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User talk:Aignguyen

 Hello and Welcome to Wikiversity Aignguyen! You can contact us with questions at the colloquium or me personally when you need help. Please remember to sign and date your finished comments when participating in discussions. The signature icon above the edit window makes it simple. All users are expected to abide by our Privacy, Civility, and the Terms of Use policies while at Wikiversity.

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You do not 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) 09:40, 8 July 2012 (UTC) --Collingwood (talk) 09:40, 8 July 2012 (UTC)

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User talk:Flor zappa

 Hello and Welcome to Wikiversity Flor zappa! You can contact us with questions at the colloquium or me personally when you need help. Please remember to sign and date your finished comments when participating in discussions. The signature icon above the edit window makes it simple. All users are expected to abide by our Privacy, Civility, and the Terms of Use policies while at Wikiversity.

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You do not 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) 09:42, 8 July 2012 (UTC) --Collingwood (talk) 09:42, 8 July 2012 (UTC)

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Java Tutorial/Trail: Java Web Start

Java Web Start
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Talk:Progress and Prospects in Parkinson's Research/Pathogenesis

In an email of 8th July 2012 HAPE said: "The central section on Pathogenesis currently lacks structure.  This is partly because this delves into advanced microbiological concepts difficult to translate for the laymen." Droflet replied: ''"I think that this needs to take a top-down approach. I have tried to start this off in the Current Parkinson's Paradigm page: http://en.wikiversity.org/w/index.php?title=Current_Parkinson's_Paradigm. Subpages could then look at the subject from different angles such as those you suggest below as they are all equally valid ways of discussing pathogenesis.  I see the topic as an essay with references to the seminal research.  A sort of review article which gets updated as new results and new ideas come in.  I think the problem with looking at it from the point of view of research establishments is that their publications often seem to disregard other topics that we as onlookers would also feel relevant.  E.g. the alpha-synuclein people tend not to mention the mitochondrial dysfunction and inflammation and oxidative stress aspects that I feel are all involved in the overall pathogenesis. Yet there are certain centres which do take a better bird's eye view such as the Oxford PDC and SiTRan in Sheffield."''

HAPE also wrote: "I wondered whether to structure it by affected organelles, but one piece of research can relate to several of these.

"So what about metabolic pathways.  Some of these seem to recur frequently e.g. alpha synuclein malformation, Complex 1 mitochondrial disruption, and interruptions to microtubule trafficking.   But there are thousands of potential pathways to cater for and how do you assemble a logical structure to contain them?"

Droflet commented: ''"As I say, I would favour the top-down approach where a hypothesis is described of how they all fit in and contribute and references and sub-pages are provided to fill in the details. Someone could start it off and indicate what sub pages need to be provided and other people could work on those details." ''

HAPE also wrote: "So I was wondering whether to structure this part of the wiki by devoting pages to PD research establishments.  These publish streams of papers following a particular pathogenetic theme.   They might even be persuaded to take an interest in the wiki’s representation of their work and contribute to it themselves."'

Droflet:'"Certainly, when we reference particular pieces of work and its implications, the researchers themselves should be stimulated to take an interest and ensure that what is said is accurate!"

--Droflet (talk) 10:54, 8 July 2012 (UTC)


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Template:PDLitSearch

Literature search:

 * Use the following links to query the PubMed, PubMed Central and Google Scholar databases using the Search terms:- Parkinson's_Disease .
 * This will list the latest papers on this topic. You are invited to update this page to reflect such recent results, pointing out their significance.

 * Pubmed (abstracts)

 * Pubmed_Central (Full_Text)

 * Google_Scholar

Usage: This template takes one parameter.

 * Simply put   into your page where  is the term you want to search for in addition to 'Parkinson's disease'.

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Talk:Progress and Prospects in Parkinson's Research/Causes/Inheritance

At the time of writing there is no sub-page for DJ-1 (PARK7). This is an important gene because it is associated with the reduction of oxidative stress. See the sub page on Phenyl Butyrate.

--Droflet (talk) 08:49, 9 July 2012 (UTC)


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Introduction to Composite Materials

Composite materials are made from the combination of two or more different materials on a macroscopic scale to form a material capable of sustaining loads. It should be noted that the products of microscopic mixing of materials, such as alloying, do not belong to the class of composite materials.

Theory of composite materials
Def. any "engineered material composed of two radically different materials in a tightly bonded matrix and having properties significantly different from either constituent" is called a composite material.

Classification
Composite materials can be identified to belong to three different categories:
 * 1) Fibrous composites
 * 2) Laminated composites
 * 3) Particulate composites

Fibrous composites
These composites are made from a matrix material that holds fibers of a different material. Fibers have higher stiffness and strength than a bulk object made of the same material because internal defects and dislocations are fewer. The material is thus "more perfect" and hence can sustain higher stresses. Some materials are made of whiskers instead of fibers which have even higher properties, however whiskers can cause pneumonic health issues.

title: Introduction to Composite Materials


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User:Collingwood/EditCounterOptIn.js

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Transitional Matrices of Binary Remainders

Transitional Matrices of Binary Remainders [Cyclic Quality]. [The following is research, but since this is essentially elementary mathematics, the content of this contribution may be considered as self-validating.] The matrices represent uneven integers exclusively. Even integers cannot be represented by matrices of binary remainders. All the matrices involved are all square and non-singular. Given that Q = [2.n - 1] and the integer [n] takes values: [1, 2, ... ], Q in explicit binary has digits b[j] as coefficients of two [2] raised to ascending exponents: [0, 1, ... N] and of course, b[0] = 1 and b[N] = 1. [Implicit binary suppresses the exponents of two. Thus 13 Decimal is 1101 in implicit Binary.] The integer N takes values: [1, 2, ... ] Binary remainders derive from the division algorithm with divisor two [2], where an uneven integer, Q upon division by two produces a quotient that is an uneven integer, provided that the remainder, [r] is given by: r = i^{1 + Q}, where [i] satisfies: i^{2} = - 1 Iteration of this division process produces a series of remainders that are either + 1 or - 1. It is found that the binary digits representing Q are isomorphic to the binary remainders, where the iteration starts with r[N - 1] and ends with r[0]. By analogy, r[N] = 1 corresponding to b[0] = 1 and r[0] = 1 corresponding to b[N] = 1 Given that Q is positive, binary digit 1 maps to binary remainder + 1 and binary digit 0 maps to binary remainder - 1. Given that Q is negative, binary digit - 1 maps to binary remainder - 1 and binary digit 0 maps to binary remainder + 1. The integer Q is identifiable with Q[n, N] and Q[N]. An instance of the division algorithm in this case is: Q[n, N] = 2.Q[N - 1] + i^{1 + Q[n, N]} This is re-arranged below to give Q[N - 1] in terms of Q[N]. The final iteration is: Q[1] = 2.Q[0] + r[0] We invariably find that Q[1] = 3 and Q[0] = 1.

The uneven integer: Q[n, N] may be redefined as: Q[N, j] = 2^{N} - 1 + 2.j, where the integer N defines the inequalities: 2^{N} < Q[N, j] < 2^{N + 1} and j runs: [1, ... [2^{N - 1}]]. For the present purpose, the integer: [j] is to be considered as fixed in each succession of transitional matrices of remainders.

The matrix of binary digits is then B[N, Q[N, j], k]. The inequalities: 2^{N} < Q[N, j] < 2^{N + 1} set lower and upper limits on [n]. The integer: k runs: [1, ... [N + 1]] The smallest matrix of binary digits is B[1, 3, 1] having N = 1 and j = 1, representing Q[1, 1] = 3.

B[1, 3, 1]] is: 2 1 0 1 The first row [2  1] represents 3 in explicit binary and the last [second] row [0 1] represents 1  in explicit binary. The successive rows of B are found from the explicit binary forms of the integers: Q[N, j]], Q[N - 1], Q[N - 2], ... Q[0] The first row is given by: Q[N, j] = 2.n - 1 = 2^{N} - 1 + 2.j as above. The second row by Q[N - 1] = [1/2].[Q[N, j] - i^{1 + Q[N, j]}] The third row is given by: Q[N - 2] = [1/2].[Q[N - 1] - i^{1 + Q[N - 1]}] et c. The last row, Q[0] = 1. In B[1, 3, 1], to find the first matrix of binary remainders, in the last row, the zero is replaced by minus two, recalling the isomorphic mapping above of binary digits to binary remainders. The general matrix of binary remainders may be designated as: D[N, Q[n, j], k]. The integer [k] runs: [1, 2, ... [N]] The first matrix of binary remainders then is:  2   1 This is D[1, 3, 1] - 2  1 Generally, if the first matrix of binary remainders is D[N, Q[N, j], 1], followed by D[N, Q[N, j], 2] up to D[N, Q[N, j], [N + 1]], these being the [N + 1]transitional matrices. The successor matrix is related to its antecedent by: A[N, Q[N, j]].D[N,Q[N, j], k] = D[N, Q[N, j],[k + 1]] The integer [k] takes values [1, ... N] We can write: A[N, Q[N, j]].D[N, Q[N, j], [N + 1]] = D[N, Q[N, j], 1] This is the cyclic quality of the transitional matrices of remainders. In the example below, A[2, 5] representing Q[2, 1] = 5, A[2, 5] is same for the three resulting transitional matrices of remainders, hence no distinguishing subscript is needed in the description of the matrix A. Returning to the example, B[1, 3, 1], the algebraic sum of the successive rows of D[1, 3, 1], written as a row in decimal is: [3, - 1]. The successive elements of the decimal row [vector] are written as rows of a matrix B[1, 3, 2] of binary digits: 2   1 0 - 1 Taking the successive rows of B[1, 3, 2] and replacing the zero in the last row by 2, by the mapping process above, the matrix D[1, 3, 2]  is                   D[1, 3, 2] is 2     1 2  - 1 D[1, 3, 2] is the principal matrix of binary remainders. In general D[N, Q[N, j],[N + 1]] is the principal matrix of binary remainders in that the algebraic sums of the successive rows is identical to the corresponding algebraic sums in the primitive[starting] matrix of binary digits, B[N, Q[N, j], 1]. There are in fact only two transitional matrices of binary digits in the case of Q[1, 1], the first transitional matrix of binary digits would be B[1, 3, 1] and its successor, B[1, 3, 2]. We find that by solving for the elements of A[1, 3] in the matrix equation: A[1, 3].D[1, 3, 1] = D[1, 3, 2] that A[2, 1] is: 1   0 0 - 1 We find that: A[1, 3].D{1, 3, 2] = D[2, 1, 1] where the same matrix A indicates a cyclic quality.

The next case is Q[2, 1] = 5.

Starting from B[2, 5, 1] which is:

4    0     1 0     2     1 0     0     1

Using the prescribed mappings, the successor matrix D[2, 5, 1] is found, being: 4   - 2     1 - 4      2     1 - 4    - 2     1 The rows of D[2, 5, 1] in decimal are [3, - 1, - 5] and written as a matrix of binary digits, B[2, 5, 2] becomes: 0    2     1 0    0   - 1                                                                                - 4     0   - 1 The mappings above give the matrix D[2, 5, 2] of binary remainders which is:

- 4    2      1  4     2    - 1 - 4     2    - 1

Next, the decimal rows of D[2, 5, 2] are found by algebraic addition giving {- 1, 5, - 3]. This gives B[2, 5, 3] which is the matrix: 0      0     - 1 4       0       1 0     - 2     - 1

The zeros in B[2, 5, 3] are replaced as required by the above mappings to give D[2, 5, 3] which is:   4      2    - 1 4   - 2      1                                                                                4    - 2    - 1

Note that D[2, 5, 1] is dual to B[2, 5, 2] and D[2, 5, 2] is dual to B[2, 5, 3] and D[2, 5, 3] is dual to B[2, 5, 1]. In general D[N, Q[N, j], k] is dual to B[N, Q[N, j], [k + 1]] from k = 1 up to k = N and then next, D[N, Q[N, j], [N + 1]] is dual B[N, Q[N, j], 1]. We find that A[2, 5] is the matrix: 0     1     0 0    0   - 1                                   - 1     0     0 The matrix equations are found to be valid: A[2, 5].D[2, 5, 1] = D[2, 5, 2] and A[2, 5].D[2, 5, 2] = D[2, 5, 3] and A[2, 5].D[2, 5, 3] = D[3, 2, 1] indicating a cyclic quality. A was found by solving for the elements a[i, j] in the matrix equation: A[2, 5].D[2, 5, 1] = D[2, 5, 2].

The principal matrix of binary remainders: D[N, Q[N, j], [N + 1]] is dual to the primitive matrix of binary digits: B[N, Q[N, j], 1], and each is non-singular. These proofs are very straight-forward. .................................................................................... A slight digression.

Proof of the non-singularity of the principal matrix of binary digits: B[N, Q[N, j], 1] In the case of B[N, Q[N, j], 1], the elements below the principal diagonal are all zero and the elements on the principal diagonal are non-zero. The determinant: |B[N, Q[N, j], 1]| is found by multiplying out the elements on the principal diagonal. Since this product is non-zero, the corresponding matrix has an inverse and is therefore non-singular.

A typical principal matrix of binary digits is:

4    0    1

0    2    1

0    0    1

representing the uneven integer five [5] is self-evidently non-singular.

Proof that the principal matrix of binary remainders: D[N, Q[N, j], [N + 1]] is non-singular. The principal matrix of binary remainders that represents the integer five [5] is:

4    2    - 1

4  - 2      1

4  - 2    - 1

The procedure is to add minus one [ - 1] times the last row but one, to the last row.

The matrix becomes:

4     2     - 1

4   - 2       1

0     0     - 2

Next, add minus one [ - 1] times the last row but two, that is minus one times the first row, to the last row but one. The matrix becomes:

4      2      1

0    - 4      2

0      0    - 2

The first row is retained unaltered. Evidently, after these row operations, the determinant of D[2, 5, 3] representing five is unchanged and has non-zero entries on the principal diagonal and zero entries below the principal diagonal so that the determinant is non-zero and the corresponding matrix: D[2, 5, 3] is non-singular. Evidently the determinant: |D[2, 5, 3]| is equal to: 4 times - 4 times - 2, which is: thirty-two. The above proofs are easily generalized for the non-singularity of the principal matrices: B[N, Q[N, j], 1] and D[N, Q[N, j], [N + 1]].

End of digression.

The principal matrix D and its dual, the primitive matrix B, disregarding the transitional property, may be designated respectively: B[N, Q[N, j]] and D[N, Q[N, j]]

..........................................................................................

In the case of Q[2, 1], the determinant |A[2, 5]| is similar to the determinant of the identity matrix I[3], by interchanging rows or interchanging columns so that A[2, 5] is non-singular. It follows that D[2, 5, 1] D[2, 5, 2] and D[2, 5, 3] are all non-singular. The general structure of the [N + 1] by [N + 1] matrix A[N, Q[N, j]] probably consists of the permuted rows of the identity matrix I[N + 1] some elements of which become - 1 in place of + 1 and consequently the determinant of the matrix A[N, Q[N, j]], |A[N, Q[N, j]| would be expected to be + 1 or - 1. Non-singular matrices analogous to A that convert B[N, Q[N, j], k] into B[N, Q[N, j],[k + 1]] and B[N, Q[N, j],[N + 1]] into B[N, Q[N, j], 1] could be defined. [Compare the D[N, Q[N, j], k], with k taking successive values [1, ... [N + 1]] with Cyclic Groups.]

The purpose of having principal matrices of binary remainders that uniquely represent uneven integers, implicitly containing all the information about each such integer, is to decode the matrix and find the prime factors of the integer represented by the particular matrix directly using [no trial and error] linear algebra.

One process is to find the continued reverse product: D[N, Q[N, j], [N + 1]].D[N,[Q[N, j], N].D[N, Q[N, j], [N - 1]]. ... D[N, Q[N, j], 1] and then inspect the elements of the product matrix. The multiplication would proceed from right to left, starting with the matrix product: D[N, Q[N, j], 2].D[N, Q[N, j], 1] and then multiplying this by: D[N, Q[N, j], 3] and so on. This series of partial multiplications is calling out for a computer program.

Example: in the case of the matrix product: D[1, 3, 2].D[1, 3, 1] the multiplication is:

2     1  .    2     1   which is:   2     3 noting that Q[1, 1] = 3 occurs as an element. 2  -  1     - 2     1               6     1

SHAWWPG19410425 (talk) 14:56, 9 July 2012 (U.T.C)SHAWWPG19410425 (talk) 20:27, 17 January 2013 (U.T.C.)SHAWWPG19410425 (talk) 20:43, 17 January 2013 (UTC)SHAWWPG19410425 (discuss • contribs) 17:44, 2 May 2013 (UTC)


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User:Rrostie~enwikiversity

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User:Konish

Today I stared at the eyes of a crow -- Those sly black beads that obscure their soul's show. In times of merry, the bird seems to smile, But then it may cry in times unworthwhile. The beads reflect what lays dormant inside; They are what you make, like the meaning of life. If life asks a question that you cannot know, You may find a friend in the eyes of a crow.

title: User:Konish


title: File:ComplexFunc.1.A.20120710.pdf


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Dementia with Lewy Bodies

Dementia with Lewy Bodies
Dementia is a progressive degenerative neural disease that primarily affects those over the age of 65 years. It is currently the single greatest cause of disability in those aged over 65 in Australia (Alzheimers Australia, 2010). Dementia with Lewy Bodies (DLB) is a subgroup of dementia which has many of the characteristics of Parkinson's Disease. It is characterised by an aggregation of proteins found in the cell bodies of neurons in the brain (McKeith et al., 1996). This can cause early onset and rapid decline in cognitive faculties, coupled with memory loss, lack of co-ordination, hallucinations and sleep disorder. There is no clinical test (or cure) for the disease and therefore diagnosis is normally based upon the evaluation of symptoms. It can also be difficult to distinguish between DLB and Alzheimer's Disease (AD). Dementia with Lewy bodies is becoming increasingly recognised and is suspected to account for up to 10% of all dementia cases, making it the second most common form of dementia (DementiaGuide inc., 2011).

Initial presentation, signs and symptoms
Recognising the initial signs of dementia can be difficult as they are often misattributed to being a ‘normal’ part of aging, or being due to other environmental stresses. Prominent memory impairment is not always observed in the early course of DLB, but tends to develop in most patients over the course of the disease (McKeith et al., 1996). Problems tend to present more in the retrieval of memories than the acquisition of new memories (McKeith et al., 1996). Fluctuating levels of attention and alertness are common in the early stages of the disease, however, this feature may be difficult to observe clinically and is often missed (McKeith et al., 1996). Fluctuations vary in length from rapid changes over minutes and hours, to slower changes over weeks and months (McKeith et al., 1996). Recurrent and vivid visual hallucinations are frequently reported early in DLB. Commonly, these hallucinations are what drive patients to seek treatment (McKeith et al., 1996). Up to 80% of LBD patients suffer neuropsychological symptoms, however, they greatly between cases with respect to the areas of the brain that are affected (Ballard et al., 1996). Types of problems include hallucinations, delusion, apathy, anxiety, depression and sleep disturbances (Ballard et al., 1996). Extrapyramidal symptoms, such as the motor symptoms of Parkinson’s disease, may either be present prior to the onset of dementia or sometime after. Rigidity and bradykinesia are the most common motor symptoms observed (McKeith et al., 1996). Reported rates of Parkinsonian motor symptoms presenting with DLB varies, it is estimated that half of DLB cases present without any motor symptoms initially, and a quarter never develop them (McKeith et al., 2002). Dementia with Lewy bodies is also associated with a high rate of depression (Lawlor, 2002).

Pathophysiology
Dementia with Lewy bodies affects the brain by causing the destruction of cell bodies of neurons through the accumulation of protein aggregates, termed Lewy bodies (McKeith et al., 2002). This process primarily affects the cholinergenic and dopamine systems, destroying the neurons that create the neurotransmitters acetylcholine and dopamine (McKeith et al., 2002). The loss of dopamine producing neurons in the substantia nigra of the brainstem causes the Parkinsonian motor symptoms associated with Lewy body dementia (McKeith et al., 2002). The extent of dopamine dysfunction has been found to vary greatly between cases (Bohnen & Albin, 2011). The severity of motor symptoms appears proportional to the degree of dopamine dysfunction, explaining the variance in motor dysfunction between cases (Bohnen & Albin, 2011; McKeith et al., 2002). This may also give insight as to the reason DLB sufferers react adversely to neuroleptic medications, as these reduce the amount of striatal dopamine, acting to further worsen motor symptoms (McKeith et al., 2002). The loss of acetylcholine producing neurons, possibly in the basal nucleus of Meynert, manifests the cognitive deficit and neuropsychiatric features often associated with Alzheimer’s disease (McKeith et al., 2002; Lippa, Smith & Perry, 1999). The severity of dementia or cognitive deficit in DLB has been found to be correlated with a number of variables, including the density of lewy bodies, density of plaques and also the severity of cholinergenic deficit (McKeith et al., 2002).

Clinical diagnosis
The clinical diagnosis of DLB is confirmed by the presence of a number of symptoms that contribute to an increasing probability of a diagnosis. The central feature that must be present for a positive diagnosis of DLB is progressively worsening cognitive impairment (McKeith et al., 1996). In addition to this, further features are grouped into “core” and “supportive” signs (McKeith et al., 1996). Core features include fluctuations in mood and cognitive state, visual hallucinations and motor parkinsonism (McKeith et al., 1996). Supportive features are transient loss of consciousness, repeated falls or syncope, neuroleptic sensitivity and systematised delusions or hallucinations (McKeith et al., 1996). A probable clinical diagnosis of DLB requires the presence of the central feature with at least one core feature and either an additional core feature or one supporting feature (McKeith et al., 1996).

Both the features and the management of DLB are similar to that of PD. The differential diagnosis lays in the timing of onset of symptoms (McKeith et al., 1996). A diagnosis of DLB is made when cognitive features of the dementing illness present prior to, or within a year of, onset of characteristic Parkinsonian signs (McKeith et al., 1996). Diagnosis of Parkinson’s disease with dementia (PDD) is made when the cognitive decline begins more than a year after the onset of motor symptoms. Despite DLB and PDD existing as two distinct clinical entities, there are very few differences between the two syndromes, these being; age of onset, temporal course of the disease and possibly responsitivity to levodopa (McKeith et al., 1996).

Differential features
Dementia with Lewy bodies shares many features with both AD and PD, however, there are some key differences in the features of the diseases. For example, DLB patients perform disproportionately poorly when assessed on visuospatial tasks when compared with other forms of dementia such as AD (McKeith et al., 1996). Hallucinations feature in both DLB and AD, however, the characteristics of these differ. Hallucinations experienced in DLB are described as vivid and colourful, and patients are more likely to be aware that they are not real (McKeith et al., 2002). In AD, hallucinations are more persistent and my present with vocalisations (McKeith et al., 2002). While both DLB and PD sufferers generally exhibit extrapyramidal symptoms, the DLB population generally feature less tremor and myoclonus than the PD population (McKeith et al., 2002). The extrapyramidal symptoms in DLB tend to be more symmetrical, and appear to be less responsive to treatment with levodopa (McKeith et al., 2002).

Management
There are currently no interventions available to slow or halt the progression of any type of dementia, therefore, the disease is essentially managed through attempts to reduce symptoms. The key component in the management of DLB is accurate diagnosis. Target symptoms are then identified and prioritised by the patient and carer in order of importance for management with regards to optimising quality of life and minimising carer burnout (Mosimann & McKeith, 2003). A baseline of symptoms should be obtained, and then non-pharmacological management, followed by pharmacological management as required should be commenced (Mosimann & McKeith, 2003). Non-pharmacological management should include ruling out other causes of impairment such as dehydration, metabolic imbalance or infections (Mosimann & McKeith, 2003). Management strategies include behavioural management, cognitive stimulation, environmental design and physical activity (Scottish Intercollegiate Guidelines Network, 2006). There is varying evidence to support each of these forms of management, however, the general consensus seems to be that therapies should be trialled and the outcomes monitored for the effectiveness on the specific patient.

Pharmacological management should include reviewing medications and attempting to reduce polypharmacy and any drug interactions. The pharmacological treatment of symptoms in DLB is complicated by the fact that treatment of one set of symptoms risks worsening others (Mosimann & McKeith, 2003). Currently, treatment with cholinesterase inhibitors is proving most efficient in the treatment of DLB symptoms with regards to the risk/benefit ratio and target the cognitive spectrum of symptoms (Mosimann & McKeith, 2003). Sufferers of DLB are often sensitive to neuroleptic medications and, as such, these are relatively contraindicated as they are associated with early mortality and increased morbidity (Mosimann & McKeith, 2003). Anti-parkinsonian drugs are often ineffective in the treatment of extrapyramidal symptoms in DLB and can act to exacerbate psychosis (Mosimann & McKeith, 2003). Experimenting with medication combinations may required to perfect the balance.

History of management of dementia
In the past, the identification and diagnosis of dementing illness was a major limitation to the management of the disease, as can be inferred from available literature written more than thirty years ago (Roth, 1978). Often, the primary means of managing a patient with dementia was through sedation. The literature suggests difficulty in separating patients with a true dementing illness from those presenting with similar symptoms induced by a variety of other reasons, such as drug interactions or infections (Snyder & Harris, 1976). No further developments have been made with regards to curing or slowing the illness, therefore, the aims of treatment have remained constant; to optimise quality of life for the patient and minimise stress on the carer through management of presenting symptoms (Mosimann & McKeith, 2003). The pharmacological management of the disease has improved, especially with regards to recognising neuroleptic sensitivity and the side effects of medications (Mosimann & McKeith, 2003). Research continues with hope that it will uncover ways that the disease may be prevented, cured or slowed.

Clinical management
There are numerous tools available for the clinical assessment of dementia. The Dementia Collaborative Research Centre (DCRC) is a government funded organisation that has created the Dementia Outcome Measure Suite which is a collection of clinical outcome assessment scales. The DCRC identifies two global rating scales as the highest rated tools for the assessment of dementia. The Dementia Severity Rating Scale is useful as a brief initial assessment tool, while the Clinical Dementia Rating is recommended for a further detailed assessment of and assesses cognitive and functional impairment (DCRC, n.d). The Mini-Mental State Examination is another widely used instrument that tests cognitive function (DCRC, n.d). There is an array of tools designed to measure specific aspects of impairment, including; cognitive, motor, psychiatric and general quality of life (DCRC, n.d). Assessment tools specific to the significant symptoms present in an individual will provide the most valuable information.

Healthy aging
While there is no cure or prevention for DLB or any form of dementia, there is a theory that suggests that having a greater number of neural pathways available within the brain may slow the development of impairments due to a greater “cognitive reserve”  (Stern, 2010). It has been suggested that attempting to increase or at least maintain neural pathways within the brain through continuing to challenge the mind will develop an increased number of alternative pathways and maximise the time it takes a dementing illness to cause severe dysfunction (Scarneas & Stern, 2003). In this way, the aging population is encouraged to engage in enjoyable stimulating activities (Scarneas & Stern, 2003).

There is a strong body of evidence supporting that exercise significantly improves quality of life for dementia sufferers. A randomised controlled trial by Miu, Szeto and Mak in 2008 found significant improvement in physical function of dementia sufferers who participated in an aerobic exercise and flexibility program when compared with a control group who received only routine medical intervention. Rolland et al. (2007) conducted a randomised controlled trial over a one year period and found that adherence to an exercise program predicts greater maintenance of function in activities of daily living. A review of literature of physiotherapy interventions in PD determined that the most effective interventions in maintaining function were; cueing to improve gait, application of cognitive movement strategies to improve transfers, specific exercises to improve balance, joint mobility and muscle power to improve physical capacity (Samyra, 2007). These findings of this final study have been extrapolated to apply to DLB patients as they often suffer the same motor symptoms. In view of this evidence, recommendations to the ageing population should include programs to improve cardiovascular fitness, lower and upper limb strength, balance and flexibility.

Future direction of treatment
Research continues in the search for a way to prevent or slow the progression of dementia in any of its forms. One field of research is looking at the role of macroautophagy, in particular aggrephagy, which is a process that eliminates aggregations of proteins from cells (Yamamoto & Simonsen, 2011). Since these aggregated proteins play a role in neurodegeneration, there is hope that we can use this process in the fight against dementia. As it currently stands, however, the holistic approach of ensuring that both the patient and the carer’s priorities are emphasised in the treatment of this disease ensures the best outcomes possible with our current level of medical knowledge and technology.

Research
1996

McKeith et al reported on the outcome of an international consortium which determined the clinical guidelines on DLB diagnosis

2005

McKeith et al produce the third report of the DLB consortium and revise and update the previous diagnostic criteria.

2010

Mollenhauer et al have evaluated the clinical criteria fo distinguishing between DLB and PDD.

Mukaetova-Ladinska et al have suggested that a combination of Cerebrospinal Fluid measures may be able to differentiate DLB from other dementias, viz:- α-synuclein reduction in early DLB, a correlation between CSF α-synuclein and Aβ42 measures (characteristic for DLB only), and t-tau and p-tau181 profile (differentiating Alzheimer's Disease from DLB).

2012
Zuzana Walker, Zuzana; McKeith, Ian; Rodda, Joanne; Qassem, Tarik; Tatsch, Klau; Booij, Darcourt, Jacques and O'Brien, John. Full Text B.M.J. Open 2 (1) Comparison of cognitive decline between dementia with Lewy bodies and Alzheimer's disease: a cohort study : http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3330257/?tool=pmcentrez

Today
Use the following links to query the PubMed, PubMed Central and Google Scholar databases using the Search terms:- DLB diagnosis. This will list the latest papers on this topic. You are invited to update this page to reflect such recent results, pointing out their significance.
 * Pubmed (abstracts)
 * Pubmed_Central (Full_Text)
 * Google_Scholar

Acknowledgements
A large portion of this information was taken from an essay by Christine Elkin, which was a prize winner NSW/ACT Dementia Training Student Centre essay competition, 2011.

title: Dementia with Lewy Bodies


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TAO/Wikimedia Seniors Outreach

This page contains an overview of approaches pursued by various organizations and individuals to gain seniors as contributors to Wikipedia and its sister projects.

The list of projects may not be complete - if you are aware of any other approaches, please add them or leave a note on the talk page.

Courses and workshops to gain seniors as contributors
Several chapters and individual Wikipedians have developed courses or workshops targeted at older adults in order to encourage them to become active contributors to Wikipedia.

Wikimedia Germany: Project Silberwissen

 * Offline lectures and courses (workshops) of various formats at various locations
 * 2011: Collaborations with 4 Universities of Third Age (Volkshochschulen / Seniorenuniversitäten), 3 thematic groups, and 1 senior group; Goal for 2012: Activities at 20 locations.
 * 2011: 20 presentations/workshops with 125 participants; Goal for 2012: 40 presentations/workshops with 240 participants
 * 2011: 14 presenters/instructors from within the Wikimedia/Wikipedia community; Goal for 2012: 30 presenters/instructors
 * 2011: 1 train-the-trainers workshop, online forum for instructors; Goal for 2012: Development of the train-the-trainers programme
 * Result 2011: Only few participating seniors became active contributors; Goal for 2012: Conversion rate of 5%
 * 2012: Internalization and Presentation of Silver Knowledge, e.g. at Wikimania (washington) and WikiCon (Dornbirn)
 * 2012: Information website developed within the Wikipedia: http://de.wikipedia.org/wiki/Wikipedia:Silberwissen
 * Result 2012: Multiplication successfull, sustainable conversion rate not measurable
 * 2013: Continuation of PR and community activities

The open budget of time seniors have allows them to do volunteers work in general more often than it is possible for employees. Nevertheless both the educational institutions and the participants pointed out that “Silverknowledge” addresses people who are already active in any kind of volunteering or social activity. Wikipedia usually is added as another activity. As stated above, the focus on winning seniors as authors in future should be set on the target group of seniors who just retired and are looking for new challenges. A task for the future will be to develop and test a determined address.
 * Results of the project:

Over the years of the programmes running, the name “Silverknowledge” mostly addressed the older among the seniors. People between 50 an 65 years old did rather not feel spoken to. In future it is necessary to use a name which not certainly addresses demographic criteria of target groups like seniors. The name should put the activity of being an author in the centre; the volunteering engagement of sharing knowledge should come to the fore. The new name “Sharing knowledge”/ “Wissen teilen” meets these demands. It provides room for different initiatives and does not exclude certain groups or individuals.

Further information: Silver Knowledge

Contact person: Department of Education and Knowledge: bildung@wikimedia.de

Amical Viquipèdia Association, Catalunya: Talks and workshops at elderly centers
(multiplication)
 * 2011: 19 talks were held at 19 different locations throughout Catalonia, mostly at neighborhood elderly centers (ca. 200 participants)
 * 7 volunteer editors participated
 * Positive experience for both participants and volunteers
 * For 2012, follow-up events are planned in some of the centers. Focus: easy ways of contributing. Extension to further centers.

For further information see:
 * 2011 Report

Contact person: Kippelboy

Wikimedia CH: Wikipedia introductory courses to gain new contributors
(pilot phase)
 * Offline courses and workshops for seniors
 * A first series of courses was carried out in fall 2011 at the University of Third Age in Lausanne - with mixed success

Poland: Wikimedia courses to gain older people as contributors
(pilot phase)

A series of Wikiworkshops for people aged 50+ were undertaken in Łódź, Poland in January-April 2012. It was organized together with local cultural center's senior club "OKG". Around 20 people who had basic, paid, computer course before, participated in the free Wikipedia workshops. They listened to the lectures and editing presentation with great interest, but found editing very hard. Among others - they had no idea about what to write. There were only two exceptions - a former policemen who started editing articles about Polish legal system, and the member of local heritage association who started to upload some pictures and expanding articles about local monuments. Except Wikipedia - also other Wikimedia projects were presented - especially Commons and Wikisource. A former teacher found interesting Wikisource and started proof-reading/writing text in Polish Wikisource. In order to activate the rest of the people a mapping party - together with people from OpenStreetMap Poland was organized. It produced a lot of fun for participants, but editing OpenStreetMap was found by them even harder than editing Wikipedia.
 * See:
 * Page on Wikimedia Polska website
 * Page on OKG center
 * Category on Commons

Using Wiki Loves Monuments (WLM) to reach out to older adults
Several chapters have used the Wiki Loves Monuments Photo Contest to Reach out to Seniors. For an overview of activities carried out in relation to the 2011 contest, please refer to the Summary Report

Wikimedia CH

 * Official partnership with a online community for seniors (www.seniorweb.ch): communication to its members via newsletter, article in online magazine, official blog for the contest, official "liaison" person within the seniors community to ask questions to the WLM project manager, contributions in the photographers' forum of the seniors online community

Report on WLM-related seniors outreach in Switzerland in 2011

Wikimedia Germany
Contact person: Elvira Schmidt, Wikimedia Germany (elvira.schmidt@wikimedia.de)
 * WLM-workshop with several of the Silberwissen groups all over Germany

Wikimedia Netherlands

 * Partnership with an online community for seniors (www.seniorweb.nl): usability testing of the upload forms, communication to its member base via newsletter (ca. 140'000 subscribers), organization of its own photo safari, mobilization of members for photo safaris organized by Wikimedia NL

Yger (Sweden): Contacting Local Heritage Associations

 * Objective: Write an article about each of the 2500-3000 local parishes in Sweden
 * There are around 2000 local heritage associations for these parishes, mainly made up of old persons (70+, 80+)
 * Very uneven IT-knowledge, many don't know how to handle e-mail correctly
 * Approach chosen: consult each local heritage association about the article about their parish (with mixed results, only 15% responses, some valuable, but often not)
 * New approach: Get GLAM institutions actively involved in providing info to Wikipedia (good progress); tell old heritage associations they are part of the GLAM sector and that they should follow suit (they have high esteem of museums etc, but low esteem of IT ”brats”)

Strategic partnerships with senior organizations
Examples fpr successful partnerships:
 * Wikimedia CH: Partnership with seniorweb.ch
 * Wikimedia NL: Partnership with seniorweb.nl

title: TAO/Wikimedia Seniors Outreach


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User:Planotse/about

About Me
Hello,

My name is Tony. I'm a Software Engineer and I live in Plano, Texas. That's why my user name at Wikiversity is Planotse.

I would enjoy getting to know you via email. Feel free to send me an email any time.

Regards,

Tony

title: User:Planotse/about


text:
User:Planotse/bottom

[http://en.wikipedia.org/wiki/User:Hazel45onnie/User_Page_Builder#Presentation How can I make my user page look like this? Click here for the answer.]

title: User:Planotse/bottom


text: User:Planotse/contact

title: User:Planotse/contact


text: User:Planotse/content

title: User:Planotse/content


text:
User:Planotse/notepad

Section 1
Section 1 is part of my notepad.

Section 2
Section 2 is part of my notepad.

Section 3

 * Section 3
 * is part of
 * my notepad.

title: User:Planotse/notepad


text: User:Planotse/menu

title: User:Planotse/menu


text: User:Planotse/menu/leftmost

title: User:Planotse/menu/leftmost


text: User:Planotse/menu/rightmost

title: User:Planotse/menu/rightmost


text: User:Planotse/projects

title: User:Planotse/projects


text: User:Planotse/sandbox

title: User:Planotse/sandbox


text: User:Planotse/showcase

title: User:Planotse/showcase


text: User:Planotse/showcase/topmenu

title: User:Planotse/showcase/topmenu


text:
User:Planotse/showcase/shelves

Getting to Know This User

 * About Me - A Guided Tour

Contributions by This User

 * Wikihigh
 * Wikiversity Mobile
 * Wikiversium

Recommended Learning Resources

 * How to Create a Lesson
 * How to Create a Building for Wikiversity

title: User:Planotse/showcase/shelves


text:
User:Planotse/showcase/bottommenu

Top Showcase Bottom Edit

title: User:Planotse/showcase/bottommenu


text:
User:Planotse/toolbox

Toolset 1
Toolset 1 is part of my toolbox.

Toolset 2
Toolset 2 is part of my toolbox.

Toolset 3

 * Toolset 3
 * is part of
 * my toolbox.

title: User:Planotse/toolbox


text:
User:Planotse/toc

Table of Contents
User:planotse
 * content
 * top
 * menu
 * leftmost
 * about
 * toc
 * rightmost
 * contact
 * toolbox
 * projects
 * showcase
 * topmenu
 * sandbox
 * notepad
 * shelves
 * bottommenu
 * userboxes
 * bottom

title: User:Planotse/toc


text:
User:Planotse/top

[http://en.wikipedia.org/wiki/User:Hazel45onnie/User_Page_Builder#Presentation How can I make my user page look like this? Click here for the answer.]

title: User:Planotse/top


text: User:Planotse/userboxes

title: User:Planotse/userboxes


text:
User:Planotse/User Page Builder

Presentation
How to create a guided tour such as this presentation?

User Page Builder

a presentation by

User:planotse

title: User:Planotse/User Page Builder


text: User:Planotse/User Page Builder/Introduction


text:
User:Planotse/User Page Builder/Topic List

Presentation
About the UPB  Installing UPB   User Page Content   Top and Bottom   User Page Menu   User Page Showcase   Userboxes   Main User Page   Table of Contents


text:
User:Planotse/User Page Builder/About the UPB

Presentation
User Page Builder is a feature of the Wiki Assistant. [Tools >> Wiki Assistant] is a function in Wikiversal. Wikiversal is part of WikiverSuite.


text:
User:Planotse/User Page Builder/Installing UPB

Presentation
Go to http://wikiversuite.wordpress.com/downloads  Click on the latest version   Unrar (unzip) the downloaded file   Run the Setup.exe program   Click on the Windows start menu   Select the start menu: WikiverSuite >> Wikiversal


text:
User:Planotse/User Page Builder/User Page Content

Presentation
Expand the node 'My user page' in the tree view  Click on the 'Content' node   Press the 'Generate' button   Wait for HTTP response   Copy the suggested code over to the website   Scroll down and press the button 'Save Page'


text:
User:Planotse/User Page Builder/Top and Bottom

Presentation
Click on the 'top' node, which is under 'My user page' in tree view  Press the 'Generate' button   Wait for HTTP response   Copy over the generated code   Scroll down and press the button 'Save Page'   Repeat the above steps but for the 'bottom' node


text:
User:Planotse/User Page Builder/User Page Menu

Presentation
Expand the 'menu' node, which is under the node, 'My user page', in tree view  Click on the 'menu' node   Press the 'Generate' button   Wait for HTTP response   Copy over the suggested code   Scroll down and press the button 'Save Page'   Repeat the above steps but for 'leftmost' node   Again, repeat the above steps but for 'rightmost' node


text:
User:Planotse/User Page Builder/User Page Showcase

Presentation
Expand the 'showcase' node in tree view  For each of the nodes, showcase, topmenu, shelves, and bottommenu, do the following steps   Click on the node   Press the 'Generate' button   Wait for HTTP response   Copy over the suggested code   Sroll down and press the button 'Save Page'


text:
User:Planotse/User Page Builder/Userboxes

Presentation
Click on the node 'userboxes' in tree view  Press the 'Generate' button   Wait for HTTP response   Copy over the suggested code   Scroll down and press the button 'Save Page'


text:
User:Planotse/User Page Builder/Main User Page

Presentation
Click on the node 'My user page' in tree view  Press the 'Generate' button   Wait for HTTP response   Copy over the suggested code   Scroll down and press the button 'Save Page'


text:
User:Planotse/User Page Builder/Table of Contents

Presentation
Click on the node 'toc' in tree view  Press the 'Generate' button   Wait for HTTP response   Copy over the suggested code   Scroll down and press the button 'Save Page'   Resolve all links still red by repeating the above steps for that node


text:
User:Planotse/Wiki Assistant

Presentation
Wiki Assistant

a presentation by

User:Planotse

title: User:Planotse/Wiki Assistant


text: User:Planotse/Wiki Assistant/Introduction


text:
User:Planotse/Wiki Assistant/Topic List

Presentation
About Wiki Assistant  Installing Wiki Assistant   Building the User Page   Start a New Presentation   Presentation Update

title: User:Planotse/Wiki Assistant/Topic List


text:
User:Planotse/Wiki Assistant/About Wiki Assistant

Presentation
The menu [Tools >> Wiki Assistant] is part of Wikiversal. Wikiversal is the first of several applications in WikiverSuite. WikiverSuite can be downloaded from http://wikiversuite.wordpress.com/downloads


text:
User:Planotse/Wiki Assistant/Installing Wiki Assistant

Presentation
Download the free version of WinRAR from www.win-rar.com then install it  Download the free version of WikiverSuite from http://wikiversuite.wordpress.com/downloads then unrar it   Run the program setup.exe to install WikiverSuite. Select the Windows start menu [WikiverSuite >> Wikiversal]


text:
User:Planotse/Wiki Assistant/Building the User Page

Presentation
Select the menu [Tools >> Wiki Assistant]  Click on 'My user page' in tree view   Press the 'Generate' button   Copy the suggested wiki code over the website   Scroll down and press the button 'Save Page'   Expand the node 'My user page'   Repeat the above steps for every node under 'My user page'


text:
User:Planotse/Wiki Assistant/Start a New Presentation

Presentation
From the main menu, select [Tools >> Wiki Assistant]  From the Wiki Assistant menu, select [File >> New >> Add New Presentation]   Press the 'Next' button   Enter topic titles   Press the 'Next' button again   Generate wiki code for each node of the presentation in the tree view


text:
User:Planotse/Wiki Assistant/Presentation Update

Presentation
Open and expand your presentation in the tree view. Click on the node of interest. Click on the 'Read' button. Wait for HTTP response. Copy of list items to a notepad. Place a semicolon at the end of each list item. Copy from notepad to the text box for suggested code. Press the 'Generate' button. Wait for HTTP response. Copy over the generated code. Scroll down and press the button 'Save Page'


text: User:Planotse/Tutorial/Introduction

title: User:Planotse/Tutorial/Introduction


text:
User:Planotse/Tutorial/Topic List

Presentation
About Wiki  About Wikiversity   Creating an Account   Building Your User Page   Creating a Presentation

title: User:Planotse/Tutorial/Topic List


text: User:Planotse/Tutorial/About Wiki

title: User:Planotse/Tutorial/About Wiki


text: User:Planotse/Tutorial/About Wikiversity


text: User:Planotse/Tutorial/Creating an Account


text: User:Planotse/Tutorial/Building Your User Page


text: User:Planotse/Tutorial/Creating a Presentation


text:
User:Skawannabe

votre lien ne fonctionne pas...

title: User:Skawannabe


title: File:Cordic.scfix.20120711.pdf


text:
User:Planotse/Basic Tutorials

Basic Tutorials

 * Wikiversity Tutorial
 * User Page Builder
 * Wiki Assistant

title: User:Planotse/Basic Tutorials


text:
User:Planotse/Projects/Basic Tutorials

Basic Tutorials

 * Wikiversity Tutorial
 * User Page Builder
 * Wiki Assistant

title: User:Planotse/Projects/Basic Tutorials


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text:
Collaborative computing

Welcome to the learning project on Collaborative computing!

Learning project summary
This is a learning resource for students and others interested in Collaborative Computing. This site is currently being developed by graduate students enrolled in the course "Computer-Supported Cooperative Work and Organizational Communication" at the University of Copenhagen. As part of the course, students develop, modify and expand the site, contributing their own understanding of the course readings and critical analysis. The course is jointly taught by Assistant Professor Stine Lomborg and Professor Jørgen P. Bansler from the Centre for Communication and Computing at the University of Copenhagen.

Goals
In this learning project we aim to write the new bible (http://www.dof.dk/)

Contents

 * Computer-Mediated Communication (CMC)
 * Organizational Communication
 * The structure and function in IT networks
 * /Network & internetwork (internet)/
 * /Distributed system/
 * /Client-server model vs. peer-to-peer model/
 * /Bandwidth & latency/
 * /Broadcast vs. point-to-point links/
 * /Host, router & subnet/
 * /Ethernet/
 * /Wifi/
 * /Virtual private network (VPN)/
 * /Protocol & protocol stack/
 * /Network architecture/
 * /Connection-oriented vs. connectionless service/
 * /Reliable/unreliable service/
 * /OSI Model/
 * /Physical layer/
 * /Data link layer/
 * /Network layer/
 * /Transport layer/
 * /Application Layer/
 * /Internet protocol/
 * /Transmission Control Protocol (TPC)/
 * /User datagram protocol (UDP)/

Computer-Supported Cooperative Work (CSCW)
 * /Cooperative work/
 * /Common field of work/
 * /Cooperative work arrangement/
 * /Articulation work (of first and second order)/
 * /Work organization/
 * /Cooperative artifacts/
 * /Ordering systems/
 * /Mutual Awareness/
 * /Appropriation and customization/

Litteratur til eksamensspm.
 * /Spm. 1/
 * /Spm. 2/

Learning materials
Add learning materials here. See also the box below.

Readings and other resources
Each topic/concept/discussion may have a suggested reading selection. For example:
 *  computer-supported cooperative work
 *  ...

Subpages
Subpages can be created - using the syntax '/concepts/' (for concepts involved in this learning project & without the quotes).

Subpages in Collaborative computing:

Active participants
Active participants in this Learning Group
 * Casper Nørgaard Rasmussen
 * Casper Nøhr Nielsen
 * Kristina Kevorkov
 * Frederikke Weien
 * Nicoline Davidsen
 * Michala Dahl Mensing
 * Kenny Andreasen
 * Brian
 * Linda Søs Johansen
 * Peter Stilling
 * Jørgen Bansler
 * Matias Bruhn
 * Malene Frank
 * Martin Thorsager
 * Cæcilie Kolling-Wedel
 * Chloé Bigandt
 * Ditte Marie Cramon
 * August Grube With
 * Frederik Augustesen
 * Johan Lynnerup
 * Klaudia Kuracka
 * Søren Back Petersen
 * Mathias Nick Andersen
 * Sara Victor-Hansen

Learning materials
Learning materials and learning projects are located in the main Wikiversity namespace (i.e. without any prefix such as 'Topic:' or 'School:'). Simply make a link to the name of the learning resource, lesson, or learning project (these are independent pages in the main namespace, and sometimes subpages when appropriate) and start writing!

You should also read about the Wikiversity:Learning model. Lessons should center on learning activities for Wikiversity participants. Learning materials and learning projects can be used by multiple projects - and you are encouraged to cooperate with other departments that use the same learning resource.

title: Collaborative computing


text:
TAO/Seniors Outreach in the context of Wiki Loves Monuments 2011 in Switzerland

Summary Report by Beat Estermann, Bern University of Applied Sciences, April 2012.

Illustrated by a sample of pictures taken by Seniorweb members.

Co-operation with seniorweb.ch to attract seniors to WLM
In 2011, Wikimedia Switzerland collaborated with Seniorweb CH in order to attract older people to the Wiki Loves Monuments contest. The collaboration covered the following aspects: Two additional points were originally planned, but not implemented:
 * information about the contest to seniorweb.ch members by seniorweb (newsletter)
 * setting up of an online group and forum discussion on seniorweb.ch about the WLM contest
 * two persons acting as official interfaces between seniorweb-members who had questions and the WLM project manager at Wikimedia Switzerland
 * magazine article on seniorweb.ch about WLM
 * seniorweb.ch was mentioned as an official partner of the Wiki Loves Monuments contest in Switzerland
 * common feedback session
 * organization of events (photo safaris, guided tours or similar) by seniorweb.ch volunteers; Wikimedia CH would refund travel expenses, etc. (up to 5000 CHF)
 * organization of WLM-related activities in the context of FFI (Free Cruise on the Internet)

Timeline
30 April 2011: Wikimedia CH General Assembly: presentation of WLM CH by the project manager; idea put forward by TAO project coordinator to initiate a co-operation with Seniorweb CH

May 2011:	Meetings between the WLM CH project manager, the TAO project coordinator, and Seniorweb CH representatives; fundraising efforts (two major companies) that turned out to be unsuccessful, partly due to very short notice

June 2011: Seniorweb CH starts to implement the WLM online group, and a small group starts contributing to WLM

July 2011: Official launch of WLM in Switzerland; seniorweb.ch newsletter

September 2011: Broad advertising of the WLM photo contest on Wikipedia

October 2011: Feedback round with two seniorweb.ch representatives (14.10.)

November 2011: Awards Show in Bern Kursaal (13.11.); online survey

Results
The co-operation between the WLM CH project manager and seniorweb.ch worked well. There was quite some activity on the Seniorweb-Forum concerning WLM, but with rather few participants (mainly the same 4-5 contributors). There was also a magazine article as well as several blog entries by WLM participants. At least two seniorweb.ch members went further than pure participation in the contest and started integrating photos in Wikipedia articles and making changes to the articles. One of them even started an article of his own and mentioned that he would appreciate an introductory course. Two explicitly stated that they would participate again in WLM or similar activities. They also asked for the upload-site to be maintained throughout the year, so they could continue contributing pictures.

Around 100 participants showed up for the Awards Show in Bern, around half of which were at least 50 years old (estimate). Many of the older participants were not known to our Seniorweb contacts, indicating that there was quite large participation from older people in the contest that came from outside seniorweb.ch. (There may however be a bias, due to the fact that older participants might have been more likely to attend the Awards Show than younger participants).

New users / seniors had difficulties with the upload of pictures (they needed to upload the pictures in two places – Wikimedia Commons and the Wiki Loves Monuments contest site; in contrast to other countries, they didn’t need to copy monuments identification numbers from a monuments list, but just to click on the monument in question.)

Missed opportunities / Suggestions for the future
Based on the experiences of the first edition of WLM in Switzerland, the following recommendations can be made:

 * Link from the WLM contest website to the Seniorweb Forum or provide some other forum space for contest participants to discuss (co-ordinate it with Seniorweb).

 * Couple the Awards Show event with a workshop about how to use the pictures in Wikipedia; organize follow-up activities for people who are interested (introductory courses, GLAM-related activities, etc.).
 * Keep the contest page open during the year, in order to allow people to upload pictures throughout the year.

 * Carry out a survey that aims at activating contest participants for follow-up activities. Use people’s e-mail addresses instead of the Wikimedia Commons platform to contact participants for the survey (in Switzerland, e-mail addresses were collected in 2011; I don’t know about other countries, though. But it seems obvious that contacting people through the Wikimedia Commons platform introduces a bias against newcomers)

 * Plan well in advance if you want to raise sponsor money (e.g. from companies) or to involve more people (to carry out excursions, etc.).

 * There should be instructions of how to deal with mistakes in the meta data.

 * Open a forum at Seniorweb especially dedicated to Wikimedia/Wikipedia-related questions.

 * Intensify co-operation between seniorweb.ch and Wikimedia CH.


text:
User talk:Bansler

 Hello and Welcome to Wikiversity Bansler! You can contact us with questions at the colloquium or me personally when you need help. Please remember to sign and date your finished comments when participating in discussions. The signature icon above the edit window makes it simple. All users are expected to abide by our Privacy, Civility, and the Terms of Use policies while at Wikiversity.

To get started, you may

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 * 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 do not 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! --Ottava Rima (talk) 19:25, 11 July 2012 (UTC)

title: User talk:Bansler


text:
User talk:Proof2012

 Hello and Welcome to Wikiversity Proof2012! You can contact us with questions at the colloquium or me personally when you need help. Please remember to sign and date your finished comments when participating in discussions. The signature icon above the edit window makes it simple. All users are expected to abide by our Privacy, Civility, and the Terms of Use policies 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 do not 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! --Ottava Rima (talk) 19:27, 11 July 2012 (UTC)

title: User talk:Proof2012


text:
User talk:Mikeharry089

 Hello and Welcome to Wikiversity Mikeharry089! You can contact us with questions at the colloquium or me personally when you need help. Please remember to sign and date your finished comments when participating in discussions. The signature icon above the edit window makes it simple. All users are expected to abide by our Privacy, Civility, and the Terms of Use policies 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 do not 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! --Ottava Rima (talk) 19:27, 11 July 2012 (UTC)

title: User talk:Mikeharry089


text:
User talk:Toxdog

 Hello and Welcome to Wikiversity Toxdog! You can contact us with questions at the colloquium or me personally when you need help. Please remember to sign and date your finished comments when participating in discussions. The signature icon above the edit window makes it simple. All users are expected to abide by our Privacy, Civility, and the Terms of Use policies 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 do not 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! --Ottava Rima (talk) 19:27, 11 July 2012 (UTC)

title: User talk:Toxdog


text:
User talk:Konish

 Hello and Welcome to Wikiversity Konish! You can contact us with questions at the colloquium or me personally when you need help. Please remember to sign and date your finished comments when participating in discussions. The signature icon above the edit window makes it simple. All users are expected to abide by our Privacy, Civility, and the Terms of Use policies 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 do not 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! --Ottava Rima (talk) 19:27, 11 July 2012 (UTC)

title: User talk:Konish


text:
User talk:Kuijibo

 Hello and Welcome to Wikiversity Kuijibo! You can contact us with questions at the colloquium or me personally when you need help. Please remember to sign and date your finished comments when participating in discussions. The signature icon above the edit window makes it simple. All users are expected to abide by our Privacy, Civility, and the Terms of Use policies 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 do not 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! --Ottava Rima (talk) 19:28, 11 July 2012 (UTC)

title: User talk:Kuijibo


text:
User talk:Rrostie~enwikiversity

 Hello and Welcome to Wikiversity Rrostie! You can contact us with questions at the colloquium or me personally when you need help. Please remember to sign and date your finished comments when participating in discussions. The signature icon above the edit window makes it simple. All users are expected to abide by our Privacy, Civility, and the Terms of Use policies 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 do not 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! --Ottava Rima (talk) 19:30, 11 July 2012 (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 Rrostie. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Rrostie~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 23:42, 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) 06:21, 19 April 2015 (UTC)

title: User talk:Rrostie~enwikiversity


text:
Guided Tours

Presentation
How to create a guided tour such as this presentation?

Guided Tours

a presentation by

Wikiversity Guided Tours

title: Guided Tours


text:
Guided Tours/Introduction

Presentation
How to create a guided tour such as this presentation?

title: Guided Tours/Introduction


text:
Guided Tours/About Wikiversity

Presentation
Wikiversity is a collection of open educational resources. Wikiversity is devoted to learning resources, learning projects, and research for use in all levels, types, and styles of education from pre-school to university, including professional training and informal learning. We invite teachers, students, and researchers to join us in creating open educational resources and collaborative learning communities.

title: Guided Tours/About Wikiversity


text:
Guided Tours/Topic List

Presentation
Guided Tours for Students in Class Guided Tours for Teachers Guided Tours for Researchers Guided Tours for Individual Learners Guided Tours for Community Builders Other Guided Tours at Wikiversity How to Create a Guided Tour

title: Guided Tours/Topic List


text: Guided Tours/Getting Started

title: Guided Tours/Getting Started


text:
Guided Tours/Guided Tours for Students in Class

Presentation
If you have classmates, you should now click here and go to the Guided Tours for Students in Class.}} If you have no classmates, you should now click here and go to the Guided Tours for Individual Learners.


text:
Guided Tours/Guided Tours for Individual Learners

Presentation
If you have classmates, you should now click here and go to the Guided Tours for Students in Class.}} If you have no classmates, you should now click here and go to the Guided Tours for Individual Learners.


text:
Guided Tours/Guided Tours for Teachers

Presentation
A teacher here means someone who participates in learning activities and wants to create learning resources. If you want to create new learning resources or use existing learning resources, click here and go to the Guided Tours for Teachers.

title: Guided Tours/Guided Tours for Teachers


text:
Guided Tours/Guided Tours for Researchers

Presentation
A learning project is a set of pages letting students know how to start and when to finish a number of learning activities related to a particular topic or theme. Research learning projects are learning projects whose goals and objectives are currently unattainable or require the development of new knowledge. If you want to do research or create research learning projects, click here and go to the Guided Tours for Researchers.


text: Guided Tours/Guided Tours for Community Builders


text: Guided Tours/Other Guided Tours at Wikiversity


text:
Guided Tours/How to Create a Guided Tour

Presentation
How to create a guided tour such as this presentation?


text:
Template:FOTDbottomHALF

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|Visit this resource · see more featured content

title: Template:FOTDbottomHALF


text:
Template:FOTD2

 |

|Visit this resource

title: Template:FOTD2


text:
Template:FOTD2 2

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|Visit this resource · see more featured content

title: Template:FOTD2 2


text:
User:Mabifixem

Mabifixem

af:Gebruiker:Mabifixem als:Benutzer:Mabifixem am:አባል:Mabifixem an:Usuario:Mabifixem ast:Usuariu:Mabifixem as:সদস্য:Mabifixem az:İstifadəçi:Mabifixem bar:Benutzer:Mabifixem bat-smg:Nauduotuos:Mabifixem ba:Ҡатнашыусы:Mabifixem be-x-old:Удзельнік:Mabifixem be:Удзельнік:Mabifixem bg:Потребител:Mabifixem bm:Utilisateur:Mabifixem bn:ব্যবহারকারী:Mabifixem bpy:আতাকুরা:Mabifixem br:Implijer:Mabifixem bs:Korisnik:Mabifixem

ca:Usuari:Mabifixem ceb:Gumagamit:Mabifixem

cv:Хутшăнакан:Mabifixem cy:Defnyddiwr:Mabifixem da:Bruger:Mabifixem diq:Bruger:Mabifixem

eo:Uzanto:Mabifixem et:Kasutaja:Mabifixem eu:Lankide:Mabifixem fa:کاربر:Mabifixem fy:Meidogger:Mabifixem ga:Úsáideoir:Mabifixem gl:Usuario:Mabifixem gu:સભ્ય:Mabifixem he:משתמש:Mabifixem hi:सदस्य:Mabifixem hr:Suradnik:Mabifixem ht:Itilizatè:Mabifixem hu:Szerkesztő:Mabifixem hy:Մասնակից:Mabifixem ia:Usator:Mabifixem id:Pengguna:Mabifixem io:Uzanto:Mabifixem is:Notandi:Mabifixem jv:Panganggo:Mabifixem ka:მომხმარებელი:Mabifixem kk:Қатысушы:Mabifixem kn:ಸದಸ್ಯ:Mabifixem ko:사용자:Mabifixem ku:Bikarhêner:Mabifixem la:Usor:Mabifixem lb:Benotzer:Mabifixem lmo:Druvadur:Mabifixem ln:Utilisateur:Mabifixem lt:Naudotojas:Mabifixem lv:Lietotājs:Mabifixem map-bms:Panganggo:Mabifixem mg:Mpikambana:Mabifixem mk:Корисник:Mabifixem ml:ഉപയോക്താവ്:Mabifixem mr:सदस्य:Mabifixem ms:Pengguna:Mabifixem

nap:Utente:Mabifixem nds:Bruker:Mabifixem ne:प्रयोगकर्ता:Mabifixem new:छ्येलेमि:Mabifixem nl:Gebruiker:Mabifixem nn:Brukar:Mabifixem no:Bruker:Mabifixem oc:Utilizaire:Mabifixem

pl:Wikipedysta:Mabifixem pms:Utent:Mabifixem pnb:User:Mabifixem qu:Ruraq:Mabifixem ro:Utilizator:Mabifixem roa-rup:User:Mabifixem rue:Хоснователь:Mabifixem scn:Utenti:Mabifixem sh:Korisnik:Mabifixem simple:User:Mabifixem sk:Redaktor:Mabifixem sq:Përdoruesi:Mabifixem sr:Корисник:Mabifixem su:Pamaké:Mabifixem sw:Mtumiaji:Mabifixem ta:பயனர்:Mabifixem

te:వాడుకరి:Mabifixem th:ผู้ใช้:Mabifixem tl:Tagagamit:Mabifixem tr:Kullanıcı:Mabifixem tt:Кулланучы:Mabifixem

uk:Користувач:Mabifixem ur:صارف:Mabifixem vi:Thành viên:Mabifixem vo:Geban:Mabifixem war:User:Mabifixem wa:Uzeu:Mabifixem yi:באַניצער:Mabifixem yo:Oníṣe:Mabifixem zh-yue:User:Mabifixem zh:User:Mabifixem

cs:Wikipedista:Mabifixem fr:Utilisateur:Mabifixem

title: User:Mabifixem


text:
User:Bansler

Jørgen P. Bansler is a professor of Computer Science and the director of the Centre for Communication and Computing at the University of Copenhagen, Denmark. His research interests include information systems development, organizational implementation, CSCW and medical informatics. He has published in such journals as ACM Transactions on Information Systems, Journal of the Association for Information Systems, Information Technology & People and Computer Supported Cooperative Work.

title: User:Bansler


title: File:Cordic.scfix.20120712.pdf


title: File:Sampling.3.B.Over.20120712.pdf


text:
User:Scari

 * Wikibabel

title: User:Scari


text:
User:Samar

I am Samar from English Wikipedia. My main page.

title: User:Samar


title: User:Planotse/menu2


title: User:Planotse/menu/leftmost2


text: Template:Wikihi

title: Template:Wikihi


text: Template:Wkh/

title: Template:Wkh/


text: Template:Wkh

title: Template:Wkh


text:
Portal:Biomedical engineering/Courses ELEC-Avail

The classes you have available are fine for those in the electrical engineering-type biomedical engineering, but you have forgotten or ignored the genre of biomechanics as a subcategory of biomedical engineering in the previous section. This is a HUGE field, just thought you'd want to know!


title: File:ComplexFunc.1.A.20120712.pdf


text:
User:Balaji Mani/Books/My Books

1st Course in Film Making

 * Filmmaking
 * Course:WikiU Film School Course 01 - Learning the Basics of Filmmaking
 * Lesson:Formatting the script
 * LessonPage:Analyze the story
 * LessonPage:Learn Final Draft
 * LessonPage:Type the script
 * LessonPage:Thumbnail Storyboard Pop Quiz
 * Lesson:Thumbnail Storyboard
 * Lesson:3D Storyboard
 * LessonPage:Introduction to FrameForge
 * LessonPage:FrameForge:Getting Started
 * LessonPage:3D Storyboarding:QuickStart
 * LessonPage:Storyboard the SBTDS movie
 * LessonPage:FrameForge:Getting Started SBTDS
 * LessonPage:Building a simple movie set inside FrameForge
 * LessonPage:Creating depth of field inside FrameForge
 * LessonPage:Editing Entrance Exam
 * Lesson:Camera Lenses
 * Pop Quiz:Camera lenses
 * LessonPage:Filmmaking:Camera Lenses:Basic moods
 * Pop Quiz:Camera lenses 2
 * LessonPage:Filmmaking:Camera Lenses:Positioning the camera
 * LessonPage:Filmmaking:Camera Lenses:Depth of field
 * Lesson:Animatic Dialog Recording
 * LessonPage:Animatic Dialog Recording Software
 * LessonPage:Animatic Dialog Recording Hardware
 * LessonPage:Animatic Dialog Recording Room
 * LessonPage:Animatic Dialog Recording Procedure
 * Lesson:Understanding Filmmaking
 * LessonPage:Editing a conversation
 * LessonPage:Intro to filmmaking:Pop Quiz
 * Lesson:Making the Props
 * Lesson:Understanding Film Editing
 * LessonPage:Filming a conversation
 * Lesson:Matte Painting
 * Lesson:Matte Painting:SBTDS:Intro
 * Lesson:Matte Painting:SpaceStation:Intro
 * Lesson:Matte Painting:Tux Paint:short
 * Lesson:Matte Painting:Tux Paint:long
 * LessonPage:Film Score Pop Quiz
 * Lesson:Understanding "L-Cuts"
 * Lesson:Animatic
 * Lesson:Animatic:Film Scoring
 * Lesson:Animatic:Editing
 * Lesson:Animatic:Sound Effects
 * Lesson:Animatic:Composting
 * Lesson:Animatic:Finished assignments
 * Lesson:Understanding Film Dailies

title: User:Balaji Mani/Books/My Books


text:
Talk:Collaborative computing

To Do
--Bansler (talk) 16:39, 12 July 2012 (UTC)
 * Find a parent page (browse through the schools and departments until you find somewhere to "hang" or "announce" the project)
 * Add participants
 * Add one or more categories (at the bottom of the page)
 * Add a nice picture or "logo" (at the top of the page)
 * Begin writing the "Goals Section"
 * begin testing

title: Talk:Collaborative computing


text:
Template:Income

=External links=

title: Template:Income


text: Template:Wkh!

title: Template:Wkh!


title: File:Elbow.u.r1.png


text: File:NewtCooling.pdf

title: File:NewtCooling.pdf


text:
User:Kchristensen

Works in progress and useful resources:

 * Python FEniCS Tutorial
 * Rodbourn's C++ FEniCS Tutorial
 * tclamb's Python FEniCS Examples
 * The FEniCS Tutorial
 * The FEniCS Book (63.4 MB .pdf)
 * Computational Turbulent Incompressible Flow (22.4 MB .pdf)
 * Introduction to Python for FEniCS
 * CAD to FEniCS example

 * Comparison of Equations for Nusselt Number of Combined Entry Length

title: User:Kchristensen


text: Portal:Sandbox/box-header

title: Portal:Sandbox/box-header


text: Portal:Sandbox/box-footer

title: Portal:Sandbox/box-footer


text: Portal:Wikihigh Development/box-header

title: Portal:Wikihigh Development/box-header


text: Portal:Wikihigh Development/box-footer

title: Portal:Wikihigh Development/box-footer


text:
Template:PD Atypical Pages

< Back to parent page: Progress and Prospects in Parkinson's Research

Subpages:

 * MSA, PSP, DLB

title: Template:PD Atypical Pages


title: File:Cordic.scfix.20120713.pdf


title: File:CORDIC.BShfiter.20120713.pdf


title: File:Ns.split.re4k.u.small.png


title: File:Ns.split.re4k.p.small.png


text: File:Sampling.6.B.Prefilter.20120713.pdf


text: File:Sampling.7.B.Postfilter.20120713.pdf


text: File:Poisson Computed.png

title: File:Poisson Computed.png


text: File:Poisson Exact.png

title: File:Poisson Exact.png


text: File talk:Eml5526.s11.team4.ccook.hw7.problem4.fig1.png


title: File:SRC.uncertainty.1.A.20120713.pdf


text:
Flatland hydrology

General characteristics
The prevalence of vertical water flows (evapotranspiration – infiltration) over horizontal water flows (runoff – groundwater flow) is a characteristic of the hydrological process in a flatland. Moreover, in wet climate a strong interrelation between surface water and groundwater is recognized. These concepts are directly applied to most of the Buenos Aires Province The terms involved in the water budget (rainfall, evapotranspiration, runoff, groundwater flow) allow us to understand hydrologic behaviours. These water budgets are defined by the difference between water inflow and water outflow and the storage capacity variation (surface and subsoil) in a certain time. The slight slope (generally less than 0.1 per cent) causes a decrease in surface runoff, which implies a longer period of contact between the water and the surface, increasing infiltration and evapotranspiration. The objective of this short paper is to outline the main characteristics of the hydrological processes in the Buenos Aires Province flatland.

Regional hydrological processes
The combination of geomorphological and climate factors (humid climate) determines hydrological systems ranging from an integrated drainage network to a lack of drainage (Sala, 1983). In the first case (northeast of the Province of Buenos Aires), there is local runoff towards the streams, and regional runoff towards a final point of discharge. The water bodies (rivers, creeks and ponds) are effluent or gaining in relation to the groundwater. From a hydrological point of view, the large majority of the streams are autochthonous of the plain, because their sources are located in the same plain. Drainage networks of low density are recognized in the streams watershed. This is evidence of the importance of the infiltration that recharges the groundwater. The groundwater discharges into streams and this is the base flow of rivers, creeks and ponds. In other cases (northwest of the Province of Buenos Aires), when precipitation occurs, water fails to have enough energy to run off toward a specific point of discharge due to the low slope and the lack of streams. These areas of meager topographic slope are affected by periodical flooding. In these areas the outcrops of water table have a direct influence on the permanence and drainage of the water. Land use, groundwater over exploitation and effluent disposal lead to significant changes in the hydrologic cycle, both in terms of quantity and quality. The main consequences are a decrease in infiltration and an increase in runoff. In addition, groundwater and surface water contamination deteriorate the chemical water quality. Surface water is highly vulnerable to contamination. In general, the surface water in industrial areas shows presence of different contaminants, and therefore water quality is not acceptable for aquatic life and other uses. Groundwater vulnerability depends of groundwater occurrence, overlying lithology and groundwater depth. Although the physical environment may provide some degree of protection against the risk of groundwater contamination, industrial wastes, sewage discharges and pesticides affect groundwater quality particularly in urbanized and agricultural areas.

title: Flatland hydrology


text:
User:Planotse/Presentation 1

Presentation
Presentation 1

a presentation by

User:Planotse

title: User:Planotse/Presentation 1


text: User:Planotse/Presentation 1/Introduction


text:
User:Planotse/Presentation 1/Topic List

Presentation
Topic 1 Topic 2 Topic 3

title: User:Planotse/Presentation 1/Topic List


text: User:Planotse/Presentation 1/Topic 1

title: User:Planotse/Presentation 1/Topic 1


text: User:Planotse/Presentation 1/Topic 2

title: User:Planotse/Presentation 1/Topic 2


text: User:Planotse/Presentation 1/Topic 3

title: User:Planotse/Presentation 1/Topic 3


text:
Template:Original research resources

=External links=

title: Template:Original research resources


text:
TESOL/Lesson Plan

This is a universal lesson plan for TESOL. At each stage of a lesson there are different techniques that a teacher can use that will most likely work given the number of students, their abilities, their level of motivation, and so on.

Present

 * listen and repeat
 * substitution drill
 * look at a question speculate on the corresponding answer, or vice versa
 * change a sentence to be true for one's own case

Practice

 * fill in the gaps
 * change underlined parts of a text
 * match sentence halves
 * match questions with answers
 * match sentences of equal meaning
 * read, cover, and recall (e.g. a story)

Produce

 * see Conversation strategies

title: TESOL/Lesson Plan


title: File:SRC.uncertainty.1.A.20120714.pdf


text:
User:Kagundu

I am Wanjau Stephen a wikipedia contributor from Kenya in Africa.

title: User:Kagundu


text: User talk:Kagundu

title: User talk:Kagundu


text:
User talk:Gheaccthr

This account has been blocked, because it is believed to be a spambot. Please e-mail me if you think you were blocked erroneously. Thanks, Mathonius (talk) 10:30, 14 July 2012 (UTC)

title: User talk:Gheaccthr


text:
User talk:Apsgvori

Classes per APSGVORI
APSGVORI

Classe del Ball "CABARET" per Al-Apanxalus, organitzat amb l'APSGVORI.

[Previst amb classe de llengua per als sords i les sordes] Durant Juliol 2012.

[Previst amb classe d'informatica amb access de la pagina WEB]

{Previst per als oïents amb classe Inicial amb LSC}

{Previst per als sords i les sordes amb classe LSC}

Tots s'ha acorda't amb Ajuntament de Granollers, professors prefessionals, al departament d'Ensenyament, Fesoca, entre altres.

title: User talk:Apsgvori


text:
User:Apsgvori/Classe apsgvori

CLASSE D'APSGVORI

APSGVORI

 * Classe del Ball "CABARET" per Al-Apanxalus, organitzat amb l'APSGVORI. Començat des juliol 2012.

 * [Previst amb classe de llengua per als sords i les sordes]
 * [Previst amb classe d'informatica amb access de la pagina WEB]
 * {Previst per als oïents amb classe Inicial amb LSC}
 * {Previst per als sords i les sordes amb classe LSC}
 * {Previst per als oïents amb classe Inicial amb LSC}
 * {Previst per als sords i les sordes amb classe LSC}
 * {Previst per als sords i les sordes amb classe LSC}

Tots s'ha acorda't amb Ajuntament de Granollers, professors prefessionals, al departament d'Ensenyament, Fesoca, entre altres.

title: User:Apsgvori/Classe apsgvori


text:
Progress and Prospects in Parkinson's Research/Atypical Parkinsonism/Essential-Tremor

< Back to: Atypical parkinsonism

"Essential Tremor (ET) is a movement disorder which is sometimes diagnostically confused with the resting tremor which is a signature symptom of PD."

Background
This tremor affects the upper limbs initially and can spread to other parts of the body. It occurs when there is ongoing muscular activity unlike the PD tremor, which occurs at rest. It can be brought on or intensified by psychological stress. The frequency is from 4 to 12 Hz.

Research
2008

Louis evaluated the epidemiology of ET.

"The development of PD has often been described in ET patients. In recent studies, ET patients were 2–4 times more likely to develop PD (that is, ET plus PD) when compared to persons without ET. ET-like action tremor is more common in PD families than control families, further supporting the links between ET and PD, and postmortem studies have now shown that a subset of ET patients has brainstem (mainly in the locus ceruleus) Lewy bodies."

2010

Schwingenschuh et al carried ut a detailed study of a oohort of patients designated as SWEDDs (Scans Without Evidence of Dopaminergic Deficit).

We used transcranial magnetic stimulation with a facilitatory paired associative stimulation (PAS) paradigm to test if sensorimotor plasticity in SWEDDs resembled the pattern seen in PD, dystonia or ET.....

''...A combination of re-emergent tremor and highest tremor amplitude in the resting condition was characteristic of PD tremor, while SWEDDs, dystonia and ET subjects had the highest tremor amplitude during action. Both SWEDDs and segmental dystonia patients exhibited an exaggerated pattern of sensorimotor plasticity in response to the PAS paradigm, with spread of excitation to an adjacent hand muscle. In contrast, PD patients showed no response to PAS, and the response of ET patients was no different from controls. Taken together, these results may help differentiate these SWEDDs patients from PD and support our hypothesis that adult-onset dystonia is the underlying diagnosis in this sub-group of patients with SWEDDs.''


text: File:NilsGruß.JPG

title: File:NilsGruß.JPG


text: File:Rune Yogi Nils.jpg

title: File:Rune Yogi Nils.jpg


text:
Rune Yoga

Rune Yoga is the Yoga practice of the Germanic tribes, the ancestors of many people in Europe.

Wikipedia: ''Runes are the letters in a set of related alphabets known as runic alphabets. The earliest runic inscriptions date from around AD 150. The three best-known runic alphabets are the Elder Futhark (around 150–800), the Anglo-Saxon Futhorc (400–1100), and the Younger Futhark (800–1100).''

A personal report
For Nils the Yoga path began with an amazing story. His late father appeared to him in early 1987 in a dream and asked him: "Do you need something?" Nils replied, that he still lacked a path of practice with which he could quickly get inner strength. As Nils woke up, he went intuitively into a bookstore, looked at the shelves and suddenly saw a book on Rune Yoga. He knew immediately that this book contained the promise of the dream. Nils practiced two years every day for half an hour Rune Yoga. He turned on a beautiful music and began with a shaking in the knees, to loosen the body. He took a rune position, visualized the rune and thought a word as a mantra. By the Rune Yoga Nils received a sense of energy. His internal energy perception awoke. After six months of Rune Yoga, he could feel energies within himself and in other people. That was very helpful on his path of yoga. It was helpful for him personally and also for the teaching of yoga. Nils was able to feel inside, what the people in his groups needed, which physical and mental exercises were good for them.

Rune Series for Beginners
Try out by yourself. Find your personal way of Rune Yoga. Find your way of moving, visualizing and mantra-speaking (thinking). Find your way to get power and happiness.

1. Turn on a music and shake your knees. 2. Bend down and rub the earth: "Earth." 3. Stretch out your arms to the sky: "Heaven." 4. Move a hand and send a person light: "May all people be happy. May the world be happy." 5. Make large circles with your arms: "Cosmos." 6. Relax in standing, sitting or lying. Think a mantra (Fa, Ur, Ing or Om) in the earth, your body and your belly. 7. Forward with power. Success (Jēra).

---> Rune Yoga with drums (Video, germ., 8 min.), Drumatical (Video, 3 min.)

Runic alphabet (Elder Futhark)
The Elder Futhark consists of 24 runes. Each rune most probably had a name, chosen to represent the sound of the rune itself. (Image from Wikipedia)

title: Rune Yoga


text:
User:Gvgatin

Glen Gatin Ed.D. Awarded doctorate in Educational Leadership and Change with an emphasis on Media Studies from Fielding Graduate University in 2009. Developed and published dissertation in wiki.

Teach ICT and social media related topics for Brandon University and eLearning and research methodology for Northcentral University.

Served on dissertation committees. Adviser for dissertation processes of concept paper, proposal, IRB, methodology, writing and oral defense.

Specialist in classic Grounded Theory Method as formulated by Glaser and Strauss (1967) and Glaser (1978,1998,2002,2009).

Particularly interested in working to discover new and better explanatory theories about networked learning, the metasphere and the noosphere using classic grounded theory method.

title: User:Gvgatin


title: File:Misc.1.A.GroupPhase.20120714.pdf


text: User:Eminonuk

title: User:Eminonuk


text:
The Holy Quran

All Muslims believe in the holy Quran as the last and complete book of Allah, the Almighty. This book was revealed upon the last holy prophet of Allah, Muhammad. There are other holy books of Allah, the Almighty which were revealed upon earlier prophets of Allah for example the holy Bible as revealed upon Isa, holy Taurat as revealed upon Musa and the holy Zabur as revealed upon Dawood. The revelation of holy Quran started in the month of Ramadan when Muhammad was in ghar-e-hira for meditation at the age of 40 years and it was completed verse by verse after 23 years. The holy Quran contains 30 parts (parahs) comprising of 114 chapters (Surahs). The total number of verses in the holy Quran is 6,236 as shown below:

title: The Holy Quran


text:
Template:Phosphate biochemistry

=External links=

title: Template:Phosphate biochemistry


text:
User:Sanandros

Please visit my Commons Acount for any questions.

title: User:Sanandros


text:
Talk:Radiation astronomy/Violets

Popularity
Wikiversity:Statistics/2019/08
 * ranking. 176 Radiation astronomy/Violets

Wikiversity:Statistics/2019/07
 * ranking. 188 Radiation astronomy/Violets

Wikiversity:Statistics/2019/06
 * ranking. 111 Radiation astronomy/Violets

Wikiversity:Statistics/2019/05
 * ranking. 76 Radiation astronomy/Violets

Wikiversity:Statistics/2019/04
 * ranking. 77 Radiation astronomy/Violets

Wikiversity:Statistics/2019/03
 * ranking. 125 Radiation astronomy/Violets

Wikiversity:Statistics/2019/02
 * ranking. 121 Radiation astronomy/Violets

Wikiversity:Statistics/2019/01
 * ranking. 116 Radiation astronomy/Violets

title: Talk:Radiation astronomy/Violets


text:
FRACP Exam/Renal

Renal

Measurement of Renal Function ............ 102

Salt and Water Handling ........................ 103

Sodium Handling .............................. 103

Syndromes ........................................ 104

Water Handling ................................. 105

Hyponatraemia .................................. 105

Hypernatraemia ................................. 108

Acid-Base balance.................................. 108

Acute Renal Failure ............................... 111

Chronic Kidney Disease......................... 113

Renal Replacement Therapy .................. 117

Dialysis ............................................. 117

Kidney Transplantation..................... 119

Glomerular Diseases .............................. 124

Glomerulonephritis Background ....... 124

Nephritic Syndrome .......................... 125

Rapidly Progressive Glomerulonephritis ..................... 126

Nephrotic Syndrome ......................... 126

Glomerulonephritis with generally Nephritic Presentation................. 127

Glomerulonephritis with Generally

Nephrotic Presentation................ 129

Glomerular Deposition Diseases....... 130

Glomerular-Vascular Syndromes ...... 131

Infectious Diseases damaging the Glomerulus ................................. 131

Renal Tubular Diseases .......................... 132

Renal Tubular Acidosis..................... 132

Cystic Renal Disease......................... 133

Other Cystic Diseases ....................... 134

Nephrolithiasis ....................................... 134

Infections of the Renal Tract .................. 135

title: FRACP Exam/Renal