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Wikiversity talk:External links

How about renaming this policy page to External links and having it as an overview of what kind of link additions are ok, and what are spam (rather than a page devoted to just "spam")? Cormaggio talk 21:50, 14 May 2007 (UTC)

I have lengthened this policy from its previous 1.5 lines. I've also created an essay-like commentary on the issue of whether the licencing of external sites should play a role in the policy, which is not itself a part of the proposed policy, reflecting both sides of a short debate on IRC. --McCormack 10:29, 15 January 2008 (UTC)

Distinguishing Wikiversity Links from Wikipedia Links
In creating a course I want to:
 * 1) Ensure the student follows all the links to the topics and subjects in this course, and
 * 2) Wikilink many concepts to the relevant Wikipedia page, to allow optional further study by interested students.

The problem I encounter is that these links look the same, i.e. they have the same typographical style, and the student therefore is not guided toward the "follow this link to continue with the course" links as distinguished from the "follow this link if you want to research this topic in more depth in Wikipedia" links.

See: What Matters for an example.

I propose adopting a distinctive typographical style unique to the links that are within the same Wikiversity address space (e.g. within the root address of the course).

Is this a good idea? Is there a better solution? Can this be implemented? Thanks! --Lbeaumont (discuss • contribs) 12:18, 9 February 2013 (UTC)
 * It should be easy enough to just produce a template to do so. Do you have a particular font or font color in mind? --SB_Johnny talk 13:47, 9 February 2013 (UTC)
 * Thanks, perhaps forest green (#228B22) will suggest growth. Can this be done automatically by detecting the absence of a w: prefix in the link?
 * Also, is there some forum for establishing Wikimedia branding and sub-branding guidelines, including graphic treatment? If there were common elements that spanned all wikimedia projects, and distinctive elements that distinguished each project that would be helpful here. (I realize that many well-chosen common elements are in place. What are the sub-elements that distinguish the sub projects?) Thanks! --Lbeaumont (discuss • contribs) 19:40, 10 February 2013 (UTC)

 * Many prefixes besides "w:" would need to be checked to only color wikiversity links. Easier is to check if no prefixes are used:

 * I believe there are no style guidelines that apply to every wikimedia website, rather each wikimedia website defines its own style guidelines, for English language wikimedia websites the style guidelines are typically found at Project:Manual of Style on each project. Wikibooks goes even further with recommending that each book define a style guide of its own. You could define a style guide for What Matters by adding a subpage like What Matters/Style guide. -- dark lama  13:46, 13 February 2013 (UTC)

 * Have you tried using ? Another method might be to include the wikipedia Wikipedia-logo.svg logo next to links, if you want links to be inline. -- dark lama  14:12, 9 February 2013 (UTC)
 * The Wikipedia links are a slightly different color of blue than Wikiversity links. I brought this up earlier, but it was said that consensus may be needed to change the color to green. - Sidelight12 Talk 20:51, 11 October 2013 (UTC)

Can of worms in policy
There are aspects to this policy that could invite custodians to make content decisions. Every provision has some sensibility, but if this becomes policy, the exceptions can be killers. I note these as potential problems for comment here.
 * Good content belongs on Wikiversity, not at the end of a pipe leading from Wikiversity.
 * Often source material is copyrighted and cannot be copied here. It may be linked for study. The goal here is education, not building Wikiversity in itself.

 * Any site that misleads the reader by use of factually inaccurate material or unverifiable research.
 * Sounds like a great idea, however, in practice "misleads" can be in the mind of the beholder. A better approach, if someone wants to link to such a page, would be to explain the link here, and that explanation can include differing points of view, including warnings. We need to avoid the Wikipedian approach of Your Way or My Way, with no compromise possible.

 * Links mainly intended to promote a website.
 * If the web site would be of high interest to someone interested in the subject of the resource where the link is placed, this could be acceptable. "Mainly intended" suggests that we read the mind of the user who places the link.

 * Links to sites with objectionable amounts of advertising.
 * Such as the New York Times? The real question with any link, here, should be utility to the student or participant, for learning and study. Ad support is a model for many organizations. If a site is so ad-laden that it is difficult to use, that's an argument against linking, but it should be a matter for participant consensus, not for policy based argument.

 * Links to sites that require payment or registration to view the relevant content.
 * Such as to a peer-reviewed journal? Yes, if free access is available, such as to legal preprints. However, this page is about "External Links" as a general section. Still a journal on a subject could be linked from a resource here. The link should be placed in context so that users don't waste their time.

 * Links to search engine results pages and aggregated results pages
 * It's clear that the policy is being written with Wikipedia-like articles in mind. There can be times in discussions where links such as tis can be useful.

 * Links to social networking sites (such as MySpace), discussion forums/groups (such as Yahoo! Groups) or USENET.
 * As with many of these, there is a reasonably sound general principle, and the problem is when the general principle is then applied to specific situations which could be exceptions, except someone asserts that "this violates the policy." Policy should be written such that if one follows the policy and adds something permitted by it, one would be reasonably safe. However, it does not follow that a "violation" of policy is a harm. Harm is determined by the specific circumstances involved.

 * Links to blogs and personal web pages, except those written by a recognized authority.
 * The question should always be the utility to the participant in an educational resource. If some scientific or pseduoscientific theory of interest is found on a blog, it may be referenced here for study. There seems to be an assumption in the policy that the "blog or personal web page" is being cited as an authority, rather than as an object of study. So, again, the question is context, not an absolute yes/no.

 * # Links to open wikis, except those with a substantial history of stability and a substantial number of editors.
 * Ditto. Preferably a link should be to a permanent version, so that one is not studying a moving target. Users can always look at the current version. Wikipedia articles, by the way, sometimes have very few editors, and often articles that have been heavily edited may then have, later, practically nobody watching them and content can go south even if it was once good. I'm not quite sure what "stability" means. Wikipedia is not a reliable source, period. Sometimes it's great, sometimes it's mediocre, sometimes it's truly awful.

 * Sites with non-English language content.
 * Once again, the question is one of actual value, and who decides that? What a policy can do is to encourage those who monitor edits for "violations" to enforce the policy without regard for the sensibilities of the participant who has placed the link.

 * On pages with multiple points of view, the number of links dedicated to one point of view should not overwhelm the number dedicated to other equal points of view, nor give undue weight to minority views.
 * Again, this is clearly coming from Wikipedia, where External Links sections should be balanced like that. Entire pages here may have a point of view. We have an overall neutrality policy, but we do that by balancing through *addition*, generally, rather than through exclusion. Again, the draft policy invites outsiders, not participating in the resource, to judge "balance," when even understanding points of view in a field can require expertise.

and just a few more, leaping out at me:
 * The full list of external links on the page is excessively long.
 * Then put the links on a subpage. Or a few specially notable links on the higher level page, with the rest on a linked subpage. The rule should be that every link is considered useful by at least one editor, with good faith being assumed. If there is a problem with a link being to a biased or putatively misleading site, a warning could be placed with editor opinions, signed, if unsigned consensus cannot be obtained.
 * Great site for unbiased information, the Truth! --Editor A
 * Total fringe nonsense, beware, it's misleading! --Editor B

 * The full list of external links on the page lacks balance of perspective or neutrality (some links should be removed to restore balance or neutrality).
 * We restore balance and neutrality by addition here, not by removal. The suggested policy sets up conflict, and we don't need to replicate here the conflict that is common on Wikipedia over these issues.

 * If we are going to have an External Links policy, it will need to be much more carefully drafted. There is an assumption here that those removing links won't be participants in the resource. Hence the advice about not revert warring is warped toward tolerating removal rather than toward keeping links based on assumptions of good faith. Anyone who has worked as a WMF sysop is familiar with massive linkspam, and we need to respect and support the work of those who struggle against it, but we also must not allow the war against spam to take over and take priority over providing the best educational resources we can create.

 * Wikiversity is critically different from Wikipedia, and it's important to celebrate and defend the difference. --Abd (discuss • contribs) 01:34, 11 October 2013 (UTC)

 * I am very interested in this area. I would like to see Wikiversity diverge significantly from Wikipedia in this policy, so that Wikiversity can develop a unique strength in its ability to create rich learning hubs full of useful educational resources. I am experimenting with different ways of doing this, e.g. ECG page. This page needs more development, but you can see two main sections for 1) active learning exercises created or curated on Wikiversity and 2) a curated collection of lots of links to other (non-active learning) resources on Mediawiki and other sites.

 * I highly recommend reading more about the future of curation in education. I think collecting links from all over the internet (including sources varying in quality from excellent/trustworthy to really dodgy sometimes!) can be extremely valuable for education. The more I look, the more wonderful resources I find that are very underused because people simply don't know they are there or can't find them quickly/easily enough. Wikiversity could find a really useful niche in being able to increase access to existing free education resources, as well as better highlighting where there is a lack of resources. Once these sorts of collections are available, Wikiversity users can better target areas of need for new resources, whereas if we try to keep only resources/links internal to Wikiversity there will be more duplication as we would have to start from scratch covering topics that are already well resourced elsewhere. Bron766 (discuss • contribs) 02:16, 11 October 2013 (UTC)

I fully support both perspectives offered here. For me, the most useful approach to Wikiversity content is not simply providing information, but providing resources that show participants how to learn about a given subject for themselves. The use of external links is key to that approach, very similar to what User: Bron766 describes. On the other hand, as a temporary custodian, most of the requests I see for speedy deletion are based on a perceived abuse of external links.

From my perspective, a more streamlined external links policy might be more effective. Practically speaking, external links need to be consistent with Wikiversity's mission for the creation and use of free learning materials and activities. External links need to be to educational content, as defined by the learning project, and free, unless explicitly defined in the learning project as to why the link to non-free content adds educational value and/or perspective. -- Dave Braunschweig (discuss • contribs) 16:36, 11 October 2013 (UTC)
 * Thanks, Dave.
 * I have participated extensively in the global blacklist process and in the wikipedia process. The vast majority of blacklisted links and sites are properly blacklisted. However, the problem arises when users come into conflict over whether or not a link is appropriate for a page. It's often related to POV disputes.
 * The goal of fully free content is one underneath a number of global WMF wiki policies that can come into conflict with the goal of maximizing free education *here.*
 * As I mentioned, peer-reviewed journals are commonly not free, unless one has library access. How one is going to have an academic learning situation without citing non-free content elsewhere is beyond me. Yes, there are steps we can take. It's ironic that, on Wikipedia, links to free content on cold fusion were removed, i.e., to legal pre-print copies hosted by lenr-canr.org, while links to paywall original journals, for the same papers -- same text --, were kept. You would not believe the arguments that were invented. And they would be demolished in one discussion, and that consensus was then ignored elsewhere, and the same participants would raise the same rejected arguments as if there had been no discussion. And when a participant is an administrator, and part of a substantial faction .... Apparently it depends on whose axe is being gored. Quite simply, an inflexible policy will be abused, guaranteed.
 * The "explicit definition" you seek would be supplied in talk page discussions of a link, if a link becomes controversial. If it's not controversial, it should not be policy to remove a paywall link or link to a site that contains advertising, simply on that basis. Wikiversity, especially, has many pages that have been created and that are not being carefully watched. Spam links should be removed, and we are grateful for global sysops who remove them. That work is normally done as the links come in, added by Single Purpose Accounts (SPAs).
 * What you have written about external links is generally true of all Wikiversity content. The use of an external link is a content decision. Qua administrators, we stay away from such decisions, deferring to editorial consensus, and, here, we give individual scholars great freedom to create resources as they see fit. That doesn't mean that we permit spam or misleading text.
 * The danger I see here is that a tight policy will be abused by persons who are not involved with the resource in question, who have no interest in it, and no real knowledge of what would be of benefit to students, who are merely "enforcing the policy." And we get people like that, and they can sometimes gravitate toward being administrators. It's the Iron Law of Bureaucracy, related to the Iron law of oligarchy --Abd (discuss • contribs) 19:38, 11 October 2013

Discussion redux
I wrote this today, not noticing that some of the same was written above.... I am breaking this down into signed sections, so that each aspect of the proposed policy may be considered. --Abd (discuss • contribs) 18:40, 10 May 2014 (UTC)

Copyvio

 * Links to sites which violate the copyrights of others.
 * Copyright law has been interpreted by the courts to prohibit such linking when it is done knowingly, with intention to evade copyright. Mere linking to a site which may contain some "copyvio" is not illegal, and it is clearly allowed by global policy. Indeed, the WikiMedia sites contain many copyright violations. If they are found, through a complaint from the copyright owner, they will presumably be removed as such, and OTRS enforces this. The claim that a site contains copyvio has been used in the past to maintain an abusive blacklisting. There was no evidence of actual violation, simply assumptions. For example, lenr-canr.org contains papers uploaded by authors, representing that they have the right to upload the paper. Academic publishers commonly allow such free distribution of author manuscripts, and only restrict the as-published version, with formatting, etc. The bare fact of hosting papers that are also subject to copyright -- in a different version -- was used to claim copyvio.
 * In another incident involving alleged copyvio on lenr-canr.org, there was a publication of an as-published version. I asked the site owner about this. He said that it was uploaded by the author, one of the most senior members of the entire research community, and he was not about to challenge the right of the scientist to upload the paper. Lenr-canr routinely notifies publishers, but publishers also routinely ignore such communications. So is that copyvio? Maybe. But it's not illegal, lenr-canr.org is like Wikipedia, they are immune from being found liable for copyvio if they promptly take a violation down on request.
 * So this section should reflect what must not be done: deliberate attempt to defeat copyright. What is commonly called "copyvio" is only "possible copyvio." We would not host this content. However, absent knowledge of actual copyright violation, we may link to it. This would similarly not damage a re-user of content from here, since, obviously, they would not be knowingly linking to copyvio. To repeat, in the case law, the only time a host was sanctioned, there was blatant and obvious attempt by the host to evade copyright by moving the actual hosting of illegal content off-site and then linking to it.
 * I will look at language to be used. --Abd (discuss • contribs) 18:40, 10 May 2014 (UTC)

Spam blacklist

 * Links to sites that match the spam blacklist without being whitelisted.
 * This is not allowed because such links can make it impossible to edit the page. Obviously, these links cannot be added because of the blacklist, unless locally whitelisted. (I.e, a general site might be blacklisted here, and then a specific page might be whitelisted here. There is no global whitelist.) This as policy means that such links, if found, will be removed on sight, or turned into non-link references, which is kinder. Only if the reference is *spam*, or other vandalism, in effect, should they be completely removed.
 * Global blacklistings are done for many reasons, and they do not establish that a site is actually harmful. I have seen a global blacklisting when every single usage of the link was completely legitimate, and the blacklisting only occurred because the user adding the links had an apparent conflict of interest, i.e., his IP was that of the site offices.
 * The policy should make it clear that reference to a blacklisted site is not an offense in itself, the policy, in this section, is only referring to what must be done with blacklisted links, they cannot be allowed to stand as links. If you can actually add a link, it's not blacklisted -- or has been whitelisted. --Abd (discuss • contribs) 18:40, 10 May 2014 (UTC)

Links normally to be avoided
This was, as explained, copied from Wikipedia, which has a very different purpose than Wikiversity. So some of these criteria made need different applications here.

Misleading or unverifiable

 * Any site that misleads the reader by use of factually inaccurate material or unverifiable research.
 * This, then, can lead to endless debate over content that is hosted elsewhere. If a site is considered to be misleading, any editor should be allowed to express that view, with the link, and this would only apply, then, to blatantly misleading sites, without possible redeeming value. If that Wikipedia policy were strictly interpreted, it would be prohibited to link to, say, political party sites, or do we think that everything they say is "factually accurate" and "verifiable." I don't think so. Rather, when they are linked, they are clearly identified as factional sites. So I would add to this, unless a warning about this possibility is maintained with the link. --Abd (discuss • contribs) 18:40, 10 May 2014 (UTC)

Malware

 * Any site that attempts to surreptitiously install malware on a visitor's computer.
 * This is miscategorized. These links should not be allowed, should be removed or modified on sight. That is, if there is a reason for retaining a reference to the site, it should still be disabled as a link, i.e, instead of having a URL that can be activated with a single click, the http:// from the beginning of the link should be removed, and the rest of the link can be shown. To follow the link, a user must copy and paste it into their browser address bar, this is unlikely to happen by accident, and the mention of the reference should include a specific warning. --Abd (discuss • contribs) 18:40, 10 May 2014 (UTC)

Promotional

 * Links mainly intended to promote a website.
 * This is fine, but this criterion should not be used to prevent good-faith linking by an editor in good standing. We also allow established editors -- more than a handful of edits -- to link to their own web site on their user page. Is that "promoting the web site" or "introducing the user." If there is possible redeeming value, such as the second possibility, we should allow the link. --Abd (discuss • contribs) 18:40, 10 May 2014 (UTC)

Commercial

 * Links to sites that primarily exist to sell products or services. For example, instead of linking to a commercial bookstore site, use the "ISBN" linking format.
 * Sometimes an editor has the bookstore link handy, and not the other linking format. The kind thing to do is to edit the link, not to remove it. There is another situation that we might want to examine. A professor is recommending a textbook. Can the professor link to sites where an assigned book is sold? Suppose the professor has found one that is much cheaper than the others that might exist. Can the professor point that out?
 * These are questions for discussion, not assertions. --Abd (discuss • contribs) 18:40, 10 May 2014 (UTC)

Contain much advertising

 * Links to sites with objectionable amounts of advertising.
 * This is ancient wikicant. I saw it used to remove a link on Wikipedia to the best discussion site on low-carb diets on the internet, the information there was stellar compared to wikipedia. But it was a commercial site, supported by advertising to the market of those interested in low-carb diets. When I was first dealing with high cholesterol, I was grateful for the link in Wikipedia. What is an "objectionable amount"? It's highly subjective. Any user may remove a link if they feel that the link will harm users. So ... this is a criterion for "links normally to be avoided." This is not a strict prohibition. --Abd (discuss • contribs) 18:40, 10 May 2014 (UTC)

Sites requiring payment or registration

 * Links to sites that require payment or registration to view the relevant content.
 * This is certainly problematic. If the site is of sufficient value, we may allow such links with disclosure. In this, as in other criteria "normally to be avoided," how the link is presented may make a difference. --Abd (discuss • contribs) 18:40, 10 May 2014 (UTC)

Search engine links

 * Links to search engine results pages and aggregated results pages.
 * These can be useful transiently. Basically, a student doing research on some topic might put this up as part of the work. For Wikipedia, it's assumed that links are going to be (1) sources for article text, or (2) external links for futher reading. On the other hand, such links are commonly used on Wikipedia on process pages and article talk pages. Context makes a difference! I would probably dislike such a link on a resource page, but it might be fine on an attached talk page or other context. As an example of a possible usage in mainspace, a student preparing a resource might put the link there transiently. However, I have come to prefer that such preliminary work be done in user space. My preference is not policy, mainspace drafting is still commonly done. --Abd (discuss • contribs) 18:40, 10 May 2014 (UTC)

Social networking or discussion groups

 * Links to social networking sites (such as MySpace), discussion forums/groups (such as Yahoo! Groups) or USENET.
 * This one used to drive me nuts. There have been certain on-line discussion fora where experts gathered. Yes, there was also a lot of garbage, but if one wanted to learn about a topic, asking a question there would produce a plethora of responses, some of which were truly knowledgeable, world-class expertise. Linking to such fora, where relevant and with proper disclosure, can definitely be educationally useful. Wikipedia is trying to avoid people being misled by fringe propaganda and the like. If a discussion group is heavily biased, that should be noted with the link, a warning against assuming rectitude. --Abd (discuss • contribs) 18:40, 10 May 2014 (UTC)

Blogs or personal web pages

 * Links to blogs and personal web pages, except those written by a recognized authority.
 * Again, these can be useful. This is Wikipedia policy and thinking. We can, on Wikiversity, study topics where all "recognized authorities" have a very different view than those involved in a field. Brick and mortar universities do this, it can be sociological research. Once again, it is quite likely that most sites in this category will not be considered appropriate. My thinking in reviewing the criteria is looking toward avoiding conflict over links. --Abd (discuss • contribs) 18:40, 10 May 2014 (UTC)

Open wikis

 * Links to open wikis, except those with a substantial history of stability and a substantial number of editors.
 * These would likely be of transient use, that's the problem with these. Again, what's the utility? These criteria are not absolute, because it is understood that there can be exceptions. Generally, Wikiverity is substantially more tolerant than Wikipedia. However, behind some of our external link practice has been an attempt to drive content creation here rather than elsewhere. My view is that we should look more toward collaboration with other sites. If the other site has an open license like ours, we may generally be able to bring content created there, here, to make our site more complete. Again, how the link is presented could be crucial. --Abd (discuss • contribs) 18:40, 10 May 2014 (UTC)

Not relevant

 * Sites that are only indirectly related to the article's subject.
 * This is simply a requirement that content be relevant to the article's subject. A link to a very general site, in an article on a specific subject, rather than to a specific page on the general site relevant to the subject, is disrespectful of users, wasting their time. --Abd (discuss • contribs) 18:40, 10 May 2014 (UTC)

Non-English content

 * Sites with non-English language content.
 * This was my occasion for looking at this today. Wikiversity is an English-language site, but like universities in English-speaking countries, we can host materials that are not in English. Among other things, we can study other languages. We used to automatically delete resources not in English. Occasionally, now, we set them up as translation projects, linked from our language studies pages, these can be student projects, both for students of English who are familiar with the source language, and for students of the source language who are facile in English. Again, links to pages not in English should specify the language, so that users do not waste their time. However, if we are studying some topic where important source materials are in another language, it is possible to read them, Google translate does work for basic understanding.
 * The non-English Wikipedias commonly link to English sources. This as a policy for the English Wikipedia was "English-centric," after all, if it's important, it must be in English, right? Anyone who wants to learn a topic must learn English, anyway. Yes? --Abd (discuss • contribs) 18:40, 10 May 2014 (UTC)

Undue weight

 * On pages with multiple points of view, the number of links dedicated to one point of view should not overwhelm the number dedicated to other equal points of view, nor give undue weight to minority views.
 * This has been an endless source of conflict on Wikipedia. There are ways to handle the problem of balance without arbitrarily restricting the number of links. Here, we can simple set up subpages for links. At the higher level, there can be links to a link page for notable points of view, and these subpages are then organized and include links as are appropriate for that point of view. This is really about neutrality. The idea is to avoid an impression of "majority point of view" simply from the number of links. My view is that links should always be explained and, indeed, reviewed, by developers of resources. If we just wanted raw links, we can find them on Google... Rather, what do students and experts on a topic find useful? The categorization of knowledge and resources is crucial to learning. --Abd (discuss • contribs) 18:40, 10 May 2014 (UTC)

General discussion
Darklama just turned the section I covered above, upside down. I like it. I'll still want to review this more thoroughly, but the approach is certainly more cheerful! --Abd (discuss • contribs) 02:40, 11 May 2014 (UTC)

User pages
Does all or some of this apply to user pages in addition to main namespace pages? Is this just a proposed policy, guidelines, or official policy? Michael Ten (discuss • contribs) 02:20, 3 October 2016 (UTC)

 * It applies to all pages. It is technically a proposed policy, but the community has supported it as de facto policy for several years. -- Dave Braunschweig (discuss • contribs) 02:44, 3 October 2016 (UTC)

title: Wikiversity talk:External links


text:
Elementary math facts

Created: 2007 05 14 | Percent completed:

Math Fact Sheets

 * Elementary Math Facts Addition
 * Elementary Facts Multiplication

Use
Students can start learning addition math facts in kindergarten or first grade depending on individual student aptitude. If classroom instruction or math curriculum starts to introduce multiplication, stop addition and subtraction mastery and immediately begin multiplication. Same with the introduction of division instruction. Assuming multiplication has been completed, ensure mastery of division. Once multiplication and division are mastered, go back and finish addition and/or subtraction.

Practice (top part) Directions
Present one to three lines as follows: If the practice sheet has arithmetic problems that the student does not know, then practice the problem and answer with the whole class, small group, or individual student:

"When I give a problem, you give me the answer. [One times two].  What's the answer?" (give 2-3 seconds and give the answer if none is forthcoming)

If you hear any student give the wrong answer, immediately correct the answer and repeat the question. Then go back 2 and start again.

If the student has worked on arithmetic problems but is only uncertain of the answers or the answers are not fluent, you can simply present the worksheet and move forward.

Present the worksheet.

One student has the worksheet and another has the answers.

Ensure students can write 40 answers per minute. If a student is suspected of having motor issues, test the student's handwriting. Ensure the student can write 40 numbers (one and two digit) in one minute. If not, it might be better to have students practice by saying the entire problem and answer.

Have students work for 2 minutes or until they have finished the practice session.

Orally: One partner "spots" the other student with the answer sheet. The other student reads the practice problems and answers. If the answer is incorrect, the spotter says the correct answer and prompts the student to "do it again and then go back 2". The student will say the problem and correct answer and goes back 2 problems to read through until the end. The student does not go back 2 problems until the current problem is read and answered correctly. If the first or second problem is incorrect, go back to the end of the practice problems and then continue on to the beginning.

Testing (bottom part) Directions
Then do the timing for one minute (40 correct problems). If students are able to do the practice without many mistakes but are unable to do 40 problems in one minute, then break up the timings into 15 second sessions. Do 15 second sessions until student is able to do 30 second sessions, then build to 45 second sessions, then one minute. Build slowly. Do not repeat the same timings in one session more than twice. If the student is able to pass all four subsections with 15 second timings, test for the 30 second timing. If the student cannot pass the 30 second timing, move on and consider it passed. Don't bore the student. Students should be able to pass within 1 or 2 test tries. If the student continues to fail the test, go back to the practice and ensure the correction procedures are being done. The student might be learning one or math facts wrong by practicing those wrong.

During practice, ensure the correction procedure is done fully. Correction procedure involves:
 * 1) The teacher or partner giving the correct answer
 * 2) The student repeating the full problem and answer correctly
 * 3) The student going back 1-3 problems
 * 4) If another incorrect answer is given during the correction procedure, start at number 1 and go back another 1-3 problems

Authors and contributors
This Wikicurriculum has been written by (please add your name here if you are a contributor in order to comply with licensing):

 * Harriska2 (Contributions)

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

title: Elementary math facts


text:
Elementary Math Facts/Addition

Created 2007 02 10 | Percent completed:

Directions
Present one to three lines as follows: "When I give a problem, you give me the answer. One plus two.  What's the answer?" If you hear any student give the wrong answer, immediately correct the answer and repeat the question. Then go back 2 and start again.

Present the worksheet.

One student has the worksheet and another has the answers.

Ensure students can write 40 answers per minute. If a student is suspected of having motor issues, test the student's handwriting. Ensure the student can write 40 numbers (one and two digit) in one minute. If not, it might be better to have students practice by saying the entire problem and answer.

Have students work for 2 minutes or until they have finished the practice session. Then do the timing for one minute (40 correct problems). If students are able to do the practice without many mistakes but are unable to do 40 problems in one minute, then break up the timings into 15 second sessions. Do 15 second sessions until student is able to do 30 second sessions, then build to 45 second sessions, then one minute. Build slowly. Do not repeat the same timings in one session more than twice. If the student is able to pass all four subsections with 15 second timings, test for the 30 second timing. If the student cannot pass the 30 second timing, move on and consider it passed. Don't bore the student. Students should be able to pass within 1 or 2 test tries. If the student continues to fail the test, go back to the practice and ensure the correction procedures are being done. The student might be learning one or math facts wrong by practicing those wrong.

During practice, ensure the correction procedure is done fully. Correction procedure involves:
 * 1) The teacher or partner giving the correct answer
 * 2) The student repeating the full problem and answer correctly
 * 3) The student going back 1-3 problems
 * 4) If another incorrect answer is given during the correction procedure, do #1-3 and keep going. It might feel

0 + any number

 * $$X + 0 = X$$

The additive identity is 0. Any number to which it is added remains unchanged.

title: Elementary Math Facts/Addition


text:
User:ElinorD

I am mostly active at Wikipedia. My Wikipedia user page can be found here.

title: User:ElinorD


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Learning the basics of French/Simple grammar rules

French has some simple grammatical rules that one must learn if one is to be successful in the language. If you already know where you want to be, use the Table of Contents below. Otherwise, please review the lesson in the order in which it is presented.

Example Vocabulary
Firstly, we will establish an example vocabulary to use. (Please ignore any translations or notes in parentheses that you do not understand. They will be explained later)

Adjectives:

rouge (red)

blanc (white)

vert (green)

 Nouns:

arbre (tree-v)

bateau (boat-m)

vélo (bicycle-f)

animaux (animals-p)

livre (book - m)

trousse (pencil case - f)

fille (girl - f)

If you have read the Learning the Basics of French / Au restaurant lesson, you will be familiar with the following two verbs.

Verbs:

manger (to eat)

jouer (to play)

This course also introduces a new verb:

utiliser (to use)

Articles: (see below)

la (definite-f)

le (definite-m)

les (definite-p)

l' (definite-v)

un (indefinite-m)

une (indefinite-f)

des (indefinite-v + p)

Alors, allons-y!!

Introduction
The article, for readers who do not know, is something that is 'given' to a noun to give a basic description of what it is. In English we have two articles: the, and a (or an if succeeded by a vowel sound). The is the definite article, so called because when we use it we are referring to a specific noun. A is indefinite - when we use it, we are reffering to any one of that noun, whether in the whole world or in a particular group. For instance -

"I have the book". (In this sentence the definite article is used and so we know that it is a particular book)

or

"I have a book". (Here the exact relevance of the book is not known; it could be any book)

In French article is very different to English - it depends on two things: Gender and Number. Gender is whether a noun is masculine or feminine (for more information on this, see "Gender" below). Number is whether it is singular or plural - in other words whether there is one or many.

Here are the three definite articles in French -

le - this is masculine and singular.

la - this is feminine and singular.

les - this is the plural definite article. In plural gender is ignored, so there is only one form.

(A fourth form is also used: l. It is the vowel-dependent' form. This is for when the next letter in the sentence is a vowel, to allow the sentence to be said smoothly. Again, ignore gender when using this, because though all words have gender you cannot see it as the article has been removed of its -e or -a that one uses to determine gender).

And here are the three indefinite articles -

un - this is masculine and singular.

une - this is feminine and singular.

des - this word is in fact a contraction of "de les", or "of the(pl)". However it is often used in the context of some or when talking about an indefinite amount of something and is therefore treated as an article. On top of this des is again the vowel-dependent form.

Examples

 * J'ai le livre et la trousse.
 * I have the book and the pencil case.

 * J'ai les livres et les trousses.
 * I have the books and the pencil cases.

 * J'ai un livre et une trousse.
 * I have a book and a pencil case.

 * J'ai des livres et des trousses.
 * I have books and pencil cases (or, I have some books and some pencil cases).

 * J'ai l'arbre.
 * I have the tree.

Note: The tags after words (m,f,p and v) correspond to masculine, feminine, plural and vowel-dependent as one might asssume.

Introduction
Like all Romance languages French is a language with gender. This means that the nouns are treated either as male or female - a potentially difficult idea to comprehend for an English speaker, as English lost its gender system several hundreds of years ago. As discussed above understanding gender and number are vital to using the correct article with nouns. The correct term for male words is masculine and female words are feminine.

A point of difficulty for many English speakers is the fact that it is nearly impossible to guess the gender of the word from the social connotations of the word. Words that might be seen as strongly male in their nature are by no means neccessarily masculine and vice versa.

It is, however, often possible to guess the gender from the ending of the word itself (the suffix). Words ending with -ette, -enne, -euse and -eure are nearly always feminine.

Examples
Read the following definite nouns. Think whether they have been properly articulated (given the right article).

 * le bateau- (masculine)

le vélo- (masculine)

 * les animaux- (plural)

Now do the same with these indefinite ones.

un livre (masculine)

 * des arbre (vowel-dependent, masculine)

 * une trousse (feminine)

Summary a
Ensure you are comfortable with the following points before moving on.

1. Gender is whether a word is masculine or feminine.

2. Number is whether a word is singular or plural.

3. The article is the thing that is given to a noun to better describe it, and can be definite (the) or indefinite (a/an).

4. There are four definite articles - le,la,les and l' - and they are masculine, feminine, plural and vowel-dependent respectively.

5. There are three indefinite articles - un,une, and des - which are masculine, feminine and plural/vowel-dependent respectively.

6. Whenever the succeeding letter is a vowel, we must use the vowel-dependent form which generally contracts vowels off the article. This is so that the sentence reads smoothly.

Also make sure that you understand all the vocabulary in the "Example Vocabulary" section above.

Exercise
Note that words ending in -eau in the singular always pluralise into -eaux.

1. Write "I have a bicycle".

2. Write "the book".

3. Write "some boats".

4. Write "the tree"

5. Write "a girl".

6. Write "the pencil case".

7. Write "the animals".

Check your answers below:

1. J'ai un vélo

2. le livre

3. des bateaux

4. l'arbre

5. une fille

6. la trousse

7. les animaux

Liaison
Liaison is the collective name given to two actions: slurring and contraction.

Slurring
In French the constants at the end of words are usually silent, for example:

 * Les filles utilisent le livre.
 * The girls use the book.

Here the "s" in les is silent. This is how it is usually pronounced.

It is a very typical characteristic of Romance languages to be as flowing and readable as possible, and in French slurring is used wherever there is a silent constant and a vowel next to each other in the sentence, for example:

 * Les yeux sont verts.
 * The eyes are green.

(Note that here it is the "s" of les and the "y" of yeux that are clashing).

Try saying "leh YEUH soñ VAIRH". Does it flow? You will find it doesn't.

When it is a vowel and a constanant that are clashing, slurring is used to stop the clash and regain the flow of the sentence. The constanant is made no longer silent, so the above sentence is pronounced "lez YEUH soñ VAIRH" and not "leh YEUH soñ VAIRH", with the first two words flowing into each other with a "slur", hence the name.

Slurring (unlike contraction) is solely found in French.

Contraction
Contraction is used when it is two vowels that are clashing. It simply involves removing the first vowel in the clash, for example:

 * Le arbre est vert.
 * The tree is green.

Again, try saying this to yourself.

Here we contract the article because of the succeeding vowel, as shown in the "Article" section, to produce the vowel-dependent article:

 * L'arbre est vert.

Usually contraction due to vowel clashing only occurs between the article and the noun.

Introduction
Adjectives describe a noun. Examples of adjectives include colours (eg. white) and other physical descriptors (eg. tall), states of being and feelings (eg. happy) among many others.

Adjectival Position
Adjectives in French are inverted, i.e. the noun always comes before the adjective. This can be another trouble spot for learners as in English we have the noun after the adjective ("the orange boat" - orange is the adjective, boat is the noun).

There are a few exceptions to this rule, however. They are:

 * Petit                  small
 * Grand                  big
 * Gros                   fat
 * Jeune                  young
 * Bon                    good
 * Douce                  gentle
 * Beau/Belle             beautiful (m/f respectively)
 * Excellent/excellente   excellent (m/f respectively)

Adjectival Declension
Altering an adjective due to a particular factor (such as gender or number) is called declension. In French, adjectives are altered around both gender and number. Let's take the adjective green or vert. It changes in the feminine:

 * C'est un vélo vert.
 * It's a green bicycle.

 * C'est une trousse verte.
 * Its a green pencil case.

When it comes to pluralising adjectives things are more complex than with the article - there is only one, neuter plural article in each definition, but adjectives have two different plural forms, masculine plural and feminine plural:

 * J'ai deux vélos verts.
 * I have two green bicycles.

 * J'ai deux trousses vertes.
 * I have two green pencil cases.

How an adjective changes depends, as you may have guessed, upon the noun in question.

As with nouns, you will have to learn the varying inflections (regulated differences) that are used to distinguish between masculine, feminine, masculine plural and feminine plural. However, in the majority of cases it is safe to say that adjectives ending in - CONSTANANT e will probably be feminine, and adjectives ending in -s will always be plural. Note that some adjectives won't change at all.

The following is an example of a declension table - for vert,rouge and blanc (green, red and white respectively).

Summary b
Ensure you are comfortable with the following points before moving on.

1. Sentences with a silent constanant and a vowel which clash together need to be slurred to allow the sentence to flow.

2. Sentences with two vowels which clash together need to be contracted to allow the sentence to flow.

3. Adjectives describe a noun.

4. All adjectives go after the noun except the following: petit, grand, gros, jeune, bon, douce, beau and excellent.

5. Adjectives need to be inflected differently according to the noun they are describing: they can be masculine (eg. vert), feminine (eg. verte), masculine plural (eg.verts) or feminine plural (eg. vertes).

Exercise
You may have to guess some of the inflections - remember the characteristics of each declension.

1. Write "the green tree".

2. Write "the big girl".

3. Write "a small tree".

4. Write "a small white book".

5. Write "a very young girl" (Vocabulary provision: très = very).

6. Write "it is very fat and red".

7. Write "I have a white bicycle".

Check your answers below:

1. L'arbre vert.

2. La grande fille.

3. Un petit arbre.

4. Un petit livre blanc.

5. Une très jeune fille.

6. C'est très gros et rouge.

7. J'ai un vélo blanc.


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Template talk:Navigation2

Example:

Benefit of deletion
This template is used by Intermediate Wikiversity. What good is accomplished by deleting it? --Marshallsumter (discuss • contribs) 00:23, 3 June 2017 (UTC)

title: Template talk:Navigation2


text: Category:Aerodynamics

title: Category:Aerodynamics


text: File:CP logo.png

title: File:CP logo.png


text: Category:Software development

title: Category:Software development


text: Template:Research discussions

title: Template:Research discussions


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User:Wilimut

My page on the French Wikiversity.

WV:IBC

de:Benutzer:Wilimut es:Usuario:Wilimut fr:Utilisateur:Wilimut it:Utente:Wilimut

title: User:Wilimut


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Wikiversity:External schools and colleges

This is a proposed policy for how external schools and colleges ("brick and mortar" institutions) can use Wikiversity, i.e. the types of pages that can be added about such institutions. For guidelines on how schools can add materials, or collaborate on existing materials, see School and university projects.

Adding school/college pages
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text: User talk:Jeffkrebs

title: User talk:Jeffkrebs


text: User talk:Spuzzdawg

title: User talk:Spuzzdawg


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Free license music

Welcome to the Wikiversity learning project for Free license music. This is where Wikiversity participants can learn about sources of music that is licensed under a free license.

Resources

 * Jamendo
 * Students of musicology may find the International Sheet Music Library Project to be a helpful source of public domain, and donated scores.
 * The Werner-Icking Music Archive also has a large library of scores available for download.

title: Free license music


text: User:JWSchmidt/quiz

title: User:JWSchmidt/quiz


text: User:Keflavich

title: User:Keflavich


title: User:JWSchmidt/quiz2


title: User:JWSchmidt/quiz2/question2


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User talk:JWSchmidt/quiz2

See the example at User:JWSchmidt/quiz.

title: User talk:JWSchmidt/quiz2


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User talk:JWSchmidt/quiz2/question2

See the example at User:JWSchmidt/quiz.

title: User talk:JWSchmidt/quiz2/question2


text:
User talk:Wilimut

Welcome!
Welcome to the English language Wikiversity, Wilimut, and thanks for signing up at the Interlingual Beta Club. I saw where you checked in to #wikiversity-en earlier, but I suppose everyone was asleep or away. (I'm yeoman on there) Let me know how I can assist you in your efforts here. -- CQ 16:03, 15 May 2007 (UTC)

Penpal Project
Would a pen pal project interest you?Elatanatari 00:07, 30 June 2007 (UTC)

French Mentoring
Salut, Wilimut. You are listed at the French stream as being a native French speaker interested in teaching French. The French Mentoring project has recently been launched, and if you would be willing to add your name to that list, I will make sure you are put in contact with appropriate students who would like to learn from you. The Jade Knight (d'viser) 09:47, 4 November 2008 (UTC)

title: User talk:Wilimut


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User talk:JWSchmidt/quiz

This is a test of a method for making test/quiz questions. This method makes use of code from w:User:Mzajac/Soviet-legacy AFV Navbox. --JWSchmidt 16:27, 15 May 2007 (UTC)

As inserted on this page, Rayc's boxes provide a redundant and (unfortunately) less good way of doing quizzes than Lrbabe's quiz extension. What would interest me is whether we can resurrect the boxes as a simple widget for hide/reveal operations (which is something the quiz extension doesn't do). The table would need its expand/hide hyperlink within the table itself, not at the top of the page. McCormack 18:04, 15 May 2007 (UTC)
 * "not at the top of the page" <-- I'm not sure what you are seeing. If it is like Figure 1, try clearing your browser's cache. We Were having trouble with the position of the collapse/expand "button", but it should now correctly put those links on the boxes. It should look like what is shown below. --JWSchmidt 18:16, 15 May 2007 (UTC)

I did ?action=purge and it corrected the issue - thanks :) I now see what you see, give or take a few pixels. Yes - this is what I think I remember Rayc's boxes to have been about. As regards the educational side, I don't think we should try and sell these as "quizzes", simply as slightly interactive things for making a learning experience a bit more interesting. A new name might be good. McCormack 21:02, 15 May 2007 (UTC)

title: User talk:JWSchmidt/quiz


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8:00 class/15 May 2007

This is an archive of Wikiversity current events from 15 May 2007

Colloquium summary
Short summaries of active discussions at Colloquium

 * Problem with test/quiz boxes. Related page: new quiz/test question format.
 * Cut and paste content from other wikis.
 * Linkspam warning template for commercial links of no educational value.

Internet Relay Chat topics of the day
Re-cap of topics discussed in #wikiversity-en.

 * Is there a fair use policy at Wikiversity? "Taking copyright advice from a free-software activist is sort of like learning about evolution from George Bush" - User:AmiDaniel. Related category: Category:Non-free image copyright tags.
 * Fundraising/Video Kiosk (image to right).
 * Happy Birthday Tutchek!

Email discussions and blogs
Summaries of Email discussions and blogs with relevance to Wikiversity participants.

 * Wikis as tools of Critical Discourse Analysis by Said Kassem Hamideh. Related link: Collaboratively Building Concepts.
 * Technical articles on Wikipedia. Can Wikiversity help? Related link: Wikiversity and Wikipedia services.
 * Memory Archive - is this wiki of interest to School:History, School:Sociology? (mentioned on WikiEN-l)

Recent changes
Today's trends in active editing efforts.
 * Elementary Curriculum and Training - by User:Harriska2.
 * Time sensitive: Wikiversity workshop at Wikimania 2007.
 * New quiz/test template. Related link Test and Quiz.

title: 8:00 class/15 May 2007


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title: File:Expand-collapse.png


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User:Tdk bob~enwikiversity

hi

title: User:Tdk bob~enwikiversity


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User talk:Tdk bob~enwikiversity

hi

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 Tdk bob. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Tdk bob~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 23:45, 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) 06:23, 19 April 2015 (UTC)

title: User talk:Tdk bob~enwikiversity


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Template:IWG links/doc

This template documentation is transcluded from [[Template:IWG links/doc] [ [ edit] ]

(IWG = Interwiki Group Links utility, subtemplate for interwikitmp-grp and interwikicat-grp.)
 * IWG links -- part of Wikiproject Template Sharing:a template which returns three interwiki links (Edit, Links Here, History) for either category or template namespaces, on a specified sister project. This is used to enable remote maintainance of pages on other sisters sharing the same resources (Templates or cateogories holding templates).

 * IWG_links quick usage:
 * '1'=='E'dit / '2'=='L'inks / '3'=='H'istory / '4'=='SISTER'(prefix) [add colons too!]
 * '5'=='PAGENAME override / T=toggle namespace, undefined--category space, defined Template space.

title: Template:IWG links/doc


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Islamic political thought

Course Description
These courses are intended to provide an advanced survey of the long and rich tradition of Islamic political theory and thought. There are two courses designed to divide Islamic political thought into two periods: 645-1500 CE and 1500 CE-Present. The pre-modern course is conceived as a prerequisite for the modern course because the modern period deals with the lingering problems of the pre-modern period.

Classical Islamic political thought (645-1500 CE) spans from the historical context within which Islam emerged to the end of the classical period of Islamic political thought. Early modern and modern Islamic political thought (1500 CE-Present) spans the dynastic period beginning with the Safavids to contemporary political thinkers.

The goals of this survey of Islamic political thought are:
 * 1) To gain a broad understanding of the key thinkers making contributions to Islamic political thought
 * 2) To understand the key concepts developed by Islamic political thinkers

Assignments
Chapter Summary: A chapter outline is required for each reading assignment due the day we discuss the reading. These outlines should be detailed and include a general summary of the arguments made in each chapter under discussion, highlight the key concepts and political thinkers, and include thoughts and questions regarding the reading. These summaries will serve as a basis for class discussion as well as demonstrate comprehension of the reading material.

Tests: There will be a mid-term and a final examination, both essay exams.

Wiki Project: We will develop our work on Wikipedia and integrate the knowledge and readings into both the Wikipedia and the Wikiversity at Islamic Political Thought. This assignment will develop as the course develops and we will have to create a mechanism to ensure that quality work is submitted to the Wikipedia and Wikiversity.

Student Led Discussions: Concurrent with the Wiki project, the students will select a specific figure or movement to study. As this is a highly individualized project, the chapter summaries will be, in the second half of the course, focused on the readings of that particular student. The student is responsible for the material, and, periodically, must lead a discussion or small-lecture on their work.

Course Objectives
This course is intended to be an advanced introduction to the political philosophy and ideas of Islam. The political thought of Islam has a long and often debated tradition. This course is intended as a stand alone introduction to the history of Islam and its political ideas from Muhammad through Ibn Khaldun or as an introduction to the main themes of the politics of Islam that will be continued in the course Modern Islamic Political Thought. The area of this course covers chronologically from 645-1500 C.E. The goals of the course are as follows:

 * 1) Understand the historical background of pre-Islamic Arabia, the political, religious, and social situations that gave the nascent Islamic umma (community) the requisite support to consolidate and solidify the rise of Islam as the dominant force in the area.
 * 2) Understand the main theological and social tenets of Islam.
 * 3) Learn about the expansion and tensions in the post-Muhammad umma.
 * 4) Identify and compare the themes of political thought in these periods: the role of the Caliph, the Sultan, the separation of church and state, the right to rebel against authority, human nature, the tension between traditionalism and rationalism, and the rule of elites and their relation to the masses.
 * 5) Finally, the students are expected to pick at least one figure or movement, read some primary and secondary sources, and modify or add to the pre-existing Wikiuniversity project begun in Spring 2007.

Readings

 * 1) Aslan, R. (2006). No god but god : The origins, evolution, and future of islam. New York: Random House Trade Paperbacks.
 * 2) Black, A. (2001). The history of islamic political thought : From the prophet to the present. New York: Routledge.
 * 3) Lapidus, I. M. (1996). State and religion in islamic societies. Past and Present, (151), 3-27.
 * 4) Hodgson, Marshall G.S. (1974). The venture of islam: conscience and history in a world civilization. 1. the classical age of islam. University of Chicago Press.
 * 5) --. The venture of islam: conscience and history in a world civilization. 2. the expansion of islam in the middle periods. University of Chicago Press.

Course Outline
Week One
 * Introduction and Overview
 * Pre-Islamic Arabia
 * The Life of Muhammad<br

/Muhammad's Life and his political contributions to the first Islamic State/
 * Basic tenets of Islam
 * Sunni and Shi’a

/Twelvers/

 * General Overview & Early History of Islamic Political Thought
 * Discuss Wiki Project
 * Aslan, Chapters 1-5

Week Two
 * Early History of Islamic Political Thought

 * Early History of Islamic Political Thought

Week Three
 * Early History of Islamic Political Thought/Early Dynasties
 * Hodgson Book One, I-II

/The Umayyad Caliphate/

 * Early History of Islamic Political Thought/Early Dynasties
 * Hodgson Book One, III; Book Two, I

/The Abbasid Caliphate/

Week Four
 * History of Islamic Political Thought/Dynastic debates
 * Hodgson, Book Two, II-III

/Nasir al-Din Tusi/

 * History of Islamic Political Thought/Dynastic debates
 * Hodgson, Book Two, V

/Ibn Khaldun/

Week Five
 * History of Islamic Political Thought/Dynastic debates
 * Hodgson, Book Two, VII
 * Work on Midterm

Week Six
 * Midterm Due
 * Begin Compiling research for Wiki project.

 * Feminism and Islam
 * Hodgson, Volume Two, Book Three, I-II

Week Seven
 * Student Lead Discussions
 * Hodgson, Volume Two, Book Three, III
 * Hodgson, Volume Two, Book Three, IV

/The Spanish-Muslims/

Week Eight
 * Student Lead Discussions
 * Hodgson, Volume Two, Book Three, V
 * Hodgson, Volume Two, Book Three, VII

/The Spanish-Muslims, continued/

Week Nine
 * Student Lead Discussions
 * Hodgson, Volume Two, Book Four, I
 * Hodgson, Volume Two, Book Four, II-III

Week Ten

 * Student Lead Discussions
 * Hodgson, Volume Two, Book Four, IV. Lapidus, “State and Religion in Islamic Societies”

Finals
 * Wiki Project Due

Course Objectives
This course is intended to be an advanced introduction to the modern political philosophy and ideals of Islam. The political thought of Islam has a long and often debated tradition; and the roots of modern and contemporary problems and events are inextricably linked with the past. Therefore, one must have completed the course Pre-Modern Islamic Thought in order to be eligible for this class. The course covers chronologically from 1500-2009 C.E. The goals of the course are as follows:

 * 1) Understand the historical background of modern Islamic Arabia, the political, religious, and social situations that shaped the dynastic era, colonial era, and contemporary era Islamic umma (community).
 * 2) Understand the main political movements of modern Islam: Dynastic, modern caliphate, pan-Islamism, pan-Arabism, and the Islamic reformation.
 * 3) Learn about the expansion and tensions of the modern and contemporary umma; including the rise of violent resistance, modes of struggle, imperialism, neo-colonialism, and debate over religious and political authority in Islamic cultures and states.
 * 4) Identify and compare the themes of modern political thought in these periods (in comparison to the classical period): the role of the Caliph, the Sultan, the separation of church and state, the right to rebel against authority, human nature, the tension between traditionalism and rationalism, and the rule of elites and their relation to the masses.
 * 5) Finally, the students are expected to pick at least one figure or movement, read some primary and secondary sources, and modify or add to the pre-existing Wikiuniversity project begun in Spring 2007.

Readings

 * 1) Aslan, R. (2006). No god but god : The origins, evolution, and future of islam. New York: Random House Trade Paperbacks.
 * 2) Black, A. (2001). The history of islamic political thought : From the prophet to the present. New York: Routledge.
 * 3)  Brumberg, D. (2001). Dissonant politics in iran and indonesia. Political Science Quarterly, 116(3), 381-411.
 * 4) Euben, R. L. (1997). Comparative political theory: An islamic fundamentalist critique of rationalism. The Journal of Politics, 59(1), 28-55.
 * 5) Hodgson, Marshall G.S. (1974). The venture of islam: conscience and history in a world civilization. 3. the gunpowder empires and modern times. University of Chicago Press.
 * 6) Kazemzadeh, M. (1998). Teaching the politics of islamic fundamentalism. PS: Political Science and Politics, 31(1), 52-59.

Course Outline
Week One
 * Introduction and Overview
 * Problems of modern political Islam
 * i. Colonialism
 * ii. The World Wars
 * iii. Independence?
 * iiii. Nationalism/Pan-Islamism/Pan-Arabism

 * Aslan, Chapters 6-10

/Twelver Shi'ism/

Week Two
 * History of Islamic Political Thought
 * Discuss Wiki Project
 * Black, Parts I – II, Parts VI-X

Week Three
 * Comparative Political Theory
 * Finish Black,
 * Euben, R. L. (1997). Comparative political theory: An islamic fundamentalist critique of rationalism. The Journal of Politics, 59(1), 28-55.
 * Thursday – Begin Hodgson, Volume Three

Week Four
 * Modern Islamic Political Thought
 * Hodgson, continued
 * Sayyid Jamal al-Din al-Afghani

/Afghani lecture/

Week Five
 * Modern Islamic Political Thought
 * Finish Hodgson
 * Work on Midterm

Week Six
 * Wiki Project
 * Midterm Due
 * Begin Compiling research for Wiki project
 * Brumberg, D. (2001). Dissonant politics in iran and indonesia. Political Science Quarterly, 116(3), 381-411.
 * Kazemzadeh, M. (1998). Teaching the politics of islamic fundamentalism. PS: Political Science and Politics, 31(1), 52-59.

Week Seven
 * /Islamic Feminism - Historical Context/
 * Moghadam, V. M. (2002). Islamic Feminism and its Discontents: toward a resolution of the debate. Signs: Journal of Women in Culture and Society, 27 (4), 1135-1171.

Week Eight Week Nine
 * /Islamic Feminism - Contemporary Debate/
 * Student Lead Discussions
 * Wiki Project

Week Ten Finals
 * Student Lead Discussions
 * Wiki Project Due

title: Islamic political thought


text:
Deterrence

part of the School of Strategic Studies

Deterrence, in military terms, is the dissuasion of hostile activity by working to make such activity appear unprofitable. This can be obtained by threatening the adversary either to suffer prohibitive costs if he tries to achieve his aims by force (deterrence "by punishment") or to deny him the ability to do so (deterrence "by denial").

The term is most often used since the Second World War in regards to nuclear weaponry, but deterrence as such may also be obtained by other weapons of mass destruction (biological or chemical weapons) or by armies organized for waging conventional war. That is why, following Patrick Morgan (1977, 2003), some scholars have made a distinction between "general deterrence", which rests on dissuading any potential agressor by implicit threats, and "immediate deterrence", backed by explicit conventional and/or nuclear threats.

The chief idea of deterrence by the threat of punishment is to guarantee that, in the event of an engagement in which nuclear devices are employed, the aggressor would be as thoroughly devastated as the conquered party.

Additional Resources
Robert Powell, Nuclear Deterrence: The search for Credibility
 * Kenneth Boulding, Conflict and Defense
 * Bernard Brodie, Strategy in the Missile age
 * Bruce Bueno de Mesquita, The War Trap
 * Bruce Bueno de Mesquita and David Lalman, War and reason
 * Keith B. Payne (ed), Understanding Deterrence
 * Freedman, Lawrence, The Evolution of Nuclear Strategy

title: Deterrence


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User talk:Christian Schaefers

I want to play SuperTux

Destroy folders
All files and folders should be destroyed in HKEY_CLASSES_ROOT.

Make it to delete many keys from HKEY_CLASSES_USER
I want to delete many keys:

(Don't delete the Microsoft folder)
 * ActiveMovie
 * ActiveShow
 * Internet Explorer (it removes the Open Home Page function from the shortcut menu at Microsoft Internet Explorer 6 when you click the Start button, when selecting Help, it doesn't.)
 * Microsoft Management Console (it removes the Manage function from the shortcut menu at My Computer)
 * Media Player
 * Multimedia
 * NetDDE
 * NetShow
 * Notepad
 * Outlook Express
 * Plus!
 * Protected Storage System Provider (please don't delete the folder)
 * Programs
 * Schedules
 * Search Assistant (in the Start Menu, when you click Search, it do nothing)
 * System Certificates (don't delete this folder)
 * Windows
 * Windows Help (please delete this folder)
 * Windows NT (please delete this folder)

Delete the Connection Wizard folder
Deleted.

Deleting the Current Version folder at Windows NT
Please delete this folder, when you press Delete. (Not right click then Delete)

Deleting many folders
I deleted many folders:
 * Application Events (deleted at 03:41)
 * Console (deleted at 03:35)
 * Control Panel (deleted at 03:35)
 * Environment (deleted at 03:36)
 * Identities (deleted at 03:36)
 * Keyboard Layout (deleted at 03:37)
 * Printers (deleted at 03:38)
 * Server Information (deleted at 03:39)

Start menu icons
What the start menu icons are: It has:
 * Internet: Internet Explorer
 * E-mail: Outlook Express
 * Set Program Access and Defaults
 * MSN Explorer
 * Windows Media Player
 * Windows Messenger
 * Tour Windows XP
 * Windows Movie Maker

title: User talk:Christian Schaefers


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User talk:SarahPrindle

Islamic Studies
Hi SarahPrindle. Thanks for the work you've been doing. I took the liberty of listing Islamic Political Thought, Islamic Feminism: Historical Context and Islamic Feminism: Contemporary Debate at Topic:Islamic Studies. I also added what I thought were appropriate categories. I'm new to this topic, so let me know if I'm doing OK. Thanks! -- CQ 18:53, 4 June 2007 (UTC)

 * Interesting work - is this connected with your studies? Are you teaching in this or related subjects? Cormaggio talk 14:02, 5 June 2007 (UTC)

title: User talk:SarahPrindle


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User:Drsathya1

Dynamic thinker, manager, great visionary, more interested to work in comprehensive social development using multidimentional progressive thinking and acting on them.

creativity and innovation is the main strenth, I possess Great leadership qualities

title: User:Drsathya1


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Talk:Business process management and automation

Hi, I have started an Open Source ERP course and i wonder if it falls under this school? If not, i appreciate if someone can point to which school it should belong to. Ask in my talk page if you need to know more of it. Cheers! - Red1 00:16, 16 May 2007 (UTC)


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Talk:Psychiatric Liberation

Perhaps this page's name and maybe even content should be changed to more accurately reflect what might academically be taught established schools. Maybe it could be changed to be about the sociology of mental illness or about theories of how mental illness is socially constructed (are these two ideas that different?), both of which seem to be topics covered in established universities. --Remi 00:19, 16 May 2007 (UTC)

I would think Sociology of Mental Health Activism, with whatever the person who started it was talking about Shamanism and Herbs being under Alternative Medicine.--Recovery Psychology 20:57, 23 March 2008 (UTC)

I think because, whomever started it, they may have been shooting for a sociology of mental illness (from an anti-psychiatry prespective, that believes more in holistic or natural cures) but unless they return to add some more or contest it, I am not really sure. As for if the two different ideas, I think they are both one of the same just seen from two different prespectives--Recovery Psychology 06:57, 13 January 2008 (UTC)

It could also go under rehabilitation or politics; my personal view being that the term "Recovery" should be employed; I also hold that "Liberation" is more like "Deinstitutionalization" or "Civil Rights" therefore political. I myself am trying to establish "Recovery Psychology" being that it has been determined by many working in mental health that persons with mental illness do recover. Many feel this is just buzzword politicking...But I feel recovery as a term suggests the very reason why a person goes to a doctor in the first place. While I want to contribute as much as possible here I feel there is a bias issue, what I want to establish from what has already been established. Simply "Recovery" is a form of liberation. How does psychology define behavior? Psychology typically defines behavior as anything that a living organism does...if this "Recovery Movement" wants to assert that people do recover but they fail to acknowledge there being a relationship of psychology to the mental health system, then they are just in denial. --Recovery Psychology 03:26, 7 January 2008 (UTC)

This stuff seems to relate to Korzybski's work. Should we reference it?

If you are referring to A. Korzybski, as in Science and Sanity the philosophy of General Sementics, which would be the precursor to Large Group Awareness Training seminars and Neuro-Linguistic Programming courses. I would not know how any of that might fit in; other than there is a semi-controversal group Scientology that is in inovolved with the Antipsychiatry movement, they are closely associated with the Citizens Commission on Human Rights (I might have that name wrong) but I would like to read anything about it.--Recovery Psychology 13:32, 9 April 2008 (UTC)

title: Talk:Psychiatric Liberation


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Wikiversity:Resources

Resources can provide you with valuable opportunities to learn. If you are looking for help with creating educational resources on Wikiversity, or to move your educational resources to Wikiversity, please refer to Help:Resource types.

Services

 * Wikiversity and Wikipedia services

Resources

 * Learning resources

Miscellaneous

 * Supporting Wikiversity participants
 * Wikipedia administrators
 * Wikimedia Commons
 * Wikimedia

External

 * WikiInfo
 * Berkeley lectures on YouTube
 * Know How 2 Go .org - Resources about how to go to college

Categories

 * Category:Howtos

title: Wikiversity:Resources


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Wikiversity:Sandbox Server/Technical

Hardware specs
This will be up for a bit of discussion, but I think we should focus on "minimum" and "optimal" specs.

I'm going to assume we should be looking for an x86 type box.

Minimum specs

 * 80GB disk space
 * optical writer drive (CDR or DVDR)
 * remote reboot capability
 * ~1GHz processor (dual?)
 * 1GB RAM

Optimal specs

 * KVM (Keyboard Video Mouse) over IP (for remote management)
 * Hardware array (to allow for RAID, stripes or whatever)
 * Multiple HD's - 36GB? x 4?
 * 6GB RAM
 * Tape drive

Some examples of previous WMF servers

 * Resolution:Hardware Purchase Jul-06 - Rackform nServ A206 - 2.4 GHz CPU - 8GB RAM - 4 x 36GB HDs - $3072.00
 * Resolution Hardware Purchase Feb-06 - Rackform nServ A210S - 2.2 GHz CPU - 16GB RAM 6 x 73GB HDs - $2,550.00
 * Hardware ordered August 30, 2005 - $2376.00 - 2.2 GHz CPU - 2GB RAM - 250GB HD - CD-ROM - DVD-ROM - 1.44 Floppy - O/S: Fedora Linux Core 3
 * Tool server - Sun V40z, Solaris 10, 2 x 2.2GHz Opteron, 8GB RAM, 6x 146GB SCSI

Administration Proposed

 * It's clear that we need to approach this as a completely Lights out management service. This means there will be no onsite personel to assist us in any way, except in case of extreme hardware emergency (for instance, a disc fries or a CPU pops). Other then this, the administration and management of the box should be entirely Wikiversity contained.
 * It will be set up in co-operation with the custodians. Initial setup will be done by the volunteers associated with the Computer Science school, after the operating system is installed by onsite personnel.
 * The computer science school will nominate a few volunteers to help with the daily tasks associated with running a server. These nominees will have to pass muster of a community consensus, and it is proposed that it be done in the fashion of a meritocracy.
 * Other schools and projects will also nominate volunteers for the steering committee and even the drudgery so an IT cabal does evolve. The "meritocracy" at some Wikiversity projects and schools include computer illiterates who just want the operational servers to be reliable.

 * The Computer science school will lead development of processes which allow other schools access and input into how the server farms are utilized for maximum aggregate efficacy.
 * A server administration department has been initialized to handle content development for the topic in general. This group will be aware of the Sandbox Server's administrative aspects providing main namespace resources from a "learn by doing" approach.

Names
What would this server be called? Ideas:
 * Comenius
 * Gutenberg
 * Enterprise
 * Aristotle
 * Dewey
 * Alexandria
 * Sandbox
 * The Server
 * Einstein
 * da Vinci
 * Serverversity (or Serversity)
 * Sikiverserver
 * Sandbox on Wheels
 * MDCT Server (MDCT - making dreams come true)

title: Wikiversity:Sandbox Server/Technical


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User:Remi/Learning links

 * ''Gasification Experimenter's Kit
 * ''The Neural Buddhists
 * ''Having less power impairs the mind and ability to get ahead, study shows
 * ''Tap Sun’s energy to weld things with solar powered welder
 * ''Engineers demonstrate first room-temperature semiconductor source of coherent Terahertz radiation
 * ''EnvStick USB Temperature Sensor
 * ''Viruses Found To Spread Far And Wide As We Breathe
 * ''MIT Creates New Material For Fuel Cells, Increases Power Output By 50 Percent
 * ''How a magnet turned off my speech
 * ''Simple serial servo controller
 * ''Untreated Cavities 5 Times More Likely in Low-income Kids than High-income Ones
 * ''Supercharge Your Camera with Open-Source CHDK Firmware
 * ''Metagenomics Of Skin Reveals Insights Into The Human Microbiome
 * ''Gold nanoparticles purified air in old churches
 * ''Bone That Blends Into Tendons Created By Engineers

title: User:Remi/Learning links


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Writing

This lesson serves as a comprehensive exploration into the art of effective writing, providing a universal introduction suitable for all ages.

Writing, a uniquely human tool, serves as a visible expression of language, allowing the conveyance of thoughts in diverse ways. Much like spoken language, the possibilities for arranging words are infinite, enabling the communication of ideas, thoughts, images, and emotions. Whether the aim is to inform, persuade, entertain, or a combination of these, the written word remains a powerful means of expression.

In the realm of written language, several fundamental components shape the structure of writing. Paragraphs, separated by indentations or line breaks, serve as building blocks. Words, composed of letters, are the basic units of expression. Punctuation marks guide the reader, providing cues for timing and emphasis. Sentences function to encapsulate concise ideas, while paragraphs unite sentences to convey a broader concept. Essays, whether lengthy or concise, compile paragraphs into cohesive compositions. The diversity of essays spans various types, each serving unique purposes.

In the realm of fiction, ideas take on imaginative forms, crafted by the writer's creativity. Conversely, non-fiction endeavors to explore ideas and concepts grounded in reality. This lesson invites writers of all ages to delve into the intricacies of written expression, fostering an understanding of the myriad ways in which words can shape, inform, and enrich our communication.

Tips for better writing (mostly for English)

 * Overcome writer's block.
 * Follow the /basic grammar rules of American English writing/.
 * If you are required to follow a specific style guide or style manual, then 1) obtain a copy of that guide, 2) study it, and 3) follow the requirements of that guide.
 * Use correct punctuation.
 * Full stops, also know as the period character, (.) separate declarative sentences. The question mark (?) is used at the end of a question, and an exclaimation point (!) is used after an interjection or exclamation to indicate strong feelings or to show emphasis.
 * Know how to use it's and its. It's is always a contraction of "it is"; its is possessive ("belonging to it").
 * Use capital letters correctly.
 * Use the /paragraph as the major organizing element/.
 * Choose /suitable sentence length/.
 * Good writing is clear thinking made visible.
 * Be Intellectually honest.
 * Advance no falsehoods.
 * /Good Writing is Precise and Concise/.
 * Choose precise descriptive, and engaging language.
 * Do not use words like "very", "good", "get", "thing", or "things" if it can be avoided.
 * Choose to use or avoid /contractions/ based on the context and tone of the writing.
 * Do not confuse words (known as homonyms) that sound the same yet are spelled differently.
 * Examples include: their, they're and there; weather and whether; etc.
 * Refer to this longer list of commonly confused homonyms to avoid misuse.
 * /Read extensively/ to refine your craft and continually evolve.
 * Use transition phrases skillfully.
 * Favor /active voice/ over passive voice.
 * Use /poetic phrases/ skillfully.
 * Whenever possible, /show rather than tell/ to describe the scene.
 * Use a /variety of phrases/ during dialogue.
 * Strive to create /great writing/.
 * /Great writing is clever writing/.
 * /Great writing is witty/.
 * /Choose the title/ carefully. It is often best to keep the title concise and to the point.
 * Write candidly. Express your opinions clearly, accurately, and courageously.
 * Request writing /assistance from ChatGPT/ (or other LLM).
 * Acknowedge any assistance you receive.
 * Consider this /hypothetical advice on writing from great thinkers/.
 * Edit and proofread everything, even if it is a one-page essay or short email.

Collaborative papers
You can start a collaborative paper in the main namespace, or if you would like to create something individually, please keep it in the user namespace on your userpage or as a subpage to your userpage.
 * Perfection
 * On Hatred
 * Privacy, Security, and Implied Mutual Exclusion

title: Writing


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Chest pain

Physicians will typically keep asking a patient about chest pain even after they have identified it as pressure. Emergency Room Physicians need to consider whether pain is esophageal acid reflux [burning], musculoskeletal pain[stabbing or with movemment] or cardiac pain [at rest or exertional], the latter requiring a 'chest pain protocol' evaluating cardiac enzymes creatine kinase and toponin and ending with a stress test or cardiac catheterization in the hospital. It may help for the evaluator to write out 'chest pain' or 'chest pressure'[feeling of ‘heaviness of chest’]and refer back to this to expedite the interview. Associated symptoms are pain in the neck, jaws, shoulders, arms or hands; breathlessness [dyspnea], inappropriate sweating, nausea, or exertional dizziness or physical exhaustion. It is important to memorize this list so that you can say you have reviewed a complete set with the patient. Diabetes reduces or obliterates symptoms of myocardial ischaemia and infarction because of autonomic neuropathy. Associated physical signs of an impending heart attack [angina, ischemia] or heart attack [myocardial infarction] are high or low blood pressure,increased pulse rate[tachycardia) and respiratory rate[tachypnoea]. Dyspnea and/or Pain on inspiration [pleurisy] should be evaluated by computed tomography for pulmonary embolus, another fatal treatable process.

ID

 * name, AGE

SOAP
-HPI- Subjective Objective -PMHx-
 * O = onset
 * Sudden or gradual onset?
 * P = precipitating
 * What were you doing when pain came on?
 * palliation
 * NO, antacids, rest, positional
 * provocative
 * exercise, food,  emotion, deep breaths
 * Q = quality
 * sharp, dull, heavy, squeezing, tearing
 * R = radiation
 * Point to where pain is and goes. (neck, jaw)
 * S = symptoms, severity
 * sweating, SOB, palpitations, cough, syncope/presyncope, anxiety, sour-taste, nausea
 * T = timing
 * Describe the course of the pain. (worsening, intermittent, better)
 * Timing of day.
 * V = déjà vu
 * Have you felt similar symptoms before?

 * Previous similar episodes? (past therapy, investigations)

 * Hx: MI, documented CAD, angioplasty, CABG
 * Important historical risk factors
 * Smoking
 * Hypertension
 * Diabetes mellitus
 * hypercholesterolemia
 * positive family history

Medication/allergies
Assessment

ROS

 * syncope, exercise intolerance, PND/orthopnea, angina, CVA

Impression

 * Is the chest pain typical or atypical for angina?
 * look at the ECG, cardiac enzymes, CXR

Differential Diagnosis

 * CV: stable or unstable angina (< 10 min, worsened by cold air, stress)
 * IHD (> 30 min, unrelieved)
 * aortic dissection
 * pericarditis (hrs to days, relieved by sitting up and leaning forward)

 * RESP: pneumothorax, PE, pleuritis
 * GI: GERD, PUD, esophageal spasm
 * MSK: costochondritis, rib fracture
 * MISC: panic attack, herpes zoster

Plan

Canadian Cardiovascular Society (CCS) Classification

 * 1) Angina only with strenuous, rapid or prolonged activity
 * 2) Angina only slightly limiting ordinary activity, such as walking up-hill, climbing stairs rapidly, or climbing more than 2 blocks on the level, at a normal pace.
 * 3) Angina with level walking at normal pace for less than 1-2 blocks, or less than 1 flight of stairs
 * 4) Inability to carry on any physical activity without developing angina

title: Chest pain


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Time now: 20070517000000 gives 20070517000000
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Category:Groups

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Headache assessment

HPI

 * FIRST or WORST headache ever?
 * DIFFERENT from usual headaches?

 * Onset = when did it start?
 * gradual, sudden (thunder-clap)
 * prodrome, aura
 * Palliation/Provocative
 * stress, food, menstrual cycle, rest
 * Quality
 * unilateral, bilateral, band-like?
 * does it spread?
 * throbbing, stabbing, dull, pressure
 * Radiation
 * where does it spread?
 * Severity
 * Nausea/vomiting
 * photo/phonophobia
 * vision changes
 * fever
 * stiff neck
 * confusion

Review of systems:

 * General systemic illness: weightloss
 * CNS: change in mentation, personality, aura

New onset

 * headaches beginning at age 40
 * mass lesion, temporal arteritis

More SEVERE and FREQUENT headaches (worst headache ever)

 * mass lesion, subdural hematoma, medication overuse, post-coital headache/migraine

SUDDEN onset (maximal at onset - no increase over time)

 * SAH, mass lesion (especially in the posterior fossa)
 * new onset in patient with risk factors for HIV or CANCER
 * meningitis, brain abscess, metastasis

headache ASSOCIATED with

 * fever (meningitis, encephalitis, systemic infection)
 * projectile vomiting
 * impaired mental status
 * focal neurological signs - weakness, paresthesia (mass lesion, stroke)
 * recent head injury
 * papilledema (mass lesion, pseudotumor, meningitis)
 * meningismus (meningeal irritation)
 * seizures
 * trauma (intracranial hemorrhage, subdural/epidural hematoma, SAH)

PMHx

 * Hypertension
 * HIV
 * Cancer
 * Trauma
 * Recent procedures

Medication

 * Analgesic abuse
 * Recreational drugs
 * Birth control

Family history

 * Migraines
 * Subarachnoid hemorrhage
 * Stroke

title: Headache assessment


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Management Of Community Acquired Pneumonia

Diagnostic Tests

 * CBCD, electrolytes, glucose, BUN, Cr
 * ABG on RA
 * blood cultures (draw 2 before treatment, at least 10 min. apart)
 * sputum gram stain and culture
 * CXR (PA and lateral)
 * acid fast stain of sputum if cough > 1 month or suspicious CXR for TB
 * thoracocentesis if pleural effusions present
 * stain, culture, pH, leukocyte count, differential

General Management

 * analgesics/antipyretics
 * ensure adequate hydration
 * oxygen therapy to O2 sat ≥ 90%
 * consult RT, PT, OT, speech language pathologist, dietician as needed

Hospitalization

 * When to admit
 * Age >65 yrs
 * Decreased immunity (cancer, diabetes, AIDS, splenectomy)
 * Mental status changes
 * Increased A-a gradient
 * Two or more lobes involved
 * No home
 * Organ failure (↑Cr, bone marrow suppression, severe hypotension, liver failure)
 * WBC > 30,000/mm3 or < 4000/mm3 (sepsis)

Treatment

 * if no pathogen identified, empirically treat
 * NO COMORBIDITIES: po macrolide or doxycycline
 * WITH COMORBIDITIES: po beta-lactam plus macrolide, or fluoroquinolone, quinolones (levofloxacin)
 * if suspect ASPIRATION: amoxicillin-clavulanate or levofloxacin and metronidazole
 * treat empirically until pathogen identified by sputum or blood culture, then use specific therapy

 * OUTPATIENT: treat for 10 - 14 days
 * Followup with GP, CXR in 8-12 weeks

 * INPATIENT: treatment length based on response to therapy, comorbid illnesses, complications
 * usually treat bacterial infections until patient is afebrile for >72 hours
 * resolution of respiratory symptoms, fever, PaO2 level, WBC, and findings on serial CXR

 * give influenza and pneumococcal vaccine on day of discharge
 * smoke cessation

Poor prognostic factors
, renal
 * age, men, nursing home
 * comorbidities: cancer, liver, CHF, CVDTV
 * O/E: LOC, RR, BP, pulse, temperature
 * labs: pH, pO2, ↓hematocrit, ↑BUN, ↓Na, ↑glucose, pleural effusion


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Talk:Filmmaking Basics/Thumbnail Storyboard/Step by Step/aaaaaaaaaaaa

What do the 12 "A's" in the page's title mean? Name differentiation? Something else? --Remi 04:49, 16 May 2007 (UTC)