text:
Science Fiction Challenge/Mnemtronium/Part 2

They dined at a table for five on the upper floor of the Campus Tower Hotel. The restaurant had no windows, but the walls were video displays that showed the adjacent Dock District no matter which direction you looked. Davuk could look between Dr. Taloqua and Dr. Morrisen and watch the lights of ships on the Bay.

To Davuk's left was Dr. Famatalan, a particle physicist. To the right, Dr. Wadd, a cosmologist. After the introductions, Dr. Wadd had suggested that they drop the use of titles and have an informal chat over dinner. Dr. Wadd looked like she was old enough to be a great grandmother, but she had clear, darting eyes that burned with the fires of a curious child. She said, "Please call me Nasha."

Dr. Famatalan pretended to offer Davuk needed male camaraderie, "When Nasha speaks of informal chat you should brace for excruciatingly erudite discourses on obscure proofs of theorems in theoretical physics. Come sit next to me lad, and I'll translate. I'll spare you my first name- my friends call me Allatin."

Dr. Morrisen introduced Davuk to Dr. Taloqua, referring to her as Maataa Taloqua. Allatin took Davuk by the arm and led the way to their table. "Don't bother to ask, Dr. Morrisen has no first name. Have you looked at her publications? Even there she is just L. F. Morrisen. For a time I called her "Elf", but then I realized she likes that nickname."

They spoke drink orders into the table and then Dr. Morrisen commented, "Allatin goes out of his way to antagonize people. My first name is very silly and it would delight a misanthrope like Allatin to learn my name and make fun of it. I realized this danger at an early age and never published my name. Allatin is frustrated by my secrecy and he hates calling me "Morrisen". Really, the one name is adequate."

Dr. Wadd put a hand over Davuk's hand. "Ignore them, they are like a foolish married couple. We had dinner with Maataa Taloqua last week and learned all of her secrets. Her first name is Berta, but she prefers to be called "Maataa". So, now, this week we will learn your secrets. Already you favorably impress me by not playing any of these silly games with your name."

Davuk let his fingers interdigitate with Nasha's and for a moment felt that he may have found in her another person who was on his mental "wavelength". But then the sensation faded and he thought again of his childhood friend, Katyin. Memories from his youth flooded back, but he forced them away and concentrated on saying something before his silence grew too long and uncomfortable. "I suppose I've always been puzzled enough by the basic facts of my life that I have not had to turn simple names into games."

Allatin chuckled. "Nasha does not accept that lying is a popular language game. Its a normal social interaction to test what you can lie about and get away with. Some of us lie about our names because it allows us to get in a quick lie even while being introduced to strangers."

Maataa Taloqua spoke quietly, but with force, "Davuk is lucky. He leads a life that is mysterious enough not to need the kinds of silly games others turn to in attempts to fight boredom."

Allatin shook his head, "What do you mean? Belief in ESP is not new, not mysterious. Read Dr. Morrisen's mind and tell us her first name, then I might listen to your stories about ESP. And you, Maataa Taloqua, die and come back from the dead....then I might believe in your past-lives nonsense."

Nasha squeezed Davuk's hand. "Ignore him. He denies the reality of anything not published in a physics journal. Morrisen says your ESP beliefs led you to participate in our little science project. Do you read minds?"

Davuk shrugged. "Today when Dr. Morrisen was talking about the unconscious, I had the thought that maybe everyone has ESP, but it remains in the unconscious. Maybe some of us find it easier to bring the ESP part of brain activity into consciousness."

Allatin skoffed. "Maybe some find it easier to play games with self-deception rather than lying to others."

Maataa Taloqua assured Davuk, "He was just as rude to me last week. Allatin is a skeptic. He is afraid to admit that the world might be more complicated than the mechanical system his science of physics studies."

Allatin defended himself. "I'm ready to believe evidence."

Dr. Morrisen said, "Davuk seems to think that maybe our research on hibatons can provide evidence that the brain powers a communication channel beyond the usual senses."

Allatin shrugged. "We know that is the case. Most large brained animals use the Sun's stream of hibatons as a source of orienting information, a beacon. Human worship of the Sun may be coupled to emotional responses triggered by hibaton receptors in the brain."

Maataa Taloqua began to ask a question but a pair of robots arrived with their drinks. After they were done serving, she said, "What about the soul? Could hibatons propagate our thoughts into a future without our carbon-based bodies, the future time after our deaths? Could hibatons bring us information and knowledge of past lives?"

"Bah!" Allatin threw up his hands in disgust. "How about some evidence? It is far easier for me to imagine that you just think you are experiencing past lives. What if Davuk just imagines that he experiences extra-sensory communication when in reality his own brain is playing tricks on him?"

Dr. Morrisen suggested, "But what if hibatons are what causes some people to believe in life after death and communication between minds by channels beyond the usual senses? Then maybe it is to be expected that participants in our study of how brains detect hibatons will be more likely to report contact with other minds."

Nasha asked, "But how would that work? How could anything as complex as memories and thoughts be sent between two brains in the form of hibatons? And what could send a signal of any kind after a brain dies?"

Dr. Morrisen added, "And how could we produce evidence for such signals if they did exist"?

Davuk tasted his drink and wondered about hibatons and the sense of connectedness he continued to feel. He let go of Nasha's hand and looked out at the Bay. His gaze shifted to Maataa Taloqua and he suddenly felt sure that he was feeling a link to her. Maataa Taloqua stared at him and a small grin appeared on her face.

Davuk had long imagined the possibility of finding someone else who not only was on his mental "wavelength" but also was able to sense that linkage in the same way. Davuk restrained his desire to confirm that Dr. Taloqua also felt the connection between them, but with a skeptic like Dr. Famatalan present, it just was not worth getting into.

Davuk turned his attention to the menu and placed an order for his dinner.

Dr. Wadd and Dr. Morrisen described a study they had once done together attempting to demonstrate that human thoughts could influence the activity of a quantum computer. The results were all negative, but that research had been done before the brain's hibaton receptor system was charted.

The robots returned and served them their meals. Dr. Morrisen ate a few bites then asked Davuk, "You did not answer Nasha's question; is what you experience a reading of another person's mind?"

Davuk shook his head. "I never said that I can read minds. It is not a matter of information exchange over a data channel. It is a sensation of connectedness."

Dr. Famatalan suggested, "Then we should be able to design a test that would allow us to demonstrate the existence of this connection."

Davuk shrugged. "If it were easy, I would have made such a demonstration long ago."

Dr. Famatalan noisily slammed down his fork, frowned and asked sarcastically, "And this is where you claim that you cannot make such a demonstration to skeptics because of their negative energy?"

Davuk chuckled. "No, I've never thought that there is any way to interfere with this mysterious sense of connectedness. Walls do not stop it and distance seems irrelevant. However, there is a phenomenon that I would call 'misdirection'. Sometimes when the sensation is awakened for the first time-"

Dr. Wadd interrupted, "Awakened? What does that mean? This extrasensory perception comes and goes? It is not reproducible?"

Davuk was all too familiar with the difficulty of trying to explain the "color" of an experience that others could not experience for themselves. "That's not what I said. If anything, it is a problem that the sensation is too constant. It is always there."

Dr. Taloqua asked, "Like a sound or odor that is always there? Your mind stops paying attention to it?"

Davuk asked a question of his own. "Does someone suffering from chronic pain stop feeling the pain? I suppose they just learn to live with the constant sensation of pain. For me, when this sensation of connectedness "awakens" I mean that I begin to associate it with a particular person. Imagine entering a noisy room. From outside you hear a mix of many voices. You enter the room and you can begin to associate individuals with particular voices."

Dr. Morrisen asked, "So do all of us have a unique "voice" that you can hear?"

Davuk frowned. "That was just an analogy. What I experience is not at all like a sound and it is not a matter of each person I feel connected to having a unique signal. I use the phrase 'my wavelength' because the connectedness comes to me in the same way for multiple people, like a single featureless carrier wave. I suppose you might have your own 'unique voice', but I cannot tune into your 'wavelength'. There is only a small subset of people that I feel connected to and I connect to them all in the same way."

Dr. Wadd asked, "How small is 'small'? How many people are you in contact with right now?"

Davuk replied, "I do not know. I think I have always been connected to the same small subset of humanity, but through my life I have found more and more of these people who are on my 'wavelength'. With each such contact I become more sophisticated in making 'the link", that is, identifying new acquaintances who are on my 'wavelength'. That is a learned skill, but the basic ability to feel the sensation is innate."

Dr. Morrisen began to speak, "It happen-", but then fell silent.

Dr. Famatalan was also speaking at the same time and did not even notice Dr. Morrisen. "So if we marched test subjects behind a curtain, you should be able to reproducibly tell us when one of your soul mates is on the other side, even if you cannot see or hear them."

Davuk shook his head. "Sorry, but it does not work like that. There is no directionality to this sensation of connectedness. It is just there. Everywhere."

Dr. Famatalan raised an eyebrow, "Then how do you single out individuals as being on your 'wavelength'?"

Davuk chuckled. "How do you 'single out' the people you fall in love with? It is through interacting with them. You associate a sensation of love with their being...with the patterns of behavior of particular individuals. Can you explain why you love one person and not another? I suppose these things are a matter of complex unconscious brain activity. It just happens." Davuk looked back at Dr. Morrisen. "You were saying something, Dr. Morrisen?"

Dr. Morrisen shrugged. "I have a rather personal question. I thought better of asking it in such a public conversation."

Dr. Wadd said, "I know Morrisen well enough that I think I can guess what is on her mind. She has the bad habit of getting personally involved with study participants and then remembering that she has a doctor-patient relationship to protect."

Davuk nodded. "Look, I came here -to join this study- because I want answers. I agreed to come here tonight with the hope that this could be the start of an adventure in which we will all cooperate to make discoveries. In particular, I want the honest views of each of you," he looked at Dr. Famatalan, "Even if you think I'm crazy. I do not think of myself as a patient. I'd be honored if you could all think of me as a research colleague." He looked back at Dr. Morrisen, "So please, tell me what is on your mind."

Dr. Morrisen still hesitated. Dr. Wadd said, "When we first got here, we held hands for a while, then you pulled you hand away. Then you started breathing fast and looked at Maataa Taloqua."

Dr. Morrisen added, "Davuk, you said, 'It just happens.' It happened here tonight didn't it?"

Davuk looked at Dr. Taloqua and wondered if she cared that this topic was being discussed. Dr. Taloqua said, "I've never experienced the feeling of 'connectedness' that Davuk described, but I do have what might be related experiences....usually when I dream. But what can happen to me when I am awake is what is a form of déjà vu in which I feel that I have known someone before.....even though we just met."

Davuk explained, "When we sat down here tonight I experienced a rapid 'awakening' of my sense of connectedness. Maataa Taloqua is 'on my wavelength' and I sensed that she also felt some kind of connection to me. I'm a bit disappointed to hear that she does not experience the connection in the same way I do. But still, this is exciting....I've never had anyone tell me that they felt some..." Not sure what word to use, Davuk paused.

Dr. Taloqua suggested, "Paranormal connection?"

Davuk nodded. "But I would not call déjà vu 'paranormal'. It has been studied by neurologists."

Dr. Taloqua shrugged. "I suppose it is a matter of degree. Most people would not call 'feeling connectedness' a paranormal phenomenon. All normal people have feelings of connectedness to others."

Dr. Famatalan added, "And it is easy for me to imagine that Davuk just fails to process these feelings of connectedness in the same way that most people do."

Dr. Morrisen held up her hands. "Here is the question we must address. How do we conduct this research project so as to maximize the chance that we might recognize connections between the brain's hibaton receptor system and any unusual sensations or paranormal experiences reported by study participants? We are using the study participants as sensitive instruments....we are relying on them to provide us with reports of their subjective experiences so that we can look for correlations between those experiences and our objective measures of brain activity. But the problem is, we," She looked at Dr. Famatalan and Dr. Wadd, "The study designers, are blind to these paranormal experiences. We have to rely on you," She looked at Davuk and Dr. Taloqua, "To make sure that we do not miss important data just because we are blind to it. You are our 'eyes'. We need you to be colleagues and help us make sure that this research is done correctly, so as not to miss anything important."

Dr. Famatalan protested, "We'll never get our results published if we include a bunch of irreproducible "feelings" and fantasies."

Davuk suggested, "If we are going to discover something new, something dramatically new in the world of science, we need to keep open minds, but not so open that we abandon proper skepticism and standards of testing evidence."

Dr. Wadd cautioned, "If we start down this road you must keep your expectations under control. If we do not manage to collect more than anectodal first-hand reports, those anecdotes will not pass peer review. You have to be prepared to walk away unsatisfied."

Davuk nodded, "Fair enough."

Navigation

 * Continue to Part three
 * Mnemtronium - return to start


text:
Talk:Science and the nonphysical

Move to topic?
Shouldn't this be a topic, rather than an article? PeterMG 05:33, 16 May 2007 (UTC)
 * The "Topic:" namespace is intended to be used for what might be considered "departments" or "divisions". It does not seem uncommon for this misunderstanding to occur. I think I remember having the same thoughts about it too when I first started editing. Perhaps the community should make a better effort to communicate this. As I understand it, lessons, courses, discussions, etc all belong in the main namespace. --Remi 05:37, 16 May 2007 (UTC)

 * The page was originally thought of as main namespace educational content, but towards the end it has been turning to discussions of how to teach science. We could copy the discussion of how to teach science and creationism to a content development project. Topic:Evolutionary biology is one of the content development projects that indirectly links to Science and the nonphysical. Topic:Evolutionary biology --> Science as religion --> Darwinism as religion --> Science teaching materials for creationism --> Science and the nonphysical. Topic:Philosophy of Science is a content development project that links directly to Science and the nonphysical. There could be a new content development project called Topic:Creationism or something similar. See Topics and Content development. --JWSchmidt 13:56, 16 May 2007 (UTC)

Perhaps splitting this discussion into multiple pages (subpages) would improve navigability.
Perhaps splitting this discussion into multiple pages (subpages) would improve navigability. --Remi 06:35, 9 April 2008 (UTC)

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

title: Talk:Science and the nonphysical


text:
User:Jahiegel

w:en:User:Jahiegel

title: User:Jahiegel


text:
File:Photoshop Workspace.png

Summary
Photoshop Toolbox bar.

title: File:Photoshop Workspace.png


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Draft:Archive/2024/Adobe Illustrator

This page has been purged of incoming links, templates and category statements. See the history page for unpurged versions.
 * This a good example because it contains lots of links. For each link   was replaced by
 * The unpurged version is availabe at special:permalink/2609279

Welcome to the [*[School:Graphics|School of Graphic Design's]] Adobe Illustrator learning project. In this learning project, you will learn the basic elements of Adobe Illustrator and how to use it to accomplish simple tasks. Many versions of Illustrator are used in these lessons, as this was created by many users. Use the screenshots as a guideline, not as a definitive. The lessons in this learning project will walk you through a variety of subject areas.

Getting Started with Illustrator

 * 1) [*[/Introduction To Illustrator|Introduction To Adobe Illustrator]]
 * 2) [*[/The Illustrator Workspace/]]
 * 3) [*[/Creating A New File/]]

Group 1

 * 1) [*[/Selection Tool/]]
 * 2) [*[/Direct Selection Tool/]]
 * 3) [*[/Group Selection Tool/]]
 * 4) [*[/Magic Wand Tool/]]
 * 5) [*[/Lasso Tool/]]

Group 2

 * 1) [*[/Pen Tool/]]
 * 2) [*[/Add Anchor Tool/]]
 * 3) [*[/Delete Anchor Tool/]]
 * 4) [*[/Convert Anchor Tool/]]
 * 5) [*[/Type Tool/]]
 * 6) [*[/Area Type Tool/]]
 * 7) [*[/Vertical Type Tool/]]
 * 8) [*[/Vertical Area Type Tool/]]
 * 9) [*[/Vertical Type on a Path Tool/]]

Group 3

 * 1) [*[/Line Tool/]]
 * 2) [*[/Arc Tool/]]
 * 3) [*[/Spiral Tool/]]
 * 4) [*[/Rectangular Grid Tool/]]
 * 5) [*[/Polar Grid Tool/]]

Group 4

 * 1) [*[/Eraser Tool/]]
 * 2) [*[/Background Eraser Tool/]]
 * 3) [*[/Magic Eraser Tool/]]
 * 4) [*[/Paint Bucket Tool/]]
 * 5) [*[/Gradient Tool/]]

Group 5

 * 1) [*[/Blur Tool/]]
 * 2) [*[/Sharpen Tool/]]
 * 3) [*[/Sdmuge Tool/]]
 * 4) [*[/Path Selection Tool/]]
 * 5) [*[/Direct Selection Tool/]]

Group 6

 * 1) [*[/Type Tools/]]
 * 2) [*[/Pen Tools/]]
 * 3) [*[/Shape Tools/]]
 * 4) [*[/Notes Tool/]]
 * 5) [*[/Eyedropper Tool/]]

Advanced Editing Tutorials

 * 1) [*[/Background_Removal/]]
 * 2) [*[/Simple Photography Editing/]]

Miscellaneous Tutorials and Information

 * 1) [*[/Using Keyboard Shortcuts/]]
 * 2) [*[/Understanding File Types/]]

title: Draft:Archive/2024/Adobe Illustrator


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User:Murakumon/Adobe InDesign

Welcome to the School of Graphic Design's Adobe InDesign learning project. In this learning project, you will learn the basic elements of Adobe InDesign and how to use it to accomplish simple tasks. Many versions of InDesign are used in these lessons, as this was created by many users. Use the screenshots as a guideline, not as a definitive. The lessons in this learning project will walk you through a variety of subject areas.

Goals
This learning project offers learnings activities to teach people how to use Adobe InDesign, a graphics editing program for Windows and Macintosh platforms. Starting with the very basics, people will learn the various functions of the program through a series of hands-on tutorials, and learn how to use them together to create different results.

Getting Started with InDesign

 * 1) /Introduction/
 * 2) /Workspace/
 * 3) /Creating A New File/

title: User:Murakumon/Adobe InDesign


text:
User:Abhishek Guru

Hi There Wiki,

This is Abhishek here. I work in Chennai, India for HCL Technologies

I am most interested in music, and help rock bands in the city of Chennai by organizing concerts. Playing bass guitar, reading, and learning about newer ways in which I can use the internet to build channels of communication are passions that I live for. I also travel a lot and love being close to nature.

Besides all this, I like to meet people, discuss ideas and make friends. I hope I can contribute to the wikiversity with some information

Abhishek

title: User:Abhishek Guru


text: User talk:Hampshire2004

title: User talk:Hampshire2004


text:
User talk:Sk-ap~enwikiversity

hbjmuh

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 Sk-ap. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Sk-ap~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 23:43, 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) 06:22, 19 April 2015 (UTC)

title: User talk:Sk-ap~enwikiversity


text:
User:Bearmancorn~enwikiversity

bookmarked

 * oblivion

title: User:Bearmancorn~enwikiversity


text:
User talk:Bearmancorn~enwikiversity

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 Bearmancorn. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Bearmancorn~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 23:30, 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) 06:04, 19 April 2015 (UTC)

title: User talk:Bearmancorn~enwikiversity


text:
User:Brichard

Hello My name is Bruce Richardson, and hence my user name Brichard. I've been using computers for over thirty years, mostly in the IBM Mainframe area. I'm currently contracted out as a z/OS Systems Programmer. I would like to contribute ideas/information/thoughts about operating systems and programming languages.

Brichard 15:35, 16 May 2007 (UTC)

title: User:Brichard


text:
Talk:JavaScript/Basic JavaScript

Working Together
Hamshire2004 would you like to create more guides together with me? I think it would benefit us and the user reading our guides.

--Xora 19:01, 21 May 2007 (UTC)

Goals
In order to get a general idea of where the Basic JavaScript article is going, perhaps goals should be set for the Basic JavaScript course. Likely these should include

 * Variables/Operators and Functions (discussing how to declare a basic variable and a basic function)
 * Language Constructs (i.e., if statements, case statements, loops, etc.)
 * Possibly forms, HTML input features, etc.

Any suggestions? What exactly should distinguish the Basic JavaScript course from the intermediate one?

Hampshire2004 17:34, 16 May 2007 (UTC)

I've started the second lesson, but it needs more information on operators and arrays (and possibly some more explanation on variables). Another possibility would be to add some suggested exercises.

Hampshire2004 20:05, 17 May 2007 (UTC)

Local example
We have MediaWiki:Common.js and MediaWiki:Monobook.js in place and have fiddled with them some. This might be a good place to learn how MediaWiki and Javascript can work together. We just have to make sure things are fully explained and there is consensus from the community when editing the actual scripts. Also, it is important to learn how the JavaScripts interact with MediaWiki:Common.css and MediaWiki:Monobook.css. Just a thought. See the MediaWiki Project page for some ideas -- CQ 20:17, 21 May 2007 (UTC)

 * That's cool! I didn't realize that there was a MediaWiki project within Wikiversity. Though probably not in the basic course(!), a research project could definitely be started within the JavaScript section on using JavaScript with wiki software. When you refer to getting consensus, though, do you mean that you think we might end up actually modifying part of the scripts as part of a project? Is there a safe way to experiment with the software? Hampshire2004 11:59, 23 May 2007 (UTC)

 * The Common.js and Monobook.js pages in the MediaWiki: namespace show up site-wide, hense consensus should be reached befor changing them. However, you can add monobook.js and monobook.css pages to your User: space - Example: User:Sebmol/monobook.js, User:Sebmol/monobook.css. I'm not yet aquainted with how to implement this, but obviously there are people here and many at Wikipedia who are. Maybe we can work this into a research and development project. BTW, Hampshire2004, where's your user page? CQ 16:49, 23 May 2007 (UTC)

Comments
In this sentence: "For the purposes of this course, though, you should only ever need to use the JavaScript tag." The type="text/javascript" is an attribute of the style tag, and text/javscript is a mine type. What is a JavaScript tag exactly?

And in this sentence: "Well, document.write is the JavaScript standard for writing text to the browser window." Who says? Can we get a source for that please? Personally, I'd recommend the innerHTML method. Yes, w3 has depricated it. But ask yourself why ALL browser venders continue to support it? It's because of it's popularity, and it's highly unlikely, in fact, I'd put money down saying that innerHTML will not become unsupported anytime in the near future.

Additionally, if your script is in the header, document.write inserts at the beginning of the body tag. What happens if you want to insert after some child, or grandchild node in the body? document.write would require that your script be placed in the exact spot you want your text.

All of that combined, I think, makes document.write NOT the defacto standard for writing text to the document. In fact, it's usefulness, in my opinion, is almost entirely limited to debugging.

If you are creating an entire document with javascript, and ALL of the content in the body is generated by javascript, then I could see using document.write in a production environment. And that seems a rather limited production use, no?

And another thing, it's sloppy technique to not terminate lines of code with a semicolon. I'll use Douglas Crockford, creator of JSLint, and Javascript Architect at YAHOO for a source on that. http://developer.yahoo.com/yui/theater/ That link contains videos of D. Crockford's talks on Javascript were you can see him saying just that.

I can barely bring myself to read any further...

But here's one last tidbit: "One of the things JavaScript is used for is the manipulation of data. In JavaScript, pieces of data can be stored either in variables or arrays."

Um, being a totally object oriented language, how could you possibly leave out objects as a way to store data? /me shakes head...

Oh okay, one more. lol "This may allow him..." Obviously, not all programmers are men. Perhaps a more gender neutral style is called for in the 21st century? Edited by Floydian at www.phphorizons.com

Mistake
Should it not read:

document.write("The color of a cherry is " + colors["cherry"] + ", but the color of a lime is " + colors["lime"]);

instead of:

document.write("The color of a cherry is " + colors[cherry] + ", but the color of a lime is " + colors[lime]);

for the given example?--JimmyK 22:51, 22 July 2009 (UTC)

title: Talk:JavaScript/Basic JavaScript


text: Template:Discussion section

title: Template:Discussion section


text:
User:Jesus Rules

I'm a new "student" here and am hoping to contribute to the Roman Catholic Theology Department. I hope to work with a few people. I'm a high school graduate and am working towards a 2-year college. I love to discuss the Bible, religion, etc. Feel free to talk to me anytime.

title: User:Jesus Rules


text: Category:Science and the nonphysical discussion boxes


text:
Category:Discussion boxes

Experimental tools for organizing discussion that take place withing learning projects; see this example.

title: Category:Discussion boxes


text: Template:Main

title: Template:Main


text:
Talk:Web Design/An Introduction to Programming with JavaScript

Display today's date
How does one display today's date in JavaScript on a MediaWiki page in the format: 16 May 2007 ? -- CQ 18:10, 16 May 2007 (UTC)

link not working
this link did not work today.

 * Intro to AJAX - Guide to Using XMLHttpRequest (with Baby Steps) from WebPasties (requires knowledge of PHP/MySQL)

it is unfortunate. Michael Ten (talk) 19:24, 28 December 2012 (UTC)

Merge with Topic:JavaScript / Portal:JavaScript / JavaScript
I have suggested that Topic:JavaScript be merged here. A similar suggest was made on the talk page there in 2007. JeepdaySock (talk) 19:10, 14 January 2013 (UTC)

I think Portal:JavaScript should remain separate from this page. Portal:JavaScript can be used as a hub for learning, teaching, and research. The main namespace pages can be used more directly for projects, learning and teaching in specific areas. Michael Ten (discuss • contribs) 04:53, 12 October 2016 (UTC)

 * Today I've renamed the JavaScript hub to JavaScript/Resources and isolated its own lessons, which make them easier to integrate into Web Design. However, as it can become huge, JavaScript would rather be an independent course instead of a set of Web Design subpages (and they would be categorized with CourseCat). Moreover why might also merge them with the link farm JavaScript Programming. JackPotte (discuss • contribs) 12:18, 6 October 2019 (UTC)

 * JavaScript Programming is a real-world course being actively used now and for the foreseeable future. See Open Educational Practices for more information. Please do not merge other JavaScript resources with JavaScript Programming. -- Dave Braunschweig (discuss • contribs) 13:36, 6 October 2019 (UTC)


text:
Wikiversity:Babel

Babel is a long-standing Wikimedia tradition for dealing with Multilingualism on Wikimedia projects, the newest of which is Wikiversity. The metaphor relates to the Biblical Tower of Babel (Genesis Ch. 11) and is universally associated with the confusion of Human language.

Multilingualism at Wikiversity
Wikiversity currently exists in:
 * Arabic
 * Czech
 * 1) English
 * Finnish
 * French
 * German
 * Greek
 * Italian
 * Japanese
 * Portuguese
 * Spanish

There are also efforts underway at Beta Wikiversity to develop many other language versions of Wikiversity.

Meta:Babel
Meta:Babel is Meta's general and policy discussion page for discussions about multilingualism or translation. There is also a translator's noticeboard on Meta at Meta:Babylon.

title: Wikiversity:Babel


text: Category:Fourier analysis

title: Category:Fourier analysis


text:
Template:Planetmath reference

on PlanetMath

Purpose
This templates adds an external link to an article in PlanetMath, a free community encyclopedia of mathematics.

Example and usage
Suppose you want to add an external link to PlanetMath's article on quotient rings. The title of this article is "Quotient ring" and the object id is 470 (given below the article). The code

will produce the link

title: Template:Planetmath reference


text:
MATLAB

This page collects material and links to resources on MATLAB, a numerical computing environment and the associated fourth-generation programming language. There are supporting subpages.

Wikiversity resources to help you learn and use MATLAB

 * /Getting started/ will guide (and link) you through the MathWorks tutorial.
 * The MATLAB Cookbook contains snippets of useable code that you can copy/paste/modify
 * MATLAB essential: a course aimed at college-level students

Wikiversity MATLAB projects

 * /Engineering thermodynamics/ was an effort to create tables and graphs for Engineering thermodynamics
 * /Divergent series investigations/ is advanced and weird -- physics at its best (or worst!)
 * See also Divergent series and Casimir effect in one dimension and Quantum field theory on a violin string.
 * /Sound/Just and equal tuning/
 * Bach Prelude Cello Suite #1 ***Well tempered clavier: 0:06, 1:19, 2:33, 4:44
 * /Sound/Emergence of beats/ (in progress)
 * /Rainwater tank simulation/ is an ongoing project to use simulink to model rainwater events and water consumption from a tank or cistern.

GNU Octave
GNU Octave is free-as-in-freedom software largely compatible with MATLAB. You can learn more about it in links available in GNU Octave page. As a limitation, GNU Octave lacks some MATLAB functions.

It is possible to write a wikiquiz with testbank using Octave. For example:
 * Physics_equations/07-Work_and_Energy/Q:cart1/history

title: MATLAB


text: Template:Infobox Software

title: Template:Infobox Software


text: Template:Non-free logo

title: Template:Non-free logo


text:
Template:Non-free software screenshot

Fair use Fair use of copyrighted material

title: Template:Non-free software screenshot


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User:Spitfireatme~enwikiversity

I'm Paul Hakel, undergraduate who studied philosophy/everything at Saint Bonaventure University. I read extensively, especially philosophy writing. AIM: spitfireatme Email: hakelpj@sbu.edu or spitfireatme@aol.com

title: User:Spitfireatme~enwikiversity


text:
User talk:Spitfireatme~enwikiversity

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 Spitfireatme. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Spitfireatme~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 00:02, 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) 06:23, 19 April 2015 (UTC)

title: User talk:Spitfireatme~enwikiversity


text:
Signals and systems

This course focuses on the analysis and classification of various signals and systems. The lessons below provide the background information and basic procedures necessary to begin manipulating and understanding signals. The terminology used here is necessary to understand for most signal processing courses.

Lessons

 * Signals and Systems
 * /Continuous-time signals/
 * /Discrete-time signals/
 * /Exponential signals/
 * /Sinusoidal signals/
 * /Unit step function/
 * /Unit impulse function/
 * /Continuous-time systems/
 * /Discrete-time systems/
 * /System properties/

 * Linear time-invariant systems
 * Continuous-time LTI systems
 * Discrete-time LTI systems
 * Properties of LTI systems
 * Singularity functions

 * Fourier series
 * CT Fourier series
 * DT Fourier series
 * Orthogonal representation of signals
 * Exponential fourier series
 * Trigonometric fourier series
 * Dirichlet conditions
 * Properties of fouries series
 * Least squares approximation property
 * Parseval's theorem
 * Gibbs phenomenon

 * Fourier transform
 * CT Fourier transform
 * DT Fourier transform
 * Properties of Fourier transform
 * Energy of aperiodic signals
 * Duality in Fourier transform
 * Modulation of Fourier transform
 * Application of Fourier transform
 * Amplitude Modulation
 * Multiplexing with Fourier transform
 * Sampling theorem
 * Signal filtering by Fourier transform
 * Duration
 * ESD
 * PSD
 * Bandwidth
 * Essential bandwidth
 * Uncertainty Principle of Fourier transform

 * Laplace transform
 * CT Laplace transform
 * Bilateral Laplace transform
 * Unilateral Laplace transform
 * Bilateral transforms using Unilateral transforms
 * Properties of Unilateral Laplace transform
 * Initial-value theorem
 * Final-value theorem
 * Inverse Laplace transform
 * Application of Laplace transform
 * State equations of Laplace transform

 * Z-transform
 * Feedback Z-transform

Software simulation

 * MATLAB

Related topics

 * Digital signal processing

Active participants

 * Muhammad - EEE, Islamic University of Technology, Bangladesh

Study books

 * Signals and Systems: Alan V. Oppenheim and Alan S. Willsky with S. Hamid Nawab. Pearson Education.
 * Continuous and Discrete Signals and Systems: Samir S. Soliman and Mandyam D. Srinath. Prentice-Hall of India.

Online resources

 * Lecture Notes at MIT

 * Lecture Notes at JHU
 * OpenCourseWare MIT

title: Signals and systems


text:
Mechatronics

 An introductory course in Mechatronics

DC Generator

DC Motor

Testing of DC Machines

Transformer

Synchronous Motors

Induction/asynchronous motor

Alternators

DC Generator
An Electrical Generator converts mechanical energy (or power) into electrical energy (or power).And motor converts electrical energy to mechanical energy.

Principle

It is based on the principle of production of dynamically (or motionally) induced e.m.f (Electromotive Force). Whenever a conductor cuts magnetic flux, dynamically induced e.m.f. is produced in it according to Faraday's Laws of Electromagnetic Induction. This e.m.f. causes a current to flow if the conductor circuit is closed.

Hence, the basic essential parts of an electric generator are :

 * A magnetic field,
 * A conductor or conductors which can so move as to cut the flux.

'Construction
A single turn rectangular copper coil 'ABCD' rotates about it's own axis in a magnetic field. In practice, this field can be due to permanent magnets or electromagnets.

The two ends of the coil are connected to slip rings 'a' and 'b' which are insulated from each other and from the central shaft. Two collecting brushed made up of carbon or copper press against these slip rings in order to collect the current induced in the coil. This current is conveyed to the external resistance 'R'

The rotating coil is referred to as the 'Armature' and the magnets are called 'Field Magnets'

Working
If the coil rotates in clockwise direction, the flux lined with it changes as it assumes successive positions in the field.Hence, an e.m.f is induced in it and this e.m.f is proportional to the rate of change of flux linkages, i.e e=NdΦ/dt

When the plane of the coil is at right angles to the lines of flux, i.e. position '1' in the figure, the flux,Φ, is maximum but the rate of change of flux,dΦ/dt is minimum. This is because the segments 'AB' and 'CD'  don't cut the flux but move along parallel to it. Thus, no e.m.f. is induced in the coil.

This position is assumed as the starting position and hence, the angle of rotation is measured from here. As the coil rotates further, dΦ/dt increases till it reaches a maximum value at position 3 where the angle of rotation,θ, reaches a value of 90 degrees. Since the coil plane is now horizontal, the flux linked is minimum, but the rate of change of flux is maximum.

In a similar manner,as the angle varies from 90 degrees to 180 degrees, the flux increases and rate of change of flux decreases till position 5. According to Fleming's Right Hand Rule, the current is found to be flowing from A to B and C to D.

The same process is repeated as the coil continues to rotate through angles 180 degrees to 360 degrees and positions 5 to 8, back to 1. However, by Fleming's Right Hand Rule, the current is found to be flowing from D to C and then B to A

Thus, the direction of current is reversed every half cycle and this is called ALTERNATING CURRENT. This is illustrated in the figure above. A.C current, unlike D.C current does not maintain a constant direction, or even a constant magnitude in one direction.

For making the flow of current unidirectional, slip rings are replaced by split rings. These are made up of conducting cylinders, cut into two halves or segments, insulated from each other by a thin mica sheet or other insulating material.

Slit rings result in unidirectional current, but not this current is not continous like pure DC current.

Practical Generator

The basic principle of a generator was explained in the above section. In practice, a generator has the following parts :

1.Frame or Yoke

The yoke serves two purposes. The first one is to provide an outer covering, i.e. it should provide mechanical suppot for the motor. The second use is to provide a path for the magnetic field. Since the field is stationary( caused by DC) there are is no need to laminate the yoke. It is made from cast iron in cheap machines or sometimes using fabricated steel to obtain high values of permeability.

2.Pole

The poles house the field coils around them. They also need not be laminated as they carry stationary field. Poles are usually made from cast iron for small machines and fabricated steel for high power machines. The pole shoes present at the end of poles act as support for the field coils and spread out the magnetic flux generated. The pole shoes thereby, reduce the reluctance of the air gap. This reduces the requirement of field currrent.

3.Field Coils

The objective of the field coils is to provide the necessary mmf resulting in flux. Now, mmf is the product of number of turns and current. To reduce the current drawn, more number of turns are normally wound on the pole. The windings are usually made with copper. By reducing the currrent, the diameter of wire is reduced, leading to critical copper saving in the field coils.

4.Armature core

It is the rotating part of the machine, and is cylindrical in shape. The purpose of the armature is to rotate the conductors in a uniform magnetic field. The armature is slotted and these slots house the armature conductors. The armature conductors are made of copper and are insulated. The field produced from these conductors is not stationary. Therfore, the armature is made from silicon steel stampings to reduce the hysteresis and eddy current losses. There are small key holes present throughout the armature to aid in proper cooling. The armature conductors are placed in the slots in different patterns to control the performance of the machine.

5.Armature windings or conductors

The armature windings as previously specified are made of copper and are insulated from each other. There are placed in the slots present in the armature. The armature windings have diffferent arrangements leading to a different performance of the machine. Some popular armature winding arrangements are Wave, Lap, Drum, etc.

6.Commutator

The commutator is one of the most important parts of the DC machine. It is like a rotating switch placed between the armature and the external circuit. It is arranged in such a way that it will reverse the connections to the external circuit at the instant of each reversal of current in the armature coil. The commutator essentially converts alternating current generated in the armature conductors to a unidirectional current. Coomutator is made using high conductivity copper segments seperated by thin layers of mica.

7.Brushes and Bearings

The function of the brushes is to collect current from the commutator segments and supply it to the external load circuit. The brushes are rectangular in shape and rest on the commutator. Brushes are made from a variety of materials like carbon, graphite and copper. Copper brushes are costlier and are used only in machines with very high current ratings. Carbon is the preferred material for making brushes for the smaller rating machines.

Synchronous Motors
A synchronous electric motor is an AC motor in which, at steady state,[1] the rotation of the shaft is synchronized with the frequency of the supply current; the rotation period is exactly equal to an integral number of AC cycles. Synchronous motors contain electromagnets on the stator of the motor that create a magnetic field which rotates in time with the oscillations of the line current. The rotor turns in step with this field, at the same rate. The motor does not rely on "slip" under usual operating conditions, and as a result produces torque at synchronous speed. Synchronous motors can be contrasted with induction motors, which must slip in order to produce the rotor magnetic field and to provide torque. The speed of the synchronous motor is determined by the number of magnetic poles and the line frequency. Synchronous motors are available in sub-fractional self-excited sizes[2] to high-horsepower industrial sizes.[1] In the fractional horsepower range, most synchronous motors are used where precise constant speed is required. In high-horsepower industrial sizes, the synchronous motor provides two important functions. First, it is a highly efficient means of converting AC energy to work. Second, it can operate at leading or unity power factor and thereby provide power-factor correction.

Active Participants
Laxmi Nair - B.Tech,EEE,Amrita Vishwa Vidyapeetham

Amit Kumar - B.Tech,EEE, Amrita Vishwa Vidyapeetham

title: Mechatronics


text: Category:Agronomy

title: Category:Agronomy


text:
Template talk:Discussion section

Example under development at Science and the nonphysical. --JWSchmidt 21:15, 16 May 2007 (UTC)

Use Template:Discussion subpage as described at User:JWSchmidt/Blog/16 May 2007.

Documentation at Wikipedia
Template:Navigation - described at Wikipedia

title: Template talk:Discussion section


text: Category:Quantum physics

title: Category:Quantum physics


text:
File:Seduced Script Fanninator.pdf

Used with the WikiU Film School Lesson on how to format a movie script

title: File:Seduced Script Fanninator.pdf


text:
Software

Main Course Launch Page - Data Size and Speeds Exit Supplmental Material

Supplemental Course Navigation

This is a lesson in the course Introduction to Computers, which is a part of The School of Computer Science

What is software?
Software enables computer hardware to perform specific tasks. Software, commonly known as programs or applications, consists of all the electronic instructions that tell the hardware how to perform a task. The program you're using right now to view Wikiversity is a type of program called a browser. A browser contains all the instructions that tell your computer how to display a web site. Software is capable of performing many different specific tasks, as opposed to hardware which only perform mechanical tasks that they are designed for. There are three major types of software that most computer users are aware of:
 * Operating System software:
 * Helps run computer hardware and computer system. Computer software includes the operating system, device drivers, diagnostic tools and more; the stuff that makes your computer useable by most people.The most commonly used operating systems software are: Windows Mac OS X GNU/Linux

 * Application software:
 * Allows users to accomplish one or more tasks; browsing the internet or writing a text document, for example: Word processor Graphics software

 * Programming software tools:
 * Software that assists a programmer in writing more computer software. Computer programs are often large and complex which makes them hard to design, create and maintain. In addition computer hardware can only execute computer instructions encoded as 1's and 0's (binary). Programming software tools makes it easier to create programs and maintain them. One of the most important tools is a compiler that takes a computer program written in a high level language, such as C, Java or Haskell, and translates to binary instructions for the computer hardware.

Other Types of Software

 * Embedded Software
 * Software that runs on small computers inside other machines, for instance washing machines, cars or medical equipment. These type of programs usually have access to fewer resources (memory, networking, processor power, disk storage etc) and do not have a user interface. However as computer hardware and networking technology becomes cheaper, and smaller, embedded computers are becoming connected together more and more. This is popularly referred to as the "Internet of Things"

 * Server Software:
 * Server programs run on larger centrally located machines. For instance a bank might have millions of customer records stored in a server database. A client machine (for instance a program running on a desktop computer) might send a search request for a specific customer account. The server will perform the search and return any data found. Server programs can be created to perform a variety of functions that require the processing of large amounts of information or performing a large number of computational processes.

Software for Wikiversity participants
There are several types of software that you can use to make the most of your participation at Wikiversity.

Operating Systems
The most commonly used operating systems are:

 * Windows
 * Mac OS X
 * Linux

Internet Browsers
Three of the most used internet browsers are:

 * Internet Explorer
 * Firefox
 * Google Chrome

Other popular ones include Opera and Safari. For a more expansive list, see List of web browsers on Wikipedia.

Email Clients
Popular email clients include:
 * Outlook Express / Windows Mail / Windows Live  Mail
 * Mozilla Thunderbird

See Comparison of e-mail clients for other popular ones. Also, Webmail is a very popular way to send and receive emails.

Webfeed Aggregators

 * Mozilla Thunderbird - Email, Webfeed aggregator, and more
 * Google News

See also: RSS, news aggregator, and a comparison of feed aggregators.

Multimedia Players

 * VLC
 * Window Media Player

Multimedia Recorders

 * VLC

Image Editors

 * GIMP
 * Inkscape
 * Photoshop

Internet Relay Chat (IRC)
Popular IRC clients include:
 * ChatZilla
 * mIRC
 * XChat

For a more comprehensive list see Comparison of Internet Relay Chat clients on Wikipedia.

More info on IRC on Wikipedia internet relay chat page.

Voice Chat

 * Skype is a popular Voice over Internet Protocol application.

Software Licenses
A software license (or software licence in commonwealth usage) is a legal instrument (usually by way of contract law) governing the usage and/or redistribution of software. All software is copyright protected, except material in the public domain. Contractual confidentiality is another way of protecting software. A typical software license grants an end-user permission to use one or more copies of software in ways where such a use would otherwise potentially constitute copyright infringement of the software owner's exclusive rights under copyright law. Some software comes with the license when purchased off the shelf or an OEM license when bundled with hardware. Software can also be in the form of freeware or shareware. Software licenses can generally be fit into the following categories: proprietary licenses and free and open source licenses, which include free software licenses and other open source licenses. The features that distinguishes them are significant in terms of the effect they have on the end-user's rights. A free open source license makes software free for inspection of its code, modification, and distribution. Some free licenses, such as the GNU General Public License (GPL), allow the product and/or derivative to be commercially sold.

title: Software


text:
User:Navigator~enwikiversity

'''

title: User:Navigator~enwikiversity


text:
Template talk:Tnavbar2

See w:Template:Tnavbar/doc.

title: Template talk:Tnavbar2


text:
User:JWSchmidt/Blog/16 May 2007

At Wikipedia there are no discussions by Wikipedians in the main namespace. In contrast, at Wikiversity there are learning projects with discussions by participants.

Discussions as learning resources
How can such main namespace discussions be efficiently managed as learning resources?

Threaded discussions
One goal for Wikiversity is to develop a system for real threaded discussions (see Liquid Threads). Until threaded discussions are added to the MediaWiki software, what alternatives exist for organizing discussions by participants in learning projects?

Collapsible discussion boxes
One extended discussion starts at Science teaching materials for creationism and continues on to Science and the nonphysical. I've started experimenting with ways to organize such a discussion thread within the main namespace. I'm using "discussion boxes" generated by templates such as those used at Science and the nonphysical. These discussion boxes have both expand/collapse buttons and "view discuss edit" (v d e) buttons. Unfortunately, the code in Template:Tnavbar2 that generates the handy v d e buttons only works for templates in the "Template:" namespace. In order to archive old page sections for main namespace discussions, I made Template:Tnavbar3. This new template was made by removing "template" from calls such as:

[[Template talk:....

which force Template:Tnavbar2 v d e buttons to link to the "Template:" namespace. I also made Template:Discussion subpage which is used as shown at Science and the nonphysical/Does science arise from evidence or belief.

For the subpage name, I have been using the section titles from the original discussion. In order to include the subpage back into the original page, use.

Boxing bot
I wonder how hard it would be to make a bot that could automatically archive discussion page sections to discussion boxes id a section of a discussion page has not been edited for the past month. Maybe a modified ArchiveBot. I think for full usefulness, discussion page sections "boxed" in this way should have a summary paragraph outside the box.

Tangled hierarchy
An interesting thing happened in the Science and the nonphysical discussion. The discussion started with the concept of the "nonphysical" as viewed by creationists and scientists. The divergence in these two views illustrates the wide gulf between creationists and scientists. Eventually the discussion turned to the problem of how to provide "useful" learning resources within Wikiversity that might help people explore and better understand science and religion.

Wikiversity has a fundamental problem with Tangled hierarchies. I previously discussed some of the namespace issues we face here at Wikiversity: for example, if we have a help page that is a tutorial about how to participate at Wikiversity should that page be in the "Help:", "Wikiversity:" or main namespace? What happens when a learning project is a content development project at the same time? I guess Wikiversity the Movie should just be equal parts inspiration and tutorial about how Wikiversity functions as a tool for learning. If we can be perfectly clear about how learning projects and content development projects fit into Wikiversity we will have gone a long way towards explaining Wikiversity.

Related topic
The collapsing boxes can be used for quiz questions. I need to take some time to explore the quiz extension. I think there may need to be a tutorial or learning project to help people figure out the quiz extension.

title: User:JWSchmidt/Blog/16 May 2007


text: User talk:Thornow

title: User talk:Thornow


text:
Swollen leg exam

Examination of the unilaterally swollen leg

Differential Diagnosis

 * DVT
 * cellulitis, myositis, fascitis
 * venous obstruction due to a tumor
 * hematomas
 * muscle injury
 * compartment syndrome

ABC's and initial assessment

 * extreme pain → compartment syndrome

Vitals

 * Pulmonary embolism: SOB,↑ HR, ↑ RR, ↓ O2 sat → PE
 * cellulitis → fever

History

 * active cancer (+ 1)
 * paralysis, or recent cast (+ 1)
 * recent immobilization x > 3 days, major surgery (+ 1)
 * history of clots, DVT (+1)

 * pain - severity
 * recent trauma (sports, blunt) → hematoma, muscle injury

Inspection

 * swelling of entire leg (+ 1)
 * collateral superficial veins (+ 1)

 * erythema, sharp demarcated border → cellulitis

Palpation

 * tenderness along deep veins (+ 1)
 * ≥ 3 cm increase in calf circumference vs. other leg (+ 1)
 * pitting edema (+ 1)

 * compression of calve against the tibia → ↑↑ pain
 * warmth
 * distal pulses, capillary refill → ↓ in longstanding arterial disease
 * passive range of motion of the toes or ankle → ↑pain in compartment syndrome

Assessment

 * likelihood of alternative diagnosis (- 2)

Well’s score

 * > 3 = high probability of DVT
 * 1 - 2 = moderate
 * 0 = low

title: Swollen leg exam


text:
Diabetic Foot Exam

General

 * gait, shoes, heels,any foot ulcer or deformity.

Skin

 * vascular insufficiency - hairlessness, pallor
 * rubor at pressure points
 * skin breakdown (portal for infections)
 * diabetic dermopathy (brown macules) over shins
 * infection: cellulitis (erythema, swelling), gangrene

Other

 * webspaces: cracked, infected, ulcers, maceration
 * toe nails: dystrophic, in-grown, paronychia, Onychomycosis

Pulses

 * femoral
 * popliteal
 * posterior tibial
 * dorsalis pedis

Temperature

 * use back of hand, compare shin to feet, bilaterally
 * temperature should decrease slightly as you get toward the toes

Other

 * Capillary refill

Auscultation

 * Bruits: femoral, popliteal

Sensory

 * ↓ vibration (1st modality to lose, 128 Hz)
 * ↓ light touch (microfilament)
 * ↓ pin prick
 * ↓ proprioception
 * ↓ temperature
 * (loss in glove and stocking distribution)

Autonomic

 * ↓ sweating
 * dry cracked skin

Motor

 * intrinsic muscle wasting (clawed, hammer toes)
 * Pes planus, Pes cavus
 * Charcot joints (medial and laterial deviation at subtalar joint)

Reflexes

 * DTR: ↓ ankle jerk

title: Diabetic Foot Exam


text:
Anemia (OSCE)

Initial Assessment
1. Is the patient anemic?
 * Hgb < 12 g/dL, Hct < 37% in females, Hgb < 14 g/dL, Hct < 42% in males

2. Is this anemia acute or chronic?

3. Is this dilutional anemia?(hematocrit)

4. What is the size of the RBC? (MCV)

5. Is body appropriately responding? (reticulocyte count)

6. What does the peripheral blood smear show?

Microcytic

 * Fe deficiency - ↓ ferritin, ↑ TIBC
 * < 15 confirms, 15 - 25 suggests, 25 - 100 not helpful, > 100 rules out

 * Anemia of chronic disease (ACD)
 * associated with inflammation (RA, infection, carcinoma)
 * ↓ TIBC (Fe not transferred to developing RBCs)

 * Thalassemia
 * target cells, serum electrophoresis (↑ HbgA2)

 * Lead poisoning - ↑ serum Pb

 * Sideroblastic - ↑ in cellular iron uptake
 * ↑ ferritin, ring sideroblasts

Macrocytic

 * megaloblastic anemia - hypersegmented polymorphonucleocytes(PMNs)
 * defects in DNA synthesis that lead to hematologic abnormalities
 * ↓ folate or ↓ vit B12
 * drugs: methotrexate, azathioprine (Imuran - immunosuppressant)

 * myelodysplasia
 * dimorphic smear (micro/macrocytosis)

 * chronic liver disease
 * ↑ GGT, target cells

High reticulocyte

 * Hemolysis
 * hypersplenism, drugs, sepsis, autoimmune
 * cell morphology (from peripheral smear) is crucial: see below
 * ↑ LDH, ↑ bilirubin, ↑ serum Hbg, ↓ haptoglobin (Hgb scavenger), + Coombs

Low reticulocyte

 * bone marrow failure
 * pancytopenia (↓ WBC, ↓ plt)
 * BM aspirate (cell morphology), BM biopsy (structure)

Red cell distributuion width (RDW)

 * Normal:
 * ACD, thalassemia

 * Increased
 * iron deficiency
 * duel deficiency (fe, folate)
 * pernicious anemia
 * liver disease
 * AIHA

Shape

 * normal: biconcave
 * spherocyte - immune hemolytic anemia
 * schistocytes - MAHA: DIC, vasculitis, prosthetic heart valves, HUS/TTP
 * sickle cell - sickle cell disorders
 * target cell - liver disease, thalassemia, Fe deficiency
 * teardrop cell - myelofibrosis

Distribution

 * rouleaux formation - aggregates of RBC resembling stacks of coins
 * paraprotein (multiple myeloma)

Inclusion

 * nuclei (immature RBC)
 * serious medical disease
 * severe anemia, leukemia, bone marrow metastases

 * Heinz bodies (denatured hemoglobin)
 * G6PD deficiency

 * Howell-Jolly bodies
 * post-splenectomy, hyposplenism

 * basophilic stippling (blue granulations of variable size and number, aggregation of ribosomes)
 * lead intoxication, thalassemia

title: Anemia (OSCE)


text:
User talk:Navigator~enwikiversity

Hi Navigator! (Is it Tania?) I'm very encouraged you are doing the work you are doing, and also that you found my work relevant (which is what I hope to do - reach out to as many people as possible in this fascinating environment). I also have a strong interest in development for what it's worth - and as for knowledge management, wikis are exciting tools, not just for the management of knowledge but its collaborative production. :-) I am very interested in exploring these themes more - we should definitely set up a few shared workspaces here on Wikiversity. Some that immediately spring to mind are Networked research (or Using blogs and wikis in research) and Knowledge management - but perhaps we can clarify exactly what aspects of these we want to explore collaboratively and break into specific pages. Even a bibliography would be a useful resource - for wiki-related research, the excellent Wiki Research Bibliography should be your first stop, if you haven't been there already. I've loads more to say, but perhaps it would be good to continue this discussion iteratively and help each other along. :-) Good to meet you! Cormaggio talk 11:18, 17 May 2007 (UTC)

Hi Cormaggio! Yes, it is Tania, nice to meet you! I am so happy to have stumbled here. It would be great to set up a workspace for us to collaborate in this topic of Knowledge Management. There are several components of Knowledge Management and my main focus will be on the KM Systems and KM Tools. I think it is important to point out the Knowledge Transfer Challenges through technology which links very much so to User Skills. I see you have opened a new page for Knowledge Management. I am finishing up a summary and will upload the info soon. I want to focus not only on Knowledge Management, but also on how it contributes to Local and Regional Development (LRD). I have so much to say about all of this. Sorry for the late reply, the connections here have been very slow in the past few days, but I am here now. I also have some references, is it possible for me to list them, if so, should I list them in the Bibliography page you mentioned in your posts? Look forward working with you and everyone else! Navigator 15:08, 19 May 2007 (UTC)

 * Hi Tania, those pages I gave links to don't exist yet (that's why they're red). Please feel free to create any of these pages and add your info - though I was thinking about making a workspace, rather than for you having to create a page explaining all about what knowledge management is (though that would be useful too!). What I'm thinking of is using Wikiversity to facilitate our learning - learning through questioning, discussing, forming research questions, collating interesting links. If there are going to be several pages on knowledge management, then it might be best to manage these in an "organiser" page like Topic:Knowledge management. You can add papers to that bibliography I linked to - provided the papers are specifically about wikis - and we can also get a knowledge management bibliography or other together in Wikiversity. Also, can you activate your email address through your preferences? It would be handy to be able to send you some papers. Cormaggio talk 15:59, 19 May 2007 (UTC)

Hi again! Yes, you are right, it would be usefull to create this workspace so we have this space for developing content on KM and its component. How do we create a workspace? I have developed many workspaces through open source content management systems, but never used wiki before. I also have some papers to share and lots of references. Let me know how do we proceed. BTW, my e-mail address is activated! :) Navigator

 * Ah, by "workspace", I simply mean "a page". :-) And for it to be most practical, it would have to be specifically titled to reflect the focus of the workspace - otherwise, if we were to use the page Knowledge management as a workspace for using wikis in research, then other people who are interested in knowledge management might feel like it is too specific in focus, and leave it alone. I think Knowledge management is a good page to develop a good introduction to the subject, and Topic:Knowledge management is a good page to organise all the materials and activities around KM - and one of these activities that it would link to would be something like Using wikis for knowledge management. Pages in the "main namespace" (ie without a prefix like Topic:, School:, Portal:, etc) are for learning resources, projects, workspaces, whatever you want to call them (see Namespaces). A lot of Wikiversity pages are tending towards encyclopedia articles and/or textbooks, but it is much more appropriate for Wikiversity to be developing these pages as collaborative learning projects - see eg. Portal:Education/Wikiversity model. Cormaggio talk 18:40, 19 May 2007 (UTC)

Image copyright problems

 * This is the image in question. Please provide a license template and source on the image page. Thanks. – Mike.lifeguard | @en.wb 23:03, 13 February 2008 (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 Navigator. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Navigator~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) 06:17, 19 April 2015 (UTC)

title: User talk:Navigator~enwikiversity


text:
User talk:Alexanderhayes

WCR chat
Hi Alexander - and welcome to Wikiversity! Thanks for adding the rescheduled meeting at Talk:Wiki Campus Radio - really looking forward to discussing about this project (Wikiversity), this movement (OER), this context (global education), and the ideas that can help to foster greater participation. I've drafted a paper that I hope to present at Wikimania this year - it's at - I'm hoping it can be of one resource in our understanding of what we're doing. In any case, I'll talk with you soon, and perhaps hear from you in the meantime. :-) Cormaggio talk 13:39, 17 May 2007 (UTC)

26th
I have not "seen" Chris lately in the project chat channel. What OS do you use? See: WCR/Docs. --JWSchmidt 00:24, 26 May 2007 (UTC)

Mobilize this 2008
Hi Alex, I saw your message on the Colloquium, I'm interested in being involved somehow.Chrismo 15:20, 26 July 2008 (UTC)

title: User talk:Alexanderhayes


text:
File:Crystal ball.png

File:Crystal ball.png

title: File:Crystal ball.png


text: Template:Announce/upcoming

title: Template:Announce/upcoming


text: Category:User bn

title: Category:User bn


text:
8:00 class/17 May 2007

This is an archive of Wikiversity current events from 17 May 2007

Colloquium summary
Short summaries of active discussions at Colloquium.
 * External links that expire. See also: Template:Erase after time.
 * Upcoming events added to News

Internet Relay Chat topics of the day
Re-cap of topics discussed in #wikiversity-en.
 * include "upcoming events" at News
 * MediaWiki Project
 * Does the world need another non-copyleft educational wiki website? Related link: Wikilearner by User:BrentSimpson
 * Babel. Related link: Babel at beta.wikiversity.org.

Email discussions and blogs
Summaries of Email discussions and blogs with relevance to Wikiversity participants.
 * Calling Wikiversity "Wikipedia Learning" by User:Hillgentleman. Related discussion: User:JWSchmidt/Blog/9 May 2007.
 * Wikiversity the Superego by User:BrentSimpson
 * Organizing main namespace discussions by JWSchmidt.
 * Change "Wikiversity" to "Wikipedia Learning", Round 2, by Erik Möller.

Recent changes
Today's trends in active editing efforts.
 * illustration software.
 * Organizing Topic:Electrical and Electronic Engineering. Pitch in and help user Muhammad.
 * "upcoming events" at News.

title: 8:00 class/17 May 2007


text:
Chest X-ray/Chest XRay (OSCE)

ID

 * name
 * date
 * modality

Marker

 * Right or Left

Position

 * Medial ends of the clavicles should be equidistant from the spinous processes at the midline to rule out rotation

Quality

 * Penetration
 * thoracic disc spaces should be just visible through the heart
 * overexposure → too dark
 * underexposure → too white

Respiration

 * good inspiration → 6th anterior, 10th posterior ribs at MCL
 * right hemidiaphragm at 6th anterior rib
 * poor inspiration:
 * poor aeration, vascular crowding, widened central shadow

Hardware

 * Comment on any lines, lead placements, tubing, etc.

Bones

 * C-spine, T-spine → alignment, disc space spacing, lytic or blastic lesions
 * shoulder girdle, ribs, humerus, sternum → fractures, osteopenia, deformities
 * vertebra OA (lateral view)
 * subchondral (beneath the cartilage) sclerosis
 * subchondral cysts
 * narrowing of joint space
 * osteophytes

Extrathoracic soft tissue

 * breast shadow, nipple
 * supra-clavicular, axillary areas → masses
 * subcutaneous emphysema

Mediastinum

 * size, shape
 * mainstem and segmental bronchi, lymph nodes
 * great vessels
 * hila → relationship, size

Trachea

 * position (centered, some rightward shift at level of carina)
 * shift - pneumothorax, mass
 * carina widened - LA enlargement, subcarinal node

Heart Shadow

 * cardiothoracic ratio (only on full inspiration PA views)
 * should be < 50%
 * enlarged chambers
 * LA - double shadow on right border
 * RA - ↑ width of right hemidiaphragm
 * LV - ↑ heart width
 * RV - lateral view: retrosternal space ↓
 * calcifications
 * aortic knuckle - unfolded due to age

Chest Wall

 * follow pleura for signs of pneumothorax
 * loss of lung markings in the periphery
 * line of visceral pleura seen on expiration view
 * pleural thickening
 * ↑ width of white line along inside of ribcage, esp. near diaphragm
 * costophrenic angles → pleural effusion
 * small effusions (< 100 mL) may be only seen in the lateral view

Diaphragms

 * compare hemidiaphragms
 * obscured → lower lobe pneumonia, pleural effusion
 * flattened → hyperinflation, tension pneumothorax
 * elevated → phrenic nerve paralysis, hepatomegaly
 * air under diaphragms → perforated GI tract

Lung Fields

 * compare lung fields in the ICS on L vs. R, up vs. downs

Air Space Disease

 * cardinal features:
 * air bronchogram
 * fluffy, patchy poorly marginated appearance
 * lobar or segmental distribution
 * ddx:
 * pus (pneumonia)
 * fluid (pulmonary edema)
 * blood

Interstitial Disease

 * pathology involves the interlobular connective tissue
 * cardinal features:
 * linear densities - Kerley B lines (< 2 cm long, 1 mm thick, reach lung edge)
 * reticular pattern (thin, well defined linear densities, honeycomb arrangement)
 * nodular pattern
 * ddx: pulmonary edema, collagen disease (fibrosis), sarcoidosis, viral pneumonia

Pulmonary Edema

 * edema initially collects in the interstitium
 * loss of definition of pulmonary vasculature
 * peribronchial cuffing
 * bronchi seen end-on appear as white rings
 * in CHF, the normally thin-walled bronchi become framed in interstitial fluid
 * best seen in vicinity of hila
 * Kerley B lines
 * reticulonodular pattern
 * thickening of interlobar fissures
 * with progression, fluid begins to collect in the alveoli, causing diffuse air space disease (bat wing or butterfly pattern), tend to spare the intermost lung fields
 * ddx: cardiogenic, renal failure

Atelectasis

 * cardinal signs:
 * deviation of a fissure
 * crowding of vessels
 * hilar, mediastinum shift
 * common causes: obstructive, compressive
 * in absence of a known etiology, bronchogenic carcinoma must be ruled out

Lymphadenopathy

 * lymph node groups: paratracheal, hilar, aorto-pulmonary window, subcarinal
 * hilar, AP window → widen mediastinum, flatten AP window contour
 * lung cancer, lymphoma, sarcoidosis, and tuberculosis
 * subcarinal - ↑ angle of tracheal bifurcation to 90°

Abdomen
- free air under diaphragm - pneumoperitoneum
 * liver size
 * spleen size
 * stomach (gastric bubble)
 * colon (bowel gas)

CHF

 * upper lobe redistribution of vessels
 * Kerley B-lines (usually seen near diaphragm)
 * right effusion at base
 * perivascular cuffing
 * pulmonary edema (interstitial, then airspace consolidation)
 * venous engorgement
 * normally extend 2/3 of the distance to periphery
 * vessels seen to extend farther than normal

Unilateral Left Sided Effusion

 * trauma, infection, SLE, PE, malignancy

Mediastinal Mass

 * anterior mediastinum
 * thyroid masses, thymomas, teratomas, lymphomas
 * middle mediastinum
 * lymphadenopathy, lymphoma, aortic aneurysm
 * posterior mediastinum
 * aneurysm of descending aorta, esophageal masses, hiatus hernia
 * lateral view
 * RVH
 * effusion → accentuation of lines of major and minor fissures

title: Chest X-ray/Chest XRay (OSCE)


text:
User:Mister k k

contact me :- mister_k_k@yahoo.co.in my account in wikipedia:- mister_k_k

title: User:Mister k k


text:
Analog electronics

Analog electronics is the study of electronic circuits which manipulate analog signals. This branch of electronics not only applies to devices purely in itself for analog signal processing, but also serves a vital, complementary role to digital electronic systems, in the field of mixed signal circuits. See the difference between analog and digital circuits Analog_circuits

Analog systems deal with electrical quantities (of voltage and current) which vary continuously over a range. In this approach, they are fundamentally different from digital systems, which have to group ranges of these quantities together to be understood.

Topics

 * Solid State Electronics
 * Electronic Circuits
 * Integrated circuits

Learning projects
Mixed circuit "Timer"

title: Analog electronics


text:
Sexually Transmitted Diseases (OSCE)

See also: Topic:Observed structured clinical examination

Patient ID

 * age
 * occupation

Permission

 * "I have some routine questions."

Partners

 * sexual activity
 * currently
 * total number of partners
 * risk behaviour of partners
 * orientation - men, women, or both

Sexual Practices

 * anal, oral, vaginal
 * use of protection
 * consistency of use

ROS

 * discharge, bleeding
 * pain with intercourse, on urination
 * sores, lumps
 * itching, genital warts

Sexual risks

 * Have you or your current partner . ..
 * have or ever had an STD
 * diagnosis, treatment
 * tested for HIV
 * blood transfusion (between 1978-1985)
 * multiple partners
 * impaired judgement from EtOH or drugs
 * sexual contacts during travel
 * pay for sex or receive money for sex

Street drugs

 * type, route
 * needle care

Miscellaneous

 * needle stick injury (HCW, dentists, dental hygienists)
 * tattoo
 * sexual abuse

title: Sexually Transmitted Diseases (OSCE)


text: User talk:Mister k k

title: User talk:Mister k k


text:
Template:Tnavbar3

 the Wikiversity cache of this template.

title: Template:Tnavbar3


text:
Hematemesis (OSCE)

DDx

 * peptic ulcer disease
 * gastritis/gastropathy (NSAID, alcohol, stress related)
 * Mallory-Weiss tear
 * variceal rupture
 * erosive esophagitis
 * foreign object
 * vascular malformations (Dieulafoy’s lesion, AVMs, aorto-enteric fistula)
 * neoplastic disease (esophageal or gastric)
 * other
 * systemic bleeding disorder
 * epistaxis
 * hemoptysis

ABCs

 * hematemesis can be life threatening

Vomiting

 * onset
 * precipitant (coughing, forceful vomiting)
 * frequency
 * characteristics (dry retching and strenuous, protracted)

Vomitus

 * volume
 * color (bright red, dark red, black)
 * properties (coffee grounds - specks of congealed blood, pure blood, mixed with stomach contents)

Accompanying symptoms

 * non GI source → epistaxis, hemoptysis, bleeding in gums/mouth, bruising, petechiae
 * gastritis → GERD
 * Mallory Weiss tear → strenuous or protracted vomiting
 * PUD → dysphagia, odynophagia, retrosternal/epigastric discomfort
 * varices → jaundice, ascites, generalized edema
 * melena → bleeding > 12 hour old
 * Anemia (ominous signs)
 * orthostatic lightheadedness, dyspnea, fatigue, edema
 * pallor, headache

Medications

 * NSAID, ASA
 * anticoagulants: warfarin, heparin, clopidegrel

PMHx

 * prior episodes (diagnosis and outcome)
 * PUD → smoking and EtOH
 * neoplasm, malnutrition, stress ulcers → systemic illness, recent weight loss, major surgery

title: Hematemesis (OSCE)


text: Science and the nonphysical/Does science arise from evidence or belief


text:
Talk:Science and the nonphysical/Does science arise from evidence or belief

See User:JWSchmidt/Blog/16 May 2007. --JWSchmidt 21:48, 17 May 2007 (UTC)


text:
Extrahepatic Manifestations of Liver Disease (OSCE)

NEUROLOGICAL

 * LOC, delirium, coma
 * asterixis (arms out, dorsiflexed hands, eyes closed → hepatic encephalopathy)

BREATHING

 * Cheyne-Stokes (encephalopathy)
 * Kussmaul (metabolic acidosis)
 * fetor hepaticus (musty liver breath)

EYES

 * scleral icterus

MOUTH

 * sublingual jaundice
 * parotid gland enlargement, tenderness

NECK

 * spider angiomata
 * blanching, necklace distribution, can be in the back
 * up to 2 in men and 5 in women is normal

HANDS

 * nails (clubbing, leukonychia, Lindsay’s, Terry’s nails)
 * palmar erythema (ulnar)
 * Dupuytren’s contracture
 * thenar muscle wasting

TRUNK

 * jaundice
 * clotting
 * ecchymosis (prothrombin deficiency)
 * purpura/petechiae (platelet deficiency)
 * ↑ estrogen (gynecomastia, testicular atrophy, loss of axillary and pubic hair)

ABDOMEN

 * caput medusa
 * ascites
 * bulging flanks
 * shifting dullness
 * fluid wave
 * hepatomegaly (initially large and firm, liver later shrinks)
 * splenomegaly

LOWER LEGS

 * lower extremity edema
 * be reluctant to diagnose ascites without seeing swollen legs


text: Template:Discussion subpage

title: Template:Discussion subpage


text:
User:PeterMG

Hot Links

 * Wikiversity overhaul
 * Science and the nonphysical
 * Christianity
 * MOO

Brain Drain

 * Regulations
 * Administration
 * Education
 * Courses

Trivia

 * Details

title: User:PeterMG


text:
Examination of the Gallbladder and Liver (OSCE)

Positioning

 * expose from nipples to pubis
 * have patient lying supine on bed with knees flexed

INSPECTION
(from foot of the bed)
 * level of comfort, jaundice
 * abdominal distension, bulging flanks, visible abdominal mass
 * prominent veins (caput medusae)

PALPATION

 * patient relaxed and breathing slowly
 * LIGHT palpation over entire abdomen, save tender areas to last
 * DEEP palpation with finger tips, feel with inspiration, relocate during expiration

LIVER

 * start in RLQ with the examining hand parallel to the rectus muscles, advance hand superiorly with expirations and anticipate the liver edge striking the forefinger on inspiration
 * attempt to feel the surface of the liver
 * describe: consistency, tenderness, nodularity, pulsations

GALLBLADDER

 * orient hand perpendicular to the costal margin feeling from medial to lateral below the right costal margin (feels bulbous, focally rounded mass that moves downward on inspiration)

 * Murphy’s sign (cholecystitis)
 * place left hand with forefinger parallel to and at the RLCM and with thumb pressing on the intersection of the costal margin and the lateral border of the abdominal rectus muscle
 * + → pain elicited around the area pressed during a deep inspiration

PERCUSSION

 * measure at the same point in the respiratory cycle

 * LOWER BORDER: start below the umbilicus and percuss upward at right MCL and mid sternal line to liver dullness
 * UPPER BORDER (6th ICS in MCL): from lung resonance and percuss downward to liver dullness
 * measure liver span (liver span is 10 at MCL, 6 at MSL)

AUSCULTATION

 * hepatic friction rub (tumour, inflammation, infarct)
 * venous hum (portal hypertension)
 * bruit (HCC, acute ETOH hepatitis, AV malformation)
 * Another new technique to measure the borders of the liver is the "Kamil Ševela" technique, which I was taught in the hospital. You place the stethoscope on the xiphoid process for auscultation, at the same time you scratch from below the right nipple/breast and you hear clearly the liver borders. The first sound is when the liver appears, and when the sound dissapears it is the end of the liver. The sounds are clearly audible, and it's a very useful tool to know the borders of the liver.


text:
User talk:DrMacIntyre

Mission
I reverted your edit because it changes the emphasis from creation to gathering. The way Wikiversity has functioned for the past 9 months, it has been more about creating original content than importing free content from outside. The original mission statement has held up well with time. I'm not sure that there is really a need to try to change it. Gathering free learning materials is still an important part of Wikiversity, but so far it has not turned out to be very popular with most participants. --JWSchmidt 23:46, 17 May 2007 (UTC)

title: User talk:DrMacIntyre


text:
WikiEducator

WikiEducator is an education-oriented wiki that aims to produce a free version of the education curriculum. WikiEducator has a collection of learning content in a variety of disciplines, with a unique approach to developing learning content. The project has a strong focus on users contributing free content resources, often linking incentives to the process of contribution to encourage users to participate; as a result, WikiEducator has built up a strong content database.

The WikiEducator site is powered by the MediaWiki software, which also powers Wikiversity, however WikiEducator has taken advantage of innovative extensions to the software to provide further technical infrastructure to facilitate learning. For example, the project is experimenting with collaborative video through the Kaltura system.

Relationship with Wikiversity
The founder of WikiEducator, Dr. Wayne Mackintosh, sits on the Advisory Board of the Wikimedia Foundation, and has a Wikiversity account. User:Countrymike/BrentSimpson and User:Leighblackall are admins/custodians on both WikiEducator and Wikiversity. Erik Möller from Wikipedia and various other Wikimedia projects is on the WikiEducator Community Council and has run the hosting for WikiEducator as of April 2006. User:Leighblackall and User:Ktucker have also been significant contributors to both wikis and both are on the WikiEducator Community Council.

title: WikiEducator


text:
Spleen Exam (OSCE)

Patient positioning

 * knees flexed
 * expose from nipples to pubis

Spleen location

 * posterior to the midaxillary line (MAL), between 9 to 11th ribs, size of palm

Peripheral signs of hypersplenism

 * pallor
 * bruising
 * oral ulcers
 * skin infections
 * petechiae

Stigmata of diseases associated with splenomegaly

 * hepatomegaly
 * lymphadenopathy (CLL, lymphoma, EBV)
 * jaundice (hemolytic anemia)
 * macroglossia (amyloidosis)

Inspection
*from the FOOT OF THE BED

Static

 * Skin
 * surgical scars
 * discoloration
 * Contour
 * distended
 * obese
 * umbilical herniation
 * bulging flanks

With Deep Inspiration

 * Symmetry - during several deep inspirations
 * note that the spleen enlarges toward the RLQ

Traube’s Space

 * 6th rib, lower costal margin, MAL
 * tympanic due to the gastric bubble - in splenomegaly, stomach is displaced and region sounds dull (not a specific test)
 * False Positives: full stomach, pleural effusion and pneumonia

Castell’s sign

 * lowest intercostal space, L AAL
 * ask the patient inhale and exhale slowly and deeply
 * splenomegaly → resonant on expiration but dull on inspiration

Palpation
1. With right hand beginning in RLQ, pull the L ribcage forward (give slack for the R hand to feel under the costal margin), palpate superficially toward the LUQ
 * assess effect of deep inspiration
 * describe: firm/soft, nodular/smooth, tenderness

2. Hooking Maneuver have patient lie on right lateral position
 * stand on patient’s left and try hooking hands under left costal margin

Auscultation

 * 1) all 4 QUADRANTS for bowel sounds
 * 2) Friction rub (inflammation, tumor, infarction)
 * 3) systolic murmur over spleen - massive splenomegaly (dilated, tortuous splenic artery)

 * 1) kidney is BALOTTABLE, spleen is NOT
 * 2) NOTCH ON ANTERIOR BORDER - palpable in spleen, not in kidney
 * 3) spleen enlarges diagonally towards RLQ, while the kidney enlarges inferiorly
 * 4) kidney can be resonant to percussion (d/t overlying bowel), spleen should be DULL
 * 5) UPPER EDGE of spleen NOT palpable, upper edge of kidney is
 * 6) SPLENIC RUB on auscultation (have patient breathe in and out) and kidney its not

title: Spleen Exam (OSCE)


text:
Lymph Node Exam (OSCE)

Lymph Node Groups

 * occipital, preauricular, postauricular
 * submental, submandibular
 * cervical: anterior, posterior, deep
 * clavicular: supraclavicular, infraclavicular
 * axillary: anterior (pectoral), lateral, posterior (subscapular), apical, medial
 * epitrochlear
 * inguinal:superficial(horizontal,vertical),deep
 * popliteal
 * femoral
 * paraaortic

Inspection

 * lymphedema
 * surgical scars from cancer excision
 * obvious masses

Palpation

 * technique: use the pads of the index and middle finger(The "flat" of the fingers not the tip) to move the skin in circular motions over the underlying tissues in each area; palpate both sides of the neck simultaneously
 * small nodes (< size of distal phalanx of pinky finger) are normal unless in unusual location (preauricular).
 * in abnormal nodes, describe in terms of
 * location
 * size
 * delimination (discrete or matted together)
 * mobile or fixed
 * consistency (soft, hard, firm)
 * tenderness

Location of Nodes (And what it drains)

 * preauricular - in front of tragus of ear (eye)
 * postauricular - behind ear, over mastoid process (ear)
 * parotid-

 * occipital - posterior to mastoid process, at base of skull

 * submental - inside mentus of the mandible (floor of mouth)
 * submandibular - near submandibular salivary glands (oral cavity)

 * angular-
 * submental-
 * pre-sternocleidomastoid
 * retro-sternocleidomastoid
 * retroauricular
 * suboccipital
 * supraclavicular
 * infraclavicular

 * cervical chains
 * anterior chain runs along the SCM (pharynx, tonsils)
 * posterior chain runs along the trapezius

 * clavicular (abdomen, thorax, breast)
 * supraclavicular - Virchow’s node (ominous finding in cancer patient)

 * axillary
 * lateral (arm), medial
 * apical - need to push very hard
 * anterior (anterior chest wall, most of breast)
 * posterior (posterior chest wall, upper arm)

 * epitrochlear - while shaking the patient’s hand, feel the epitrochlear area
 * inguinal - “shotty” nodes are small, mobile and discrete (normal)

Misc

 * ABNORMAL → (SLAP) - spleen, liver exam; associated lymph sites; search for a primary site

title: Lymph Node Exam (OSCE)


text:
Gait and Balance (OSCE)

Balance

 * patient to sit in a chair with back straight against the back of the chair
 * keep arms folded while standing
 * note:
 * sit without leaning or sliding
 * arise from chair in single movement without using arms
 * sit down in a smooth motion without falling

Stance

 * patient to place feet together without any support
 * note:
 * stand for > 30sec
 * stand without loss of balance with eyes closed (Romberg’s Test)
 * turn head to both sides and look up without losing balance
 * maintain balance when nudged gently (nudge 3 times on the sternum)
 * stand on one leg
 * reach up to get an object and down to get an object without loss of balance

Gait

 * patient to walk across room, turn and walk back as quickly as possible
 * note:
 * INITIATE gait immediately (if no, dopamine deficiency/ substantia nigra lesion)
 * maintain normal step HEIGHT, clearing the floor with their feet (maximum of 5 cm)
 * > 5 cm → high stepping
 * maintain a step LENGTH between stance toe and swinging heel that is length of foot
 * step symmetry and CONTINUITY (raises heel of one foot as other foot touches down)
 * maintain a straight path and normal truncal STABILITY (no swaying back, knee flexion or arm abduction)
 * observed from behind: normal walk stance with feet almost touching

 * STOP without difficulty
 * TURN without discontinuity of steps

Pathological Gaits

 * Parkinsonian	→ shuffling gait, lack of arm swinging, difficulty initiating/stopping.
 * foot drop		→ compensate with high-stepping.
 * spastic hemiparesis	→ leg is extended, foot is plantarflexed
 * sensory ataxia	→ wide, unsteady gait that is worse with eyes closed.
 * cerebellar ataxia	→ unsteady, wide based gait, difficulty with turns, veers towards side of lesion
 * antalgic		→ painful, short contralateral step

title: Gait and Balance (OSCE)


text:
CHF Assessment (OSCE)

Inspection
General Comfort
 * SOB, Orthopnea
 * Full sentences

Vitals

 * BP (assess Cardiac output, ↓ in heart failure)
 * Pulse (rate, rhythm, character - normal, small, bounding)
 * Respiration (rate, Cheyne-Stokes)
 * pulsus paradoxus - ↓ strength of pulse and systolic BP during inspiration
 * + in severe asthma and cardiac tamponade

Poor Perfusion (Forward Failure)

 * ↓ LOC
 * pallor, cold or clammy skin, acrocyanosis
 * urine output

JVP

 * Kussmaul’s sign - ↑ JVP on inspiration (due to ↓ RA filling: constrictive pericarditis, not readily seen in cardiac temponade)
 * HJR

Palpation
Apex beat(palpable in ~50% of population)
 * Position - normally in 5th ICS MCL
 * Size < $0.25
 * Character (sustained/diffuse, duration)

Ventricular heaves
 * Enlarged apex or laterally displaced → LVH
 * subxiphoid → RVH

Palpable Thrill
 * same location as auscultation for heart sounds

Peripheral

 * Edema
 * sacral, tibial tuberosity
 * peripheral pulses

Abdomen

 * palpate for tenderness, palpable hepatomegaly (RHF), ascites

Auscultation

 * Heart Sounds
 * S3, S4, murmurs (MR due to mitral annular dilation from a dilated heart)

 * Lung (with patient sitting upright)
 * ↓ A/E, crackles, dullness to percussion, bronchial breath sounds → pulmonary edema or effusion

title: CHF Assessment (OSCE)