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Book Reviews/Anna Karenina

Anna Karenina is a realist novel written by Russian author Lev Tolstoy, world-renowned for this work and his earlier novel War and Peace. These two novels are staples in the Russian literary tradition but also regarded as masterpieces in the world literary tradition. Anna Karenina deals with the major themes of love, family, and betrayal which make it relevant to readers still today.

Recommended Translation: Tolstoy, Leo. Anna Karenina: A Novel in Eight Parts. Trans. Richard Pevear and Larissa Volokhonsky. New York, NY: Penguin, 2002.

Author's Background
Lev Tolstoy was born on August 28, 1828, on Yasnaya Polyana, into a family of Old Russian nobility. He studied a number of languages, knowing English, German and French extensively. From a young age, Tolstoy struggled with issues of morality, which would continue throughout his life and which he would explore through his writing. As a young adult, he dabbled in aristocratic high society, tried studying law, and finally began to write in 1850. In May of 1851, Tolstoy volunteered to go to the Caucasus to fight against the Chechens. This experience in the Caucasus would inform some of Tolstoy’s later writings. He retired from the military in 1856 and began traveling throughout Europe in 1857. Tolstoy settled down in Yasnaya Polyana in 1859 and shortly after married Sofiia Andreevna in 1862. The author became quite depressed and went through a period of crisis in the mid-1870s, throughout the writing of Anna Karenina (see Composition History). This resulted in his religious conversion to the teachings of Christ and his denouncement of everything written before that time as “nonsense.”

There are three recognized periods in Tolstoy’s writing career, the second of which ‘’Anna Karenina’’ belongs to:
 * The early period: 1852-1863
 * The great period: 1863-1878
 * The last period: 1878-1910

The Novel's Title
Anna Karenina is an ensemble novel, yet the title emphasizes Anna as the protagonist. The novel is made up of essentially two storylines, and Anna is the driving force of both. In the Levin/Kitty storyline, Anna intercepts Kitty's potential romance with Vronsky because Vronsky becomes infatuated by Anna at the Oblonsky ball. After a night of dancing, Vronsky's presence in Anna's life catalyzes the destruction of her family.

The title Anna Karenina points to the trappings of the family institution, specifically for women. In the Russian language "Karenina" literally means "of Karenin," pointing to her direct connection to her husband which she cannot escape. When readers are first introduced to the title character, she is referred to only by Anna. Only after she begins fraternizing with Vronsky is she referred to by her full name, Anna Karenina, as a subtle reminder of the hopelessness of her situation.

Plot
Part 1 The novel opens with Stiva Oblonsky waking up on the couch, having been ostracized by his wife, Dolly, who discovered his affair with the French governess. Because Dolly is upset, the whole house is in turmoil. Oblonsky welcomes his old friend, Konstantin Levin, a country landowner whose real aim for visiting is to pursue Dolly's younger sister, Kitty. Kitty, however, is hoping to marry the dashing army officer, Vronsky. Stiva goes to pick up his sister from the train station, and we meet both Anna and Vronsky for the first time. Vronsky is also waiting at the train station to meet his mother, who happened to have spent the ride talking with Anna Karenina. Vronsky sees Anna and is immediately infatuated with her.

Back at the Oblonsky estate, the family welcomes Anna with open arms. Anna talks to Dolly about Stiva and convinces her that he still loves her deeply. When Kitty sees Anna, she is thrilled. At just 18, Kitty admires Anna's beauty and charming personality. At the ball, however, Kitty is let down. Having just turned down Levin's marriage proposal with the expectation of a proposal from Vronsky, she is devastated when he chooses to dance with Anna over Kitty.

On the train back to St. Petersburg, Anna tries to convince herself that her dance with Vronsky meant nothing. When she arrives home, however, all she can notice about her husband is the largeness of his ears. Rejected by Kitty, Levin returns home.

Part 2 Kitty’s health declines as she suffers over her refusal of Levin for Vronsky, who subsequently abandoned her. Under doctor’s recommendations, Kitty and her mother travel to a German spa for recovery where Kitty befriends Varenka, a pious young woman who attends to the sick at the spa. Though Kitty tries to mirror Varenka in her piety, her father is not convinced by her efforts and Kitty eventually returns to her former self, and to Moscow.

Stiva, at this time, is with Levin at his estate in the country and in the process of making a sale. Levin becomes frustrated with Stiva’s poor decision-making and skewed view of the country. In hopes of encountering Vronsky, Anna joins the social group of Princess Betsy in St. Petersburg, a well-known figure of Russian society and also Vronsky’s cousin. Karenin notices the special attention Anna pays to Vronsky and warns her of the indecency of her behavior and its possible effect on her reputation. Despite his warning, Anna and Vronsky begin their affair.

Shortly after Anna becomes pregnant with Vronsky’s child, he endures a fall after riding his horse to the point of collapse in a steeplechase and Anna responds dramatically. In the car ride home with Karenin, Anna confesses everything about her affair to her husband and expresses her loathing for him. Karenin wishes her to end the affair and to continue their marriage as before, to avoid gossip and impropriety. He threatens to prevent Anna from seeing her beloved son, Seryozha, if she does not end her relations with Vronsky.

Part 3 Levin throws himself into his work on the farm as a means of getting over his rejection from Kitty. He philosophizes about the agricultural reforms in Europe and the potential for them to be applied to the Russian land. When he has human contact with the peasants, he becomes frustrated. When he visits Dolly, he is upset by the inauthenticity of city life and decides to marry a peasant woman. When he spots Kitty, however, he realizes how deeply he loves her.

Part 4 Against Karenin’s wishes, Anna continues her affair with Vronsky, causing Karenin to consult a lawyer about a divorce. To obtain a divorce Anna would either need to confess or to be caught in the act, which would ruin Anna for society. Her love letters are not sufficient evidence to being divorce proceedings. Anna’s brother Stiva wishes to save the marriage and encourages Karenin to speak with Dolly, who suggests that Karenin reconsider his decision to obtain a divorce.

Anna’s difficult childbirth, anticipated to result in Anna’s death, conjures up Karenin’s sympathies. Karenin forgives Anna and Vronsky, leading to Vronsky’s suicide attempt due to humiliation. Vronsky injures himself by gunshot, but does not succeed in killing himself. Anna names her daughter after herself and eventually recovers. Unable to live with her husband, Anna stops Vronsky from leaving for his military posting in Tashkent and instead travels with him to Europe with their new daughter, leaving Karenin and her son, Seryozha, behind.

Stiva arranges a meeting between Levin and Kitty, in which they reconcile and become engaged. At the end of Part 4, Levin and Kitty marry.

Part 5 Levin struggled to adjust to married life. He struggles to balance his time between his wife and his work and misses the freedom he had to work when he was single. Three months into their marriage, Levin learns that his brother is dying of consumption. Against his better judgment, Kitty insists on going with him to take care of Nikolai and proves to be a strong woman and loyal wife. As a result, Levin grows to love her even more and Kitty learns she is pregnant.

Anna and Vronsky, on the other hand, are less happy. In Italy, they are not accepted in their situation and Vronsky begins to feel suffocated. Frustrated and isolated, they return to Russia where Anna is ostracized from her usual social circles and begins to fear that Vronsky is losing interest in her.

Karenin tries to convince Serozhya that Anna is dead, but he does not believe him. On her son's ninth birthday, Anna sneaks into her old home and visits her son. Discovered by Karenin and snubbed by her friends, Anna and Vronsky leave for Vronsky's country estate.

Part 6 Dolly, her children, and her mother, Princess Scherbatskaya, join Kitty and Levin, who are expecting a child, at their estate in the country for the summer. Levin feels overwhelmed with so many visitors, feeling especially jealous when one visitor, Veslovsky, flirts with Kitty in front of him. Levin eventually kicks Veslovsky out, who takes up residence with Anna and Vronsky. Shortly after, Dolly visits their estate as well and becomes worried about Anna. Neither Dolly nor Vronsky can convince Anna to seek divorce from Karenin. It is only when she begins feeling extreme jealousy of Vronsky when he departs for short trips that she is finally convinced to seek a divorce so that she can marry Vronsky. Anna and Vronsky depart for Moscow.

Part 7 In Moscow, Kitty and Levin bicker. After Levin visits Anna, Kitty accuses him of falling in love with her and they realize the negative influence of city life so they return to the country. Vronsky and Anna have a harder time working through their problems. Anna feels neglected by Vronsky and is unsatisfied with her life as a patroness. We learn that he has begun an opium habit that is slowly getting worse. They continue to fight and the relationship is eventually over, culminating in Anna's suicide at the train station.

Part 8 Stiva is offered the job he wanted, Karenin takes over custody of Annie, and Vronsky is among a group of Russian volunteers to fight in the Orthodox Serbian revolt against the Turks.

The possible dangers of a lightning storm bring out Levin’s love for his son and his wife. Kitty is concerned that Levin is not a Christian, though he is such an unselfish and good man. Levin devotes himself to a more righteous way of life due to a conversation he has with a peasant and realizes at the end of the novel that he does not have to behave a certain way or be a Christian to live a righteous and meaningful life.

Character Descriptions
Anna Arkadyevna Karenina is is the eponymous protagonist who drives the action of the novel. She is a woman of high society, married to Count Alexei Alexandrovich Karenin, with a young son named Seryozha. Anna is from upper-class St. Petersburg. She is a typical Tolstoyan female protagonist in that she possesses an uncontainable life force and vivaciousness that is highly appealing despite the mistakes she makes throughout the novel.

Alexei Alexandrovich Karenin is Anna’s husband, a high-ranking government minister. Alexei is conventional and strictly believes in upholding societal rules. His anger towards Anna is largely driven by his concern for their reputation in Petersburg.

Alexei Kirillovich Vronsky is a rich cavalry officer who becomes infatuated with Anna. He is handsome and carefree, naive of the way his actions might affect those surrounding him. He appears to have a strong life force as Anna does, but this is driven by Petersburg society and his infatuation with Anna and doesn’t originate from within.

Konstantin Dmitrich Levin is a landowner who spends most of his time at his country estate, finding city life inauthentic and falls in love with Kitty Shcherbatsky. He idealizes the simplicity of the peasant lifestyle and wishes to devote his life to agriculture reform in Russia. At first, he struggles to balance his family life with his career ambitions but ultimately realizes that they can be reconciled. Levin brings a philosophical element to the novel, funneling Tolstoy’s views and making him an autobiographical character. Levin's story and thoughts drive the second plotline.

Ekaterina Alexandrovna Shcherbatskaya (Kitty) is the third daughter of Prince Shcherbatsky. She turns down Levin’s marriage proposal with the expectation that she will marry Vronsky and falls into a depression when he falls for Anna instead. Due to this episode, Kitty first appears as a weak character, but by the novel’s end, she proves to be a strong woman and devoted mother.

Stepan Arkadyich Oblonsky (Stiva) heads the Oblonsky household, and is married to Dolly. His plotline begins the novel, having had an affair with the French governess. Despite his lack of guilt for his affair, he is still a likable character because he is down to earth and charismatic. Stiva is a simple and straightforward character, with no malicious intentions. He plays the role of the mediator and enjoys bringing people together.

Darya Alexandrovna Oblonskaya (Dolly) is the eldest daughter of Prince Shcherbatsky and is the wife of Stepan Oblonsky. She is a very nurturing and motherly character. Although Dolly has little plot development throughout the novel, she provides constant solidarity for the other characters in their times of need.

Major Themes
Platonic vs. Non-Platonic love: Very early in the novel, the theme of platonic vs. non-platonic love is introduced during a conversation between Stiva and Levin about Stiva’s recent affair. Levin argues to Stiva, "Some people only understand the one [love], others the other. And those who understand only non-platonic love shouldn’t talk about drama. In such love, there can be no drama...And for platonic love, there can be no drama because in such love everything is clear and pure, because... (Tolstoy 42) This theme is exemplified further throughout the novel through the plotlines of the three principle couples: Anna and Vronsky, Kitty and Levin, and Dolly and Stiva. Anna and Vronsky represent purely non-platonic love, the couple who lusts after one another without deep care for the other person. Dolly and Stiva are the examples of a purely platonic couple, with a deep sense of familial love but little mutual attraction. Kitty and Levin exist in a happy medium between these two couples. They represent a relationship steeped in platonic love, but also with an element of non-platonic love. In this way, “the sinful love of Anna and Vronsky is opposed to the pure Christian love of Kitty and Levin and virtue triumphs” (Manning 506).

Family and Marriage: 'This theme is made apparent from the opening line of the novel - “All happy families are alike; each unhappy family is unhappy in its own way (Tolstoy 1). There are three marriages: Dolly and Stiva, Levin and Kitty, and Anna and Alexie. Levin and Kitty represent an idealized marriage whereas Dolly and Stiva represent a real struggle between two people who love each other and ultimately choose to be together, despite issues of infidelity. Anna and Alexei represent the trap that marriage can be, especially for women.

Barbara Lonnqvist quotes Tolstoy having said, “In order for a work to be good, one must love its main basic idea, as in Anna Karenina I love the idea of family” (Knapp and Mandelkerr 80). The novel guides readers through various representations of family and marriage, illuminating the importance of platonic love.

Children in the novel are morally good and represent the truth. They are the physical representations of the consummation of a relationship and force the adults to face reality. Anna’s major mistake in the novel was not her affair but rather leaving her son, Seryozha. The guilt from this consumes her, ultimately leading to her demise.

City Life versus Country Life: The difference between city and country life is stark. Tolstoy spends many pages discussing Levin's farming. Gary Saul Morson reflects on why: “But agriculture? Why devote so much space to such an obviously parochial and unpoetic topic? I think that the answer to this question can provide a window on one of the book’s key themes: How can one make life better?” (Knapp 60). When Levin is in the city, he feels awkward and inauthentic. The city is also where he and Kitty bicker. For Tolstoy, the Russian country represents authenticity.

Tolstoy believes that “what we need is not what intellectuals usually have to offer” (Knapp and Mandelkerr 63). Instead, we need practical wisdom that can be applied to every day and turned into good habits. The character of Levin exemplifies this. In the novel, as Morson asserts, “most people’s ideas do not come from actually reflecting on their particular experiences but from learning a set of views held by people with whom they identify or wish to associate” (Knapp and Mandelkerr 64). For example, Stiva and many of the Petersburg ladies of high society live by widely accepted rules of propriety, and rarely question their way of life. Levin is the opposite, constantly evaluating his life choices and how they will make his life fulfilling. Kitty eventually becomes like Levin in this respect and the couple achieves happiness at his country estate.

The railroad is a symbol of city life and the intrusive presence of modern technology. The symbolism of the railroad has been extensively debated over. “The railroad has been variously described as signifying death, illicit passion, upper-class society, and the power of public opinion, as well as the brute intrusion of the modern into a traditional way of life” (Jahn 2). However, Jahn points out the flaw in seeing the railroad as a symbol for death because, while most of the primary characters are associated with the railroad in some way, only Anna perishes from it.

Composition History

Leo Tolstoy began writing Anna Karenina on March 18, 1873. The novel was originally based around just three characters: the wife, the husband and the lover, who eventually became Anna Karenina, Alexei Karenin, and Alexei Vronsky. Stepan Oblonsky was the only other character initially included, acting as the mediator. In the first version of the novel, Alexei Karenin, Anna’s husband, was the “principal tragic character” and Tolstoy viewed Anna unfavorably, as a “disgusting woman” (Eikhenbaum 113-114). Tolstoy became unsatisfied with a novel solely based on themes of love, and subsequently introduced the theme of town versus country through the character and storyline of Levin. The introduction of Levin was a large factor changing Tolstoy’s view of Karenin, leading to the shift in focus to Anna. In the summer of 1874, Tolstoy halted the printing of Anna Karenina in the midst of his interest in pedagogical issues. He lost interest in his novel, believing that he was weakening in his writing and feeling a lack of inspiration.

By 1876, many had become interested in previous installments and eagerly awaited the final chapters of the novel, which wouldn’t be finished for at least another year. In this period, Tolstoy began working on philosophical and religious texts, which had recently sparked his interest and he began formulating his own religious beliefs. This shift in thought pushed Levin more to the center of the novel and added the autobiographical element to his character. Tolstoy began a phase of deep questioning, asking a friend in a letter, “how you do you know why you are living, what guided you to live, and what is guiding you in life?” (Eikhenbaum 124). This extremely thoughtful state provided the inspiration for Tolstoy to begin writing again in December 1876 and the novel was finished in 1877. Many readers were extremely upset by Anna’s fate and accused Tolstoy of being “pitiless” (125).

Publication History
Anna Karenina was first published serially in the journal The Russian Messenger (Russkii Vestnik- Русский Вестник) between the years 1875 and 1877. The novel was published in book form for the first time in three volumes, in Moscow, 1878. The first English translation was by Nathan Haskell Dole in 1886 in New York under Thomas Y. Crowell & Co. Publishing.

Literary Significance
Tolstoy wrote in the realist tradition, which is characterized as “a reaction against romanticism,” and a wish to bring out the meaning in “mundane realiti[ies]” (Terras 190) As Victor Terras asserts, that Russian Realists,” like many of their Western colleagues...were not content merely to describe the world, but aspired to understand and interpret it” (Jones 191). This statement could be no truer than for Lev Tolstoy. Tolstoy wrote constantly, observing his own and other’s behavior, believing it possible to understand the world as it truly was and wishing to do so. Anna Karenina is a realist work and a family novel, which accounts for the moral considerations that are voiced throughout the novel. The moral element of the novel was extremely important to Tolstoy, as he “believed that art was an end in itself, but that is [also] existed to serve social and moral purposes” (Wasiolek 319).

Tolstoy was influenced by 19th-century French literature, and it is highly probable that Flaubert’s Madame Bovary provided some of the inspiration for Anna Karenina. Indeed, a Russian translation of the novel was found in Tolstoy’s library at the time. The novel, in turn, influenced some 19th-century French writers as well, such as Leon Daudet (Chamberlain 378).

Boris Eikhenbaum identified formal innovations that Tolstoy made in the writing of Anna Karenina. These include a stream of conscious narration, the portrayal of half-conscious and dream states, and a “cinematic” narration exemplified through the replaying of scenes from different characters’ viewpoints (i.e. steeplechase, Levin and Kitty’s wedding). These innovations influenced a great deal of literature that followed it's publication.

Another significant achievement of the novel is its character portrayals. The characters in Anna Karenina cannot be typified, and Tolstoy has been praised for his ability to make his characters alive and real on the page. Lydia Ginzburg points to Tolstoy's combination of "stability and fluidity" in his characterizations that helps to create these complex characters (Ginzburg 249). She argues that Tolstoy "arrest[ed] and fix[ed] personality as a mobile, changeable, yet identifiable structure" (Ginzburg 249). He juxtaposed this clear depiction of characters' personalities with "the motives underlying [their] actions and the actions themselves" (Ginzburg 249). The complex interplay of these various aspects of each character created a cast and a world that is difficult to distinguish from real life.

Anna Karenina takes place in a historical period of change, with the“demise of the landed gentry and ascendancy of capitalism, the crisis in Russian agriculture, confusion in the upper-class family structure” (Jones-Terras 203). All of these issues play a role in the narrative of the novel and provide the context for the storylines to take place.

The Anna Karenina Principle has been created in the field of psychology "which holds that it is possible to fail in many ways but to succeed in only one way, by avoiding each of the routes to failure" (Peterson, The Anna Karenina Principle).

Adaptations
‘’Anna Karenina’’ is one of the most adapted works of literature. It has been adapted across mediums: theater, musical, film, radio, television, and Opera. There is also a novel adaptation by Ben H. Winters called ‘’Android Karenina.’’

All Hollywood adaptations minimize the Levin plotline almost entirely and focus on Anna’s story “in an effort to promote sympathy with Anna and simplify the plot” (Gibaldi 182).

The next film version starring Kiera will be released at the end of 2012

Visit Adaptations of Anna Karenina for an extensive list of adaptations.

Study Questions
1. Levin is known to be at least partially an autobiographical representation of Tolstoy. How does this knowledge shape our understanding of the novel's overarching messages and philosophy?

2. ‘’Anna Karenina’’ begins with an epigraph: “Vengeance is mine, I will repay.” How do you interpret this in the context of the novel?

3. How does Tolstoy draw characters? How does he employ physical descriptions, dialogue, internal monologue, and other forms of narration to make his characters feel like real people?

4. Tostoy stated that his novel is structured not so much by character relations (i.e., meetings between characters) or plot points, but by an "internal cohesion." What do you think he means? (Lydiia Ginzberg)

5. There are three major couples in this novel: Anna and Vronsky, Stiva and Dolly, and Levin and Kitty. What do you think Tolstoy is trying to say in juxtaposing them next to one another?

6. What do trains symbolize in the novel?

7. Anna's adultery is met with societal gossip and the severance of several past relations. However, despite her brother Stiva’s several extramarital affairs, his punishment is not severe and almost nonexistent. Considering this stark gender contrast, what is Tolstoy trying to say about the behaviors of society? Is he promoting a misogynistic social structure or critiquing it, and presenting a feminist alternative through the character of Anna?

8. How does Tolstoy make his characters feel "real"? What are some of the major literary devices, narrative strategies, and uses of physical descriptions, dialogue, and internal monologue that given the reader a sense that s/he is reading not marks on a page, but confronting a complex personality?

9. After viewing one or more film adaptation of Anna Karenina, which elements of the novel do you believe to be well represented and which do you think are lost with the translation from page to screen? Are there parts of the film that have been altered to accommodate the language and/or cultural differences of the target audience? What reasons do you see for the inclusion of certain plot lines and themes of the novel and the neglect of others? (Lester Asheim’s article “From Book to Film: Simplification" might be helpful in considering this question.)

title: Book Reviews/Anna Karenina


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Engineering Projects/Rube Goldberg/Howard Community College/Spring2012/p1501-SZ

Problem Statement
To create a Rube Goldberg machine that functions through the use of dis-assembled printers, leading up to a Rube Goldberg machine as shown in the OK Go video "This too shall pass."

Team Members

 * Zechariah Bennett
 * Lemuel Sun

Summary
The team spent the last four weeks continuing construction on a Rube Goldberg machine. The machine was constructed using parts exclusively from dis-assembled printers. Solenoids were used to impact the gear axle rods, which were used as chimes of a sort. The gear assemblies were connected together using belts and rubber bands.

Story
At the start of the allotted four weeks, the team decided that it did not want to be limited solely to gears and belts. In order to expand the functionality of the Rube Goldberg machine, the team decided to use the solenoids within the printer to act as hammers, which would impact chimes of varying pitches. These chimes were made from rods of metal that had gears attached to them within the printers. A major obstacle that was encountered during this process was that one of the solenoids would "stick" after the electrical current to it was cut. This was due to remanence, which is essentially residual magnetization of the ferrous core within a solenoid. When the current is passed through the solenoid, a weak permanent magnet is created, which loses its magnetization over time, causing this "sticking" effect. This was combated by applying the electrical current in very brief bursts, just long enough to cause the solenoid to activate. After this was solved, the team mounted the Rube Goldberg machine on a stand. After successfully mounting the machine, it was realized that the legs of the stand wobbled whenever the machine was pushed around. To solve this, the team attached a cross-brace to the legs of the stand, which stabilized the stand. The team then connected the various printer boards together with the use of heavy duty rubber bands and belts. However, one of the gaps between boards was longer than the length of our longest belt, so the team had to create a belt which spanned the gap. First, blue painter's tape was used, which proved effective. To improve on this idea, the team tested various tapes, including masking tape and duct tape. Of the three, blue painters tape maintained as the most effective. Later on, string was used which ended up being the most effective of all the materials tested. It did not have the crunching noise that the tape made, and was much easier to replace if damaged.

Decision List
Sam

Zechariah

Material List
Currently used:

Future acquisitions:

Future acquisitions will vary based on what kind of devices we decide to mount and incorporate

Software List
Arduino Software installed on Laptop: allowed for the control of devices like the motor through various programs implanted on the arduino

Time
13.5 Hours

Tutorials
Arduino tutorials

Guide to laser printer motor

Next Steps
1. Figure out why solenoids "stick"

2. Mount motor, power supply, and other various electronic equipment to the board

3. Devise way to make all electronic functions hands free (ex: flip switch, motor comes on)

4. Connect the rest of the gears (most likely using string)

5. Incorporate different mechanisms and possibly a ball

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


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Talk:Progress and Prospects in Parkinson's Research/Therapy/Neuroprotection/Neuroprotective agents

HAPE is working on moving each agent to its own subpage.

This Neuroprotective agents page will need to be a summary page which will review and comment on the field as a whole and assess how close we are to having one or more proven and effective neuroprotective agents. The literature research will have put us in a position to be able to do this from an informed position. There should also be a discussion on whether the parkinsonian animal and cellular model were valid for the sort of investigations being undertaken - or the sections on Modelling PD and Animal Models should be referred to when they are written.

--Droflet (talk) 09:18, 13 May 2012 (UTC)


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Talk:Progress and Prospects in Parkinson's Research/Therapy/Neuroprotection

This potentially is a very exciting topic. This Neuroprotection page should launch straight into the recent progress that has been made especially as there are some real hopes for Exendin-4 following the recent trial.

The page needs totally re-hashing so that it is review/overview of the current position, the significance of the results to date and prospects for the future. The details are in the subpages so a much freer page structure is called for. More of an essay or magazine review article which is readable and engaging.

Droflet (discuss • contribs) 10:01, 3 June 2013 (UTC)

This page should also include non-drug therapies including exercise, diet and lifestyle. There will be other pages on such things in their own right and there should be links to them from this page. There is likely to be a considerable overlap between neuroprotection and disease modification.

--Droflet (talk) 09:23, 13 May 2012 (UTC)


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Talk:Progress and Prospects in Parkinson's Research/Therapy/Neuroprotection/GM1

I think we should do some more investigative work to find out from the researchers what is going on in this area and whether it is being actively followed up. If not, why not? It is rare that researchers report a decrease of symptoms over a significant period of time!

The Summary should be put before Further Reading to highlight that this appears to be a significant but neglected finding.

--Droflet (talk) 09:34, 13 May 2012 (UTC)


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Progress and Prospects in Parkinson's Research/Therapy/Neuroprotection/Isradipine

"The initial hypothesis, which argues the case for Calcium Channel Blockers as a neuroprotective PD therapy, is sound and has the added attraction of using products already licenced for human use. However although preliminary research on mice produced promising results, subsequent research has had inconsistent outcomes."

Background
Isradipine is a Calcium Channel Blocker (CCB). Its trade names are DynaCirc and Prescal. It is prescribed for the treatment of high blood pressure in order to reduce the risk of stroke and heart attack.

2007

Surmeier puts foward the case for PD therapies based upon Calcium Channel Blockers.

''A potential clue to the vulnerability of nigral neurons is their increasing reliance on Ca(2+) channels to maintain autonomous activity with age. This reliance could pose a sustained metabolic stress on mitochondria, accelerating cellular ageing and death. The Ca(2+) channels underlying autonomous activity in dopaminergic neurons are closely related to the L-type channels found in the heart and smooth muscle. Systemic administration of isradipine, a dihydropyridine blocker of L-type channels, forces dopaminergic neurons in rodents to revert to a juvenile, Ca(2+)-independent mechanism to generate autonomous activity. More importantly, reversion confers protection against toxins that produce experimental parkinsonism, pointing to a potential neuroprotective strategy for Parkinson's disease with a drug class that has been used safely in human beings for decades. These studies also suggest that, although genetic and environmental factors can hasten its onset, Parkinson's disease stems from a distinctive neuronal design common to all human beings, making its appearance simply a matter of time.''

Research
2010

Simon et al conducted an epidemiological study of the effect of using a calcium channel blocker (CCB) on the onset of PD.

Their cohort was 121,700 females aged 30-55 and 51,529 males aged 40-75. There were 514 identified cases of PD and a 16 year follow-up. Their conclusion:-

"These findings do not support a role for CCBs in providing neuroprotection against development of PD."

Simuni et al tested the effects of giving 31 early stage PD patients graduated doses of isradipine for 8 weeks. It produced no measurable effect on their PD symptoms.

Ritz et al worked with a cohort of 1,931 patients with a first time diagnosis for PD between 2001 and 2006.

Theyfound that subjects prescribed centrally acting calcium channel blockers (excludes amlodipine) between 1995 and two years prior to the index date were 27% less likely to develop Parkinson’s disease.

2011

Bagatini et al induced Parkinsonism in fruit flies, using paraquat and the tested the effect of Calcium Channel Blockers.

The drugs tested were the dihydropyridines, isradipine, nifedipine, and nimodipine, and resveratrol, a polyphenol that presents antioxidant properties. Their conclusion:-

"This study is the first demonstration that dyhidropyridines and resveratrol are unable to reverse the locomotor impairments induced by paraquat in Drosophila melanogaster."

Ilijic et al tested isradipine on mice with MPTP-induced Parkinsonism.

"This analysis revealed that isradipine produced a dose-dependent sparing of DA fibers and cell bodies at concentrations achievable in humans, suggesting that isradipine is a potentially viable neuroprotective agent for PD."

Rees et al reviewed the arguments in favour of the use of anti-hypersensitive drugs such as Calcium Channel blockers in the treatment of diseases such as PD.  Their conclusion:-

There is currently a lack of evidence for the use of antihypertensive drugs for either the primary or secondary prevention of PD. More observational studies are required to identify potential drugs to go forward for safety and tolerability studies in people with early PD


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User:Deathlaser

--Deathlaser (talk) 18:21, 13 May 2012 (UTC)

title: User:Deathlaser


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User talk:Deathlaser

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

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Jtneill - Talk - c 05:47, 14 May 2012 (UTC)

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Survey research and design in psychology
Hi Deathlaser,

Thanks for your interest in this course. We are just finishing up the on-campus teaching of this unit for this semester. Let me know about your interest and how I can help out.

Sincerely, James -- Jtneill - Talk - c 05:47, 14 May 2012 (UTC)

title: User talk:Deathlaser


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Category:Pages where template include size is exceeded

This category is populated automatically by the MediaWiki software. It contains pages which exceed one of the template limits, other than the limits on expensive parser functions and template argument size. These pages should be simplified by removing or simplifying calls to templates, or they will not render properly.


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SystemC programming in plain view

Introduction
 Overview
 * SystemC.00.A.Overview ([[Media:SystemC.00.A.Overview.20120514.pdf |pdf]])

 Modules
 * SystemC.01.A.Modules ([[Media:SystemC.01.A.Modules.20140104.pdf |pdf]])

 Processes
 * SystemC.02.A.Processes ([[Media:SystemC.02.A.Processes.20120620.pdf |pdf]])

 Channels
 * SystemC.03.A.Channels ([[Media:SystemC.03.A.Channels.20120528.pdf |pdf]])

 Ports
 * SystemC.04.A.Ports ([[Media:SystemC.04.A.Ports.20120514.pdf |pdf]])

 Hierarchies
 * SystemC.05.A.Hierarchies ([[Media:SystemC.05.A.Hierarchies.20120514.pdf |pdf]])

 Data Types
 * SystemC.06.A.DataTypes ([[Media:SystemC.06.A.DataTypes.20120607.pdf |pdf]])

 Times
 * SystemC.07.A.Times ([[Media:SystemC.07.A.Times.20120528.pdf |pdf]])

 Events
 * SystemC.08.A.Events ([[Media:SystemC.08.A.Events.20120609.pdf |pdf]])

 Simulation
 * SystemC.09.A.Simulations ([[Media:SystemC.09.A.Simulations.20120514.pdf |pdf]])

 Interfaces
 * SystemC.10.A.Interfaces ([[Media:SystemC.10.A.Interfaces.20120514.pdf |pdf]])

 Custom Channels
 * SystemC.11.A.CustomChannels ([[Media:SystemC.11.A.CustomChannels.20120514.pdf |pdf]])

SCV Overview

 * SystemC.SCV.00.A.Overview. ([[Media:SystemC.SCV.00.A.Overview.20120514.pdf |pdf]])

TLM Overview

 * SystemC.TLM.00.A.Overview. ([[Media:SystemC.TLM.00.A.Overview.20120514.pdf |pdf]])

go to [ Electrical_%26_Computer_Engineering_Studies ]

title: SystemC programming in plain view


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TESOL/Fluency building activities

A foreign language course should include fluency building activities which focus exclusively on fluency and totally avoid new language or new forms. Remember the MINUS principle.

Mingling
A type of icebreaker may help students warm up and become more comfortable speaking in front of others.

Slips of paper

 * 1) Each student receives two slips of paper and writes an unusual fact about themselves on each slip
 * 2) The instructor takes all the slips.
 * 3) The instructor hands one out to each student so that no student receives their own slip of paper.
 * 4) Each student asks another student if they wrote the fact on the slip of paper that they have.
 * 5) When a student finds the author, they keep that slip and picks up another one from the instructor.
 * 6) This continues until all the authors have been found.
 * 7) The student with the most slips wins.

Bingo
A grid with facts is prepared by the teacher and handed out to each student. The facts are fairly general such as "I live in a house." Students mingle and ask each other if they match any of the squares and the first person to make bingo wins.

For smaller groups, students may work together in a group and one student may ask the others, and then their partner asks everyone, and their partner and so on.

Secret identity

 * 1) S1 has a secret identity chosen among identities of famous people.
 * 2) Other students ask yes/no questions to guess S1's identity
 * 3) When a student is sure, they can ask "Are you (name)?"

Secret location

 * 1) Students divide into two teams
 * 2) From each team, one student chooses a location
 * 3) The student who knows the location describes it using "you can (verb)" or "you can't (verb)".  Other students may ask questions.  The first team to guess which location it is wins.

Related words as clues

 * 1) The teacher gives one student a secret word.
 * 2) The student with the word gives a clue.
 * 3) The other students guess the word.

Actions as clues
This can be used with single words or entire sentences.

Definitions as clues

 * 1) One student has a secret word.
 * 2) That student gives a definition.
 * 3) The other students guess the word.
 * 4) The first correct guess wins.

There should always be a theme for these words, such as "animals."

To support lower level groups, prepare cards with the word and about five descriptive sentences below. For example, the theme is "animals", and one card looks like this:

Cows
 * 1) They have four legs.
 * 2) They are usually brown, black, or white.
 * 3) They eat grass.
 * 4) They make milk.

Context as clues
This is a word substitution activity.

 * 1) One student has a secret word.
 * 2) That student makes a sentence using the word, but substitutes another word for their secret word.  For example, if they chose "sandwich," and substitute "bonanza," the student says "I often eat bonanzas for lunch."
 * 3) The other students guess the secret word.

Go fish
This game practices vocabulary written or depicted on the back of playing cards.

 * 1) Students form groups.
 * 2) The instructor deals each person a certain number of cards.
 * 3) One student at a time asks any other student "Do you have a ...?" where ... is whatever is on the back of one of the cards that the student has.
 * 4) It the student being asked has the cards, they give them to the person asking.  If not, the student being asked says "Go fish!" and the other student must take a card from the deck.
 * 5) When a student has all of a kind, they may put them at the bottom of the deck.

Listen and draw

 * 1) Students for pairs.
 * 2) One student is given a picture but cannot show it to their partner.
 * 3) The student with the picture describes it and their partner must draw it.
 * 4) When finished, students compare pictures.

Popularity rankings

 * 1) The teacher finds the results of some survey, such as the most popular hobbies.
 * 2) Students divide into teams.
 * 3) Each team speculates on the most likely ranking and presents it.
 * 4) The team with the most accurate ranking wins.

A to Z

 * 1) Students divide into two teams.
 * 2) From A to Z, in each team, one student at a time thinks of a word beginning with that letter.
 * 3) The first team to reach Z wins.

Use themes to make this game more interesting and difficult.

The instructor may wish to omit Q and X.

Face

 * 1) Students divide into teams.  Each team has a drawing surface like a sheet of paper or a space on a whiteboard.
 * 2) The instructor calls out a facial feature, like "big ears."
 * 3) One student in each team draws it.
 * 4) The team with the best face wins.

Collaborative drawing

 * 1) One student or the instructor has a pen.
 * 2) Students describe something in the picture, such as "There is a mountain," and the person with the pen draws it.

Guess the lie

 * 1) One student tells two true stories and one false story.
 * 2) Other students ask questions about details of the story.
 * 3) The student who can guess which is the false story wins.

Guess the category

 * 1) One student secretly chooses a category.  It helps to present a list of categories to choose from beforehand.  For example, "Things from China"
 * 2) That student names one thing that belongs to the category.  For example, "Chinese noodles"
 * 3) The first student to guess the category wins.

Themed activities
Activities for beginners above can be given themes which make them more difficult and appropriate for intermediate level students.

 * A to Z: Students must think of a word related to a theme, or belonging to a certain part of speech.
 * Drawing games: The instructor calls out more complicated things to draw.

title: TESOL/Fluency building activities


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User talk:HAPE3512

RE GM1

This is the first draft of this page. There is room for improvement. The background section is not particularly user-friendly. It needs a clearer statement for the lay reader.

The research section could be improved by someone with access to Full Text drafts of papers instead of Abstracts.

There needs to be a statement of the ongoing research situation.

Re Caffeine

I can add some anecdotal evidence to this page. I find that drinking an espresso coffee is effective as a resting tremor suppressant.

HAPE3512 (talk)

The DNA topic subpage
Hi HAPE! I have put a comment on the talk page of the DNA subpage. Basically it says we need diagrams! Droflet (talk) 09:44, 2 October 2012 (UTC)

Testing the waters
HAPE3512- Forgive me if I am going about this all wrong, but if I wanted to discuss something just with you, would this page be appropriate spot? And if I nwished to address the community as a whole?

Also, I charged right in and edited the summary page since I could identify with it. I don't want to step on anyone's toes, however, and assume that if it needs changing back that it will be no problem. Reverett123 (talk) 22:01, 6 October 2012 (UTC)

You won't tread on anyone's toes. We are all new to this and don't know where it will lead us. I am happy to conduct a dialogue in public. Original thinkers such as yourself are very welcome. I have just supplied a page on cysts and could scarcely believe the implications of what I was writing. Your headings seemed to indicate a fresh viewpoint to me, namely to analyse the relationship of PD to each of the organs in the body via their associated medical disciplines. If you succeed it could end up as Part 3 of the wiki. I can only suggest that you plunge in and let your contributions find their own level. We will tidy up the cosmetics. Shaker (talk)

 * See Reverett123's Talk page where I have suggested we begin to discuss his ideas and where they might be explored. I am suggesting we start on the Portal's Talk page so that it is open and we move to other Talk pages if the proposals become more specific to one or other of the sections.

 * Droflet (talk) 10:27, 11 October 2012 (UTC)

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title: User talk:HAPE3512


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Progress and Prospects in Parkinson's Research/Therapy/Neuroprotection/Quinoxaline

"The antioxidant properties of quinoxaline have yet to be evaluated fully"

Background
Quinoxaline (NBQX)is also called a benzopyrazine, in organic chemistry, and is a heterocyclic compound containing a ring complex made up of a benzene ring and a pyrazine ring. It is isomeric with quinazoline, phthalazine and cinnoline.

Research
2009

Faust et al  carried out a series of tests on fruit flies.

''In the present study, a Drosophila DJ-1A model of PD was used to test potential neuroprotective drugs. The drugs applied are the Chinese herb celastrol, the antibiotic minocycline, the bioenergetic amine coenzyme Q10 (coQ10), and the glutamate antagonist 2,3-dihydroxy-6-nitro-7-sulphamoylbenzo[f]-quinoxaline (NBQX). All of these drugs target pathogenic processes implicated in PD, thus constitute mechanism-based treatment strategies. We show that celastrol and minocycline, both having antioxidant and anti-inflammatory properties, confer potent dopaminergic neuroprotection in Drosophila DJ-1A model, while coQ10 shows no protective effect. NBQX exerts differential effects on cell survival and brain dopamine content: it protects against DN loss but fails to restore brain dopamine level.''


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Talk:Community Medicine/Molecular Biology

i need imidiate guidance, i wanna start helping putting the subject Mido XV (talk) 17:43, 14 May 2012 (UTC)


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TESOL/MINUS principle

The MINUS principle is a set of five points to guide ESL lessons. Following this principle increases the likelihood that the lesson will proceed smoothly and that students will learn as much as possible.

 * Meaning: relevant language
 * Interest: have a variety of activities
 * New language: keep new language to a minimum
 * Understanding: make it easy to understand
 * Stress-free: students should not be under stress

title: TESOL/MINUS principle


text: File:Sampling.6.B.Prefilter.20120515.pdf


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Progress and Prospects in Parkinson's Research/Therapy/Neuroprotection/Phytic Acid

"Phytic acid is a powerful antioxidant and it has been hypothesised that it could have neuroprotective qualities for PD patients. Research is at the stage of basic data gathering."

Background
Phytic acid (known as inositol hexakisphosphate (IP6), or phytate when in salt form) is the principal storage form of phosphorus in many plant tissues, especially bran and seeds.

Research
2003

Obata examined the antioxidant effect of phytic acid on iron (II)-enhanced hydroxyl radical (*OH) generation induced by MPP+ in the extracellular fluid of rat striatum. The results were :-

"These results suggest that the antiradical effect of phytic acid occurs by chelating iron required for the MPP(+)-enhanced *OH generation via the Fenton-type reaction."

2008

Xu et al tested the hypothesis that excess iron associated with cell death in PD could be reduced by the application of phytic acid. They tried this on rats pre-treated with MPP+ to render them Parkinsonian. Their results concluded:-

"Collectively, our results demonstrate a significant neuroprotective effect of phytate in a cell culture model of PD."

2011

Xu et al repeated the 2008 research with a number of variables. The conclusion:-

"Together, our data suggest that IP6 protects against 6-OHDA-induced cell apoptosis in both normal and iron-excess conditions, and IP6 may offer neuroprotection in PD."


text:
TAO/Free Cruise on the Internet

Introduction
The project ‘FFI – Freie Fahrt ins Internet’ (Free Cruise on the Internet) aims at the improvement of older adults' online skills. The original partners of the public-private partnership were Berne University of Applied Sciences, Swisscom (the main telecom company in Switzerland), Coop (a wholesaler), seniorweb.ch (Switzerland's largest non-profit online community aimed at older adults), and ProSenectute (a foundation providing expertise and services on all matters regarding aging and old age). Meanwhile, the setup of partners has undergone some changes. The activities are strongly based on co-creation with volunteers. The activity-based workshops for teaching basic skills are developed and taught by a teaching team of older adults. The teaching environment are cafés or other easy-to-access venues in shopping malls in several cities of German speaking Switzerland. In addition to the courses, a Help Point was established, aiming to provide general internet support to older adults. The target group of FFI are older adults with basic computer skills (e-mail and Google search) seeking a first experience of different online applications.

Recommendations
Based on our experience the main critical success factors can be summarized as follows:

Volunteers

 * ‘Seniors for Seniors’ as the vision and motto
 * The enthusiasm of the volunteers is a critical success factor
 * Use group activities (co-design, co-creation) for the development of new workshops and other educational offerings
 * Involve workshop instructors in the process of quality assurance (standardization, surveys on satisfaction). Otherwise, acceptance of quality assurance measures will be low.

Teaching

 * Teaching should be learner-centered and include a lot of hands-on activities
 * Try to guide the learning process by asking questions rather than by telling participants what to do
 * Use handouts with simple, self-explanatory instructions and exercises
 * Do not lose sight of the target group. Design courses according to a real (and not an imagined) end-user demand
 * Always test new worskhop formats before bringing them to the market
 * A persona approach can be used to facilitate the adoption of customers’ perspectives and needs

Organization

 * Try to acquire committed sponsors
 * Look for a low-threshold location (e.g. a shopping mall)
 * Use mass-media as a booster for publicity
 * Centralize administration and decentralize the training of new workshop instructors
 * Develop a clear PR strategy
 * Establish a community of practice for workshop instructors and other interested parties in order to track and disseminate the lessons learned and to provide new instructors with the necessary information
 * Always test new workshop formats should before entering the market
 * Review your offerings at regular intervals and make necessary adjustments

Background Information
The first edition of Free Cruise on the Internet took place from October 2010 to June 2011 and consisted of the following phases : The project is organized according to the following organizational units and/or roles:
 * Ideation: Based on the belief that the involvement of the stakeholders leads to better solutions, a broad discussion within the project steering board and the group of volunteers was started.
 * Test: Validation of the developed concepts in real-life situations in a shopping mall.
 * Consolidation: From February to May 2011 4 workshops per week were carried out and a Help Point was provided during 3 days per week.
 * Evaluation: During the consolidation phase participants', volunteers' and steering board members' satisfaction was evaluated.
 * Multiplication: The same concept was implemented in further shopping malls in the German speaking part of Switzerland. At a later time, it is intended to transfer a similar workshop concept to retirement communities in the country.
 * Ambassadors: Persons in this role are in charge of the Helpt Point. Their task is to encourage older adults' active use of the internet with face-to-face contact and to provide support outside the framework of the workshops.
 * Instructors: For each workshop one person is in the lead with regard to planning and implementation.
 * Assistants: Each workshop has two assistants. Because the focus of the workshop is rather on learning-by-doing than learning-by-teaching, the assistants move through the "classroom" and provide hands-on support.

New FFI venues were added and a similar series of workshops was carried out in Kreuzlingen, Zurich and Lucerne.

Evaluation
The main results of the evaluation can be summarized as follows:

Participants

 * Overall satisfaction: FFI-courses were highly appreciated by participants: most participants were(very) satisfied and praised the open attitude of the workshop moderators and the way they interacted with participants.
 * Content: The content was appropriate for most of the participants. In future FFI-courses, participants would welcome ‘social media’ and the ‘connection between mobile phone and internet’ as new learning topics.
 * Level of expertise: Participants suggested that the future FFI-communication should clearly indicate beforehand which level of expertise is recommended for each workshop. This would help avoid the great differences in computer skills observed in participants, which sometimes slowed down the flow of the workshop.
 * Expectations: Male participants were somewhat less satisfied and their expectations somewhat less well met. The evaluation questionnaire could however not reveal the reasons for this. In any case, until these reasons are clarified, it would be useful to specifically ask for participants’ expectations during registration and/or at the beginning of the course.
 * Sustainability: A month after the course, most participants indicated not to be using their new knowledge at home. The new skills had clearly not become a routine yet. Although the participants claimed to know “how it works”, the threshold to try it out by themselves was still quite high –and the older the participant, the higher the threshold. For some participants, there is a need for supervised practice-classes, in which they could freely experiment and refer to a tutor in case of questions.

Volunteers

 * Overall satisfaction: The majority of the moderators, assistants and ambassadors perceived the first edition of FFI as a successful campaign. Most of them were willing to continue their commitment in the next edition of FFI. As they were not paid for their work, they appreciated specific other forms of recognition of their work from the management (e.g. structured feedback, sufficient time for chatting with other volunteers, coffee coupons, etc.).
 * Content: The volunteers developed the workshop materials themselves. Some of them felt overchallenged by this task. But in the end they agreed that the process was useful and that they had produced reasonable results. Especially, the mix of a small amount of theory and a lot of practical exercises was acclaimed.
 * Level of expertise: The disperse level of expertise among participants led to difficulties in the workshops. Proposed solutions are: Make the prerequisites of the workshops more explicit in the advertising; reserve enough time for the assisted exercises; provide different levels of complexity; provide a glossary of internet terminology.
 * Organization: The volunteers asked for a continuation of the chosen path with a transparent flow of communication from the management and the steering board to the actors in the field.
 * Sustainability: The volunteers expressed the wish for a development of measures to ensure the sustainability of FFI courses. For example, the creation of a strong knowledge management system to share expertise would greatly facilitate their efforts. They also agreed to apply the same workshop concept in other learning environments.

Further Information
"Free Cruise on the Internet" on the website of TAO

Other Handbook chapters
Target Groups

(N)Onliner & Offliner

Usability

Seniorweb.ch

title: TAO/Free Cruise on the Internet


text:
Putt Putt/Howard Community College/Spring2012/p501acm/Putt Putt/Arduino

REVISED MOTOR PARTY PROGRAM 1

// Adafruit Motor shield library // copyright Adafruit Industries LLC, 2009 // this code is public domain, enjoy! #include  #include    // DC motor on M2  AF_DCMotor motor(2); // DC hobby servo Servo servo1; // Stepper motor on M3+M4 48 steps per revolution AF_Stepper stepper(48, 2); void setup { Serial.begin(9600); // set up Serial library at 9600 bps Serial.println("Motor party!"); // turn on servo servo1.attach(9); // turn on motor #2 motor.setSpeed(200); motor.run(RELEASE); int i // Test the DC motor, stepper and servo ALL AT ONCE! void loop { motor.run(BACKWARD); for (i=0; i<255; i++) { servo1.write(i); motor.setSpeed(i); stepper.step(1, FORWARD, INTERLEAVE); delay(0); }   for (i=255; i!=0; i--) { servo1.write(i-255); motor.setSpeed(i); stepper.step(1, FORWARD, INTERLEAVE); delay(8); }   motor.run(FORWARD); for (i=0; i<255; i++) { servo1.write(i); motor.setSpeed(i); delay(0); stepper.step(1, FORWARD, DOUBLE); }   for (i=255; i!=0; i--) { servo1.write(i-255); motor.setSpeed(i); stepper.step(1, FORWARD, DOUBLE); delay(8); } }


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User talk:Alenkakats

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Collingwood (talk) 12:31, 15 May 2012 (UTC) --Collingwood (talk) 12:31, 15 May 2012 (UTC)

title: User talk:Alenkakats


text:
Progress and Prospects in Parkinson's Research/Therapy/Neuroprotection/Riboflavin

"Uncorroborated research has found that PD patients are deficient in riboflavin and it is hypothesised that its replacement could confer neuroprotection."

Background
Riboflavin also known as Vitamin B2 is a vital dietary component that is found in dairy foods, yeast, fresh vegetables and offal. It has a role in the metabolism of fats, carbohydrates and proteins.

Research
2003

Coimbra and Junqueira detected riboflavin deficiency in 31 consecutive PD outpatients. 25 patients were given enhanced doses of riboflavin for 6 months and they cut red meat from their diet.

At the end of the experiment their mobility rating had increased  from 44% to 71%


text:
Progress and Prospects in Parkinson's Research/Therapy/Neuroprotection/Tolcapone

"This appears to be a text book example of the processes involved in bringing a new therapy to market. N.B. There was an interval of 9 years between the first tests on humans and formal licencing approval."

Background
Tolcapone is a drug that crosses the blood brain barrier and inhibits the enzyme catechol-O-methyl transferase (COMT). This has the efect of prolonging the utility of levadopa. It is distributed under the trade name Tasmar.

Research
1995

Dingemanse et al conducted the first test of tolcapone on humans in a double-blind, placebo-controlled, ascending-single-dose study. Doses of 5 to 800 mg tolcapone were administered orally to eight sequential groups of six young healthy male volunteers and adverse events, vital signs, and clinical laboratory variables were recorded. Their conclusions:-

"The novel COMT inhibitor tolcapone was well tolerated at oral doses of 5 to 800 mg. Tolcapone concentration-dependently inhibited COMT activity in erythrocytes and exhibited dose-proportional kinetics. Further investigations into its applicability in the treatment of Parkinson's disease are warranted."

1997

Baas et al conducted a multicentre, randomised, double blind, placebo controlled trial. 58 patients received a placebo, 60 received 100 mg tolcapone three times daily, and 59 received 200 mg tolcapone in addition to levodopa/ benserazide.

After three months with 200 mg tolcapone the, “off” time decreased by 26.2% of the baseline value, “on” time increased by 20.6%, and the mean total daily levodopa dose decreased by 122 mg from the baseline dose of 676 mg. These responses were maintained up to nine months.

With 100 mg tolcapone the, “off” time decreased by 31.5%, “on” time increased by 21.3%, and the mean total daily levodopa dose decreased by 109 mg from the baseline dose of 668 mg.

With 200 mg tolcapone the, uniﬁed Parkinson’s disease rating scale motor and total scores were signiﬁcantly reduced, and quality of life scores were signiﬁcantly improved.

1998

De Santi et al studied the variation of catechol-O-methyltransferase (COMT) activity in the human liver, duodenal mucosa and renal cortex, and investigated the inhibition of COMT by entacapone and tolcapone. The study included 87 samples of human liver, 94 samples of the duodenum and 72 samples of the renal cortex. The results were:-

"Entacapone and tolcapone were powerful inhibitors of COMT and their IC50 estimates were 151 and 773 nM (P = 0.008), respectively, in the liver; consistent results were obtained with the other tissues."

Adler et al carried out a randomized, double-blind, placebo-controlled, parallel-group study with a cohort of 215 PD patients. These were given either a placebo or tolcapone, 100 or 200 mg, 3 times daily orally for 6 weeks.

"Tolcapone, 100 and 200 mg 3 times daily, reduced off time by 2.0 and 2.5 hours per day, respectively, and increased on time by 2.1 and 2.3 hours per day"

2001

Factor et al compared the long-term tolerability and efficacy of tolcapone and entacapone in patients with fluctuating Parkinson's disease. Their conclusions:-

"Tolerability was the same for both treatments. Tolcapone appears to have greater and longer efficacy with regard to motor symptoms, 'off' time, and change in levodopa requirements than entacapone. These findings indicate that tolcapone continues to have a place in the treatment of advanced PD. However, the risks associated with this drug, particularly hepatic injury, and the requirement for rigorous blood monitoring, need to be considered when choosing an appropriate treatment for patients with advanced PD."

2004

The European Medicines Agency approved the use of Tolcapone (Tasmar) for the treatment of Parkinson's Disease on 29/04/2004

2006

Stocchi and De Pandis carried out a comprehensive review of tolcapone and concluded:-

"With proper monitoring, tolcapone is an effective, well-tolerated drug useful in the management of patients with fluctuating PD."

Summary
This appears to be a text book example of the processes involved in bringing a new therapy to market. N.B. There was an interval of 9 years between the first tests on humans and formal licencing approval.


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Template:Help me

This user is new to Wikiversity and needs help.

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Talk:Engineering Projects/FanWing/Howard Community College/Spring 2012/689 procrastinators

100 points 1sfoerster (talk) 18:22, 15 May 2012 (UTC)


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Countersinking

Countersinking a screw is useful when trying to hide the head of a screw from view, or when the screw is not long enough to make a solid connection with both pieces of wood (or other material).

1. Measure the diameter of the screw you will be using. Also measure the diameter of the head of the screw.

2. Choose a drill bit that is slightly smaller than the shaft of the screw, and another drill bit that is slightly larger than the head of the screw. As seen here.

3. Mark on the piece of wood where you will be drilling the hole. As seen here.

4. First, drill the pilot hole with the smaller drill bit. Then, drill the larger hole, but only as deep as you need to countersink the screw. Note in this picture that the larger hole is not nearly as deep as the smaller pilot hole.

5. All that remains is to put the screw in.

title: Countersinking


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Talk:Engineering Projects/Rube Goldberg/Howard Community College/Spring2012/p1501-SZ

100 points project 3 1sfoerster (talk) 20:21, 15 May 2012 (UTC)


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Talk:Engineering Projects/HoverCraft/Howard Community College/Spring2012/p3550W

50/100 points ... need to improve 1sfoerster (talk) 20:25, 15 May 2012 (UTC)

90 points ... no next steps


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Talk:Engineering Projects/StrandBeest/Howard Community College/spring2012/p3550cf

100 points project 3 1sfoerster (talk) 20:27, 15 May 2012 (UTC)


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Talk:Engineering Projects/Bridges/Howard Community College/spring2012/p3501jds

project 3 grading 1sfoerster (talk) 20:36, 15 May 2012 (UTC)
 * 100 points


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Talk:Engineering Projects/Attendance/Howard Community College/Spring2012/vd

100 points project 3 1sfoerster (talk) 20:41, 15 May 2012 (UTC)


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Talk:Engineering Projects/Bridges/Howard Community College/spring2012/p3550jm

100 points project 3 grading 1sfoerster (talk) 20:51, 15 May 2012 (UTC)


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Talk:Engineering Projects/Robot end effector/Howard Community College/Spring2012/p1501mjj3

100 points project 3 grading 1sfoerster (talk) 20:56, 15 May 2012 (UTC)


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Talk:Engineering Projects/Music projects/Howard Community College/spring2012/p1501KP

100 points ... project 3 grading 1sfoerster (talk) 20:59, 15 May 2012 (UTC)


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Talk:Engineering Projects/ComboLockPick

0/100 points .. no work done on team page 1sfoerster (talk) 21:01, 15 May 2012 (UTC)

title: Talk:Engineering Projects/ComboLockPick


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Talk:Helicopter/Howard Community College/Spring2012/p3502JASS

100 points 1sfoerster (talk) 21:09, 15 May 2012 (UTC)


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Talk:Engineering Projects/Illuminate Clothing/Howard Community College/spring2012/I2550INC

90/100 .. poster does not reflect the project 1sfoerster (talk) 21:12, 15 May 2012 (UTC)


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Talk:Escher/Howard Community College/spring2012/p1550jbf

100 points 1sfoerster (talk) 21:14, 15 May 2012 (UTC)


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Talk:Wind Tunnel/Howard Community College/Spring 2012/BJ560

70/100 points ... not finished 1sfoerster (talk) 21:17, 15 May 2012 (UTC)

100 points .. regraded 1sfoerster (talk) 15:21, 16 May 2012 (UTC)


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3D Scan/Kinect Makerbot/Howard Community College/Spring2012/p31550Kinect Robotic Car

0/100 nothing to grade 1sfoerster (talk) 21:18, 15 May 2012 (UTC)


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User:OpenScientist/Open grant writing/Wissenswert 2011/Documentation/Uploader

Background
At the time of uploading, the following metadata fields are available for any given file: 'Name', 'Authors', 'Article Title', 'Article Abstract', 'Journal Title', 'Date of Publication', 'Available from', 'License', 'Copyright Holder', 'Supplementary-Material ID', 'Supplementary Material Label', 'Supplementary Material Caption', 'Supplementary Material Mimetype', 'Supplementary Material Mime-Subtype', 'Supplementary Material URL'

Metadata on Commons
The metadata format on Commons - as taken from File:Anthelmintic effect of papain on Heligmosomoides bakeri.ogv - looks as follows:

Default Open Access Media Importer metadata on Commons
Filename: 'Article Title'-'Supplementary-Material ID'.'Supplementary Material Mime-Subtype'

Remarks

 * Filename: length of 'Article Title' should be capped
 * source: No DOI available? There are Template:Cite DOI and Template:Cite PMID on the English Wikipedia, which trigger a bot to fill in the details.
 * permission: There are dedicated templates for specific CC licenses (e.g. cc-by-2.0) and also for some journals (e.g. ZooKeys-License) or publishers (e.g. PLoS)
 * categories: would be good to generate these from the paper's MeSH terms, available via PMID from http://eutils.ncbi.nlm.nih.gov/entrez/eutils/efetch.fcgi?db=pubmed&id=PMID&retmode=xml - example: http://eutils.ncbi.nlm.nih.gov/entrez/eutils/efetch.fcgi?db=pubmed&id=18781205&retmode=xml.


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User talk:Billy Martinsky

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Jtneill - Talk - c 01:53, 16 May 2012 (UTC)

 Hello , you can call me Jacob Frank. I'd like to be your mascot and welcome you to Wikiversity. Even though I was a plain and untutored man back in 18th-century Europe, that still didn't stop me from contributing my ideas to the world. Neither should it stop you. As a religious leader who developed the doctrine of "purification through transgression," my advice to you is to be bold and to ignore all rules—yes, these are two of Wikiversity's official policies! Happy editing.

title: User talk:Billy Martinsky


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The Science Behind Parkinson's/Project Development

This is a subpage for discussing how the project should develop. Please keep the Site map up to date

Please move material from this page after 3 months to the Project Development Page Archives

or to the Project Standards page if the discussion has established a standard or convention.

Please add each new topic or conversation as a ==New Section== at the bottom of the page.

Please indent each comment to a topic below the topic e.g:

==Topic 1==

Ensure you are logged in and sign each entry with '~'

A merry band of contributors
Several people are now contributing material to this Parkinson's science wikiversity learning project. The following have accounts and I have been putting stuff on on behalf of some others. Those of us with accounts are:

User:Droflet

User:HAPE3512

User:Dr jonny

User:Richard99

User:AL_Parkin

I shall now encourage the others to create accounts and start to make changes themselves.

We can then use this page to discuss issues together so that several viewpoints are heard. A particular issue at the moment is that the Portal page ought to be improved to make it clearer what the project is all about, who it is for, how to get involved, what is in it and how to get quickly into and navigate the contents. There are competing requirements here.

Droflet (discuss • contribs) 12:17, 10 February 2013 (UTC)

who will use this site?
I think 2 types of people will visit the portal page; those with a specific question and general browsers. Both require easy and quick navigation. We have maybe 10 seconds to engage their interest and enable them to start their search. This means less text and more hierarchical links. We simply can't waste that 10 seconds on the portal page with people reading text describing the searches possible and not allowing the people to search themselves. Less text surrounding the articles. Immediate access to the contents Dr jonny (discuss • contribs) 12:04, 10 February 2013 (UTC)dr jonny
 * Sorry but I have reverted the changes you have made because they are too radical to do without prototyping and discussing. Too many things have been disrupted in one go.  I agree in many ways with how you think the front page should be changed but there are a lot of issues to be considered first.  Let's continue the discussion and find a path forward.  Please undo any other radical changes you have made that I may have missed. More later ...

 * Droflet (discuss • contribs)

 * I have now done a little more tidying - and shortening - of the Portal introduction subpage. I also did a little rewording.  This was to bring it back to saying more clearly what the wiki was set up for.  This is explained in a document created for a different purpose which you can see on this subpage: /doc1

 * I shall add more later; the '10 seconds to engage the casual user's interest' is not the main consideration of the Portal page and /doc1 goes some way to explain why. The front page must have a number of functions.  It can certainly be improved because I am sure we can do more to assist the various type of user to get brief relevant information, to find out more if they need to and to navigate to where they want to go easily.  Watch this space...  Droflet (discuss • contribs) 13:01, 12 February 2013 (UTC)

 * have you used Google Analytics to analyse the portal? its useful to show where people are clicking, pages viewed, time spent on the site etc. this might point to areas to improve. i used it to analyse a blog i'm writing - on average users spend 3 minutes on my blog and click 3 pages. therefore the portal page should be just that, a portal to the articles - reachable within 3 clicks and 3 minutes. when i go to a shop i don't want to be met by a shop assistant at the entrance who tells me why i'm at the shop, what the shop contains, the shop layout. i want to explore the shop; same with the portal. users don't want to be told, they want to do. there should be minimal text between the front page and the articles. otherwise users will lose interest and simply leave
 * Dr jonny (discuss • contribs)

 * A little joke: A man's watch stopped.  He saw a shop across the road with watches and clocks in the window. He crossed over and went in and said to the shopkeeper, "Can you repair my watch please?".  The shopkeeper said, "We don't repair watches; we are professional castrators."  So the man asked, "Then why do you have clocks and watches in your window?".  He replied, "What would you put in your window if you were a professional castrator?".  Now just disregard the obvious answer and let's ask what we should put in the shop window of our wiki project.  Not the equivalent of clocks and watches because we are not trying to attract people in on false pretenses.  But what is it that our shop window should say the site is all about?  You have quite rightly recognised that this is a problem because it is hard to state briefly that it is about researching Parkinson's research and that we want people to help out doing this.

 * (Note that Section 2, an Introduction to Parkinson's Science, is not the core of the site; it is there merely to support Section 1 by providing a path into the subject for those unfamiliar with it. Section 2 would not have been built on its own because there are loads of other places to learn about the basics of PD.)

 * The core of the learning project is Section 1 - the researching into Parkinson's research and sharing the results with others. There are two ways to build this: the more 'encyclopaedic' way, which is the main part of Section 1, and the 'articles on interesting results and new ideas' which is the Magazine Section.  Both are not yet what we want them to be and need more, continuing work on them

 * So the Portal page attempts to say this. But I admit that's its presentation needs improving.  The information it contains is important and must be accessible but, as you have argued, it does not all have to be there all at once.  I think we can improve things by use of "Collapse boxes" which we are beginning to use elsewhere.   This means that the user will see at first just the headings for the important information and can then reveal the information as and when required by clicking a box that opens up.  They can skip over boxes or close them when they no longer need them.  Give me time to work on this.

 * Droflet (discuss • contribs) 13:16, 18 March 2013 (UTC)


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User talk:Bohdanmartin

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Collingwood (talk) 12:59, 16 May 2012 (UTC) --Collingwood (talk) 12:59, 16 May 2012 (UTC)

Copyright problems on photos
Hello. There is a problem with one or more files you have uploaded. Every file you upload must have a clear statement of the copyright position. If you took the photos yourself, add PD-self if you are placing it unreservedly in the public domain. If you wish to retain minimal rights, add Cc-by-sa-3.0. If you did not take the photo, please add an explanation of why it can be hosted here. I am afraid that if you do not do this, the file wil be deleted. Let me know if you have any problems.--Collingwood (talk) 13:00, 5 July 2012 (UTC)

title: User talk:Bohdanmartin


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TESOL/English vocabulary list

This page aims to be a vocabulary list for learners of English as a foreign language. It is intended for learners of English as foreign language rather than a second language, because it focuses on the most basic words in English with the aim of developing fluency as fast as possible. For learners without a chance to gain large quantities of input, this is essential.

The selection of the most basic words is based on the objective ranking of words in spoken English from TV and movie scripts at Wiktionary's frequency lists page, but it should be regarded as a work in progress based on the know-how of teachers with real experience or the practical experiences of learners.

These are the most common words (including contractions) in English order of frequency, broken into parts of speech. If a word belongs to more than one part of speech, it is listed under each part of speech it belongs to. The word is not listed if its use is rare or very specific, for example "it" as a noun to mean a person in the game of tag.

Contractions are listed under the phrases they form. For example, "I'm" is a verb phrase missing an object but with the subject filled in with "I", so it is listed under "verbs."

The importance of closed-class words
Maximizing use of borrowings in the L2 helps focus lessons on closed-class words which need more focus in a lesson. Closed-class words often have many senses and pose a daunting challenge, so students need the help of a teacher and the help of a lesson to master them, unlike closed-class words which are simpler and easier to master by oneself.

Building listening comprehension skill is another reason to focus on closed-class words. Closed-class words are often the words which are reduced in speech, making them harder to hear, so the learner should have as much time as possible to build up their listening comprehension skills with closed-class words in a lesson with a teacher who has the desired pronunciation, usually a native speaker.

Using borrowings to focus lessons
Frequently, borrowings from English into the L2 are members of the open class parts of speech, especially nouns and adjectives. These are the low-hanging fruit, the words that a learner knows before ever stepping into the classroom. The teacher can take advantage of these to lighten the load on the student.

Closed-class words

 * 1) articles
 * 2) a
 * 3) pronouns
 * 4) you
 * 5) I
 * 6) that
 * 7) it
 * 8) me
 * 9) what
 * 10) this
 * 11) my
 * 12) your
 * 13) we
 * 14) he
 * 15) determiners
 * 16) you
 * 17) that
 * 18) that book is a good read
 * 19) what
 * 20) this
 * 21) no
 * 22) we
 * 23) all
 * 24) interjections
 * 25) what
 * 26) no
 * 27) my
 * 28) so
 * 29) well
 * 30) oh
 * 31) right
 * 32) conjunctions
 * 33) and
 * 34) that
 * 35) she said that she was coming
 * 36) not
 * 37) so
 * 38) but
 * 39) prepositions
 * 40) to
 * 41) go to (the shop)
 * 42) Where will you go on vacation? I will go to Hawaii.
 * 43) note: go to there
 * 44) of
 * 45) in
 * 46) for
 * 47) on
 * 48) with
 * 49) but
 * 50) I like everyone but him.
 * 51) about
 * 52) out
 * 53) particles
 * 54) to
 * 55) I want to (verb)
 * 56) What will you do tomorrow? I want to go shopping.
 * 57) Will you go shopping? I want to.

Open-class words

 * 1) adverbs
 * 2) the
 * 3) that
 * 4) what
 * 5) in
 * 6) this
 * 7) no
 * 8) just
 * 9) not
 * 10) on
 * 11) so
 * 12) but
 * 13) all
 * 14) well
 * 15) about
 * 16) right
 * 17) here
 * 18) out
 * 19) adjectives
 * 20) on
 * 21) so
 * 22) well
 * 23) right
 * 24) here
 * 25) verbs
 * 26) is
 * 27) know
 * 28) I'm (note that "I'm" is 16th most common, whereas its component "am" is 125th)
 * 29) have
 * 30) don't (slightly more common than "do")
 * 31) do
 * 32) be
 * 33) was
 * 34) it's (30th most common)
 * 35) are
 * 36) you're
 * 37) get - very versatile
 * 38) nouns
 * 39) right
 * 40) the store is on the right
 * 41) here

Possibly outside the core

 * for
 * just

title: TESOL/English vocabulary list


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Wikidata

 * Wikipedia: Wikidata

This page can be developed into a more complete learning resource about Wikidata, where one can learn about properties, how they are used, methods of finding consensus between a few or more users. As Wikidata can often have data that only a few "experts" understand this might be a challenging project.

Wikidata is a collaboratively edited knowledge base operated by the Wikimedia Foundation. It is intended to provide a common source of certain data types (for example, birth dates) which can be used by Wikimedia projects such as Wikipedia. For example in wikidata you can find the work of.

Reasons
The possibilities for wikidata are many. Practically anything that can be made into lists, tables and databases, such as: It is important to develop datasets that can be used in multiple languages and across many different project spaces (such as the range of Wikimedia projects). A reasonable solution is to make one common data project that has the discipline of open format standards and reuse and the potential for a large and popular user base to assist with contributions and management - much like what is for images and media.
 * 1) A periodical table of elements
 * 2) A table of physical constants
 * 3) A table of the world events
 * 4) A table of Indigenous public art

Events and workshops

 * Andy Mabbett workshop at RMIT University
 * RMIT University Wikidata hackathon

How to use Wikidata items - Studies on current/recent data
The goal for this section is to analyze how various data is entered into Wikidata, to find patterns, which might ease finding consensus in how to consistently make good edits using items and properties
 * Wikidata/Q570730-CurrentUsage

Guidelines for entering Wikiversity "objects" into Wikidata
These are guidelines for entering Wikiversity "objects" into Wikidata so that editors of Wikiversity can find common ground on what is the "proper" or "best practice" ways to enter information into Wikidata for learning resources, scholarly articles etc. that are found on Wikiversity.

Examples are going to help people edit as they can learn from specific examples(where it is suggested that extra work is done so that editors see the consensus implemented into edits so they know how to edit)

Entering Wikiversity project pages with examples
List of examples which you can learn from:
 * most Wikiversity pages" of  -
 * for Wikiversity projects" of -  This specific example covers a project that may be restricted to students and faculty of certain institutions, with public participation being limited.
 * for Wikiversity learning resources" of

Examining existing editing practices
This section is for examining editing practices on Wikidata that represent Wikiversity(multilingual) pages on Wikidata to research if there is a possible consensus in current editing and if it can help this project.
 * most Wikiversity pages :
 * 2021-01-31: 6 results
 * 2021-02-09: 22 results
 * for Wikiversity projects :
 * 2021-02-03: 2 results
 * for Wikiversity learning resources :
 * 2021-02-22: 1 result

Less Organized Information
This section can include attempts to add useful information that can help other users learn how to use Wikidata.
 * /LessOrganizedInformation/

title: Wikidata


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Template:Astronomy resources

=External links=

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