matrix} $$
 * }
 * }
 * }

 * {| style="width:100%" border="0" align="left"

\displaystyle \begin{matrix} x_3=0 \\ w_3=\frac{128}{225}=0.5689 \\ x_2,x_4=\pm \frac{1}{3} \sqrt{5-2 \sqrt{10/7}}=\pm 0.5385\\ w_{2,4}=\frac{322+13\sqrt{70}}{900}=0.4786\\ x_1,x_5=\pm \frac{1}{3}\sqrt{5+2\sqrt{10/7}}=\pm 0.9062\\ w_1,5=\frac{322-13\sqrt{70}}{900}=0.2369 \end{matrix}

$$ So, using numerical values will be more convenient when the expression of the function is comlicated. But exact, irrational values will be more precise.
 * }
 * }
 * }

(3)Extend the table to 6.
 * {| style="width:100%" border="0" align="left"

\displaystyle \begin{matrix} Number\ of\ points,n & Points,x_i & Weights,n_i\\ 6 & \pm 0.9325 & 0.1715 \\ & \pm 0.6612 & 0.3607 \\ & \pm 0.2386 & 0.4679 \end{matrix}

$$
 * }
 * }
 * }

title: User:Egm6322.s12.team1.zheng.zx/R10


text:
User talk:Emspangler

Copyright problems on photos
Hello. There is a problem with one or more files you have uploaded. Every file you upload must have a clear statement of the copyright position. If you took the photos yourself, add PD-self if you are placing it unreservedly in the public domain. If you wish to retain minimal rights, add Cc-by-sa-3.0. If you did not take the photo, please add an explanation of why it can be hosted here. I am afraid that if you do not do this, the file wil be deleted. Let me know if you have any problems.--Collingwood (talk) 12:43, 7 July 2012 (UTC)

title: User talk:Emspangler


text:
Static electricity/Howard Community College/Spring2012/p550CM

Problem Statement
Developing static electricity demonstrations.

Team Members

 * Navid Jahanpour
 * Michael Walker

Summary
We worked on a total of three separate devices.
 * The first is known as a handheld Tesla Coil. It was taken apart and trouble shot to determine how to fix it in order for it to be used with static electricity demos.
 * The Second is a floating foil, that uses Static Electricity on a charged wire, above a aluminum foil configuration, to levitate it. The foil was constructed and the flyback from an old CRT computer monitor was used to supply the 15 kV for the levitation.
 * The third is a side aspect, a model Thomson Elihu Coil was constructed to demonstrate how it works and in order to give a model for with future more powerful coils could be constructed.

Story
The floating foil was the most difficult to build and test, and also the most hazardous. The initial frame that was built for the foil was too heavy, in both the wooden pieces and the glue used. The Next frame took a long time to build because the lighter epoxy used took between 15 and 30 minutes to dry, and only one joint could be done at once.

The High Voltage source was the other aspect of this project. Initially all that was known to be needed was the high voltage source from a CRT monitor or television. Because most newer monitors use a lower voltage and wattage than older ones, it took time to find the most likely candidate for the source. A 10 watt 15 kV monitor was found, used and taken apart to gain access to the high voltage. The voltage was taken of the the monitor using a normal wire. The voltage output was measured at 14.92 kV. Unfortunately, the voltage needed for the foil to work is 20-25 kilo volts, and at a wattage closer to 20, not 10.

The Handheld Coil was found in a pile of static electricity materials. It worked initially, but soon after being turned on the spark distance decreases and the performance declines. The coil was taken apart and diagnosed. The contacts were cleaned, the spark gap inside that generate the spark that the end amplifies was also cleaned, but this did not fix the problem entirely, though it did improve the function of the coil noticeably until another issue caused the coil to stop functioning.

A tutorial on how to properly use the coil was created along with possibilities for maintenance.

The Thomson Elihu Coil was created by taking apart an old cassette tape eraser. The electromagnet inside was used with a new Iron core to construct it. A copper ring was manufactured out of copper wire and solder. The bare wires that had 120v AC running though them were insulated and a switch used to turn it on and off. The copper ring floats, and demonstrates the concept of the coil (also called a Ring FLinger) and can serve as a model for building future, larger coils.

Decision List
No Large Decisions.

Material List

 * Handheld Tesla Coil
 * Magnetic cassette Tape Eraser
 * Aluminum Foil
 * Epoxy
 * Wooden Dowel
 * Copper Wire
 * CRT Computer Monitor
 * Multimeter
 * High Voltage Probe

Software List

 * Google Chrome

Time
Approximately 67 Hours of work was recorded.

Tutorials

 * Hand Held Tesla Coil
 * High Voltage Probe

Next Steps
For the Floating Foil
 * The current device used does not produce the optimum Voltage, needed, the Flyback is only 15 kV, and at 10 Watts. the specifications for the flying foil to work are 20-25 kV and up to 20 Watts.

For the Tesla Coil
 * The coil's transformer component gets extremely hot, and is the most likely cause for its decrease in spark production. Here the next best option is to diagnose the transformer, replace the ageing tape inside to assist in its operation.

For the Thomson Elihu Coil
 * A viable model is now made, the next steps are to create an aluminum ring for the small coil, or to use the smaller one as a model for building a bigger coil.


text:
User:M'kay M'kay

User

 * StrandBeest
 * /myWork/

 * StrandBeest
 * /myWork_2/

title: User:M'kay M'kay


text:
User:M'kay M'kay/myWork

Write problem/project Goal
Design and Create a StrandBeest

My First Task
My first task of this group project was to get a better understand of the strandbeest and come up with some idea to build the strandbeest.

Summary of actual work over first weekend
As my teammate suggested I went to www.theojansen.com and see how the final product will look like. I was able to see the dimension used on the original strandbeest make by Theo Jansen. I wrote some of the questions that I had so that I can ask/adress it to the team members.

Week1 Narrative
I joined the group on tuesday so, I did not do anything over the weekend. But, on Tuesday and Wedensday, I dicided to mainly focus on the leg of the strandbest because, I thought that would be one the parts that I have to take care of soon. So, after a little research I can up with a simple idea, I shared the Idea with the team and they all seem to support it. I will have to see how to make my idea happen on the strandbeest the we are planning to build.

My Second Task
I shared my idea of connecting the triangle with some sort of drive shaft to avoid friction within the triangles made up of wood. So, my task is to elaborate my idea more and see how we can make it happen. I have been looking in to drive shafts and see how it really works; I am getting a better understanding of it. I will design a drive shaft the would work with our strandbeest over the weekend.

Summary of actual work over second weekend
Over the weekend I built a mini strandbeest that was given to me by the one of the teammate. What we will be building is going to be very similar to the strandbeest. So, it gave me an insight of what the strandbeest will really look like. Building it also help me come up with some cool idea the to help our project come to life.

Week2 Narrative
The team decided to build a mini strandbeest to illustrate what our strandbeest we will be building will look like to the class and give us more ideas. When I open the box I thought it was impossible for me to put it together in one weekend because there was some many pieces and I did not know where everything goes. First I made sure that I had all the pieces that I needed to completely built the strandbeest. Surprisingly there were about 120 small pieces that I had to put together. Starting the build was the hardest part but, as I was building it started to get a better understanding so, it started to get easier and easier. After 5 hours of work and documenting I finished putting all the pieces together. Everything seems to be put together well but, the strandbeest is not really working properly at this point. I will have to do a little adjustment to get it to work as it should. Helpfully I will go to class with a functioning mini strandbeest by tuesday for class.

My Third task
Record what you are planning on doing for the team during the third weekend.

Summary of actual work over third weekend
How is what you did different than what you planned?

Week3 Narrative
Tell a detailed story describing what you did for your team over the weekend.

My Fourth task
Record what you are planning on doing for the team during the final weekend of project work.

Summary of actual work over fourth weekend
The group project has been going well. We all were pitching in some ideas to push the project in the right direction. On thursday, Matt and I were looking for a way to connect the driving pieces of the strandbeest we will be building. We came up with two solid ideas and we built both of the ideas on extra pieces of woods we had. To present to class and show it our teammates.

Week4 Narrative
Tell a detailed story describing what you did for your team over the weekend. The team is making a tremendous progress on this project. We pretty much have all the pieces that we need to assemble the strandbeest. The drive shaft of the strandbeest is the most complicated had challenging task that we will be facing soon. We had an Idea of a drive shaft at first but, after getting to this point we learned that the Idea we had isn't going to work for many reasons. On a side note I have been working on the mini strandbeest myself. By building the mini strandbeest, I learned so much about the strandbeest and I we able to contribute to the project more. I will be finished with strandbeest soon and will post pictures and present it to class.

Complete Project Page
Follow the "project done" format. The project isn't really done; the challenging stuff is just starting. Some of my teammates and I are willing to stay on this porject and get this project done as soon as posible.

title: User:M'kay M'kay/myWork


text:
User:Engsihn/my work

Write problem/project Goal
Use the Kinect to capture a 3D image and print it using the Maker Bot

My First Task
Research 3D object file types.

Summary of actual work over first weekend
MakerBot Cupcake CNC can use various materials to print out 3-D images. Majorly, ABS thermoplastics and common polymer depositions, such as cornstarch or tapioca, are eligible materials for 3-D printing.

Week1 Narrative
Researched on materials team members can easily access.

My Second Task
Will come to see the demonstration by a student who have knowledge on how to control MakerBot Cupcake CNC. Discuss over the materials and then focus on working with file databases and MakerBot for 3-D printing.

Summary of actual work over second weekend
How is what you did different than what you planned?

Week2 Narrative
Tell a detailed story describing what you did for your team over the weekend.

My Third task
Lazy Susan needs to be prepared for stability and proper lighting when performing 3D-Scanning with XBox 360 Kinect.

Summary of actual work over third weekend
How is what you did different than what you planned?

Week3 Narrative
Tell a detailed story describing what you did for your team over the weekend.

My Fourth task
''Record what you are planning on doing for the team during the final weekend of project work. ''

Summary of actual work over fourth weekend
In order to prepare the spinning mechanism for Lazy Susan, stepper motor and Motor Shield are controlled by computer software Arduino 1.0. In the process, stepper wiring and USB connection to computer have been examined. Then, disign of Lazy Susan will be discussed.

Week4 Narrative
First of all, the "working" pairs should be identified among 5 wires of the stepper motor. There are majorly two methods; by using a ohm meter or by turning wires to indirectly test resistance of each pair of wires. More detailed procedures using hands can be found in RepRap link. With help of an ohm meter, coil-ended pairs are identified as, in order of left to right, blue, yellow, brown, orange, and common-wire as white one in the middle. Picture of 5-wire stepper motor and detailed description of stepper motors are available in folloing tutorial link.

Next step is to connect to Motor Shield. The right panel of the Motor Shield has 5 holes for stepper wiring. The section is as following from top to bottom: M4, Gnd, M3. The middle part Gnd suits for white one. M4 and M3 are varied from the 4 colors. One of the stable combinations that work best above 10rpm of spinning top of the motor is orange, yellow, white, blue, and brown in order from up to downward. Trial and error method has been performed under certain environment with Arduino commands. Speed is fixed with 10 rpm, only single coil steps and double coil steps are used as independent variable while other commands are set to 0 to remove any complexity. Each coil step has sub-section "FORWARD" and "BACKWARD" which spins motor clockwise and counter-clockwise, relatively.

While the change in directional commands has carried out, reducing speed under 10rpm resulted in drastical unstability. Each spin step was different each time. Under 3 rpm, the stepper motor did not even spin with noise inside. Re-configuring of stepper wiring has been performed, but the ideal combination of the colored wires has not been identified yet.

In the meantime, the setting of Lazy Susan begins with how to put object on top of the stepper motor. Simple demonstration of the structure was made as seen in the picture on the right. A free fruit box was obtained from the Costco and cut for flat cardboards. a cardboard then was cut into a 3 cm x 3 cm square pentrated by 3 toothpicks. Then the toothpicks were firmly held by rubber bands, one on bottom side and another on top side of the cardboard.

Final touch of the experiment continues with preparing 0.8 m x 0.8 m white box for lighting effect on object for efficient 3D scanning.

Complete Team Page
Fill out the Team Form (should have already copied the form, created the team page, linked to it and started filling it out).

title: User:Engsihn/my work


text:
User:Egm4313.s12.team8.tclamb/R3

=Problem R3.2 - Perturbation method for double real roots=

Problem Statement
Develop the 2nd homogeneous solution for the case of double real root as a limiting case of distinct roots. Consider two distinct real roots of the form:
 * $$\displaystyle \lambda_1 = \lambda, \ \ \lambda_2 = \lambda + \epsilon$$

1. Find the homogeneous L2-ODE-CC having the above distinct roots

2. Show that the following is a homogeneous solution:
 * $$\displaystyle \frac{e^{(\lambda + \epsilon) x} - e^{\lambda x}}{\epsilon}$$

3. Find the limit of the homogeneous solution in part 2 as $$\displaystyle \epsilon \to 0$$

4. Take the derivative of $$\displaystyle e^{\lambda x}$$ with respect to $$\displaystyle \lambda$$

5. Compare the results in parts 3 and 4, and relate to the result by variation of parameters.

6. Numerical experiment: Compute the homogeneous solution in part 2 using $$\displaystyle \lambda = 5, \ \ \epsilon = 0.001$$, and compare to the value obtained from the exact 2nd homogeneous solution.

Find the homogeneous L2-ODE with two distinct roots
Starting from the characteristic equation of a homogeneous L2-ODE-CC with two distinct roots:
 * $$\displaystyle (r - \lambda_1) (r - \lambda_2) = 0$$

Substitute in given roots:
 * $$\displaystyle (r - \lambda) (r - (\lambda + \epsilon)) = 0$$

Expand:
 * $$\displaystyle r^2 - (2 \lambda + \epsilon) r + (\lambda^2 + \lambda \epsilon) = 0$$

Multiply by $$\displaystyle y$$ and substitute $$r = \displaystyle \frac{d}{d x}$$: $$\displaystyle y'' - (2 \lambda + \epsilon) y' + (\lambda^2 + \lambda \epsilon) y = 0$$

Verify a solution
Take derivatives of solution:
 * $$\displaystyle \begin{align}

y  &= \frac{e^{(\lambda + \epsilon) x} - e^{\lambda x}}{\epsilon} \\ y' &= \frac{(\lambda + \epsilon) e^{(\lambda + \epsilon) x} - \lambda e^{\lambda x}}{\epsilon} \\ &= e^{(\lambda + \epsilon) x} + \lambda \frac{e^{(\lambda + \epsilon) x} - e^{\lambda x}}{\epsilon} \\ &= e^{(\lambda + \epsilon) x} + \lambda y \\ y'' &= (\lambda + \epsilon) e^{(\lambda + \epsilon) x} + \lambda y' \\ &= (\lambda + \epsilon) e^{(\lambda + \epsilon) x} + \lambda (e^{(\lambda + \epsilon) x} + \lambda y) \\ &= (2\lambda + \epsilon) e^{(\lambda + \epsilon) x} + \lambda^2 y \end{align}$$

Substitute in $$y$$, $$y'$$, and $$y''$$ to L2-ODE-CC:
 * $$\displaystyle \left((2\lambda + \epsilon) e^{(\lambda + \epsilon) x} + \lambda^2 \frac{e^{(\lambda + \epsilon) x} - e^{\lambda x}}{\epsilon}\right) - (2 \lambda + \epsilon) \left(e^{(\lambda + \epsilon) x} + \lambda \frac{e^{(\lambda + \epsilon) x} - e^{\lambda x}}{\epsilon}\right) + (\lambda^2 + \lambda \epsilon) \frac{e^{(\lambda + \epsilon) x} - e^{\lambda x}}{\epsilon} = 0$$

Simplify: $$\displaystyle 0 = 0$$

Find limit of solution
Write limit as $$\displaystyle \epsilon \to 0$$:
 * $$\displaystyle \lim_{\epsilon \to 0} \frac{e^{(\lambda + \epsilon) x} - e^{\lambda x}}{\epsilon}$$

Use L'Hôpital's Rule to evaluate the limit: $$\displaystyle \begin{align} &\lim_{\epsilon \to 0} \frac{e^{(\lambda + \epsilon) x} - e^{\lambda x}}{\epsilon} \\ &= \lim_{\epsilon \to 0} \frac{x e^{(\lambda + \epsilon) x}}{1} \\ &= x e^{\lambda x} \end{align}$$

Take derivative of solution
$$\displaystyle \frac{d}{d \lambda}e^{\lambda x} = x e^{\lambda x}$$

Compare results
The results from evaluating the limit and taking the derivative are equivalent.

By variation of parameters, since $$\displaystyle e^{\lambda x}$$ is a homogeneous solution, we use the modification rule to obtain the second solution $$\displaystyle x e^{\lambda x}$$, which is also equivalent.

Numerical experiment
Evaluate exact and approximate solution at $$\displaystyle\lambda = 5, \ \ \epsilon = 0.001$$: $$\displaystyle \begin{align} x e^{\lambda x} &= x e^{5 x} \\ \frac{e^{(\lambda + \epsilon) x} - e^{\lambda x}}{\epsilon} = \frac{e^{5.001 x} - e^{5 x}}{0.001} &= 1000 (e^{5.001 x} - e^{5 x}) \end{align}$$

This graph of the percent error of the approximate solution shows strong agreement between the approximate and exact solutions, increasing linearly with x.

title: User:Egm4313.s12.team8.tclamb/R3


text:
University of Florida/Egm4313/s12.team8.dupre/R3.3

Problem Statement
Find the complete solution for $$\displaystyle y''-3y'+2y=4x^2 $$ (3.1) with the initial conditions $$\displaystyle y(0)=1,y'(0)=0 $$. Plot the solution $$\displaystyle y(x) $$.

Solution
First, we set r(x), or the right side of the given equation, equal to 0, to solve for the homogenous equation. We solve this by plugging into the quadratic formula, which gives us: $$\displaystyle \frac{3\pm \sqrt{9-4(1)(2)}}{2(1)} $$ This gives us the solutions for the roots of equation (3.1) to be $$\displaystyle \lambda _{1}=2,\lambda _{2}=1 $$ Using these roots and the fact that they are both real and positive, we know that the homogenous equation of (3.1) is equal to: $$\displaystyle y_{h}=c_{1}e^{2x}+c_{2}e^{x} $$ (3.2) The next step in this solution is to solve for the particular solution of (3.1). Using the Basic Rule and (3.2), we find that $$\displaystyle y_{p}(x)=c_{0}+c_{1}x+c_{2}x^2 $$ (3.3) We also need the first and second derivatives of (3.3), and solving for these gives us: $$\displaystyle y_{p}'(x)=c_{1}+2c_{2}x $$  (3.4) and $$\displaystyle y_{p}''(x)=2c_{2} $$   (3.5) To solve for the unknown c constants in (3.3),(3.4), and (3.5), we plug these equations into (3.1), giving us: $$\displaystyle 2c_{2}-3(c_{1}+2c_{2}x)+2(c_{0}+c_{1}x+c_{2}x^2)=(0*1)+(0*x)+4x^2 $$ Simplifying this equation... $$\displaystyle 2c_{2}-3c_{1}-6c_{2}x+2c_{0}+2c_{1}x+2c_{2}x^2=4x^2 $$   (3.6) Creating equations for the non-coefficient terms, along with the coefficients of x and x squared terms, respectively, we get: $$\displaystyle 2c_{0}-3c_{1}+2c_{2}=0 $$   (3.7) $$\displaystyle 0(c_{0})+2c_{1}-6c_{2}=0 $$  (3.8) $$\displaystyle 0(c_{0})+0(c_{1})+2c_{2}=4$$  (3.9) In matrix form of Ac=d, these would appear as: $$\displaystyle \begin{bmatrix} 2 & -3 & 2\\ 0& 2 & -6\\  0& 0 & 2 \end{bmatrix}\begin{Bmatrix} c_{0}\\c_{1} \\c_{2} \end{Bmatrix}=\begin{Bmatrix} 0\\ 0\\ 4 \end{Bmatrix}$$ Using this, we can solve for all three c constants, as shown: $$\displaystyle 2c_{2}=4 $$ which leads to $$\displaystyle c_{2}=2 $$ $$\displaystyle 2c_{1}-(6)(2)=0 $$ which leads to  $$\displaystyle 2c_{1}=12 $$ and finally $$\displaystyle c_{1}=6 $$ $$\displaystyle 2c_{0}-(3)(6)+(2)(2)=0 $$ which leads to $$\displaystyle 2c_{0}=14 $$ and finally $$\displaystyle c_{0}=7 $$ Plugging these constants back into (3.3) gives us the final particular solution of (3.1): $$\displaystyle y_{p}(x)=2x^2+6x+7 $$   (3.10) To find the general solution of (3.1), we combine the particular (3.10) and homogenous (3.2) equations to get: $$\displaystyle y(x)=2x^2+6x+7+c_{1}e^{2x}+c_{2}e^{x} $$   (3.11) To solve for the final two constants, we use the given initial conditions in (3.11) and the derivative of that, which is: $$\displaystyle y'_{p}=4x+6+2c_{1}e^{2x}+c_{2}e^{x} $$   (3.12) Using the initial conditions in (3.11) and (3.12) allows us to obtain the following: $$\displaystyle y_{p}(0)=1=7+6(0)+2(0)^2+c_{1}e^{0}+c_{2}e^{0} $$ which leads to $$\displaystyle 1=7+c_{1}+c_{2} $$ and finally gives us $$\displaystyle -6=c_{1}+c_{2} $$    (3.13) $$\displaystyle y'_{p}(0)=0=6+4(0)+2c_{1}e^{0}+c_{2}e^{0} $$ Which leads to $$\displaystyle 0=6+c_{1}+c_{2} $$ And finally comes out to $$\displaystyle -6=2c_{1}+c_{2} $$    (3.14) Solving for $$\displaystyle c_{1} $$ in equation (3.13) and plugging that into equation (3.14) allows us to solve for $$\displaystyle c_{2} $$: $$\displaystyle -6=2(-c_{2}-6)+c_{2} $$ $$\displaystyle -6=-2c_{2}+12+c_{2} $$ $$\displaystyle c_{2}=-6 $$    (3.15) Plugging (3.15) into (3.13) allows us to solve for the remaining constant: $$\displaystyle -6=c_{1}-6 $$ $$\displaystyle 0=c_{1} $$    (3.16) Plugging (3.15) and (3.16) into (3.11) gives us our final general solution of: $$\displaystyle y(x)=2x^2+6x+7-6e^{x} $$    (3.17)

Plot
The plot of equation (3.17) is shown below:


text:
User talk:Kmashaye5220

Engineering Ethics Video

title: User talk:Kmashaye5220


text:
University of Canberra/Critical Care Nursing

Welcome
This is a teaching and learning project to support critical care nurses and colleagues in providing contemporary evidence based care and information for patients and their families.

We welcome all health professionals who care for patients within the scope of critical illness (ED, ICU, CCU, OT, outreach, retrieval etc) who wish to create a clinical education resource site. Please contact Holly Northam if you would like more information at [mailto:holly.northam@canberra.edu.au holly.northam@canberra.edu.au] or +61 412 289 295

News
From the ACCCN The World Sepsis Declaration calls on the world to take immediate steps to reduce the global burden of sepsis securing the provision of resources and political backing for the priority actions needed to achieve them. On September 13th the first World Sepsis Day will be launched worldwide as one of the initiatives of the World Sepsis Alliance in which ACCCN is a member, to improve both public and professional awareness of sepsis as a leading cause of death worldwide. The official website is at http://www.world-sepsis-day.org where you can access resources for your own event in addition to the attached flyers. Facebook page http://www.facebook.com/WorldSepsisDay

Have you seen the interesting ACCCN / ICCMU event “Beyond the Books- Applying theory to practice in critical care” on our website? Heard about it from colleagues? You know the one – at Rydges Parramatta on the 23-24th November. You’ve heard last years was a roaring success? Would love to attend but feel you cannot so close to year end?

ACCCN and ICCMU are offering 4 rural and 6 NSW scholarships for the full 2 day registration to Beyond the Books Please click here for further information

Applications close at 1700 hours on Friday 12th October 2012 Please email your application to: nsw@acccn.com.au or post to ACCCN, Locked Bag 8, Surrey Hills VIC 3127

Fabulous opportunites for scholarships administered by Services for Australian Rural and Remote Allied Health (SARRAH)are available

Semester 2, 2012 has started and the Critical Care nursing practice unit (8050) had the opportunity of being orientated to the ACT Ambulance Service by John Slater, a very experienced paramedic and educator.

It was tremendous to welcome new students into the combined online and intensive pathophysiology unit! A fantastic opportunity to build inter professional learning and team work opportunities between this group. You all come from a wide range of geographic and practice settings. Please feel free to join in and contribute to this site. I am learning (as you will see) and I hope you will all both learn and teach as we create a great tool. We have a visiting PhD critical care nursing candidate from Turkey to join us this week. A fabulous opportunity to share expertise and build our community of practice from our colleagues around the world.

Holly Northam hosted a wiki workshop to develop this Wikiversity page. Keith Lyons facilitated the workshop. The workshop was held in the Teaching Commons' Hothouse Studio (Room 1C49a) on the afternoon of 24 May 2012. We had the opportunity to discuss creative ideas about how to manage the continuous stream of emerging information that is available to inform 'better' practice. Amongst some of the useful ideas discussed were the importance of building the community of practice.

Two new users joined the group Critcarenurse and Salogue It is great to welcome colleagues who can build the vision.

Blog post about starting this page.

Innovations
We all know managing infection is a huge problem in hospitals, and fixing hand washing behaviours key to improvement..here's a great innovation that I suspect will 'go viral'

Professional Practice Resources

 * Resources

Here are some useful professional sites that underpin our practice.

Nursing and Midwifery registration details and requirements can be accessed through the Australian Health Practictioner Regulation Agency APHRA. The Australian College of Critical Care Nurses and College of Emergency Nurses Australasia are the professional organisations that strongly contribute to the growth and development  of critical care nursing in Australia.

Have you got some other professional bodies we should include?Holly Northam (talk) 13:06, 24 May 2012 (UTC)

Are you aware of how many elements contribute to poor outcomes in the work environment? provides some great pointers to 6 factors that contribute to errors 6 factors that contribute to errors. How many of these apply to where you work? Have you found solutions?


text:
User:Holly Northam

Hi, my name is Holly and I work at the University of Canberra. I am excited about nurses and other health care workers having a chance to make a difference in giving clear information to patients and their families.

Pages I am working on

 * University of Canberra/Critical Care Nursing

title: User:Holly Northam


text:
User talk:Holly Northam

Welcome to Wikiversity. :) --LauraHale 00:32, 22 February 2012 (UTC)

 Hello Holly Northam, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Jtneill - Talk - c 23:42, 18 April 2012 (UTC)

 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

Having a stimulating day conceptualising and creating ideas about the site.Holly Northam (talk) 04:47, 24 May 2012 (UTC)

Image rotation
Let me know if want a hand rotating this image File:A comfy ride with ACTAS and John Slater.JPG locally and re-uploading under the same name. Sincerely, James -- Jtneill - Talk - c 02:29, 7 September 2012 (UTC)

title: User talk:Holly Northam


text:
Talk:University of Canberra/Critical Care Nursing

Hello, Holly. I thought I would call by to say 'hello' and to transform the red Discuss into blue!

22 May 2012

I am looking forward to the workshop on Thursday.

Postillion (talk) 23:35, 21 May 2012 (UTC)
 * Sorry, I can't be there, but I look forward to seeing this unit develop. I've made some edits. -- Jtneill - Talk - c 23:53, 21 May 2012 (UTC)

We missed you and your expertise! But we did have a great discussion. Postillion (talk) 04:36, 24 May 2012 (UTC)

Respiratory failure, a terrifying experience- here are some resources to help stay up to date

 * http://www.nationalasthma.org.au/health-professionals**


text:
University of Canberra/Critical Care Nursing/Resources

General
Here are some links to resources available that give information to help families of critically ill patients.
 * The Alfred ICU Visitors page and access to patient information resources

The NHS St Helens and Knowsley Hospitals have developed an Intensive Care Recovery Manual (2009). This is a terrific resource to help patients and their families as they transition from critical illness and the hard work of recovery and rehabilitation. Do you have a resource like it? Although written for a specific environment it has ideas that can be translated.

Did you know this amazing resource keeps a real time track on the global incidence of disease? Our community travels widely. We need to consider the risks, and teach prevention but also consider that our--Holly Northam (talk) 09:09, 11 August 2012 (UTC) world is 'small' when taking patient histories and performing clinical assessments.
 * --Holly Northam (talk) 09:08, 11 August 2012 (UTC)

Nursing Education and Philosophy

 * 2005 Position Statement on Provision of Critical Care Nursing Education: Declaration of Madrid
 * 2005 Declaration of Buenos Aires Critical Care Nursing Workforce
 * 2009 Declaration of Vienna: Patient Rights

Cultural competence
Learning to practice with cultural competence is more than just respecting that we all come from different ancestry. The Critical Care Practice students are being provided with an opportunity to develop an 'end of life' tool kit to empower them to deliver culturally sensitive care which is appropriate for the patient, their family and situation. It is hoped this will help build resiliancy and a sense of fulfillment for the Professionals in being able to meet the needs of those involved.

Here is the presentation which provides an overview
 * Cultural Sensitivity in End of Life Care (pdf slides)

The Centre for Culture and Ethnicity provide useful tips and resources for organisations.

Professional Links

 * AHPRA
 * ACCCN
 * ANZICS
 * RCNA
 * ACT Legislation
 * ACT Health Nursing and Midwifery Scholarships
 * University of Canberra
 * Australian National University
 * College of Intensive Care Medicine

Evidence Based Practice

 * Cochrane
 * JBI

 * NHMRC

Scope of critical care practice
Critical care knowledge, skill and practice in Australia and New Zealand includes patient assessment, stabilisation and retrieval from remote environments to emergency departments, intensive care units, and other specialist areas (which you may like to add).

The history of critical care is relatively recent as a specialisation. The Society of Critical Care Medicine provide an overview of the history of critical care from the early days on the battle fields through to contemporary practice. http://www.sccm.org

Some useful international sites include, The Americal Association of Critical Care Nurses, The British Association of Critical care Nurses,

NSW Clinical Guidelines
A new clinical practice site aimed at clinicians

Paediatrics
A paediatric simulation day provided critical care nurses with an opportunity to practice assessing and caring for a simulated deteriorating infant in a safe and supported environment. The close working relationship that exists between the interdisciplinary team as they collaborate to provide 'better' practice was exemplified in the support provided by experts in the field who included a social worker who acted as 'Mum', intensivists, emergency specialist, registrars, paediatric nurse specialist, emergency and intensive care nurse specialists and simulation support from industry.

The Royal Children's Hospital Melbourne provide Clinical Guidelines for use in a range of situations. An example is the assessment and management of SVT

Pregnancy and post partum
Pregnancies and birth are normal physiological events. In most cases where woman have access to a healthy environment, nutrition and are in good health, the outcomes will be a healthy mother and healthy baby. Unfortunately on some occasions some women will experience events with may include either external trauma/ existing illness/ unrelated events that lead to complicated pregnancy, or they may experience pregancy related pathophysiological changes. The critical care nurse may be required to care for women throughout the period before and after birth in both the emergency department and intensive care environment. From time to time an emergency department or intensive care unit may even be the place that a mother may deliver her infant. Clearly collaborative care is essential throughout these occasions, and excellent multi-professional skilled care is required between the crticial care team and the obstetric team.

The critical care nurse is an extemely important provider of care and enabler in these cases. Having an understanding of what is 'normal' in changed physiological parameters that occur in pregnancy is essential in caring for these women, along with the ability to recognise the risks of critical illness and early clinical signs of deterioriation. There are a range of conditions that can lead to critical illness and a heightened risk of mortality. Preeclampsia is one of these, and closely associated is the HELLP (Hemolysis Elevated Liver enzymes and Low Platelet count) Syndrome. Helpful information resources for both Health Care providers and the community can be found at the Preeclampsia Foundation.

The US based Institute for Healthcare Improvement (IHI) have recently published (October 2012) the culmination of work produced by faculty and participants of the IHI Perinatal Improvement Community, a 'How-to Guide: Prevent Obstetrical Adverse Events'. These guidelines provide recommendations about care bundles related to a range of interventions including the use of oxytocin, vacuum extraction and foetal heart rate monitoring.

The critical care nurse has a pivotal role in guiding ensuring the care of the woman and her loved ones is optimised- the long term consequences of critical illness for this population have implications for not only physical and mental health of the mother, but the health, well-being and relationship between the baby and mother, and her partner. Providing the mother with every opportunity to establish breast feeding and bonding with her infant from birth, 'skin to skin' contact between 'mum and bub', and enabling her partner to be supported and empowered throughout this time is a major feature of ongoing care and recovery.

Sepsis
7th Sept 2012, The ACCCN advises that "The World Sepsis Declaration calls on the world to take immediate steps to reduce the global burden of sepsis securing the provision of resources and political backing for the priority actions needed to achieve them. On September 13th the first World Sepsis Day will be launched worldwide as one of the initiatives of the World Sepsis Alliance in which ACCCN is a member, to improve both public and professional awareness of sepsis as a leading cause of death worldwide." The official website has resources as does the Facebook page.

Kaye Rolls and ICU Connect (7th Sept 2012) highlight that Sepsis kills more people per 100,000 than stroke, MI and cancer. For the last 2 years NSW CEC has been running a 'Sepsis Kills' program aimed at implementing the Sepsis clinical pathway The sepsis pathway promotes: •	Early flagging of severe infection and sepsis •	Early involvement of senior clinicians in diagnosis and management of sepsis •	Appropriate and timely fluid resuscitation •	Prompt administration of antibiotics (within one hour) •	Serum lactate monitoring •	Referral of care to appropriate clinical teams including retrieval if appropriate A 2005 Victorian study, 'The microbiology and outcome of sepsis in Victoria, Australia,' by Sundararajan et al provided insights into the burden of sepsis in the Australian context and some of the possible causal organisms.

Trauma Care
NSW Health Institute of Trauma and Injury Prevention Institute, Trauma Clinical Practice Guidelines and other resources including:

•	Management of hypovolaemic shock in the trauma patient •	Emergency airway management in the trauma patient •	Management of haemodynamically unstable patients with a pelvic fracture NSW Head injury Guidelines

Fluid replacement

 * Australian blood transfusion guidelines were updated in June 2012.

Respiratory Care
Understanding and recognising 'normal' can be very challenging when completing physical assessment if the context of the patients age, gender and history are not considered. We know the anatomy and physiology of each person transforms across the 'normal' life span from the infant to the adult, through to the elderly. The implications of respiratory pathophysiology must always be interpreted in the context of age, weight and existing conditions- understanding the context of the problem guides the person's care and clinical management.

A useful overview of respiratory failure can be found in this 2012 medscape article

Some sites,
 * American Association for respiratory care,
 * ARDS Network,
 * Australian Lung Foundation
 * Lung Health Promotion Centre, the Alfred Hospital, Victoria
 * National Asthma Council of Australia,
 * Learning Radiology chest xrays,
 * Learning radiology
 * Chest x-ray atlas,
 * Critical Care Medicine Tutorials,
 * Fisher and Paykel Respiratory and Acute Care,
 * NHMRC Ambient air quality standards setting

Cardiovascular Care
We rarely think about the possibility of arrhythmia's in paediatric presentations. Research published in the Emergency Medicine Journal (2012) examines 'Paediatric arrhythmias in the emergency department'. The needs of the critically ill child are explored in more detail by clicking here.

 * Learning radiology offer some great resources on cardiac lectures and xray assessment

 * Student nurse connections have this terrific collection of cardiovascular nursing resources

One of the most important aspects of performing ECG's in the first instance is safe care of the patient throughout the procedure and correct placement of the leads before and during the assessment. It is really important to have good contact between the patients skin and 'dot's that connect the leads. It is also extrememly important to perform serial ECG's using the original 'dot' placement so that any ECG changes can be detected. The time, date and patients name must always be documented when performing the ECG along with any relevant clinical information.

The ECG Library provides an overview of recordings and examples of the impact of pathophysiolocial changes upon the conduction through the heart. The USC ECG Learning Center provides lots of opportunites to practice reading ECG's. ECG quizes and teaching materials can be found at the ECG Learning Center and at ECG Quiz. Another useful rhythm identification resource.

The Heart Rhythm Society provides a range of resources on arrhythmia and cardiac devices along with other useful information. An extraordinary use of social media- a generous 56 year old patient allowed for the real time video and tweeting of his cardiothoracic surgery.These images provide a useful insight into the standard routine of the surgical process.

CTS Net, the cardiothoracic Surgeons site, provides some information that helps in understanding the current practices. These and links provide a much better insight into the practice of cardiothoracics surgery.

Integumentary Failure
Our skin is our largest organ and makes up roughly 7% of total body weight, and when it fails the consequences can be catastrophic.

Wound Care

 * The Australian Wound Management Association
 * European Pressure Ulcer Advisory Panel
 * Healthinsite Wound Care
 * 2010 Article on 'Abdominal Wound Dehiscence in Adults: Development and Validation of a Risk Model'

Burns Care
Caring for burns requires expertice. The Royal Childrens Hospital Melbourne have Clinical Practice Guidelines and parent information sheets.

The NSW Agency for Clinical Innovation 2011 Guidelines are extremely helpful

The Cochrane Library Evidence Resources for Burns

Psychological Care: In hospital
The skills required to provide competent psychological care for patients (and their loved ones) who face the experience of critical illness, are increasingly being recognised as essential to long term recovery. An increased recognition of the potential for harm that arises when patients experience anxiety, pain, delirium, over-sedation and sleep deprivation, has led to a number of interventions to improve long-term patient outcomes. These include the introduction and validation of assessment tools, efforts to improve communication and include family presence, and judicious use of pharmacotherapy.

Delirium
ICU Delirium and cognitive impairment study group

Sleep
Australasian Sleep Association

Psychological Care: Pre-hospital, Remote locations and Emergency
A range of mental health issues can lead to life threatening conditions. In the same way that early detection of the deteriorating patient can lead to early intervention and patient rescue, skilled assessment in the pre-hospital environment or emergency department may provide opportunites for specialist care to protect the patient from further harm. The loved ones of the critically ill patient are also at risk of developing stress related illness, holistic care should encompass strategies to support the family.

Mental Health First Aid 'is the help provided to a person developing a mental health problem or in a mental health crisis'. This program is highly recommended

Disaster Management

 * Cochrane resources for earthquakes

Transitioning to end of life care
Can we can improve the the end of life experience for dying patients and their families? It is not uncommon for patients to die in the Emergency Department. On some occasions this is unavoidable; however, on many occasions the best interests of the patients are not being met, and the quality of the experience is diminished. This article raises some important points about managing the patient journey. Is it time to rethink our policies and the way we manage our resources?
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How do we define a good death? How does the expertise of skilled palliative care align with our practice in caring for critically ill people both in the critical care environment of intensive care, the emergency department or when being transfered from their homes to hospital? A just published care bundle 'Improving palliative care: the care and communication bundle' is a useful guide to improve the experience for all involved in caring for patients at end of life in the intensive care environment.

 * The Australian and New Zealand Intensive Care Society and College of Intensive Care Medicine of Australia and New Zealand have a Statement on Withholding and Withdrawing Treatment which you may find helpful

 * A Canadian Virtual Hospice offers on-line resources that may help you when thinking about innovative care strategies. It is designed for most importantly those who are requiring hospice care and their families, but also an excellent range of resources for Professionals.

 * Palliative Care Australia

Resources to help people autonomously define what interventions they would like to sustain their life and to give guidance to healthcare providers can be found in 'A National Framework for Advance care Directives'

Organ and tissue donation
End of life care should always include opportunites for compassionate and respectful discussion about the dying persons wishes regarding organ donation. This is an area of practice that requires excellence in communication skills, and accuracy in the information. I am including helpful resources here.

 * Dr Deb Verran, specialist transplant surgeon and social media expert, 'Scoop it' site

 * For many people with chronic disease and organ failure, transplantation is the only hope. In this clip, a young man with heart and lung failure from pulmonary hypertension, tells it the way he's experiencing it. As health care professionals, and knowledge experts we have a powerful responsibility to strongly advocate for improvements in organ donation rates, and to provide information support and empowerment to those considering the decision to donate. Tianna Formosa, a 16 year old with the congenital heart defect Eisenmenger Syndrome, discusses her experience of critical illness and the challenges and benefits experienced in receiving her heart lung transplantation.

 * What is the difference between organ and tissue donation? The Conversation ran this explainer about tissue donation,

Many Australians hope to help others when they die by donating their organs and tissues. They are encouraged to tell their families, but they can also give their approval to donate organs and tissues of their choice by registeriing on Australia's national organ donor register, a secure data based which may be accessed by specially approved health professionals (usually organ donor coordinator nurses) at the time of death.

Australian organ donation rates remain low at 15.1 donors per million population (dpmp) in 2012 (adjusted to new census data), when benchmarked against international 'best practice' of Spain with 33- 35 dpmp. The Australian and New Zealand Organ Donor Registry (ANZOD) provides a month by month update on the numbers of organ donors, organs donated and transplanted. The number of patients on the waiting list can also be found on this site.

 * The NHMRC provide recommendations for both health professionals and the public about considering organ and tissue donation

The 'ANZICS Statement on Death and Organ Donation' and the 'ANZICS Statement on withdrawing and withholding treatment' provide guidance to the critical care community from the perspective of the Intensivist.  The National Protocol for Donation After Cardiac Death guideline which was developed for Australian practice and informs the policies implemented in hospitals around Australia

 * Donatelife has responsibility for managing and supporting organ and tissue donation in Australia

ATCA is the Australasian Transplant Coordinators Association and they are the professional group representing donor coordinators. The ATCA guidelines are used in conjunction with the Transplantation Society of Australia and New Zealand (TSANZ) organ allocation protocols  to guide the processes of organ donation and transplantation.

The process of organ donation surgery requires the expert skills of the anaesthetist. Because the patient has died, it is not possible to donate for transplantation unless the intensive care unit use their skills and expertise to try to maintain the function of the organs. This is extremely difficult and requires specialist skills and care. After the family has had the opportunity to complete their farewells to their loved one, and when the transplant team has arrived and are ready in the operating theatre, the deceased patients care and efforts to preserve the organ function become the responsibility of the anaesthetist and the anaesthetic nurse. Dr Russell, an anaesthetist in the US provides an excellent overview of the pathophysiology that affects the organs of brain dead patients who have circulation and ventilation maintained before organ donation. He also provides evidence based recommendations about the care that can help preserve organ function. The term 'harvest' is a term that has been associated with organ donation, but is not encouraged in Australian practice. This is in deference to the expressed wishes of donor families.

'Hot' topics, news and blogs in critical and emergency care

 * 'Life in the fast lane', a commentary and resource blog
 * 'ICU Connect', it started in NSW and now has an international following
 * Canberra's living legend, Ian Miller's 'Impacted Nurse'
 * Case Reports in Anaesthesia has some terrific resources including 'Pain Powerpoint, Anatomy and Physiology of pain,' ventilation and other insights


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