text:
Wikiversity talk:Consensus/Archive 1

consensus

 * It may be useful to give here only the wikiversity definition of consensus, which is often somewhat vague, and discuss the policy on consensus elsewhere. Recently in zh:wp I got into an argument over what consensus is.  As I understand it, consensus is "after thorough discussion, what is the community thinking", and any super-majority in the poll is only an indicator of the consensus, and not the consensus itself.  The operational details in a policy page may confuse editors in this simple point.  -- Hillgentleman|Talk 14:28, 10 May 2007 (UTC)

The page seems to be the natural place for the development of a Wikiversity Consensus Policy; and it has come to be clear to this participant that Wikiversity needs to develop such a policy; so, in the absence of strong contrary opinion being expressed, he will run the risk of "an argument over what consensus is" also taking place here. His view is that the Wikipedia Article on Consensus Decision Making could provide us with some guidance; so he has already added an etymology section to the page from there and made some other edits based on the Wikipedia Consensus Policy; and, in the absence of strong contrary opinion being hereinafter expressed, he will continue to edit the page and, eventually, when the page begins to look like a policy, will add the "Proposed policy" template to the page. Perhaps those interested will work together to develop a Wikiversity Consensus policy reflecting our shared understanding of Consensus. -- Dionysios  (talk), a Participant in the Wikiversity School of Advanced General Studies, Date: 2007-09-14 (September 14, 2007) Time:  1829 UTC

 * Consensus implies debate, and debate can sometimes be argumentative. :-) The point, I think, is to make that debate/argument/conflict productive - so it's less about "risking" argument, than facilitating the ongoing expression of ideas, thoughts, and feelings, in order to come to shared understandings, and construct a foundation and framework for further activity. Cormaggio talk 17:17, 15 September 2007 (UTC)

 * Agreed; and thank you for the excellent link. You have made a fine contribution to the conversation. --  D  (talk), 2007-09-16 (September 16, 2007) Time:  1928 UTC

when?
What kind of consensus do we need? What are we debating? Kind of hard to work "in theory" without knowning where this is going to be applied.--Rayc 22:42, 16 September 2007 (UTC)
 * I agree that it would be useful to make a list of situations in which the Wikiversity community has found it useful to attempt to measure consensus. Specific examples are useful. Towards starting such a list:

 * decisions about selecting "functionaries" such as custodians are made by a process that involves community discussion and consensus.
 * Policies are proposed and adopted by a process that involves community discussion and consensus.
 * The proposed deletion policy calls for decisions based on consensus.
 * The Motto contest.--JWSchmidt 23:38, 16 September 2007 (UTC)
 * Pulling class notes or a panel discussion together into an NPOV summary or chapter in a text a class is creating might call for consensus. Mirwin 06:33, 17 September 2007 (UTC)
 * A difficult quantum mechanics problem might call for agreement on the likelilest or most correct answer while documenting two or three other possibilities for further research as unlikely but possibly correct pending access to further specific expertise that can authoritatively state a "correct" answer or interpretation. Mirwin 06:33, 17 September 2007 (UTC)

inclusiveness
I propose that "As many stakeholders as possible should be involved in the consensus decision-making process." be changed to "all voices be heard". For wiki is not a democracy, voice is a more accurate unit of opinion. And "all" means all. Wikiversiters with opposing opinions must have listened to each other before a consensus appears. Hillgentleman|Talk 18:26, 18 September 2007 (UTC)

The definition of "consensus" and the organization of the page
I propose that the page opens with the defintion.

It is not appropriate to start this policy page with a wikipedia definition of consensus - that would mean, in principle, that the policy is unstable.Hillgentleman|Talk 18:26, 18 September 2007 (UTC)

 * Your servant agrees that in order to keep the Policy stable, the definition of consensus will need to be incorporated into the Consensus page; and your servant suggests that the following be that definition:
 * Consensus is a specific method of decision making at Wikiversity; in those situations in which Consensus is needed, the consent by all parties is required.
 * (s) Dionysios  (talk), 2007-09-21 (September 21, 2007) Time:  2038 UTC

 * I disagree strongly that "the consent by all parties is required." Perhaps there should be no "consensus policy" at Wikiversity.  It is easy enough for disagreeing parties to retire to different pages or schools and encounter each other only at formalized discussions or debates considering opposing views.   The importance of "consensus" at Wikipedia arose from the community's desire that there be no redundant or multiple treatment of the same material in the Encyclopedia articles.  It was felt that forcing people to cooperate on building NPOV material for each article was a better way to concisely introduce/produce information for the anticipated readership.   It is not clear to me that this approach is best or appropriate for a learning institution where the goal is participation in learning processes rather than publishing a consolidated summary of human knowledge.  Certainly writing policy such that a single anonymous voice can deadlock any process is asking for a non functional community.  Mirwin 15:44, 22 September 2007 (UTC)

 * Greetings Mirwin and thank you for your comment on the proposed definition of "consensus" by your servant, disagreeing strongly that "the consent by all parties is required." In proposing such a definition for "those situations in which Consensus is needed", your servant does not mean to send disagreeing parties off to different pages or schools to then encounter each other only at formalized discussions and debates to consider opposing views; but, instead, your servant hopes to propose a procedure for those limited circumstances in which Consensus needs to be obtained to resolve difficulties.  When your servant comes in contact with those with whom he disagrees, he is inclined to seek to become closer to them, not more distant; and he knows that disagreement can often be a prelude to growth and understanding.  In his humble opinion, there is most certainly a need to define "consensus" at Wikiversity and to establish a Wikiversity Consensus Policy.  It is true that your servant has good and sufficient reason to believe that Wikiversity Community does experience and will tend to experience differences of opinion about the appropriateness of maintaining certain pages at all at Wikiversity; and it is true that your servant knows that seemingly redundant or multiple treatments of similar material often is and may very well always be appropriate at Wikiversity.  As subscribers to the proposed Policy on Scholarly Ethics, you, as one, and your servant, as another, display the "Scholarly Ethics Template" on our user pages and are therefore eligible to edit pages that exist outside of the confines of the Wikiversity NPOV Policy.  So, it is not to to destroy work that your servant offers an exacting definition of Consensus.  Rather instead, his goal seems to him to be in harmony with yours: to facilitate an academic environment in which "the goal is participation in learning processes".  The idea of your servant is that a very strong agreement, such as that outlined in the Wikipedia article on "Consensus Decision Making" should develop before a regular Wikiversity Participant is impeded in the exercise of a Right.  There is no intention that the Participant so far removed from being a regular Wikiversity Participant as to be "a single anonymous voice" should be included within "all parties" in such a way as to permit the single anonymous voice to block Consensus; and your servant thanks you for demonstrating this defect in his definition. If we are to move along the lines suggested by your servant, we will need to amend "all parties" to add language such as to make that part read "all registered Wikiversity account holder parties", thus making it clear that for the purpose of any Wikiversity Consensus Policy, while Wikiversity welcomes the contributions of anonymous users, for the purpose of the Wikiversity Consensus Process, participation in Decision Making would be limited to a close Community: Registered Participants.  But, you suggest that "Perhaps there should be no 'consensus policy' at Wikiversity."  Your servant inquires: In the absence of a Wikiversity Consensus Policy, how will Wikiversity address some issues, including some pending issues, in which the proposed Wikiversity Policy is that the matter should be "decided by consensus"?  --  Dionysios  (talk), 2007-09-22 (September 22, 2007) Time:  2117 UTC
 * Rather than "consensus" we might consider ways to close a conversation with a decision applicable until the next major community discussion.  Perhaps a super majority of 75% could be enough to declare a decision as having arrived and implemented for a minimum of 3 months.  Mirwin 21:37, 22 September 2007 (UTC)
 * A discussion should never be closed. A discussion has arrived at a result when the various voices have reached consensus. Hillgentleman|Talk 01:53, 1 October 2007 (UTC)

 * "Certainly writing policy such that a single anonymous voice can deadlock any process" - No. In wikimedia, consensus is different from unanimity.  Hillgentleman|Talk 02:25, 6 October 2007 (UTC)

 * And, if the one objection comes with good reason, there are all the more reasons to digest it before taking any action.Hillgentleman|Talk 02:28, 6 October 2007 (UTC)

Consensus is not Majority Rule
"Consensus usually means that a large majority of community members who have discussed a proposal have provided good reasons for either adopting or rejecting a given proposal - however, any majority of opinions in a discussion or poll is only an indicator of consensus, and not the consensus itself. Evaluating consensus, therefore, is a complex process of ascertaining what the 'mood' of the community is, attempting to reflect the mood of the community as a whole, and not simply a majority within the community." This statement is nonsense and should be replaced by a clear quantitative definition of super majority rule. The idea that some individuals are more equal than others and are empowered to consider the mission statement of Wikiversity and mandate decisions at odds with a simple majority of the participants at Wikiversity should be developed very carefully, if it is pursued at all, and clearly articulated in our community charter .... not weasal worded into individual policies one concept at a time. Personally I trust simple majority rule. If others feel better about super majority rule or custodian rule then it should be articulated clearly not embedded or enshrined in mystical magical traditions such as "consensus" and fuzzy "concensus evaluation" non criteria. Clearly as long as the Wikimedia Foundation controls our servers the Wikiversity community is subject to override by the Foundation's staff and Board. Thus there is an external guarantee that Wikiversity will remain true to its approved proposal, no need for local oversight and override capability as well. Mirwin 16:01, 22 September 2007 (UTC)

 * " This statement is nonsense and should be replaced by a clear quantitative definition of super majority rule" <--- of course not. Definition of supermajorityrule should go to supermajority rule. Consensus is beyond any simple definition.  One may give examples but it is almost impossible to give a clear cut defintion.  In short, the definition is intentionally vague, and it should be so. Hillgentleman|Talk 06:35, 28 September 2007 (UTC)

 * For want of a better explanation, consensus is arrived only through thorough communication amongst the participants who may begin with different view points. Simple-majority rule, in principle, requires no communication between opposing views. If somebody's views get more weight, it is not because he is a custodian or a board member, but because the views are good. Hillgentleman|Talk 06:39, 28 September 2007 (UTC)
 * In practice, how do you demonstrate some views are given more weight because they are better? Generating confusion and then doing as one pleases is a well known political ploy of political power structures throughout history.  What will make "consensus building" with no formal quantitative way of measuring "consensus" work better at Wikiversity than it has worked elsewhere? Mirwin 00:54, 6 October 2007 (UTC)

 * Before replying to your questions, let me point out that it might be better to seperate the page describing what consensus is on wikiversity may better from how to implement consensus decision making on wikiversity. Yet since the two are related. So let it be. Hillgentleman|Talk 01:52, 6 October 2007 (UTC)
 * Your questions are on the implementation. So here are my answers.  "In practice, how do you demonstrate some views are given more weight because they are better? "<---There is no other way than to discuss in good faith.  We discuss until we understand each other. Hillgentleman|Talk 02:07, 6 October 2007 (UTC)
 * "What will make "consensus building" with no formal quantitative way of measuring "consensus" work better at Wikiversity than it has worked elsewhere? " <--- I do not know what you mean. What has worked elsewhere? Hillgentleman|Talk 02:02, 6 October 2007 (UTC)

 * A wiki is by its nature a meritocracy; one who can reason better has a stronger voice. Any attempt to Generating confusion and then doing as one pleases will not pass the many watchful eyes.  Hillgentleman|Talk 02:07, 6 October 2007 (UTC)

Consensus can be described only in cases, but it is hard to define in general. Attempts to "quantify" it do not work; however you define it one may easily find a counter-example. Hillgentleman|Talk 02:02, 6 October 2007 (UTC)

The consensus in the traditional sense means unanimity. It cannot work on a wiki. So its accepted meaning in wikimedia has shifted to allow some who strongly disgree but acknowledge that a decision has to be made. However, it has never meant supermajority. For example, if someone holds a poll on a proposed policy, forbids discussions, and receives 99% support, consensus has not been reached. The degree of supermajority gauges consensus, but supermajority is not consensus.Hillgentleman|Talk 02:08, 6 October 2007 (UTC)

"Large majority" discussion
"Consensus usually means that a large majority of community members who have discussed a proposal have provided good reasons for either adopting or rejecting a given proposal"

Hillgentleman|Talk 20:24, 5 October 2007 (UTC)
 * Proposed change: Consensus appears when the significant voices in the community converge, for example, in adopting or rejecting a proposal.

 * The undersigned approves of the proposed change. It is congruent with the notion that consensus  is not a supermajoritarian concept, but a convergence concept.  --  Dionysios  (talk), Date: 2007-10-05 (October 5, 2007) Time:  2109 UTC

 * Lovely. Who decides, and how, who is "significant" in the community? Mirwin 00:49, 6 October 2007 (UTC)
 * As above. It is discussed in every individual case. In the same way that the NPOV policy does not define exactly what are significant view points, we can give examples.Hillgentleman|Talk 02:10, 6 October 2007 (UTC)

 * "the significant voices in the community" <-- I'm not sure that it is constructive to try to define consensus. The reason for using the term "consensus" within wiki communities is that its conventional meaning roughly matches the kind of decision making process that often arises when a group of wiki editors collaborate to achieve the mission of a wiki. We can discuss how to make use of consensus without having to define it: all we need to do is keep in mind "conventional" and "every day" meaning of the term. In a wiki-based project, having a policy about consensus serves to remind wiki editors about the importance of using discussion and cooperation to find ways to work towards the wiki project's mission. A policy for consensus can usefully include a record of the community's past experience and collective wisdom with respect to when and how to rely on consensus. In some cases, such as responding to a vandalism attack or making a conventional page edit, we NEVER want to delay action by taking time to seek consensus. For some collaborative decisions, we set up mechanisms that automatically trigger a search for consensus every time before the decision is made. For example, when making decisions about selecting functionaries, we automatically try to attract the attention of a wide range of community members, get a wide range of inputs, and we seek reasoned objections to possible future courses of action. We count on the power of multiple points of views and perspectives to produce a better decision making process. In other cases, a search for consensus may become part of a decision making process as a last resort. In such cases, discussions and collaborations can have recognizable "stages" or "phases" leading up to the use of consensus as a way to guide decision making. Often there is an initial stage during which differences of opinion are expressed and discovered; this might start with just two individuals. In many cases, it is a waste of time to immediately call for community discussion and decision by consensus. If a small number of people take the time to state their positions then it is often possible for them to discover a reasonable course of action without calling in additional participants to the discussion. However, if discussion and negotiation among members of a small group of editors fails to find an acceptable course of action, then it might be time to call in additional members of the community and try to work towards a broad consensus. In my view, this is best done within a formalized "request for comments" system in which the problem (editing dispute) is clearly described, differing positions are explicitly stated, and a call is made to the broader community for additional ideas and suggestions for how to resolve the conflict and make a decision that best promotes the interests of the entire project. In summary, I suggest that we not get bogged down with definitions of "consensus". I suggest that the Wikiversity policy on consensus first state the general principle that consensus seeking naturally arises within wiki project decision making then list the specific situations for which consensus is always sought and then list any special purpose mechanisms for seeking consensus (such as "request for comments" systems) that the Wikiversity community decides it needs to have available for "emergencies". I say "emergencies" in reference to disputes that normally can be resolved by simple discussion and negotiation between a few editors.....sometimes a small group of editors reaches a deadlock that can only be resolved by seeking consensus among a wider group of interested parties from the wiki community. Seeking consensus in such situations really should be a "last resort" because consensus seeking often wastes a lot of time and just ends up back at the same conclusion that should have been decided upon by the original parties in the dispute, and would have been reached originally if there had been good faith editing in support of the mission of the project. In general, any "request for comments" system requires that the parties in the dispute explain how they have tried to resolve the dispute before seeking a broader community consensus. If the parties in the dispute cannot point to a past discussion where they tried to resolve the dispute through reasoned negotiation then it is probably not yet time to seek a wide consensus. For most editing disputes, community consensus seeking should be a last resort. I think the Wikiversity policy on consensus should make this clear. --JWSchmidt 04:13, 6 October 2007 (UTC)
 *  We can discuss how to make use of consensus without having to define it <-- As I know it, the meaing of the word consensus in wikimedia (consensus) is different from what most people have in their minds.  And it is adventageous to have in mind the difference between consensus and unanimity.    As a practical matter, it is convenient to have in hand the explanations of "consensus decision making on wikiversity", and how it works.  And yes examples are very useful.
 * As described in the flowchart Image:Consensus_new_and_old.svg, the common editing process is itself a way of forming consensus.  It is usually unneccesary to  explicitly call for community-wide discussion to reach consensus.  Hillgentleman|Talk 01:40, 8 October 2007 (UTC)
 * In general, policies exist to deal with situations where there is possible confusion and conflict. Policies formalize strategies for avoiding and resolving conflicts. For the most part, "the common editing process" at Wikiversity does not involve conflict....editors just make use of wiki technology as a tool that facilitates collaboration and the building of learning resources. Within wiki communities there are dynamic groups of editors, some small, some larger. Small groups of wiki editors (often just two editors) can come into conflict and they might fail to reach agreement about how to edit a page. Many wiki websites have established processes by which small groups of editors can call upon additional members of the wider wiki community to look at disputes and help resolve them. Such community-based, consensus-seeking decision making processes are what I think could be usefully defined by the Wikiversity policy on consensus. Rather than seek a general definition of consensus, I think we should identify specific types of problems that Wikiversity can seek to deal with by "requests for comment" procedures. --JWSchmidt 19:58, 8 October 2007 (UTC)

Notes on a proposed addition to this proposed policy
Custodianship should be no big deal in theory. What can cause it to become a big deal?

For major changes that affect pages or items on the wiki that have substantial traffic (this could be operationally defined in theory i.e. a certain percentage of total page views of the wiki) and that only custodians can modify, then it is mandatory that discussion be offered for a period of time to come to explicit consensus. Otherwise the stage is potentially set for wheel warring between custodians. Emesee 06:18, 14 July 2008 (UTC)

Merger
Jade Knight, I am doubtful about this proposal of merging. Consensus is a learning resource for a general idea, and it may not have much to do wikiversity. Even if it has little content at the moment, it would benefit from the freedom to develop further. Consensus more about what we mean by "consensus" (since this word has multiple meanings) on wikiversity and how we may apply it. In time, these two pages may become complementary. Hillgentleman | //\\ |Talk 00:45, 21 October 2008 (UTC)
 * Okay. Someone should put a fork notice up at the top then; I can see the reason for having two separate projects on it, though the fact that "Consensus" is currently not much more than a collection of links made me think a merge might be appropriate.  The Jade Knight (d'viser) 05:41, 21 October 2008 (UTC)
 * Sure! I see you point. Hillgentleman | //\\ |Talk 12:11, 21 October 2008 (UTC)

FYI, there is also a suggestion at Think tank to create a project on Developing consensus in a wiki environment. --mikeu talk 12:15, 21 October 2008 (UTC)
 * Which would leave us with 3+ consensus projects. The Jade Knight (d'viser) 19:16, 21 October 2008 (UTC)
 * The think tank page has now been renamed to: Consensus in a wiki environment. They are not really the same.  WV:CON is a proposed policy, while Consensus looks like more a generic learning page on the topic.  There can be more than one project on different aspects of the subject.  --mikeu talk 00:11, 24 October 2008 (UTC)
 * I removed the merge template and applied the guideline template. We have to start somewhere. --CQ 15:13, 3 September 2009 (UTC)
 * Was any voting done? Or even a discussion about making this a guideline?  I'm somewhat wary of unilateral action, even though I agree that this should be a guideline.  Perhaps even a policy.  The Jade Knight (d'viser) 02:05, 4 September 2009 (UTC)
 * I tend to agree that Consensus meets the definition of a guideline, though I wonder how many people would have a different idea of what that means. I would like to see this become a policy, and I agree that there should be some discussion on how to classify these pages before they are tagged.  Or at least some general agreement about when to use the guideline tag.  --mikeu talk 19:03, 4 September 2009 (UTC)

Community Review
This guideline is the subject of a Community Review. --JWSchmidt 15:51, 30 July 2010 (UTC)

title: Wikiversity talk:Consensus/Archive 1


text:
Category:Wikiversity development

There have been many ideas about Wikiversity. This should be the definitive guide.

We can use Portal:Wikiversity as a user-friendly guide to Wikiversity development. Category:Wikiversity Category:Exploring Wikiversity as a community builder

The following material was copied from Wikiversity (which is now redirected) and should be checked and incorporated into the category structure, then deleted from here as appropriate:

 * Welcome, newcomers
 * What is Wikiversity?
 * Take a guided tour and learn to edit;
 * About
 * Introduction | Introduction to Wikiversity
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Help:Contents

 * Topic:Wikiversity
 * Wikiversity
 * History of Wikiversity
 * Wikiversity
 * Policies
 * Chat
 * Be bold
 * Colloquium
 * Contact
 * Questions

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

title: Category:Wikiversity development


text:
Filmmaking Basics/3D Storyboard/Introduction to FrameForge

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Getting started with FrameForge 3D Studio
 * style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

3D Storyboarding with FrameForge 3D Studio free demo version

 * FrameForge 3D Studio demo version is free for both the Macintosh and Windows.  And, it is fun to use.  Best of all, the program is extremely educational for people who want to become film directors or cinematographers.  Absolutely required!

 * Extremely logical / Hard to find
 * This program is design by an engineer. Therefore, it is a very logical program to use... but only after you learn how the program works and know where to find all the features of the program.
 * Learning this program is not easy but the reward is worth the effort. This is an extremely valuable program for filmmakers.

 * Introductory movies
 * Fortunately, there is a set of introductory movies for FrameForge 3D Studio free demo version. Click here to begin.

Getting Started

 * Create a practice scene
 * I recommend that you start by creating a practice scene with just two figures. Horses are fun actors!  Try to create an over-the-shoulder shot with a wide angle lens and a telephoto lens using two horses.

 * That is your first assignment. See the next page.

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Free demo version
 * }
 * style="width:45%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="2"|

Downloading FrameForge 3D Studio

 * You can download the freedemo version of FrameForge 3D Studio at :

www.frameforge3d.com/download.php

Downloading Problems
Note: There has been some problem downloading this program. If you have any problems, please let me know.

And if you are successful, also let me know how you did it. (Did you use a download program or plug-in?)

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Download tip: Windows
 * style="width:55%; vertical-align:top; border:1px solid PaleTurquoise; background-color:AliceBlue;" |

"I think the problems stems from the fact that most of the downloading comes after the setup program is started. The program is some 65 MB big but the initial setup file is only less than 1 MB.
 * Niri0n (our Swedish computer expert) says :

So this is the trick :

 * 1) Get connected to the internet.
 * 2) Download the setup program. It's only 1 MB so you can use the built-in download function of the browser and save the file somewhere on the computer.
 * 3) Run the setup program until it is finished. This took 20 minutes on my computer.
 * 4) Disconnect from the internet.

I hope this helps."
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Download tip: Macintosh
 * style="width:55%; vertical-align:top; border:1px solid PaleTurquoise; background-color:Azure;" |

 * Your instructor says :

 * Using a dial up connection, Firefox is not reliable enough for downloading all the sections of this program.

 * If you used just Firefox, don't do anything while the downloads are in progress. Download only one section at a time.

 * If possible, use a free download plug-in program such as dTaOneClick! You can download it at DownLoadThemAll's website.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Don't give up!!!
 * colspan="1" style="width:100%; vertical-align:top; border:1px solid Gold; background-color:LightYellow;" |

This program is important

 * Don't give up. This is an extremely important program and you will learn a tremendous amount.

 * Read the manuals
 * Once you have downloaded the FrameForge 3D Studio FREE demo version, locate the two manual which come free with FrameForge 3D Studio. (See above.)  A good place to start learning all the features of FrameForge 3D Studio.

 * If you wish, you can download one of the manuals now just to take a look. It is at http://www.moviesoft.fr/documentation/FrameForge Quick Start.pdf

 * And do not forget to look at the FrameForge introduction movies for an introduction to FrameForge 3D Studio.

 * }

Important things to know about FrameForge 3D Studio

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Page 1 - The main page of FrameForge 3D Studio
 * colspan="1" style="width:100%; vertical-align:top; border:1px solid Gold; background-color:LightYellow;" |

The main page of FrameForge 3D Studio

 * Many features crammed into the main page
 * Here is what the main page looks like. It has many features which work independently from each other.

 * 1) Top left is a tiny picture of the current floor plan. Double click on this tiny picture of the floor plan to make it active. Do not double click on the floor plan when it is active because that will create another camera view.  (For now, use only one camera.)
 * 2) The other pictures at the top are the views from the different cameras. (For now, use only one camera.)  Double click on the tiny picture of the camera view at the top of the page to make it active.

Store a shot

 * Storing a shot stores EVERYTHING!
 * The most important thing to understand about FrameForge 3D Studio is every time you store a shot, you store all the settings as well. This can be restored later so you can continue working on the same picture.

Storing shot vs. rendering shot

 * Storing shot is not rendering a shot
 * When you store a shot, the picture will appear on the second page (which is the Shot Manager window.) This does NOT render the shot.

 * To render the shot (convert the shot to a picture that you can use in an animatic), you need to EXPORT the shot which is under the FILE menu.

Send me your .PREVIS files

 * Submitting your assignments
 * When you are finished creating the shots for your movie, you will send me the entire PROJECT file, not the rendered images. This way, I can see what you did and I can make suggestions.  Also, I can render the pictures for you and post them to the Wikiversity Film School web pages.

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Page 2 - The Shot Manager of FrameForge 3D Studio
 * style="width:100%; vertical-align:top; border:1px solid Gold; background-color:LightYellow;" |

The second page of FrameForge 3D Studio

 * In addition to the main page (above), FrameForge 3D Studio has the page of completed (but not yet rendered) pictures which is called the "Shot Manager".

 * You can access this page only by selecting "Shot Manager" in the TOOLS menu.

 * The pictures on this page are much more than simple images. Each picture represents EVERYTHING that was on the movie set at the time the picture was taken.  This is like the "Way Back" machine!

 * Therefore, when you want to, you will be taken back in time to when this shot was taken. EVERYTHING is restored for you, ready for you to continue working.

Changing a shot

 * When you want to redo a shot, select the frame on this page and click on Edit On Set.

 * When you do this, the entire camera setup changes to when you captured this image. This is extremely useful BUT ALSO VERY DANGEROUS.  This immediately throws away (almost completely) everything you have done since the last time you stored a shot.  (There is a way to recover this but it is rather confusing.)

Deleting a shot

 * Since each shot represents much more than a simple picture, deleting a shot must be done carefully. When you delete a shot, you only hide the shot.  You can see the deleted shots simply by selecting the "Show Deleted" button.  Only when you select "Purge deleted shots" will you actually remove the unwanted shots.

 * The free demo version can only store 20 shots. Therefore, if you delete shots (but not also purge the shots), you will quickly reach your limit of 20 shots.  Therefore, frequently go to the Shot Manager window and select to look at the deleted shots and them purge them.  (Note: old versions and demo version of this program did not do this easily.  You have to be on the main page to delete the shots on the Shot Manager page.  This has been fixed in the current version.)

 * }

Getting started with FrameForge 3D Studio

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" The basics
 * style="width:50%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="1"|

Learning FrameForge 3D Studio

 * The easiest way to learn this program is to drag two figures to the movie set and use a camera to look at the figures.

 * The program is surprisingly intuitive... as long as you don't build a movie set. And once you get past a few quirks in the design of the interface.

 * Looking down on the floor plan for a scene can be confusing but this is the easiest way to move the camera and the actors since you can grab them and move them rather than used the controls which are more accurate but slower.

 * Note : You can download the movie set file at from the FrameForge community forum

 * style="padding:0em 0.5em 0em 0.5em;" |

Working on the movie set
 * style="width:50%; vertical-align:top; border:1px solid PaleTurquoise; background-color:#fff;" |

A typical movie set

 * Here is the floor plan for our scene as seen in FrameForge 3D Studio.

 * }

Really strange things in FrameForge 3D Studio

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Notes
 * style="width:50%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="2"|

Things to watch out for

 * Here are some things to look out for in FrameForge 3D Studio.

 * }

Why does everyone want to make love?

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Notes
 * style="width:50%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="2"|

Human collision detection

 * Turn this OFF!!!!

 * If you do not turn this feature off, the actors will keep jumping into each other's arms. Interesting effect... but not useful for our current movie.

 * style="padding:0em 0.5em 0em 0.5em;" |

Turn off collision detection
 * style="width:50%; vertical-align:top; border:1px solid PaleTurquoise; background-color:Beige;" |

Turn off the Collision Detection feature

 * Immediately, turn off this feature. Until you become experienced with FrameForge 3D Studio, you do NOT want this feature turned on.

 * When the young person and the old person are very close together, they can do strange things when they get near to each other.

 * }

Sending your project file to your instructor.

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%"
Notes
 * style="width:50%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="2"|

Saving the project

 * There are three different ways to save the project. Be sure to save it as a cross platform document when you are finished.  This loads very fast but takes a lot of disk space.  (If you have a Windows PC, this is the only way I can see your stored shots.)

 * Look for the words "Cross Platform" when you SAVE the file.

Special format for saving
 * style="padding:0em 0.5em 0em 0.5em;" |
 * style="width:50%; vertical-align:top; border:1px solid PaleTurquoise; background-color:Beige;" |

When you save your project files

 * Send me your project files as cross platform files so be sure to select this when you save the files.

 * }

How to insert new shot?

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%"
The stack of storyboard frames
 * style="width:50%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="4"|

Tape deck controls / Slide show controls

 * This control look like the controls of a tape deck. This control is in the lower right corner of the main page of FrameForge 3D Studio.

 * Rather than tape, think of this as a stack of playing cards or slides for a picture show. Each card or slide is a storyboard frame.

 * When you first use FrameForge 3D Studio, you are only inserting shot at the end (bottom) of the stack of storyboard frames. Therefore, you can completely ignore these controls as long as you are creating shots in the order they will appear.

 * Only when you need add storyboard frames out of order or if you need to go back and change shots will you have to worry about the controls.

 * So when you are just starting out and you see this, you can ignore it since all your pictures are automatically going to the correct place.

This is the correct setup for putting the storyboard pictures at the end of the stack.

 * style="padding:0em 0.5em 0em 0.5em;" |

Controls for the storyboard stack example
 * style="width:50%; vertical-align:top; border:1px solid PaleTurquoise; background-color:Beige;" |

Insert at the end

 * When you start out or when you click on the End control button, you will see the red highlight around the word "Append Frame" which means "add on" to (in this case, place at the end of) the stack of storyboard frames. Notice that there is no picture in the lower right corner of the controls so there is no storyboard frame after this current picture.

 * style="padding:0em 0.5em 0em 0.5em;" |
 * style="padding:0em 0.5em 0em 0.5em;" |

Controls for the storyboard stack example
 * style="width:50%; vertical-align:top; border:1px solid PaleTurquoise; background-color:Beige;" |

Erase the last picture

 * When you see a picture highlighted in red, that means this storyboard frame will be replaced when you decide to Store Shot.

 * In this case, the last picture in the stack will be replaced. You know that because there is no picture in the lower right corner.  The next frame is empty.

 * style="padding:0em 0.5em 0em 0.5em;" |
 * style="padding:0em 0.5em 0em 0.5em;" |

Controls for the storyboard stack example
 * style="width:50%; vertical-align:top; border:1px solid PaleTurquoise; background-color:Beige;" |

Erase the current picture

 * When you see a picture highlighted, that means this picture will be replaced when you decide to Store Shot.

 * In this case, the current picture in the stack will be replaced. And you know that this is not the last picture in the stack of storyboard frames because you see a picture in the lower right hand corner which comes after the current frame.

 * style="padding:0em 0.5em 0em 0.5em;" |
 * style="padding:0em 0.5em 0em 0.5em;" |

Controls for the storyboard stack example
 * style="width:50%; vertical-align:top; border:1px solid PaleTurquoise; background-color:Beige;" |

Insert in the middle

 * Most of the time, when you make adjustments to a picture, you want to save it separately without destroying the original picture.

 * To do that, the controls must look like this. Just remember if you are using the free demo version, you have a limit of 20 shots.  As you get to 20, you will need to purge some shots which is a extra step after deleting shots.

 * }

What to do when your pictures disappear.

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%"
Notes
 * style="width:50%; vertical-align:top; border:1px solid Gold; background-color: LightYellow;" rowspan="2"|

Missing pictures

 * If you cannot see the pictures on the Shot Manager, click on the buttons which looks like a tiny bunch of very faint blue dots.

Even magnified, the dots are hard to see! These tiny dots are a control button.

 * style="padding:0em 0.5em 0em 0.5em;" |

Turn off collision detection
 * style="width:50%; vertical-align:top; border:1px solid PaleTurquoise; background-color:Beige;" |

"Dots the button!"

 * Click on the blue dot buttons on the Shot Manager page to see what happens.

Actual size Can you even see the tiny dots?

 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%"
You need to practice with FrameForge 3D Studio
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

The next page

 * Before I explain a way to create the movie set in FrameForge 3D Studio, you need to practice creating a few shots.

 * Go to the Getting started understanding FrameForge 3D Studio.

 * }


text:
File:FrameForge Horse Telephoto.png

Used with the WikiU Film School lessons on how camera lenses and 3D storyboarding.

title: File:FrameForge Horse Telephoto.png


text:
File:FrameForge Horse Wide.png

Used with the WikiU Film School lessons on how camera lenses and 3D storyboarding.

title: File:FrameForge Horse Wide.png


text:
File:FrameForge Horse Shots.png

Used with the WikiU Film School lessons on how camera lenses and 3D storyboarding.

title: File:FrameForge Horse Shots.png


text:
File:FrameForge horse tele project.png

Used with the WikiU Film School lessons on how camera lenses and 3D storyboarding.

title: File:FrameForge horse tele project.png


text:
File:FrameForge Horse Wide project.png

Used with the WikiU Film School lessons on how camera lenses and 3D storyboarding.

title: File:FrameForge Horse Wide project.png


text:
User:Decheron

Hello, I'm Decheron.

I'm 47yrs old and have come to Wikiversity to study weblogging and computer programming. Both subjects are new to me and I've been out of the education loop for a long time, so I'm hoping to gain confidence as well as knowledge of my chosen subjects. If I find I am intelligent enough to learn these subjects, then I will pursue qualifications towards a career in the programming field. Being housebound and constricted by poverty, Wikiversity has given me the best chance of improving my circumstances as well as my mind. I hope to repay the community with a generous donation to Wikiversity at the end of my studies.

While not a qualified teacher, I have a variety of arts, crafts and writing skills, being specially trained in these areas since childhood. At an amateur level, I also have some knowledge of ancient and medieval history, literature and gardening.

Apart from this, I love my pc - using it to study, join in blog discussions, play games or listen to audio books and the radio. Oh, and as you can see by this introduction, I love to waffle.

title: User:Decheron


text: Template:Medbox

title: Template:Medbox


text: Category:Medical navigational boxes

title: Category:Medical navigational boxes


text:
User talk:Decheron

Hi Decheron, and welcome to Wikiversity! I'm also interested in blogging (not that you'd know from my own blog), and would like to learn more about the whole process. Do you have one yourself? (And do you understand Wordpress styles? :-)) I'm leaving some links below - you can use them or refactor the table however you wish. Please feel free to leave me a message anytime - I'd be very happy to answer any questions you have - looking forward to learning together! Cormaggio talk 15:45, 10 May 2007 (UTC)
 * I know the feeling - perhaps the links below will get you started, but feel free to ask me anything anytime.. :-) Cormaggio talk 16:47, 10 May 2007 (UTC)
 * That's not a problem - you can always tell who left you a message from looking at the history tab (to the right of the edit tab) - that tells you a whole list of who's edited any page, including your talk page. :-) Cormaggio talk 17:19, 10 May 2007 (UTC)

title: User talk:Decheron


text:
User:Xatxthexshowx

Sally Doll666, also known as XatXtheXshowX is brilliant. She is a myspace genious an is a nice girl. Beware, if provoked, this diva will show you her true diva side.

title: User:Xatxthexshowx


text: Portal:Wikiversity/box-footer

title: Portal:Wikiversity/box-footer


text: Portal:Wikiversity/box-header

title: Portal:Wikiversity/box-header


text: Portal:Wikiversity

title: Portal:Wikiversity


text:
Portal:Wikiversity/Intro

This portal links to information about Wikiversity. Newcomers should start with the Introduction to Wikiversity. The Wikiversity: namespace contains pages with more detailed information about the Wikiversity project. This portal provides a guide to the Wikiversity namespace, particularly the policy pages. Wikiversity is a relatively new wiki community (see History), so special emphasis is given to Wikiversity development. This portal also links to learning resources that help new visitors and active Wikiversity participants learn more about Wikiversity and how to use its wiki technology to promote learning. Since all of this is really too much for one portal, most of the links to learning resources about Wikiversity should be collected at this other portal. THIS portal is mostly a guide to policy and other "meta-level" topics.

title: Portal:Wikiversity/Intro


text:
Portal:Wikiversity/Related portals

Wiki · Participants · Humanities · Physical Sciences · Life Sciences · Practical Arts and Sciences · Mathematics · Engineering and Technology · Interdisciplinary Studies · Social Sciences · Education · Media · Professions · Learning Projects · Learning Materials · Other portals

title: Portal:Wikiversity/Related portals


text:
Portal talk:Wikiversity

I don't see a box for all the loads of Wikiversity development discussions that are dotted around the place. Incidentally, User:JWSchmidt has an interesting blog on development aspects - can a user blog be added into any categories here? McCormack 16:34, 10 May 2007 (UTC)
 * The names of most of the sections in the portal page need to be changed. --JWSchmidt 16:52, 10 May 2007 (UTC)

How about this in the top box? McCormack 17:07, 10 May 2007 (UTC)
 * Go for it. --JWSchmidt 17:18, 10 May 2007 (UTC)

title: Portal talk:Wikiversity


text:
Portal:Wikiversity/Featured learning resource

Wikiversity began within the Wikibooks project (see the Wikibooks Wikiversity pages). A Wikiversity project proposal was approved that called for two major components of Wikiversity: 1) learning materials and 2) learning activities. The Wikiversity model for e-learning is discussed at the Education Portal. For more details about the origins of the Wikiversity project, see History of Wikiversity. Wikiversity policy for research is at the beta.wikiversity.org multilingual hub. Policies specific for the English language Wikiversity are listed at Policies.


text:
Wikiversity:Wikiversity

''This page is an historical archive of the original Wikiversity page from Wikibooks. Do not edit this page.''

Our Mission
Wikiversity is a center for the creation and use of free learning materials and activities.

 * What is Wikiversity?
 * Welcome to Wikiversity!
 * Wikiversity Schools
 * Registering as a Wikiversity participant Optional, Anonymous participation is currently allowed and often beneficial.
 * Draft Policy Discussions. If it interests you, please come help us better organize Wikiversity.
 * Announcements
 * Other languages

Our current primary priorities and goals are:

 * Create and host a range of free learning resources for educational processes, for all age groups in all languages
 * Form projects to interface with, (ie develop) existing Wikimedia projects (eg. finding sources project for Wikipedia)
 * Host and foster research based in part on existing resources in Wikiversity and other Wikimedia projects (such as Wikibooks, Wikisource etc.)
 * Other tasks and goals are initiated and pursued as articulated by participants according to personal priorities and self managed efforts

Some Ideas for Effective Initial Participation

 * Add or tweak some notes at a course portal. History now seeking students!b:Wikiversity:School_of_History
 * Tweak a random textb:Special:Random for readability.
 * Create an interesting topic portal.
 * Create a Random Lesson Plan
 * Assemble an initial list of links useful to others interested in the topic.
 * Add an outline bullet
 * Add a factual paragraph or bullet to an article or its associated discussion page.
 * Publish an essay question and answer or a term paper at an appropriate location.
 * Write a draft quiz at an regarding a random Wikipedia articlew:Special:Random or other subject of interest and publish it at an appropriate link in a learning trail.
 * Take a quiz at available quiz list. Grade yourself or others, if you dare. 8)
 * Publish your course notes, lesson plans, topical essays, or reference works for others to review, modify or fork.
 * Come discuss how to improve Wikiversity at our current mailing list.

Please ask a question
Ask a question or state a desire for a learning resource by inserting a paragraph here: I Want to Know. If you feel like lending a hand after inserting your request, please peruse the other participants requests and add information, comments or clarifying questions boldly.

{| cellspacing=3 width="100%"
 * - valign="top"
 * width="65%" bgcolor="#f0f0ff" style="border:1px solid #c6c9ff;padding:1em;padding-top:0.5em;"|

Recent material

 * School of Anthropology
 * School of Architecture
 * School of Biology
 * School of Business
 * School of Chemistry
 * School of Classics
 * School of Computer Science
 * School of Economics
 * School of Education
 * School of Engineering
 * School of Fire and Emergency Management
 * School of Geography
 * School of Geology
 * School of History
 * School of Law
 * School of Library and Information Science
 * School of Linguistics
 * School of Literature and English Studies
 * School of Mathematics
 * School of Media Studies
 * School of Music
 * School of Philosophy
 * School of Physics and Astronomy
 * School of Political Science
 * School:Project management
 * School of Psychology
 * School:Sociology
 * School of Theology
 * School of Zoology
 * Translation practice course

Find a course
Browse the courses listed or requested of the various Wikiversity Schools. If you cannot find a particular course, you can request it or start building it yourself.

 * width="35%" bgcolor="#ffffec" style="border:1px solid #faf9b2;padding:1em;padding-top:0.5em;"|

About the Wikiversity
Wikiversity is a wiki-based learning community. Here you can use online courses and also create courses yourself. See this page for some ideas about what the Wikiversity might become. Also, see more of how Wikiversity supports learning.

Different entry points and rough theory, as well as example forms are also available.

Discussing the Wikiversity
For previous discussions see the Meta page on Wikiversity. Since there is now a formal proposal to set up Wikiversity as a new Wikimedia project, try to keep discussions of Wikiversity's scope and goals centralized at Meta. In the future we might utilize a #wikiversity IRC channel as well. If you're interested, you could add your name to the participants list, and see who else is involved.

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 * colspan=2 bgcolor="#fffffc" style="border:1px solid #cfcfcf;padding:1em;padding-top:0.5em;padding-bottom:0em;"|

Wikiversity Core Courses
One way of moving Wikiversity forward is to create a set of core service courses that will meet the needs of existing Wikimedia projects. Since Wikibooks does not want to host Wikiversity, the Wikiversity Core Courses are being developed at the education wikicity. Hopefully, there will be an actual Wikiversity project with its own domain name in the near future.

Experimental Learning Processes
Join or create a debate and/or summarize its salient features at http://wikireason.net/wiki/Forum_Entrance. Please note this is an external site with its own community, social norms, and legal requirements. Please be prudent and wise in paraphrasing, citing, and archival of results locally. Content license requirements may conflict occasionally. Alternatively, methods learned there may be useful within the context of some local learning process or free materials development.

 * }

=Wikiversity in other languages= You may read and edit courses in many different languages:

There are 2 german pages outside of wikibooks:

 * Wikiversity Germany
 * Wikiversity Austria

=Wikiversity's sister projects=

de:Wikiversity:Wikiversity it:Wikiversità:Wikiversità

title: Wikiversity:Wikiversity


text:
Wikiversity talk:Wikiversity

The Wikiversity page was proposed for deletion. I tried to import the page as an historical archive, but there is a bug that prevents correct import of pages with long edit histories. --JWSchmidt 17:15, 10 May 2007 (UTC)

title: Wikiversity talk:Wikiversity


text:
Portal:Wikiversity/Selected biography

Wikiversity is part of the Free Culture Movement.
 * Wikiversity teachers
 * A Letter to globaltext.org - help draft letters
 * School and university projects

title: Portal:Wikiversity/Selected biography


text:
Portal:Wikiversity/WikiProjects

 * Activity bars - indicate page development
 * Adding content
 * Assessment - evaluating content quality
 * Babel - multiple languages
 * Topic:Developing Wikiversity
 * The Wikiversity maintenance hub
 * Topic:Wikiversity

title: Portal:Wikiversity/WikiProjects


text:
Recorder

Additional Software
In order to follow this course, you will find it helpful if you have software capable of reading Adobe PDF files for musical scores, and a media player capable of playing MIDI files.

Introducing the recorder
As an introduction to the recorder, I recommend reading the Wikipedia article.

For a very short, but very well-written guide to playing the recorder this article in the H2G2 collection should prove helpful.

The name "recorder" may derive from an entry in the account books of Henry VIII of England, referring to a "fistula nomine ricordo", literally, "a pipe called a keepsake". In various parts of Europe it is known by other names:

 * France: Flûte a bec

 * Germany: Blockflöte

 * Italy: Flauto dolce or Flauto diritto (as opposed to the Flauto traverso or transverse flute)

It is also sometimes referred to as a "fipple" flute, a reference to the wooden block which occupies the upper end of the instrument and forms part of the embouchure.

Recorders vary in size, and with their size, the pitch of the instrument also varies. The most common sizes are:

The plan for this course includes musical examples for you to play as well as listen to. You are advised to learn to read western musical notation (refer to the Fundamentals of Music course module). Opinions vary about the importance of being able to read music. Perhaps the best analogy is with another very important human activity: cookery. Any cook can prepare a meal using only their experience, and knowledge of cookery, but a cook who can read a recipe can prepare a meal they might never have imagined, or tasted before. Written music is only the recipe for a musical meal. It is up to the performer (as the musical cook) to prepare the meal in a way that will leave everybody in the audience wanting just a little more.

As an introduction to reading music, see: Fundamentals of Music

Recorder: 1st lesson (breathing, problems that may arise)

Recorder: 2nd Lesson (notes in the lower octave, practice advice)

title: Recorder


text:
User talk:Kittybriton

Thanks
Thanks for making the Recorder lessons and joining the School of Music and Dance! If you like, you can provide audio demos and lessons. Please see Getting started with sound recording if you are so inclined. I made the audio for Blues basics using Audacity. -- CQ 18:35, 12 May 2007 (UTC)

delete previously uploaded media files
"Is it possible to delete previously uploaded media files?" <-- Yes. The pages in the "Image:" namespace can be deleted. You can leave page deletion requests at Requests for Deletion. You can also upload new images over old ones using the "Upload a new version of this file" link. --JWSchmidt 21:58, 7 June 2007 (UTC)

Image:Soprano Recorder Diagram A.jpg
You uploaded this image, and put down "CCSA" as the license. I used a license template to tag it, but I used to be compliant with the GFDL. Please confirm that this license change is ok. If not, please change it. – Mike.lifeguard | talk 22:37, 28 September 2007 (UTC)
 * Same for Image:BAG.MID – Mike.lifeguard | talk 22:39, 28 September 2007 (UTC)

That's fine. Thanks Mike.lifeguard. --Kittybriton 00:41, 5 January 2008 (UTC)

Image copyright problems

 * Your currently affected images are listed below. Please provide a license template and source for each. Thanks. – Mike.lifeguard | @en.wb 23:33, 13 February 2008 (UTC)

 * 2007-05-13 13:55, Kittybriton: Rhythm-1.MID: untagged! ; 1 (1)
 * 2007-05-13 14:14, Kittybriton: Rhythm-2.MID: untagged! ; 1 (1)
 * 2007-05-13 14:28, Kittybriton: Rhythm-1.jpg: untagged! ; 1 (1)
 * 2007-05-13 14:30, Kittybriton: Rhythm-2.jpg: untagged! ; 1 (1)

title: User talk:Kittybriton


text:
Recorder/Lesson 1

It is to be hoped that you have a recorder to hand (the lesson requires you to make use of it for a practical demonstration), that your instrument is undamaged, and that you are in good health (at least able to breathe normally).

It is important to note that  recorders are easily damaged ; the slightest roughening of the central bore of the instrument, and much more importantly, of the windway between the embouchure and the windcutter will adversely affect the sound of the instrument, and in extreme cases, prevent it from speaking altogether.

Most people say that the recorder is a blown instrument, this is an exaggeration however. Little more than a normal breath is quite sufficient to make it sing. Following the fingering chart below, to demonstrate the amount of breath required, take a deep breath, put the instrument to your lips, and let your breath out freely as if you were sighing.

Red fingerholes are closed. Black fingerholes are open.

The result will be a horrendous screeching as the instrument is overblown, followed by a more normal tone as the air pressure decreases, and finally warbling as the pressure falls completely beyond the point at which the instrument will sing.

With the instrument to your lips, using your left hand, close the thumbhole (bottom) and 1st, 2nd and 3rd holes at the top of the instrument. Support the instrument with your right thumb. Practice blowing gently until you achieve the most satisfying tone.

Once you can achieve a pleasant tone, practice the same exercise with the 4th, 5th, 6th and 7th holes (the 6th and 7th are usually pairs of small holes which should both be closed for this excercise). The 6th and 7th holes will probably be the most difficult to produce a pleasing tone. Don't become discouraged, keep experimenting until you are happy with the result.

Problems when playing
It is not unusual to experience problems with the recorder gradually becoming more difficult to play during a session (particularly if the surrounding air is cold) owing to buildup of condensation within the windway. To determine if this is the case, sight along the windway from the embouchure to see whether there are any globules of moisture blocking the passage.

Opinions on the best way to clear moisture from the windway vary from player to player; my own recommendation is to suck air through the embouchure. The moisture is only condensed water from your warm breath and presents no health hazard.

The surface of the windcutter should always be treated with the utmost care! While it may be acceptable to place a finger lightly over the window of the head joint and blow to clear moisture in a plastic recorder, if the same method is applied to a wooden recorder it will gradually warp the windcutter.

If it is ever necessary to remove an obstacle from the windway, use nothing harder than a downy feather carefully inserted from the embouchure.

Recorder: 2nd Lesson

title: Recorder/Lesson 1


text:
User:Kittybriton

For better, for worse... heck, it's a Wiki. If I screw it up, maybe some nice person will fix it?

I have undertaken to put together a course for Recorder students. The instrument itself is so easy to learn, millions learn it every year. It's also capable of the most amazing virtuosic performances in skilled hands. Since you're reading this, either you're curious who this Kittybriton person is, or you want to learn to play the recorder, become another Orpheus, charm the birds from the trees with your music. If you know more than I, I hope you will also take some time to at least polish, and hopefully add to the material I am presenting. For which I thank you.

--Kittybriton 18:42, 10 May 2007 (UTC)

note to self: useful link fingering chart and another fingering chart

title: User:Kittybriton


text:
Talk:Recorder/Lesson 1

Fingering diagrams
Better fingering diagrams would be welcome!--Kittybriton 19:02, 10 May 2007 (UTC)

title: Talk:Recorder/Lesson 1


text:
User:G.M.Palmer

G.M.Palmer is an American poet and editor living in Jacksonville, Florida. He is a graduate of the creative writing program at the University of New Orleans. He is the editor of Strong Verse. His main interests are in Epic Poetry, folklore, poetry writing, political theory, linguistics, and educational theory.

title: User:G.M.Palmer


text: Category:Practice

title: Category:Practice


text: Category:Computer architecture

title: Category:Computer architecture


text: Category:Mandarin

title: Category:Mandarin


text:
User:Danielwedema

About me
I'm currently a 2nd year student Artificial Intelligence in Groningen, the Netherlands.

I'm now more busy building a wikipedia on the server of school, for all the subjects we have. kiwiki

Currently only in dutch, maybe one day it wil get translated.

title: User:Danielwedema


text: Category:Reading lists

title: Category:Reading lists


text:
Wikiversity talk:Support staff

Support staff | talk | Archive (2007) | Archive (2008)

Categories
Why are all the categories red links? CQ 16:11, 30 August 2009 (UTC)
 * They have apparently not been used much yet. Feel free to remedy this situation.  The Jade Knight (d'viser) 18:50, 30 August 2009 (UTC)

Inactive custodians
Well, maybe I should say "active custodians." There are levels of activity. I decided to look to see who is active. First of all, categorizing custodians by activity levels; please correct errors if you find any:

Edit in the last month before 00:19, 9 September 2010 (UTC)

 * 1) Contributions/Adambro
 * 2) Contributions/Darklama
 * 3) Contributions/Cormaggio(but only edited own user page, twice)
 * 4) Contributions/Geoff Plourde (probationary)
 * 5) Contributions/Historybuff
 * 6) Contributions/Jade Knight
 * 7) Contributions/Jtneill
 * 8) Contributions/Juan de Vojníkov
 * 9) Contributions/La comadreja
 * 10) Contributions/Leighblackall
 * 11) Contributions/Mu301
 * 12) Contributions/Ottava_Rima
 * 13) Contributions/SB Johnny
 * 14) Contributions/Trinity507

Use of sysop tools (not patrol) in two months ending 00:19, 9 September 2010 (UTC)

 * 1) Log/Adambro
 * 2) Log/Darklama
 * 3) Log/Geoff Plourde (probationary)
 * 4) Log/Jtneill
 * 5) Log/Juan de Vojníkov
 * 6) Log/Leighblackall
 * 7) Log/Mu301
 * 8) Log/Ottava_Rima
 * 9) Log/SB Johnny
 * 10) Log/Sebmol

None of the above

 * 1) Special:Contributions/CQ, log
 * 2) Contributions/Countrymike, log
 * 3) Contributions/Digitalme, log
 * 4) Contributions/Draicone, log
 * 5) Contributions/HappyCamper, log
 * 6) Contributions/J.Steinbock, log
 * 7) Contributions/McCormack, log
 * 8) Contributions/MichaelBillington, log
 * 9) Contributions/Rayc, log
 * 10) Contributions/Robert_Horning, log
 * 11) Contributions/WiseWoman, log

What do to with this information
The list of support staff would primarily exist as a place for users to look for someone to assist them. That almost half of those listed aren't currently active will result in users wasting time asking for help; alternatively, as I did in the past, looking for an active 'crat, the user has to wade through contributions, looking for someone who is active. I suggest a "response test." [Ducks!]

Basically, I'd place a talk page request to each of the inactive custodians, if it's agreed on some standard of inactivity, asking them if they are available to help users. If no response appears in a reasonable time, then perhaps an email asking the same question can be sent. I'm not suggesting desysopping for inactivity, that is a separate question. I'm only asking about who is to be listed on the support staff page. Perhaps there would be a section for those who are inactive, or even a subpage. Or, of course, we could desysop, which is sometimes done for security reasons; I'd assume that anyone dropped for reasons of inactivity could get the tools back on request. We'd have to set policy for that. I think we actually want experienced sysops, and the argument that they wouldn't know the "present culture" seems a shallow one to me. --Abd 00:19, 9 September 2010 (UTC)

And another possibility
People move on, and that someone becomes inactive doesn't necessarily mean much. Or it might. When did these people become active? Is there some correlation between that and what was happening on the wiki at the time as to disruption or other possible cause of dissatisfaction? Loss of sysops represents a loss of those who are often the most knowledgeable and dedicated volunteers. This might be worth studying. The sample size is small, though, so I don't know how useful the information would be. --Abd 00:19, 9 September 2010 (UTC)

Date order
I transcluded some stuff from W: to enable the dates to be ordered chronologically rather than alpha-numerically.Leutha 10:48, 4 July 2011 (UTC)

title: Wikiversity talk:Support staff


text:
Principles of electricity/Electrons and Electric Fields

Electrons and Electric Fields
Welcome to the lesson. If this is your first exposure to electrical theory, you need some foundational concepts in order to proceed through other electronics modules. The nuts and bolts of electricity are electrons, proton-packed atomic nuclei, atoms, molecules, void spaces, and the forces that extend across the voids between the solid particles. First, consider those particles.

Know subatomic nuclear physics?
Electrons have a negative charge. Call it negative 1 electron volt. Neutrons are neutral. Protons have a plus 1 electron volt charge. So, what is a charge? Charge is the potential to attract or repel another charged particle. Positively charged particles are mutually attracted to negatively charged particles. Positively charged particles repel positively charged particles. Negatively charged particles repel negatively charged particles. Unlike charges attract. Like charges repel.

It is a quirk of the universe that electrons and protons carry charges of identical magnitude. Use simple addition and subtraction to add or take away the charges of electrons or protons. There are other physical effects that bias this behavior but the description above will suffice in almost every circumstance you will encounter. We have to cover one immediately

The nuclear force is short ranged. Something about the order of the diameter of four or five protons is where it begins to drop off. However, it is quite strong enough over its short range to keep the proton-packed nucleus of an atom together. That is, until you get past Lead on the periodic table of the elements. The reason we have to brush on this topic is so we can move past the problem of positively charged particles sticking together in the nuclei of our atoms. Take it as given, until the nucleus gets pretty sizeable, it does not want to split.

Attraction and repulsion
Atoms are formed with a central, positively charged nucleus. This nucleus contains one or many protons and some neutrons. The protons each carry a charge that attracts nearby electrons. An atomic nucleus typically holds electrons in orbit by this positive charge. However, an atom is defined by its nucleus, not by its electrons.

So an atom has a cloud of electrons spinning at some distance from the nucleus. In a molecule or compound, the amount of attractive force in one atom may be different from its neighbor. An electron will migrate toward the more attractive atom. The one with the most apparent positive charge.

Get hot
Electrons can change their orbit. With the application of energy, an electron can be induced to speed up, rise to a higher orbit, then stay there until induced to change orbit again. As the electron's orbit gets higher and higher, the strength positive charge of the nucleus acting on the orbiting electron is diminished. Taken to its conclusion, the electron can be forced to leave its atom.

Sharing
In conductors, which include most metals, electrons are frequently shared between adjacent atoms. Should one electron be forced off its neighbor, it may in turn displace the neighbor's shared electron, which displaces the next and so on.

Long distance relationship
Force felt is related to charge by the inverse square of the distance. At a distance of 1 unit, electron A feels 1 unit of repulsion from electron B. At twice that distance, or 2 units, the repulsion would be the inverse of 2 squared or 1/2^2 or 1/4 the force at 1 unit of distance.

Shining light
Electrons orbit atoms, are shared by atoms, and electrons can be forced away from atoms to fly off on their own. Happily, their behavior is predictable. Before an electron can accelerate to a higher orbit, it must be supplied with the force to speed it to the new orbit. In another galactic convenience, it has been demonstrated that electrons that move to a higher shell do so only in fixed units. Heard of quantum mechanics? Quantum physics? Well, a specific, exact, measurable quantum (quanta?) of energy is required to raise the electron exactly one orbital level. No more and no less will suffice. What happens when that orbit is allowed to decay and the electron loses energy? Can you guess? Put down your hand, brainiac. Each orbital unit of decay releases a quantum of energy precisely equal to the one that raised the electron in the first place. Where this becomes important is in things like light bulbs. Remember the loose treatment of electrons by nuclei in metals? Well, when the tungsten filament in a light bulb gets way, way hot, the electrons actually leave and bounce around inside the bulb! When they happen to fall back in toward the filament, they give off those quanta of energy in the form of light and heat.

Magnetism
Since we understand the forces involved between charged particles, we now have the mental tools to understand a bit about magnetism. Magnets posses mechanically and chemically fixed electron biases. That is, electrons would appear to be trapped toward one side of the atoms and molecules that make up fixed magnets. This fixing means that one end of the magnet has a relative surplus of negatively charged electrons. The converse holds true, where positively charged atomic nuclei are lain relatively bare. As this is at the molecular level, one can split a fixed magnet and the polarization remains for both fractions of the original magnet.

With every electron to the back of its attendant atom, the total charge across the magnet remains neutral. However the near surface is absolutely full of protons (for example) while the rear surface is absolutely full of protons. By our distance squared rule, we can easily see how the near positive charge outweighs the relatively distant negative charge.

Splitting a fixed magnet should produce diminishing magnet strength consistent with the decreasing inverse distance squared. [I have not seen this theory presented in any textbook so I must bear the responsibility if this is just plain wrong]

Electromagnetism
There is a way to create a magnetic field artificially. By coiling a conductor as you might coil thread on a spool, then applying an electric current, a magnetic field is induced. There is a left-hand rule for electromagnets. Look at the electromagnet. Put your left thumb in parallel with the core of the coil. If you can close your hand in the direction the electrons flow, then your thumb is pointing toward the North pole of the magnetic field. Otherwise, reverse your hand..

North and South
The north pole of a magnet attracts the south pole of another while like poles repel. Magnetic field forces electrons to rotate around magnetic field lines. There are units of measure for magnetic field strength. They are beyond the scope of this lesson.

Exercise
I may have the polar electron attraction/repulsion backwards. Same with the left-hand rule. Experiment among yourselves. Document your results.

For extra credit, visit Earth's magnetic north and south poles. Report your observations.

Up to EE_99_Principles_of_electricity Shawn Daniel Hendricks (discuss • contribs) 07:37, 1 May 2019 (UTC)


text: User talk:Shawn Daniel Hendricks

title: User talk:Shawn Daniel Hendricks


text:
Electrical current

Welcome to this lesson on Electrical Current.

Purpose
In this lesson, the flow of electrons, electrical current, is described and characterized in contexts of voltage, resistance, and simple, useful electric components.

Definition of Electrical current
An electric current is a flow of electric charge. In electric circuits this charge is often carried by moving electrons in a wire. Electric current is denoted as I measured in unit Ampere A

Electrical current(or current)is movement of electrons in a conductor. Since electrons need not be bound to atoms, it is important to exclude atoms, conductors, resistors, what have you in our definition of current flow. $$I = \frac{Q}{t} $$ where Q is charge (units of Coulombs), t is time. An amp is equal to one coulomb per second.

A voltage or electromotive force causes movement of electrons in a conductor.
 * Ohm's law $$E = I R  $$

Hence, $$I = \frac{E}{R}$$ where E is voltage (Volts), I is current (Amps), and R is resistance (Ohms)

Electrical current(or current)is movement of electrons in a conductor.Since electrons need not be bound to atoms, it is important to exclude atoms, conductors, resistors, what have you in our definition of current flow.
 * $$B = L I$$

Hence,
 * $$I = \frac{B}{L}$$ . $$\phi = -\frac{B}{L}$$

NOTE: One coulomb equals the charge on -6.2415 × 10^18 electrons (note that electrons are negatively charged).

Electron flow excitement
So, when electrons flow through a material, they cause anything from an insignificant quantity to a catastrophic amount of vibrational energy or heat to be created.

Current carriers
Insulators do not normally allow electron flow. To overcome that effect, voltage would have to be raised tremendously high. For a spark to cross the insulating gap of air between his finger and the office door, the cube farmer would have to build up thousands of volts of static potential. However, there is only the air there to be heated and so it simply has too few bits of matter to support heating. Vacuum, as you already surmised, has only the electrons themselves and only during the course of their passage.

Semiconductors will begin conducting after only a little voltage 'encourages' the flow.

Before, it acts like an insulator. After, it acts like a conductor. Resistors are designed to resist the flow of electrons. They may be of many materials and, in fact, even conductors display the same characteristics, but to a far smaller extent. Resistors are manufactured as identified components in circuitry. Not surprisingly, the filaments in electric lights, electric stove coils, blow dryer elements and space heater coils are also resistors.

Conductors allow electrons to flow quite freely. They do, however, present some resistance to current flow. Thus, you can cause them to heat up by 1) passing more than the designed current or 2) insulating them so that the tiny heat that is normally generated has nowhere to go and builds up to a potentially disastrous temperature.

Superconductors are conductors with the characteristic of passing electrons with negligible heating and resistance.

The current state of technology insists that they be cooled to a very low temperature. Should room temperature superconductors ever be created, there would be no power wasted over the (currently resistive) power lines between our power plants, and our cities and towns. That would cut carbon emissions, well, a whole lot.

Hot and hotter
In a lightbulb, that heat becomes so great that the tungsten filament glows white hot. Stove and blow dryer elements can glow red-hot. A space heater may not glow but it can still burn the dickens out of you if you are not careful. Light generated is directly related to temperature. If two objects give off the same color of light, they share identical temperatures.

The amount of heat energy disspated into the surrounding is considered heat energy loss can be calculated as
 * $$P_R = I^2 R(T)$$
 * $$R(T) = R_o+nT$$ For Conductor
 * $$R(T) = R_oe^{nT}$$ For Semi conductor

Experimentation in current carriers
Experimentation is used to determine a substance's resistance characteristics with regard to current flow. Experimental results show that increasing the conductor size decreases its resistance proportionately. So, double the cross-section of a wire and you halve its resistance.

The unit of current is the Ampere or Amp for short. It is defined as a specific number of electrons flowing across a specific point per unit time.

Current, Power and mathematic equations
We have spent a great deal of time talking about current and its thermal effects. Let's consider what we know. When voltage goes up in a circuit, current goes up. If I double the voltage and the resistance remains constant, I double the current. I also double the vibrations I'm causing so I double the amount of heat I am adding.

In other words, doubling voltage doubles the power generated in the form of heat. This leads us to an equation. Power equals Current times Voltage. The symbol for Power is P, the symbol for Current is I, and the symbol for voltage is E. We have
 * $$P_V = \frac{W}{Q} \frac{Q}{t} = I V$$

As I double the resistance, I halve the current when constant voltage is applied. Resistance and current are inversely related. As I double the voltage, the current doubles as well. In point of fact, Voltage equals Current times Resistance or E = I * R.

Look up the definition of an Amp. Calculate the value of 50 amps in the terms you found. Provide at least three correct  answers. For extra credit, write a paper on Tesla (the inventor, not the band). If you plagiarize Wiki, you will be found out.

Reference

 * Electric current

title: Electrical current


text: File:Breadth-first-search.png

title: File:Breadth-first-search.png


title: File:Breadth-first-search2.png


text: User talk:Danielwedema

title: User talk:Danielwedema


text:
User talk:T~enwikiversity

I usually contribute on the English Wikipedia. You can find me by clicking here. I will primary use this account to "transwikify" information.

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called T. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name T~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:44, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:24, 19 April 2015 (UTC)

title: User talk:T~enwikiversity


text:
Knee exam

Observation (supine)

 * Ecchymosis (bruise)? Surgical scars?
 * Erythema or overlying rash/celulitis
 * Knee resting position
 * Knee effusion with obscured landmarks
 * Quadriceps muscle atrophy

Observation (standing)

 * Balanced weight on each leg
 * Genu varum or genu valgum deformity
 * Gait analysis
 * Hip, knee and ankle alignment
 * Presence of Baker cysts (inspect popliteal fossa with patient standing)

Palpation

 * Temperature
 * Joint line tenderness
 * Bony structures
 * Bursae and tendons

Range of motion

 * Normal flexion = 130 degrees
 * look for pain and crepitus
 * do active vs passive ROM
 * Normal extension = 10 degrees above horizontal

Knee effusion tests

 * patellar ballotment
 * knee milking
 * swipe test/bulge sign

Anterior Cruciate Ligament (ACL) Stability Tests

 * Lachman's Test (most sensitive)
 * Anterior drawer sign

Posterior Cruciate Ligament (PCL) Tests

 * Posterior drawer test
 * PCL sag test

Collateral ligament evalutation

 * Knee valgus stress test (Medial collateral ligament)
 * Knee varus stress test (Lateral colalteral ligament)

Meniscus Evaluation

 * McMurrays Test (external rotation and extension from full knee flexion for medial meniscal tear, internal rotation and extension for lateral mensicusus)
 * Apley's compression test (grind home test)

title: Knee exam


text:
User:Koppertone

I am a medical student at the University of Alberta in Edmonton, Alberta, Canada.

title: User:Koppertone


text: File:G fingering.jpg

title: File:G fingering.jpg


text:
Category talk:OSCE

I like this module a lot, and I'd like to see others like it developed. Thanks.PalMD 03:21, 11 May 2007 (UTC)

We have our internal OSCEs coming up in a few weeks so I thought this would be as good a way as any to review!

Well, when exams are over, if you have time, I'd be interested in collaborating on projects. US system is a little different as you know, bu tnot that much.PalMD 03:10, 12 May 2007 (UTC)

title: Category talk:OSCE


text:
User:Carlos Andres Barrios - Universidad del Atlantico, Colombia.

Ingenieria de los polimeros


text:
Talk:Sexually transmitted diseases

Thinking about adding a linked clinical quiz to this when it's finished...PalMD 03:33, 11 May 2007 (UTC)

Disease Vs. Infection
Would it be wiser to rename this page Sexually Transmitted Infections? After all, diseases cannot be transmitted. Example, an infection (e.g. HIV) causes a disease (AIDS) but individuals catch HIV, not AIDS. Donek (talk) - Go raibh mile maith agaibh
 * Not sure. Emesee 05:47, 4 July 2008 (UTC)

Offensive Pictures
The pictures provided are very educational and should not be removed but can we get a warning at the top of the page for people who may be offended or those of a young age? Donek (talk) - Go raibh mile maith agaibh 21:25, 15 August 2008 (UTC)
 * Perhaps they could be put in collapsible boxes that are collapsed by default. So everyone might feel more comfortable viewing the article. Emesee 23:05, 15 August 2008 (UTC)

Good idea. Donek (talk) - Go raibh mile maith agaibh 13:27, 16 August 2008 (UTC)

title: Talk:Sexually transmitted diseases


text:
Dysphagia Examination

Dysphagia: Difficulty swallowing with a sensation of food sticking

ID
Specifically note the age of the patient as cancer risk increases with age

Questions to ask
1. Do you have difficulty moving food from your mouth to your throat? (oropharyngeal dysphagia) OR does food get stuck in your throat(known as globus hystericus)? (esophageal dysphagia?)

2. Does food stick immediately (oropharyngeal dysphagia) OR does food stick after swallowing (esophageal dysphagia)?

3. Do you have difficulty with solid foods only (mechanical obstruction) OR solids and liquid foods (neuromuscular disorder)?

4. IS your swallowing difficulty intermittent or has it been progressive?
 * intermittent
 * esophageal ring/web
 * diffuse esophageal spasm
 * Progressive
 * esophageal stricture
 * esophageal cancer
 * scleroderma (excessive deposits of collagen)
 * achalasia (absence of contraction in the lower half of the esophagus)

5. Any recent ingestion of caustic substances or foreign body?

6. Provoking factors?

7. Relieving factors?

8. Any other symptoms like weight loss, night sweats, blood in sputum?

General

 * weight loss
 * appetite
 * night sweats
 * fever
 * fatigue

Respiratory

 * coughing
 * aspiration - suggests oropharyngeal dysphagia
 * halitosis - suggests Zenker's diverticulum

Cardiovascular

 * Chest pain - suggests esophageal spasm or esophageal cancer
 * chest pain in esophageal spasm mimics angina as it radiates to back ears neck and jaw

GI

 * coughing or choking
 * suggests oropharyngeal dysphagia
 * regurgitation from nose
 * suggests oropharyngeal dysphagia
 * regurgitation suggests esophageal stricture or achalasia
 * regurgitation is defined as the effortless return of small amounts of gastric or esophageal content into the mouth
 * heartburn - suggests esophageal stricture or scleroderma
 * odynophagia (pain on swallowing)
 * hematemesis
 * hoarseness - suggests recurrent laryngeal compression
 * slurred speech - muscle incoordination
 * dysarthria - soft palate weakness
 * hiccups - lower esophageal lesion

PMHx

 * Any previous dysphagia
 * scleroderma
 * cancer
 * radiation treatemnt

Family history

 * Japanese
 * cancer
 * scleroderma
 * achalasia

Social

 * alcohol
 * smoking

Physical exam

 * oral cavity
 * dentition, lesions, masses
 * cranial nerve exam
 * look for evidence of bulbar/pseudobulbar palsy (dysarthria, dysphonia, tongue fasciculations/atrophy)
 * cervical lymph nodes
 * masses palpable in neck area
 * thyroid gland
 * skin changes - evidence of connective tissue disease

Tests

 * barium swallow
 * videofluoroscopy
 * upper endoscopy
 * fiberoptic nasopharyngeal laryngoscopy
 * esophageal manometry

title: Dysphagia Examination


text: File:IDEFISK control window.png

title: File:IDEFISK control window.png


text:
Jugular Venous Pulses

Inspection

 * Cyanosis
 * Frankly distended external jugular veins
 * Periorbital edema
 * Neck masses
 * Lines/tubes

Procedure

 * 1) Position the patient with the head on the pillow and sterno cleido mastoid muscles relaxed
 * 2) Start with the head of the bed @ 30 degrees. Adjust the bed angle to visualize the JVP in the lower 1/2 of the neck.
 * 3) Ask the patient to lift their chin slightly (the traditionally taught method of allowing the head fall to the left mistakenly obscures the pulse beneath a contracted sternocleidomastoid muscle).
 * 4) Use tangential lighting, examining both sides of the neck
 * 5) Identify the external juglular vein then the internal which pulses through soft tissue.

The 5 ways to distinguish the internal jugular vein (JVP) from the carotid

 * 1)  JVP is not palpable
 * 2)  JVP is occludable with light pressure above the sternal end of the clavicle
 * 3)  JVP changes with bed angle
 * 4)  JVP descends with inspiration
 * 5)  The JVP is multiphasic while the carotid is monophasic
 * 6)  Measure the JVP relative to the sternal angle
 * > 4cm is abnormal

Components of the JVP
Components of the JVP
 * A wave - increase in atrial pressure that reflects atrial contraction (A = Atrial contraction)
 * C wave - tricupsid valve closure
 * V wave - filling of atrium with tricuspid closed (V = venous filling)
 * X descent - atrial relaxation
 * X' descent - ventricular emptying pulls down atrium
 * y descent - passive flow of blood from atrium to ventricle

Note: The carotid pulsation generally falls over the c wave

Abdomino jugular reflux (AJR)

 * apply firm pressure to the abdomen for 10 seconds
 * normally the JVP will rise transiently then fall back to normal within 10 seconds
 * the AJR is positive if the JVP stays elevated for more than 10 seconds then falls to normal when the pressure is removed
 * do not do this maneuver if the JVP is already high

title: Jugular Venous Pulses


text: Category:Computer programming

title: Category:Computer programming


text: Category:Arithmetic

title: Category:Arithmetic


text: Category:Ceramics

title: Category:Ceramics


text:
Urinary Incontinence

Timing

 * When: day/night
 * Duration
 * Flow
 * Activity
 * Intermittent/constant
 * New or ongoing

Urinary Sx

 * Dysuria
 * abnormal urine
 * hesitancy
 * urgency
 * quality of stream
 * volume
 * aware of urine loss
 * relieving/aggrevating factors
 * post void dribble

Systemic

 * fever
 * polydipsea
 * decreased perineal sensation
 * stool incontinence

Medical

 * Cancer
 * Diabetes
 * Stones
 * CVA/Parkinson's/Dementia
 * hypercalcemia (exhibits polyurea and polydipsea)
 * prostatic hypertrophy

Surgical

 * Vaginal/pelvic
 * prostate

Gyne

 * Gestation/Parity

Medications

 * Sedatives
 * Tranquilizers
 * anticholinergics
 * Sympathetic blockers
 * diuretics

Family history

 * any similar problems in family?

Social history

 * Function at home
 * restricted mobility
 * employment
 * EtOH
 * Caffiene
 * smoking

Review of systems

 * endocrine
 * menopause/atrophic vaginitis
 * neuro
 * sensory or motor changes?
 * GI
 * constipation/diarrhea

Etiology

 * DRIP
 * Dementia/Delerium
 * Restricted mobility
 * Infection
 * Pharmacy

Treatable causes of urinary incontinence

 * D elirium
 * I nfection--urinary (symptomatic)
 * A trophic urethritis and vaginitis
 * P harmaceuticals
 * P sychologic disorders, especially depression
 * E xcessive urine output (eg, from heart failure or hyperglycemia)
 * R estricted mobility
 * S tool impaction

title: Urinary Incontinence


text:
User talk:Vikrant~enwikiversity

Am wanting to know about effective risk management.
 * It looks like there are a few starting points (Topic:Quantitative finance, Mathematical finance) that need to be organized and developed. Also, there is some material at Wikibooks that needs to be developed and integrated with Wikiversity content. --JWSchmidt 13:21, 11 May 2007 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Vikrant. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Vikrant~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 00:12, 18 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:24, 19 April 2015 (UTC)

title: User talk:Vikrant~enwikiversity


text:
School talk:Graphics

Hi, and thanks to all who are moving the school of graphics along! I'll add myself now. One thing I wanted to raise, however, is prompted by this sentence: "Instead of most schools use of divisions, we have divided ourselves up into programs you use, as all graphics design is specific to programs." >> How about having this as one section of this school rather than limiting the entire school to this philosophy? I think that it's a good, focused activity, but that it is ultimately too narrow to be inclusive enough to be a school. I would suggest having Programs (Photoshop, etc) as one focus of the school, and Subjects (Typography, 3D, animation, etc) another. Cormaggio talk 10:18, 11 May 2007 (UTC)

Usage note on the term "Graphics design"
Please note that whenever the word graphic is used alone (as a noun), it can be singular or plural. You may say, "This graphic was created by John," or you may say, "Graphics are a way of communicating ideas visually."

The usage of the word graphic (as an adjective) used together with a noun is usually singular. So you should say graphic design instead of graphics design, or graphic artist instead of graphics artist. People are used to hearing the word graphics alone, so it is a common error to use the plural form when it is used as an adjective.

Here's a similar example: we refer to someone who programs computers as a computer programmer, not a computers programmer. Similarly, we refer to someone who designs graphcs as a graphic designer, not a graphics designer. There are exceptions to this general rule, but English is full of exceptions.

Please allow me to kindly suggest that the name of this school be changed to the "The School of Graphic Design" instead of "The School of Graphics Design", in conformance with standard usage.

As someone who has been both a practitioner and an educator of graphic design for more than 30 years, I enthusiastically support the addition of graphic design as a school within the Wikiversity.

 * I removed the term "graphics design". I changed the "School of Graphic Design" to "School of Graphics" (47,900 google hits) in order to avoid confusion between "School of Graphic Design" (10,400 google hits) and the "Division of Graphic Design". (23,700 google hits) --JWSchmidt 13:54, 5 June 2007 (UTC)

astronomy image processing
hi, I am looking for someone interested in colllaborating with Observational astronomy on processing images taken with a digital camera attached to a telescope. Mostly what I do involves analyzing an image to extract scientific data. But I would also like to improve the visual aesthetics of images for use on pages here. For example, take a look at Image:Copernicus (lunar crater).jpg. This was taken with a consumer grade color video camera. The first image that I uploaded has terrible color balance, so I uploaded a second version which is simply converted to greyscale. However, this image suffers from some artifacts and the contrast is not very good. (The blurriness of the image is due to turbulence in the atmostphere.) Drop me a note if you would like to work with me on a learning project.--mikeu 14:52, 19 December 2007 (UTC)

 * I'm not sure exactly what you are looking for. Here are some modified versions of the image:

See also: Digital media workshop. --JWSchmidt 16:09, 19 December 2007 (UTC)

 * "I'm not sure exactly what you are looking for." <-- What I'm looking for is to start a learning project where students want to learn how to do what you just did above, and use telescope images to practice on ;)  It wasn't so much that I wanted a better copy of that particular image, I was just using it as an example.  But, thanks!  Those images you generated are of use to me.  I collect a lot of data at the telescope.  Mostly I am looking at groups of individual pixels so that I can convert a Point spread function to Apparent magnitude to study changes in a star.  (insert cliche about the trees and the forest)  Along the way I generate a lot of images that might be of use to illustrate astronomy lessons here, articles at wikipedia, or of use at Commons.  I don't have the time or inclination to convert most of these raw images into "pretty pictures" so I thought it would be a fun and productive ongoing activity to collaborate on.  --mikeu 17:04, 19 December 2007 (UTC)

 * My sister (she is a real estate agent and micromogul .... closest to developer expertise I access at moment) and I have selected the autoselect and sharpen version from above pallette to use in a theme park rover route planning venture at Lunar Boom Town. If anyone relocates or renames please correct the link there (use the What Links here menu item to left to find) or drop me a note and I will update.  Thanks! Mirwin 18:23, 19 December 2007 (UTC)

title: School talk:Graphics