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User talk:Donek

username
Hello, you can change your user name. More info you can find here: Changing username, Erkan Yilmaz uses the Chat (try) 18:04, 17 June 2008 (UTC)
 * ping, Erkan Yilmaz uses the Chat (try) 18:47, 17 June 2008 (UTC)
 * You are welcome :-) Have fun with your learning project. Erkan Yilmaz uses the Chat (try) 20:00, 17 June 2008 (UTC)

Re: no reply
ping Erkan Yilmaz uses the Chat (try) 19:15, 18 June 2008 (UTC)

School Structure
How do we feel about the current school Structure? What changes would we like to make? DónalMcK 09:51, 24 November 2007 (UTC)

please do not delete the following
There were now 2 deletions on this talk page:,. Unfortunately there was not given a comment when deleting. In the deletion of my comment I would be interested why it was deleted. This helps me understand the situation better. Would you mind explaining this ? Normally a talk page is seen as a history for users how + when a person communicated with others. You do not need to explain of course, but it would be nice. Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 10:04, 24 November 2007 (UTC)

The item was deleted because i was not aware of the importance of the archived messages. I am new to this and i will bear it in mind in future. It was a piece of advice directed at me for not signing my comments. But as you can see, I have taken your advice on board DónalMcK 12:58, 24 November 2007 (UTC)
 * Thank you very much for the time of explaining. My main reason was that since no comment in the summary was given for the deletion, I could not understand this, since I thought I might get an answer. Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 13:22, 24 November 2007 (UTC)

Duely noted. Won't happen again DónalMcK 13:30, 24 November 2007 (UTC)
 * Please see my comment not something like, that is forbidden now. I am - as you - just a user here. That was my personal opinion. What you do or not you decide yourself. This is a wiki, we have room for anything and any user. And we should not limit people in their freedom. One of Wikiversity's goals is to give people the freedom to realize their ideas. Especially in the goal of learning. And since learning (experiences) are individual for everyone, the lesser obstacles the better. Rules and such can help to guide people, but they also have the possibility to limit people in their thinking. I hope we can be different than the real world. Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 13:38, 24 November 2007 (UTC)

No problem. I see it more like a wiki cultural education. I agree completely with the sentment. DónalMcK 13:42, 24 November 2007 (UTC)
 * Hello Donek, while reading our past discussion I come to the conclusion to say: sorry. With my knowledge now I think the above situation should have been handled otherwise by me back then. I hope I "behave" now better :-) Thank you for the learning you have given me with reading this again. Erkan Yilmaz uses the Chat (try) 21:58, 17 June 2008 (UTC)

Not at all. You were right to point it out to me. I hope you won't be afraid to advise me on things in the future. I am a beginner here and I certainly need all the good advice I can. :)
 * Don't worry, if I fall back in old habits you will notice :-) Erkan Yilmaz uses the Chat (try) 22:46, 17 June 2008 (UTC)

medical pages
About the Proposed Hierarchical Structure....I agree that Wikiversity needs to develop some kind of system for "getting the most out of" people who have expertise. About "topic" pages....I'm not sure if you are familiar with Wikipedia's "wikiprojects". They are "content development projects" where Wikipedians collaborate to develop encyclopedia articles for a particular topic area. All actual learning resources should be on pages with no prefix in the page name. We have portal pages that serve as directories to help people quickly find learning resources. The "school" and "topic" pages are content development projects where participants can plan, organize and develop learning resources for broad subject areas (school pages) or narrow topic areas (topic pages). There are some ideas for utilization of experts at Review board. I think there should be ways to control who can edit some pages at Wikiversity. There are some ideas about ways to limit who edits pages at Page protection templates....mainly in the context of research projects. I have experience teaching basic sciences courses at the medical school level. I'm interested in exploring a wide range of medicine-related learning resources at Wikiversity. I've been drifting towards more general health-related learning resources that might be of interest to a wider audience than traditional medical school learning resources. I tend to make pages such as Progesterone and then link to them from related wikipedia pages. --JWSchmidt 01:56, 25 November 2007 (UTC)

Re:Permission to Proceed
I see no reason why not, although as I'm an inactive custodian I'm not really the person you should be asking. If you feel it may be controversial, hop on IRC or head to Colloquium and canvass some opinions. --Draicone (talk) 23:11, 6 December 2007 (UTC)

Potential discussion of Withdrawn proposal
DonalMck, I have linked to your withdrawn Proposed_Hierarchical_Structure for an example of the type of brainstorming I wish to see at a scheduled reading groups discussion of means and methods. I hope you do not find this inappropriate. If you dislike the way I am using your withdrawn proposal please simply go to the draft agenda and delete the related bullet item (currently at the bottom of the page). Thanks for your efforts on Wikiversity's behalf! Mirwin 00:14, 23 December 2007 (UTC)

Re: Request by SOM
I'd love to help out. I'm a little busy for the next two days, but I should be able to help out after that. Things have been a little crazy for me, but I should be getting active again on Wikiversity and Wikibooks. If you could send me more info on what you would like me to do, I'd be grateful.

Cheers,

Wesley Gray 17:52, 21 June 2008 (UTC)

 * The layout is very nice. I also look forward to reading your lessons as I have absolutely no experience in medicine.  Keep up the good work!

 * Cheers,

 * Wesley Gray 18:25, 21 June 2008 (UTC)

Bad deletion
When you work on a page, do not delete the interwiki link. Thanks in advance. Crochet.david 07:18, 23 June 2008 (UTC)
 * Thanks for the advice but I do not know what you are referring to. Please advise, Thank you Go raibh mile maith agaibh 07:22, 23 June 2008 (UTC)
 * this one, another one, for exemple. Crochet.david 07:43, 23 June 2008 (UTC)
 * Oh, you mean between languages. I didn't know. Thanks for the advice. It won't happen again.Go raibh mile maith agaibh 07:51, 23 June 2008 (UTC)
 * Yes, this system allow to go to an another language which speaking about the same thing. It's to allow somebody (who know the another language) to found another thing.Crochet.david 08:00, 23 June 2008 (UTC)

Getting the hang of things
Hi, Donek. I've been following up your posts to the colloquium, where you enthusiastically requested "orders" for helping develop Wikiversity. I've looked at some of your contributions and also at the discussions above. You are brimming with enthusiasm, but you seem to need some help with not putting your foot in it and/or rescuing yourself from the odd mess. Yes - one can be very bold at Wikiversity, but there are sometimes ways of boldness that are better than others. If you're looking for someone to guide you, then you should visit my talk page more often. Going back to your request for "orders", I'd suggest you shortlist the 3 things which annoy you most about Wikiversity, and then discuss with me the best way of addressing these. It's always best to start with things that you can relate well to (even if "relating to" means "being annoyed by"), so we should start with your own shortlist of things rather than mine. I look forward to helping you. --McCormack 10:32, 23 June 2008 (UTC)

 * Thank you very much for your offer and I will definitely take you up on that. I tried to be cautious at first, then I was told to be bold, then I went overboard!! I look forward to your assistance to help me strike the balance. Here is my shortlist:

 * The school of medicine is obviously my primary area of interest. There is very little content and no staff. Please see my plan of action on school talk:Medicine. I think that quick addition of content increases hits for the site and therefore acts as an advertisement of sorts for people to join the community. Then, more content quicker. A positive feedback mechanism. I have no evidence of course, just my opinion.

 * Inter-school collaboration within Portal:Life Sciences is an invaluable prospect. Consider this, a department, such as the department of anatomy, that has relations to two schools, such as the school of medicine and school of dentistry, can work together to create pages that are mutually beneficial. The course programs may differ, but there will be the possibility of shared lesson pages, cutting down the workload and increasing content addition, hits.... you get the picture - I have a diagram in mind to illustrate this not too far off the diagram at the top of this page. If you tell me how, I can draw and upload it. My ideas for the function of portals/faculties keeps changing.

 * New users sometimes seem to arrive and leave very quick, maybe I'm wrong. If they are encouraged to write a little about their area of interest, they can be categorized and members of schools could maybe approach them and offer them the opportunity to play their part. Go raibh mile maith agaibh 18:58, 23 June 2008 (UTC)

 * I left some recommendations at Talk:Medical School Curriculum which may help. In general, don't assume that loads of fellow med students are going to pile in and help - creating WV content is currently an individualistic thing. Also, try not to work top-down (big framework first); work bottom-up instead (content first, step-by-step). Think about the needs of medical students. So far as I understand the needs of medical students, they are very simple: learn telephone directories fast. Any page or tool which helps with the process of accelerated rote-learning will be well-received; anything else is a luxury for one's retirement. Am I right? What about developing countries? Same thing? --McCormack 08:03, 24 June 2008 (UTC)

 * I have responded to your eight comments in the curriculum talk page. You are right that "learning by lists", as I would call it, is very important and it is something that I didn't consider. But medicine requires full understanding of processes more than learning from lists. In fact, many consultants under whom I have studied, have made difficult diagnoses by working from "first principles" rather than lists. But list lessons are very important and I will include them. I have no knowledge of medicine in developing countries but I am happy to research it after I plan the school. The main differences I suppose will be the disease rates and treatment options. I plan to not touch the medical school until certain issues have been resolved, which won't actually be that long. In the meantime I will assist Gbaor with medical categories. Go raibh mile maith agaibh 20:54, 24 June 2008 (UTC)

Medicine related pages
Hi! I am impressed with your work here! There are few pages in my will do list that might interest you, and potentially help to improve/categorize. Here is a short list: So.. in case you want to try the category organization system, now you have a chance :), you could also incorporate these existing pages into your conception to School:Medicine--Gbaor 12:58, 23 June 2008 (UTC)
 * Category:Medicine - needs to tide up, too many pages at the main category, create subcategories if necessary
 * Topic:LMCC - many short pages, which needs to be categorized (merged?)
 * Topic:Neuroethics - quite active topic, many contributions from a good anonymous contributor, you (we) should synchronize our steps here with the others, (re)categorization needed (Category:Neuroethics ?)

 * Thank you for the invitation to help. I would be glad to. Give me a couple of hours to browse around the categories. In the meantime, can you tell me what LMCC is? Go raibh mile maith agaibh 19:06, 23 June 2008 (UTC)

 * OK, that was quicker than I thought. My first priority when viewing Category:Medicine was to limit the subcategories of subcategories etc. which can easily happen. My next aim was to limit the amount of information on Category:Medicine, especially the number of pages. I think I have a solution:

The subcategories will not need subcategories of their own. My idea is to have a subcategory called "Medical Lessons", which might list all lessons within the school. The other subcategories should be composed of only those "topic:" pages listed in the school homepage; maybe call them "Category:Department of .....".

Pages in Category:Medicine should be reduced to the disclaimer, curriculum, home page, and module home pages. All other pages and should be divided up among the departments/subcategories. Remaining "Topic:" subcategories should be removed and their pages divided up too. Examples:
 * Epidemiology and Public Health should be category:Evidence-based medicine
 * Topic: Clinical Cases should be category:Clinical Skills
 * Topic: Neuroethics should be category:Evidence-based medicine and category:Neurology

Please discuss anything you disagree with. If these are created I am happy to do the donkey work and divide them up. I will then proceed to search out the uncategorized medical pages and categorize them accordingly.

Let me know what you think. Go raibh mile maith agaibh 19:58, 23 June 2008 (UTC)

 * Well... it is not "donkey work", because categories should be defined correctly, if one wants to do a good job. To your suggestions:
 * As I said before, you know probably more about medicine, than me, so I leave the "professional side" to you, but...
 * "The subcategories will not need subcategories of their own." - disagree - these are really needed, if you don't want a cat. with 100-200 pages. An example (that came in my mind) is Category:Viruses>Category:Virology>Category:Microbiology>Category:Biology Please note, the logical order of the things (i.e. you would naturally search for Microbiology under Biology cat., and surely you are not suprised, that Viruses are under Virology cat.)
 * This brings up the next issue: Medicine related topics and lessons could (should) be categorized in 1 cat., but also in categories according to the (sub)fields of medicine. Reasons: Not to have (single) extremely large cat.s and the logical order in the preceding point.
 * "Pages in Category:Medicine should be reduced to the disclaimer, curriculum, home page, and module home pages" - agree
 * ...and dont forget the colon (:) when you create an internal link to a cat., because you actually categorized your talk page under Category:Medicine
 * more about categorization: Categories - somewhat outdated,; lot more on WP w:Wikipedia:Categorization
 * Not cat. related - "Lesson:" is not a separate namespace, so you could omit this prefix. But don't bother with this point if you want to do the job with Lesson prefix, we can get back to it later. The content is the most important. --Gbaor 07:05, 24 June 2008 (UTC)

 * I think you misunderstand me when I say donkey work. Where I come from, it means doing the hard labor. I didn't mean it was a simple task - maybe you thought I meant monkey work. Not an important point anyway. On to business!

I agree that it would be ideal to limit medical pages to one category but a minority might need two, due to inter-disciplinary cross-over, especially between pre-clinical and clinical departments. Example - anatomy of the heart will need to be categorized as anatomy and cardiovascular for easy browsing. Next, I think you know more about categorizing than I do so I'll take your advice on subcategories but I would really like to limit how many steps browsers have to take to reach the lessons. Maybe the first bunch of subcategories should be created then we can assess the number of subcategories needed at that stage. Do you agree?

I had no idea i had categorised my page as that. By the time you read this it will be undone. Should usernames be categorised anywhere at all or not? Do you want me to continue or stop using the "lesson:" namespace?

Thank you for you advice and help. Go raibh mile maith agaibh 21:45, 24 June 2008 (UTC)

 * "I would really like to limit how many steps browsers have to take to reach the lessons." - There is no exact answer for that. It largely depends on the medicine (sub)field size and number of entries/pages. If you want a number, then you could maximize levels of subcat.s in 2 or 3 from the main category. Once the categorization is done, we can review it and do few changes if necessary. ...so I agree with your suggestion. Please also mote, that the main organizational and orientational structure should be on Portal/School/Topic pages (i.e. this is the primary way, how people will reach the lessons). Personally I always take the opposite way> from pages to categories, to find out what else is around here related to that page I browse.
 * Lesson: namespace - The content you put in those lessons belong to the main namespace, which has no prefix. So you can drop it from the titles, but you can still refer to those pages from other parts of the text as lessons.
 * You were still categorized under cat. Medicine :) Now I corrected it. Generally the users are not categorized, except they use an User template. Several users (their subpages) are categorized under certain cat.s, if appropriate. So do as you wish :) There is no rule for this. For example one of my subpages is under cat. Category:External learning resources --Gbaor 05:32, 25 June 2008 (UTC)

 * How unreliable of me :). I just forgot. Anyway, I have completed the first task in categorizing medical pages by tidying the Medicine category. I will now look in the pages uncategorized for medical ones and I will try to categorize accordingly. The next step will be sorting out the subcategories and then I will get back to you. Go raibh mile maith agaibh 18:00, 25 June 2008 (UTC)

Biology Portal upgrade
I'm glad to see your participation at Wikiversity. The school, topic and portal pages are critically important pages that serve a role in directing participants towards existing content and developing content. I, of course, have no objection to improvements in such pages. However, it is very disturbing when people change these important pages and destroy links to content that have been carefully created by past participants. Further, many such changes do not strike me as improvements, but rather as exercises in rearranging the deck chairs on the Titanic. I wish we had more effort towards actual content creation rather than effort put into making a prettier directory page or a new version of a directory page with a new page name or a new version of a page with a new "box format" or set of page sections.

 * not just as a "faculty" for university level courses

 * historically, Wikiversity has been dominated by college students, so there has been a strong bias towards college level resources. Personally, I am a strong opponent of using the term "faculty" at Wikiversity, either to refer to subject areas or to people. I do not think it hurts anything to retain the "college course catalog"-type of directory structure that was the first organizational structure created at Wikiversity. I'm saddened and perplexed by Wikiversity participants who think they have the right, in the name of "reform", to destroy what others worked so hard to create. My belief is that rather than destroy perfectly good structures that were created for good reasons (and that still serve a useful purpose), we should be thinking in terms of layers and adding new parts to the directory structure. I suspect that most high schools simply have a science department and so it would make sense for Portal:Secondary Education to have a link to another portal that would be all about high school science education. Of course, there would also reasonably be links between such a secondary level science portal and the life sciences portal. So, I favor creation of new portals rather than trying to change the function of existing portals. Wikipedia has hundreds of portal pages...in time, Wikiversity should have thousands.

 * complete revamp of School of Medicine

 * "affiliates" <-- it would be nice if there were a page to link this term to. Does it mean "collaborating wiki editors"? At one time we found it useful to use this template:

, but I see it was removed with the comment "Major revamp according to community dialogue". I'd be interested to see the specific "community dialogue" that says "In the name of reform, throw away useful navigation templates that were created by other participants".--JWSchmidt 15:00, 24 June 2008 (UTC)

 * I aim to communicate with a lot of other more-experienced users in for the development of both my skills and the projects I am involved in. I am a direct person and I will respond to any direct and constructive criticism/advice you have given me, and I thank you for it. This is my second spell at wikiversity. I was here in November before I was ill and I have returned for about a week and I want to make up for lost time. My over-enthusiasm has drawn a lot of attention and I am determined to take the positives out of it. As regards content creation, if you look at my O&G contributions as well as my evidence-based medicine contributions you will see that I have added quite a lot of content (for a beginner) in the little time I have spent here. My major revamp was intended for easier navigation for people and I think I have achieved it by removing the big long lists that were there previously. I am happy to add your own 'box' as I think it would be very useful. I apologise for deleting it. If you were referring to other links I deleted please do not hesitate to let me know what they are and I will return them. Affiliates would differ from the link box you have as I plan to use it to list active collaborations with other schools and departments that the school of medicine is currently involved in and what those projects are. However, I was confident of doing the revamp because I know that nothing is 'destroyed'; all history can be reinstated. Am I mistaken?

 * I agree with absolutely everything you said about the portal:biology and I would look forward to liaising with you (and everyone else in the portal) regarding the planning an overall structure for the portal, the levels of study, the disciplines in each level and deciding what content is to be added. I would enjoy the opportunity to add scientific content at all levels within my areas and levels of expertise. I think, however, action takes planning. This is the reason I contacted you. Go raibh mile maith agaibh 22:12, 24 June 2008 (UTC)

 * I'm sorry if my earlier comments were too terse. I'm busy in the real world, so I just put my thoughts down quickly rather than diplomatically. Please allow the emphasis to remain on "I'm glad to see your participation at Wikiversity"...I trust you do do what is best. --JWSchmidt 15:39, 9 July 2008 (UTC)

Gynecology Case 1
Hi Donek, Great to see your energy, vision, knowledge, directedness, and preparedness to learn :). I'm not how the link above might fit into the scheme of things, but it needs a category/ies. -- Jtneill - Talk 00:12, 25 June 2008 (UTC)

 * Thank you. I have done that. I am currently doing a lot of categorizing now. There is a problem. When I want to create a new subcategory (5 in total) they are coming up as red links. Can I create them or do I need to request them from a custodian?? Go raibh mile maith agaibh 00:15, 25 June 2008 (UTC)

 * Yes, you can create them! If its a new category which you've added to a page, it will be a red link at the bottom. Click on it, and then add a higher category to the page, e.g, Category:Gynecology you might categorise as Category:Medicine (or perhaps something in between), and save. You can add more than one category of course, but one is a good start :). Let me know if I can do anything else, I'm more than happy to help. See also Help:Category. Sincerely, -- Jtneill - Talk 00:30, 25 June 2008 (UTC)

 * I think you've got it! :) Well done. -- Jtneill - Talk 01:33, 25 June 2008 (UTC)

 * Thanks for the help JT. I now need help when it comes to deleting a subcategory because medicine has a few unnecessary ones. However, I think this may well be a custodian-only ability. Go raibh mile maith agaibh 18:14, 25 June 2008 (UTC)

go raibh mile maith agaibh
I just looked up the meaning: http://answers.yahoo.com/question/index?qid=20070922123616AAZWHrc ;) Very 'wiki'. Reminds of a phrase from some North American indians who don't say 'goodbye', but rather es-con-gee-hai (phonetic) which means 'be well until we meet again'. You may like to tweak your signature though to also show your user name, so it could be like Donek - Go raibh mile maith agaibh. Some of us also add a link in the signature to our talk page. So the raw for my signature is . See what you think. -- Jtneill - Talk 01:33, 25 June 2008 (UTC)

 * I might give that I try but unfortunately I have forgotten how to change my signature. Go raibh mile maith agaibh 18:01, 25 June 2008 (UTC)

 * Looks like you got it :) -- Jtneill - Talk 23:27, 25 June 2008 (UTC)

Re: welcome back
Hi,

I'm very busy so I probably have to disappoint you and say that I won't be a regular contributor who will quickly expand the medical content here. I will most likely every few months add another clinical case. If you have specific questions you'd like to have my opinion about, or specific pages you'd like me to quickly do some copy-editing, you can always ping me.

--Steven Fruitsmaak (Reply) 11:58, 25 June 2008 (UTC)

Thank you for responding. That's great and thanks for the offer. I see that you are currently involved in the clinical cases. I have created a Clinical Skills department in which links could be made to your work. Also, I think links should be made in the clinical departments depending on what area of medicine each case belongs to. Do you agree? Go raibh mile maith agaibh 18:04, 25 June 2008 (UTC)

Military medicine @ level 5 list from School:Medicine ?
, - probably the user doesn't know much about wikis. What do you think about this ? Erkan Yilmaz uses the Chat (try) 17:12, 25 June 2008 (UTC)

 * I maybe should've kept it in there. For some reason I thought it hadn't been edited in a while. I have replied to his comments on the talk page and I hope to see him sign up as he does seem very passionate about his field of interest. Go raibh mile maith agaibh 18:12, 25 June 2008 (UTC)
 * Thank you very much, Erkan Yilmaz uses the Chat (try) 18:13, 25 June 2008 (UTC)

RE: Categories
Which list are you talking about ? Normally most stuff can also be done by non-custodians. Could you give me one example what you would like, then I could have a look. See you, Erkan Yilmaz uses the Chat (try) 19:43, 25 June 2008 (UTC)
 * I see, you mean Special:UncategorizedCategories - the data displayed there is still old data: see "The following data is cached, and was last updated 09:34, 19 June 2008.". That means though you categorized them the list is not uptodate :-( Did this help ? Erkan Yilmaz uses the Chat (try) 20:00, 25 June 2008 (UTC)
 * If you need the list (though not updated) to continue tomorrow or so to categorize the other pages: some browsers show the visited pages in another color - that might help you to find out which pages you didn't yet visit, Erkan Yilmaz uses the Chat (try) 20:02, 25 June 2008 (UTC)
 * I can't tell you atm - probably there is somewhere a list with the different queues from all wikimedia projects (WV is one of it). And they get done after a certain strategy. Here e.g. you see from en.WV the job length: Special:Statistics. More info probably you can find at: Cache strategy + Wikimedia servers, Erkan Yilmaz uses the Chat (try) 21:09, 25 June 2008 (UTC)

RE: Issue of Concern
Thank you vrey much for pointing your concerns. We have following disclaimers: Medical disclaimer (+ General disclaimer). If you like you can instead of removing review it and make a new version of that page ? E.g. providing links to places which state "more" the truth. Argumenting the various points from another point of view ? What do you say ? Erkan Yilmaz uses the Chat (try) 23:06, 25 June 2008 (UTC)

Deletion requests
Yes, deletion is a custodian tool (because of the obvious harm that could be done). There are a few options, depending on the circumstances, e.g., Gynecological History Taking could be deleted I think because its a duplicate of Gynecological history taking. That's no problem because you created the pages, and its duplicate content (I think), so its a very straight forward case. For now, you could even Help:Redirect GHT to Ght (which is the more conventional casing) and that would be fine. If you feel anything that you created should be deleted, then you can nominate it by going to Please delete my page. For proposing content which you did not author for deletion, see the full Deletion policy, although discussion can be a good idea first, e.g,. on the associated talk page or as with Erkan about the Diabetes myths page. Hope this helps. -- Jtneill - Talk 23:21, 25 June 2008 (UTC)

 * I was thinking about that with GHT but, as regards the other issue, is there a policy for suspending a potenially harmful page while a discussion progresses? Donek (talk) - Go raibh mile maith agaibh 23:28, 25 June 2008 (UTC)

 * Not that I know of as such (but I could be wrong). Some options might include: Posting to the page's talk page to say that you think there are problems with the advice, then adding a clear statement to the content page to say that the accuracy of the article is disputed with a link to the talk page. And as Erkan suggests, it could be proactive to provide links to better advice. There are some other templates that could be added (and I'm no template expert), but see Category:Administrative templates, e.g., you could add something like . You could alternatively nominate the page for deletion, which will involve placing a template to indicate the deletion nomination at the top of the page. -- Jtneill - Talk 23:43, 25 June 2008 (UTC)

 * It's not that the information is wrong, on the contrary, it is generally correct, but there may well be omissions such as, if you also have .... then you can't follow this advice completely. You understand. Also, I don't think we have the authority to post medical advice. Example - if someone saw that I was involved in the medical school and asked me for advice regarding a dietary regime because they have high blood pressure, I would have to inform them that I can't give medical advice, even though I am very confident of my knowledge in this area. However, if someone asked me "what is the dietary advice recommended for patients with high blood pressure?", I could answer it because it is information rather than advice. If we don't have a policy in place for this, I think we ought to. Donek (talk) - Go raibh mile maith agaibh 23:55, 25 June 2008 (UTC)

 * Sounds to me like this is a good argument for improving/rewriting the content and IMHO from here might be best placed on the page's talk page. -- Jtneill - Talk 00:23, 26 June 2008 (UTC)
 * "It's not that the information is wrong, on the contrary, it is generally correct, but there may well be omissions such as"
 * Another way is also to put in a Template (e.g.  ) until someone finds the time to rephrase it/try to fill in omissions, .... Also a note on the discussion page would be nice with the concerns. In the meantime also the original contributor could be informed (some didn't click the watch-button) so they might also help out again. There could also be input a delete-template and/or a notice at Request custodian action or in the Colloquium, then you may get more views than offered until now (e.g. I went to bed yesterday and missed all the fun now :-)). Erkan Yilmaz uses the Chat (try) 06:32, 26 June 2008 (UTC)

Maybe slow down categorisation
It might be an idea to slow down on the categorisation, particularly for pages / areas you're not yet overly familiar with. Some fixing/recategorising may need to be done, e.g., see my comment about sorting to the top of categories by using |*. e.g., perhaps focus on now on building some pages into solid learning resources. Looking through categories is a good way to tour, but note I rolled back some of the categories added to the Survey research methods and design in psychology pages because: (a) they're categorised in psychology, rather than psychiatry, and (b), the subpages for that course are categorised within the course, and then course is categorised within the discipline (psychology), although the course could also be categorised in psychiatry. Hope this makes sense. -- Jtneill - Talk 00:26, 26 June 2008 (UTC)
 * No problem. See now Category:Psychiatry and if that's the way you like it. My inclination would be to just list the psychology category (and remove the Survey methods course), but if you think that's a useful listing in psychiatry, that's fine. So, the general idea here is not to list lots of separate subpages in psychiatry, but instead to list the overall category. In a similar way to you, I did a first-cut reorganisation of Category:Psychology a while back, which may be of interest. At least everything is now in subcategories which, for a large category, is the way to go. BTW (by the way), IMHO means in my humble opinion :). -- Jtneill - Talk 00:45, 26 June 2008 (UTC)
 * OK, I see how you're using * for sorting to come back to later. For future, maybe minus (-) would be better (i.e., sorts to the end rather than the start). Or you could categorise as something like Category:Medicine unsorted to come back to later. -- Jtneill - Talk 00:49, 26 June 2008 (UTC)
 * Basic or default categorisation is just e.g., Category:Medicine which will list the page alphabeticaly. |* will sort to the top, |- will sort to the bottom, | will using suffix, not the prefix. As I understand it. -- Jtneill - Talk 01:23, 26 June 2008 (UTC)

 * Now I understand it. I have undone the *'s I did previously, except for a few because I want to work on them. Donek (talk) - Go raibh mile maith agaibh 20:11, 26 June 2008 (UTC)

Template:Medicine-stub
This stub template could do with using the medical symbol. Let me know if you want help with "how". -- Jtneill - Talk 01:49, 26 June 2008 (UTC)
 * Yes, I see no problem, with recategorising existing Category:Medicine stubs into more specific stub categories, such as Category:Psychiatry stubs. In fact, that's a good way of organising. Just note that Category:Psychiatry stubs should then also be categorised as Category:Medicine stubs, so that all medical stubs can be found via this category. Hope this makes sense. -- Jtneill - Talk - c 14:21, 26 June 2008 (UTC)

 * Brilliant. Donek (talk) - Go raibh mile maith agaibh 14:23, 26 June 2008 (UTC)

Diabetes mellitus
Hi Donek, I'm not sure that you're going to win community consensus and support by blanking pages without discussion - e.g., like this. I would recommend that you try some of the other methods suggested by Erkan Yilmaz, Gbaor, myself, and others and discuss your concerns about an article on its talk page or the colloquium. With discussion, we can often come up with a better way forward. I am close to reverting the blanked changes on the diabetes changes, but we want to want work together, not against. Sincerely, James. -- Jtneill - Talk - c 12:55, 26 June 2008 (UTC)

 * I thought we came to an agreement yesterday regarding medical advice. Your comment: "Sounds to me like this is a good argument for improving/rewriting the content". It will be rewritten soon but I need to check all the pages that offer medical advice. However, community consensus has been reached if you read the Medical disclaimer where it says "Wikiversity attempts to discourage participants from providing medical advice. Wikiversity participants should remove medical advice from Wikiversity webpages when they see it or tell the custodians." If another member disagrees I have provided a link to the talk page where they can explain why. Please do not revert it back. Sincerely, Donek (talk) - Go raibh mile maith agaibh 13:02, 26 June 2008 (UTC)

Hi Donek. I was dealing with this and then got called away in the middle of editing. I've updated the medical disclaimer so that this is clearer. We also need a medical disclaimer template, which I may write now if I can manage. I think there is a simple misunderstanding here: i.e. the difference between "advice" and "training/information". Nothing to get worried about, but it's an important area for WV to be clear about, and currently our help pages are not helpful enough about the difference. --McCormack 13:22, 26 June 2008 (UTC)

 * Hi Donek, I've made some edits to Diabetes mellitus as some examples of how an existing article might be improved and rewritten gradually and iteratively, so that useful content is retained and improved, and poorer/inappropriate content is removed or improved. Please have a look at the changes:, but it is only a start. This is one way forward. -- Jtneill - Talk - c 13:27, 26 June 2008 (UTC)

 * Thank you both for your efforts in trying to resolve this issue. I don't want to be a thorn in anybody's side but the issue remains because, as McCormack says, it's not very clear. Is there anyway a policy proposal can be made? When the need to protect ourselves and the public from unofficial medical advice clashes with the desire to protect user's original work, there is no procedure in place. I think this needs to be a priority. On another point, and I am not on the attack (rather the contrary), I don't think my efforts needed to be reverted using roll-back as I don't consider myself to be a vandal, and I hope no-one else does either. Donek (talk) - Go raibh mile maith agaibh 13:50, 26 June 2008 (UTC)

 * On the rollback: don't take this too hard! Just don't blank pages again and it'll just be something funny to remember about. Take a look at http://en.wikipedia.org/wiki/Wikipedia:Village_stocks for a look at the mistakes of the great and famous. --McCormack 14:14, 26 June 2008 (UTC)

Hi again, Donek. I have updated the disclaimer page and created a couple more pages, including Template:medical disclaimer. If you wish, you can place the medical disclaimer template at the top of your medical pages. Please note, however, that Wikipedia relies on the general medical disclaimer only - it does not add warnings on every medical page. --McCormack 13:58, 26 June 2008 (UTC)

That's a good idea. Donek (talk) - Go raibh mile maith agaibh 14:00, 26 June 2008 (UTC)

 * Hi, just to point out that there's nothing wrong per se with a complete rewrite of a page, if deemed appropriate (and if there is nothing to be salvaged from the existing page). Also, on proposing a policy, it's simply a case of being bold, just writing the policy, and inviting discussion on it. Go raibh maith agat. :-) Cormaggio talk 15:19, 26 June 2008 (UTC)
 * But just to be safe: when you re-write, really re-write - i.e. have your new version ready first. Often I edit above or below an existing text, using odd bits of the old stuff as and when needed, and then delete the old one afterwards. --McCormack 15:34, 26 June 2008 (UTC)

 * Thanks for the advice guys, I'll certainly bear it in mind. Donek (talk) - Go raibh mile maith agaibh 20:10, 26 June 2008 (UTC)

Motivational interviewing
Thanks for touching base - your plans sound excellent. Go for it. All I had done was add some categories; just now I've moved/renamed the page, created a See aalso section for the WP link, and added some stub templates. But I've added nothing in the way of content and your plans sound fine. Prochasta and Diclemente's stages of change may even warrant its own page since it has other relevance, but there's no problems starting such content on the current page. And yes, the readership could be quite broad for the topic. -- Jtneill - Talk - c 23:54, 26 June 2008 (UTC)

Policies
Hi. Am I right in thinking that you rolled back Policies by almost two years, or did I miss something? Did you discuss this with anyone before doing it? Thanks in advance for your reply. --McCormack 19:39, 1 July 2008 (UTC)
 * Hi again. I think I've worked out what happened. You clicked on a special link which I had created. The special link was to a 2-year-old version of the same page. You didn't realise the version you were viewing was two years old. You then made the mistake of editing the old version. This had the effect of replacing the current version with your newly edited version of the 2-year-old version. I see that this was an entirely unintentional process on your part. I think I need to do something safer than directly linking to an old version of the page. --McCormack 04:13, 2 July 2008 (UTC)

Historical versions
Hi Donek, To find links to historical versions, go through the History tab on the page in question, and then click on an old version (by date). You can copy that full URL to make a link to a specific historical version of the page. You can also make a comparison between the differences from one version of a page to another and link to that URL (to show the differences to a page made by an editor). I've updated the Diabetes link on Dealing with Medical Advice but thought this might be handy info. -- Jtneill - Talk - c 01:27, 2 July 2008 (UTC)

Perhaps not the right category?
Hi Donek, Not very long ago you added a category to two subpages of a resource I started. I've been away for a while, so I didn't see them until now; but I'm not sure they're the right choice of category. The two pages in question were The Neurodiversity Movement/News and The Neurodiversity Movement/Section One. You added them to Category:Psychiatry. I can see how it's related, but I don't think this is the best choice of category. The resource in question is not really about psychiatric issues- it is about a social movement. The social movement is a movement related to neurology, not psychiatry, but even so it's not a science or medical resource, either. It could be categorized as history, although most of the resource is not intended to focus on history. So I'm not sure where it belongs. However, I am pretty sure it does not belong in the psychiatry category. I am also curious as to why the Autism subcategory is under psychiatry. Could you explain this? Autism is not a psychiatric disorder, it is a neurological condition. That is why I am confused by this categorization. --Luai lashire 15:31, 20 July 2008 (UTC)
 * Hi again, thanks for your reply. I agree that Sociology might be an appropriate category.  As for whether Autism belongs in the psychiatry category or the neurology category, I suggest both.  That way it is simply easiest for anyone who is looking for it to find it.  --Luai lashire 22:57, 24 July 2008 (UTC)

Social psychology (psychology)
Hi Donek, Thanks for your message and good to see you around again with lots of ideas. FYI, this is a semester-long unit and has an on-campus enrolment of ~80 students. So, that's the key reason for the number of participants - i.e., in particular because an "e-portfolio" / learning journal represents 25% of their assessment for the unit. It's an experiment - last year I had students writing blogs, this year we're trying Wikiversity :). -- Jtneill - Talk - c 23:27, 19 August 2008 (UTC)

Topic:Moulton Vs. Centaur of attention
Hi Donek, This page (which has been largely authored by you) has been proposed for deletion. Would you comment/vote on this proposal here? Requests_for_Deletion -- Jtneill - Talk - c 13:59, 16 September 2008 (UTC)

RNA interference
"Does the effector protein bind the dsRNA and present it to dicer or does it present the siRNA to RISC" <-- I am not an expert in this area. When I created the RNA interference page I spent some time learning about the subject and I had the feeling that it was a very actively changing field of study. I could not give an account of what "effector protein" means for people working in the field of RNAi. To figure out what "effector protein" means in this context, I would try to find some recent review articles such as this that use the terminology "effector protein" in the context of RNAi. This particular article mentions "the notion that the initiation and/or effector stages of RNAi" and does not give me the impression that they have firm ideas about this topic. What is your biology background? --JWSchmidt 13:20, 15 November 2008 (UTC)

 * I looked at this article: R2D2, a bridge between the initiation and effector steps of the Drosophila RNAi pathway, which is cited at Wikipedia. The text of the article is not very useful because they assume that the reader knows what they mean by "initiation" and "effector". I'm guessing that "initiation" means production of siRNA and that "effector" is used to refer to what then acts on the siRNA: the RISC complex-mediated nuclease activity.....so I agree with what you originally said on my page about the initiation and effector steps. this article discusses the idea that there are different RISC complexes in different cells, so it might be that in some cases a dicer is a required part of RISC function (thus physically linking initiation and effector proteins in a single complex) while in other situations the initiation and effector steps might not be physically linked. I got my B.S. in biochemistry 30 years ago, so I came into all this back in the days when it was "news" that there were introns and exons! I wonder if you have seen The concept of irreducible complexity. --JWSchmidt 16:18, 15 November 2008 (UTC)

Department of Neurology
Greetings! I´m writting from Neurosciences Foundation. We´d be happy to contribute with this project by developing the Department Neurology. We don´t have experience in Wikiversity, so we´d thank advise on how to start creating contents.

continuing the medicine school
I'm interested in the school so Im asking if you will continue?

title: User talk:Donek


text:
User talk:91.141.8.56

Look, i have spoken to you before , if i am misytaken i am sorry , but still im telling you now. DO NOT CHANGE THE TEXT TO UCR. I HAVE SET UP AN NEW STREAM OF PAGES FOR UCR, THERE IS ABSOLUTLY NO NEED TO GO AND CHANGE THE KK STREAM OF PAGES TO UCR. IT IS A NUISANCE, YOU AR CHANGING THE LINKS WHICH MAKE THE COURSES UNACCEPTABLE.

IF THIS CONTINUES, I WILL HAVE TO CONTACT THE CUSTODIANS TO SEE WHAT CAN BE DONE

THANK YOU --TheElvenLord 17:26, 19 November 2007 (UTC) HEAD OF CORNISH
 * Hello, I guess it is meant this Topic:Cornish/UCR ? The KK one would be the Topic:Cornish ? Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 17:40, 19 November 2007 (UTC)
 * Just found the info at the Cornish page. Perhaps it would be better to add a navigation bar at the top somehow ? Then people new to Wikiversity could immediately see the different spelling systems and do not make the same "trouble causing" actions again. There could be also added in the navigation bar other pages which are often needed. One example could be e.g. see here Economic Classroom Experiments the yellow box at the bottom (layout could be adapted). What do you say ? Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 17:51, 19 November 2007 (UTC)

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

title: User talk:91.141.8.56


text:
Category:BCP/Genus/Prunus

Prunus is a genus in the rose family, including the "stone fruits" such as cherry, peach, plum, etc.

title: Category:BCP/Genus/Prunus


text:
User:Adrian Comollo

Adrian Comollo
I am a professor of Italian Literature and Humanities. I was born in Turin, Italy. I live in Utah

Wikiversity contributions
I plan to contribute to the Italian section of the School of Language and Literature. Probably also in Theology and Sociology of Religion. I have started by adding a link, very well done, for the study of the Italian grammar. It is called Italian for you:
 * http://en.wikiversity.org/wiki/ Introduction_to_Italian

Courses

 * Italian literature I started the course. There is a connection to the same course on the Italian wikiversità, for people who can read Italian. Viceversa, Italians, who can read English, can improve it by browsing the English version of the course.

Future projects
Music of the Medieval Era, part of Brief History of Western Music

Wikipedia contributions
See:Adrian Comollo

 * it:Utente:Adrian Comollo

title: User:Adrian Comollo


text:
User talk:Georgeryp

'''Hi. I check my talk page on the English Wikipedia more often, so I'll respond quicker if you choose to leave your message there or on my Wikispecies talk page.''' --Georgeryp 19:49, 19 November 2007 (UTC)

title: User talk:Georgeryp


text:
Brezhoneg Unan/Lesson 2

{| cellpadding="10" cellspacing="5" style="width:99%; background-color:inherit; margin:auto;"
 * style="background-color:#eed153; border:1px solid #777; border-radius:8px;" colspan="2"|

Dialogue / Diviz
Yann ('John') ''goes to a pub in Gwiseni/Guissény. He sees the bar lady, Laouenna'' ('Joy').
 * Emañ Yann o vont d'ur c'hafe e Gwiseni. Gwelout a ra maouez an davarn, Laouenna he anv.
 * Please read the dialogue, and try to work out the meaning of each sentence before going on to the next one. If you can't, just move on. Check the answers with the translation below.

 * Laouenna : Nozvezh vat, Yann !
 * Yann : Nozvezh vat, Laouenna. Mat an traoù ganit ?
 * Laouenna : Mat ar jeu, meur c'hras. Ha te ?
 * Yann : Mat-tre, mersi dit !
 * Laouenna : Petra ez emaout oc'h ober ?
 * Yann : Deskiñ a ran brezhoneg er Wikiversity. Ha te ?
 * Laouenna : Brezhoneg a zeskan ivez !
 * Yann : Splann ! Penaos eo da vamm ? N'eo ket-hi klañv ?
 * Laouenna : Emañ mat yec'hed dezhi bremañ, meur c'hras.
 * Laouenna : Kenavo, ha chañs vat gant ar gentel warc'hoazh!
 * Yann : Mersi bras.
 * [Yann a guita an davarn]
 * Yann : Noz vat deoc'h-c'hwi holl !
 * Pep hini : Noz vat, Yann !

Translation

 * Laouenna : Good evening John! [literally: "Night good, John!"]
 * Yann : Good evening, Laouenna. How are you? ["Night good, Laouenna. Good the things with you?"]
 * Laouenna : Fine, thanks. And you? ["Good the game, many blessings. And you?"]
 * Yann : Very well, thank you! ["Good-very, thanks to you"]
 * Laouenna : What are you doing? ["What are you doing?"]
 * Yann : I learn Breton with Wikiversity. And you? ["To learn I do Breton in Wikiversity. And you ?"]
 * Laouenna : I learn Breton too! ["Breton I learn too!"]
 * Yann : Great! How's your mother? Isn't she ill? ["Splendid!How is your mother? Is not she ill?"]
 * Laouenna : She is fine now, thanks. ["Is good health to her now, many blessings."]
 * Yann : Look ! It's late! I have to go now. Goodbye! ["Look ! It's late! I have to go now. Goodbye!"]
 * Laouenna : Goodbye, and good luck with the lesson tomorrow! ["Goodbye, and good luck with the lesson tomorrow!"]
 * Yann : Many thanks. ["Thanks big"]
 * [Yann leaves the bar]
 * Yann : Good night to you all! ["Night good to you all!"]
 * Pep hini :Good night John! ! ["Everyone : Good night John!"]

Exercises
Go to the Quiz. '''If you want to add to this dialogue, please make sure the words are covered in the previous lesson. Thanks.'''
 * }

title: Brezhoneg Unan/Lesson 2


text: Category:Brezhoneg Unan

title: Category:Brezhoneg Unan


text: Brezhoneg Unan/Lesson 3/Answers page

title: Brezhoneg Unan/Lesson 3/Answers page


text:
Talk:Ivan Illich: Deschooling Society/Why We Must Disestablish School

School then becomes a paradigm through which Illich aims to explore man's nature and the nature of modern institutions. Yes, and fair enough too! Most of us in a schooled society enrol when we are 4 or 5 (some even younger) and stay that way until we are 16 or 18.. some keep going, into tertiary learning which is modeled much in the same. That is pretty much all our formative years. The best years of our lives, 5 days per week, 7 or more hours per day. Kids who's parent's speak a language other than English (in NZ) often grow up not being able to speak the language of their parents, and not even carrying their accent. The majority of their conscious life in their formative years is spent in an institution of around 500 - 1000 other inmates, divided into class by age, gender, even ability, and learning to forgo their individual, family and even political identities for the good of the school. Despotism in schools - A hypermedia remix --Leighblackall 01:45, 20 November 2007 (UTC)

 * Something prompted me to revisit the 2001 article Content is not King where I think it can be seen that Andrew Odlyzko says many things in parallel to Illich, particularly where Illich talks about Learning Webs later on.
 * In the following sections I develop the argument that connectivity is more important than content. The evidence is based on current ::and historical spending figures. I also show that the current preoccupation by decision makers is not new, as similar attitudes have ::been common in the past. I then make projections for the future role of content and connectivity, and discuss implications for the ::architecture of the Internet, including wireless technologies.
 * --Leighblackall 01:00, 27 December 2007 (UTC)


text:
User talk:JWSchmidt/Blog/13 November 2007

It might be interesting to think of the group of (very very very brilliant) French mathematicians which decided to collaboratively write a series of text book under the pseudonym of Nicholas Bourbaki.

Indeed. What started out as a simple reaction to the teaching situation and to write better textbooks became an endeavour, yet unfinished, to rebuild mathematics from the foundation. Hillgentleman|Talk 02:19, 20 November 2007 (UTC)

 * Very interesting. I'd like to see a detailed description of how that group collaborated. --JWSchmidt 04:56, 20 November 2007 (UTC)

 * You will find plenty. The originator's autobiography The Apprenticeship of a Mathematician  is translated into English. Hillgentleman|Talk 05:18, 20 November 2007 (UTC)


text:
Obstetrics and Gynecology/Obstetric History Taking

Obstetric history taking involves a series of methodical questioning of an obstetric patient with the aim of developing a diagnosis or a differential diagnosis on which further management of the patient can be arranged. This further treatment may involve examination of the patient, further investigative testing or treatment of a diagnosed condition.

There is a basic structure for all obstetric histories but this can differ slightly depending on the presenting complaint. Because of the nature of obstetrics there may not even be a presenting complaint. Expectant mothers receive antenatal check-ups and therefore may be referred because of the result of an examination or an investigation so the mother may be asymptomatic.

When taking any history in medicine it is essential to understand what the presenting complaint means (if any) and what the possible causes (differential diagnosis) of the presenting complaint may be. After all, it is the aetiology of a symptom that guides the physician's questioning

Basic Structure of an Obstetric History
Ascertain Presenting Complaint History of Presenting Complaint Past Obstetric History Menstrual History Past Medical History Drug History Family History Social History Other
 * Name of patient
 * Age of patient
 * Consent for questioning
 * It is important to ask as open a question as possible in this part of the history and to ensure the complaint is understood as everything else follows on from here
 * This will differ slightly depending on the presenting complaint (see below) but follows a vague structure:
 * Onset
 * Periodicity
 * Duration
 * Recurrence?
 * Gravidity and Parity
 * Dates of deliveries
 * Length of pregnancies
 * Induction of labor/Spontaneous
 * Normal Delivery?
 * Weight of babies
 * Gender of babies
 * Complications before, during and after delivery
 * 1st day of last menstrual period
 * Regularity of normal cycle
 * Was this a planned pregnancy?
 * Previous contraception
 * Any antenatal problems thus far?
 * Current or past illnesses
 * Hospital admissions
 * Past surgeries
 * Prescribed medications
 * Non-prescribed medications/herbal remedies
 * Recreational drugs
 * Medical conditions
 * Obstetric complications
 * Occupation
 * Support network
 * Smoking
 * Alcohol
 * Blood group


text:
Gynecological history taking

Gynecological history taking involves a series of methodical questioning of a gynecological patient with the aim of developing a diagnosis or a differential diagnosis on which further management of the patient can be arranged. This further treatment may involve examination of the patient, further investigative testing or treatment of a diagnosed condition.

There is a basic structure for all gynecological histories but this can differ slightly depending on the presenting complaint.

When taking any history in medicine it is essential to understand what the presenting complaint means and what the possible causes (differential diagnosis) of the presenting complaint may be. After all, it is the aetiology of a symptom that guides the physician's questioning.

Introduction

 * Name of patient
 * Age of patient
 * Consent for questioning

Presenting Complaint
It is important to ask as open a question as possible in this part of the history and to ensure the complaint is understood as everything else follows on from here

History of Presenting Complaint
This will differ slightly depending on the presenting complaint but follows a vague structure:
 * If pain is involved ascertain site, radiation (if any) and character
 * Onset
 * Periodicity
 * Duration
 * Recurrence?

Menstrual History

 * Menarche and menopause
 * 1st day of last menstrual period
 * Length of bleeding (days)
 * Frequency
 * Regularity
 * Bleeding between periods
 * Bleeding after intercourse
 * Nature of periods
 * Heavy?
 * Clots?
 * Flooding?

Past Gynecological History

 * Gynecological symptoms
 * Gynecological diagnoses
 * Gynecological surgery
 * Abnormal smears

Past Obstetric History

 * Gravidity and Parity
 * Dates of deliveries
 * Length of pregnancies
 * Induction of labor/Spontaneous
 * Normal Delivery?
 * Weight of babies
 * Gender of babies
 * Complications before, during and after delivery
 * Miscarriages, terminations, stillbirths

Past Medical History

 * Current or past illnesses
 * Hospital admissions
 * Past surgeries

Drug History

 * Prescribed medications
 * Non-prescribed medications/herbal remedies
 * Recreational drugs

Family History

 * Medical conditions
 * Gynecological conditions
 * Malignancies

Social History

 * Occupation
 * Support network
 * Smoking
 * Alcohol

Diagnosis
A differential diagnosis can be made after the history taking process. This is based upon a knowledge of the presenting complaints and the history of presenting complaints in relation to certain disease states.

Although there is a general structure for history taking in gynecology, there are small differences in the approach depending on what the presenting complaint is. It is essential for a physician to know the causes of each symptom and the other manifestations of those causes before taking a history.

Postcoital Bleeding
This is bleeding after intercourse. Causes include:

 * Cervical causes
 * Carcinoma
 * Polyps
 * Erosion
 * Cervicitis
 * Vaginal Causes
 * Vaginitis
 * Carcinoma (very uncommon)

Intermenstrual Bleeding
This is vaginal bleeding between menstrual periods. Causes include:

 * Cervical causes
 * Carcinoma
 * Ectropion
 * Cervicitis
 * Polyps
 * Endometrial causes
 * Carcinoma
 * Polyps
 * Endometritis
 * Intrauterine Contraceptive Device
 * Oral Contraceptive Pill or Contraceptive Injection
 * Vaginal causes
 * Atrophic vaginitis
 * Infective vaginitis
 * Carcinoma
 * Ovarian causes
 * Estrogen-secreting tumor
 * Irregular Ovulation
 * Fallopian tube causes
 * Carcinoma

Post-menopausal Bleeding
This is vaginal bleeding more than 6 months after the menopause. Causes include:

 * Vaginal causes
 * Atrophic vaginitis
 * Cervical causes
 * Carcinoma
 * Polyps
 * Endometrial causes
 * Atrophic endometritis
 * Carcinoma
 * Polyps
 * Hyperplasia
 * Ovarian causes
 * Estrogen-secreting tumor
 * Other causes
 * Ring Pessary
 * Exogenous estrogens (HRT)

Menorrhagia
This is history of heavy cyclical blood loss over several consecutive menstrual cycles in the absence of any intermenstrual or postcoital bleeding. Causes include:

 * Pelvic pathology
 * Uterine fibroids
 * Endometriosis and adenomyosis
 * Pelvic inflammatory disease
 * Endometrial polyps
 * Endocrine causes
 * Dysfunctional uterine bleeding
 * Hypothyroidism
 * Haematological causes
 * Disorders of coagulation
 * Thrombocytopena
 * Leukaemia

Oligomenorrhoea and Amenorrhoea
Oligomenorrhoea is infrequent menstruation defined by a cycle length between 6 weeks and 6 months. Amenorrhoea is absent menstruation for at least 6 months. They both have the same list for causes with one exception - primary failure of elements of the hypothalamic/pituitary/ovarian axis cause complete amenorrhoea, not oligomenorrhoea. Causes include:

Endocrine Causes
 * Hypothalamic disorders
 * Kallman's syndrome - hypogonadotrophic hypogonadism
 * Psychogenic - stress/shift work
 * Exercise
 * Excessive weight gain/loss
 * Tumours e.g. craniopharyngioma
 * Post-oral contraceptive use
 * Pituitary lesions
 * Pituitary adenomas
 * Sheehan's syndrome - infarction necrosis
 * Granulomatous infiltration e.g. sarcoidosis
 * Ovarian lesions
 * Turner's syndrome - ovarian dysgenesis
 * Polycystic ovarian syndrome
 * Resistant ovary syndrome
 * Premature ovarian failure
 * Androgen-secreting ovarian tumours
 * Other
 * Primary hypothyroidism/hyperthyroidism
 * Poorly controlled diabetes mellitus
 * Cushing's syndrome
 * Addison's disease

Dysmenorrhoea
This is painful menstruation which can be primary (absence of pelvic pathology) or secondary (attributed to pelvic pathology).Causes include:

 * Endometriosis
 * Pelvic inflammatory disease
 * Submucosal fibroids
 * Endometrial polyps
 * Pelvic congestion syndrome
 * Intrauterine contraceptive device
 * Ovarian cysts
 * Adenomyosis

Dyspareunia
This is pain during intercourse. Causes include:

 * Superficial
 * Infection
 * Vaginal atrophy
 * Inadequate episiotomy repair
 * Vaginal/rectal tumor
 * Deep
 * Pelvic inflammatory disease
 * Endometriosis
 * Adenomyosis
 * Cervicitis

The Complete History
For each of the most common and life-threatening conditions, it is important for physicians and medical students to know the important aspects that will present in the different parts of the history. It is this knowledge, that will guide the further management of the patient.

Cervical Carcinoma
Age:
 * This condition usually affects women between the ages of 35-55

Clinical Features
 * Postcoital bleeding
 * Intermenstrual bleeding
 * Postmenopausal bleeding

Risk Factors
 * Early age of first experience of intercourse
 * High number of sexual partners of patient or patient's current or past sexual partners
 * HPV infection
 * Smoking
 * Low socioeconomic status

Endometrial Carcinoma
Age
 * >40 years

Clinical Features
 * Post-menopausal bleeding

Risk Factors
 * Obesity
 * Nulliparity
 * Late Menopause
 * Unopposed oestrogen stimulation
 * Diabetes Mellitus

Endometrial Fibroids
Age
 * Women of child-bearing age

Clinical Features
 * Menorrhagia
 * Abdominal swelling
 * Frequency of micturition
 * Pain

Risk Factors
 * Pregnancy

Endometriosis
Age
 * Women of child-bearing age

Clinical Features
 * Cyclical Pelvic Pain
 * Dysmenorrhoea
 * Dyspareunia

Pelvic Inflammatory Disease
Clinical Features
 * Bilateral lower abdominal pain
 * Fever
 * Vaginal discharge
 * Deep dyspareunia

Risk Factors
 * Multiple sexual partners

Polycystic Ovary Syndrome
Clinical Features
 * Oligomenorrhoea
 * Amenorrhoea
 * Hirsutism
 * Infertility
 * Acne
 * Obesity

title: Gynecological history taking


text:
User talk:CatSnak

Welcome
Hello CatSnak, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 06:46, 20 November 2007 (UTC)

title: User talk:CatSnak


text:
User:Brylie

 * /Friends List/
 * /Student Profile/
 * /Learning Paths/

Personal Contributions
I am working on a course in /Music Theory/. The course outlines a method for learning essential theoretical concepts in a progressive (building incrementally on each lesson) manner.

title: User:Brylie


text:
History of Asia/East Asia

Readings

 * History of East Asia

East Asia History

 * History of China
 * History of Korea

title: History of Asia/East Asia


text:
School:East Asian studies

Welcome to the School of !

A school is a large organizational structure which can contain various departments and divisions. The departments and divisions should be listed in the departments and divisions section. The school should not contain any learning resources. The school can contain projects for developing learning resources.

Divisions and departments
Divisions and Departments of the School exist on pages in "topic" namespace. Start the name of departments with the "Topic:" prefix; departments reside in the Topic: namespace. Departments and divisions link to learning materials and learning projects. Divisions can link subdivisions or to departments. For more information on schools, divisions and departments look at the Naming Conventions.

See also
 * East Asian languages and civilizations

History

 * Department of Chinese History
 * Department of East Asian History

Languages

 * Department of Chinese
 * Department of Japanese
 * Department of Korean

Philosophy

 * Course: Introduction to Japanese Philosophy

Active participants
The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this school, you can list your name here (this can help small schools grow and the participants communicate better; for large schools it is not needed).

 * Since 29 January 2013, Manchuria in Dominant group/Ethnicity --Marshallsumter (discuss • contribs) 04:27, 13 April 2018 (UTC)

Inactive participants

 * TheJF 20 November 2007

School news

 * 20 November, 2007 - School founded!

title: School:East Asian studies


text:
Obstetrics and Gynecology

Obstetrics (from the Latin obstare, "to stand by") is the medical specialty dealing with the care of all women's reproductive tracts and their children during pregnancy (prenatal period), childbirth and the postnatal period. Gynecology is the medical practice dealing with the health of the female reproductive system (uterus, vagina, and ovaries).

Learning Outcomes
This specialty has many learning outcomes and are divided into knowledge, skills and case-based learning. It is best to study this specialty in that order. For too long, medical students have been asked to perform clinical skills without knowing exactly why they are asking a specific question or performing a particular part of an examination. The format of this department allows a structured pathway to learning these skills more effectively.

The ideal method of learning for a student in this field is to acquire knowledge, develop skills and then perform these skills in a case scenario. The most effective way to get the most out of the cases is to have a friend read it to you and ask the questions. Your friend will play the part of both the patient and the examiner, while you play the role of the doctor. Case-based learning is the gold-standard method of education in medicine, but it must be preceded by knowledge and skills.

General Obstetrics

 * Organisation of Maternity Services
 * Pre-conceptual Counseling
 * Physiology of Conception
 * Physiology of Pregnancy
 * Maternal Anatomy
 * Placental Anatomy
 * Fetal Anatomy
 * Labor
 * Puerperium
 * Breastfeeding
 * Statistics in Obstetrics

Medical Problems in Pregnancy

 * Hematological Problems
 * Cardiovascular Problems
 * Gastrointestinal Problems
 * Renal Problems
 * Endocrine Problems
 * Neurological Problems
 * Rheumatological Problems
 * Surgical Problems
 * /Infections in pregnancy/
 * Drug Use and Abuse

Antenatal Problems

 * Hyperemesis Gravidarum
 * /Abortion/
 * /Gestational Trophoblastic Disease/
 * /Ectopic Pregnancy/
 * Multiple Pregnancy

Fetal Disorders

 * Abnormal Amniotic Fluid Volume
 * Intra-uterine Growth Retardation
 * /Rhesus Disease/
 * Genetic Disorders
 * Congenital Malformations

Complications of Delivery

 * Pre-term Labor
 * Prolonged Pregnancy
 * Induction of Labor
 * Slow Progress
 * Malpresentation
 * Fetal Distress
 * Infection in Labor
 * Shoulder Dystocia
 * Delivery of Twins
 * Stillbirth
 * Amniotic Fluid Embolism

Operative Delivery

 * Ventouse Delivery
 * Forceps Delivery
 * Cesarean Section

Problems in the Puerperium

 * Puerperal Sepsis
 * Psychological and Psychiatric Problems
 * Advice and Counseling

General Gynecology

 * Female Reproductive Embryology
 * Male Reproductive Embryology
 * Female Puberty
 * Male Puberty
 * Female Reproductive Anatomy
 * Male Reproductive Anatomy
 * Female Reproductive Physiology
 * Male Reproductive Physiology

Disorders of Childhood and Puberty

 * Anatomical Malformations of the Female Genital Tract
 * Anatomical Malformations of the Female Genital Tract
 * Intersex
 * Delayed Puberty in Females
 * Delayed Puberty in Males
 * Precocious Puberty in Females
 * Precocious Puberty in Males
 * Eating Disorders

Vulval Disorders

 * Vulval Neoplasia
 * Non-neoplastic Vulval Disease

Vaginal Disorders

 * Vaginal Neoplasia
 * Non-neoplastic Vaginal Disease

Cervical Disorders

 * Cervical Neoplasia
 * Non-neoplastic Cervical Disease

Uterine Disorders

 * Endometrial Neoplasia
 * Non-neoplastic Uterine Disease
 * Endometriosis

Fallopian Tube Disorders

 * Fallopian Tube Neoplasia
 * Non-neoplastic Fallopian Tube Disease

Ovarian Disorders

 * Ovarian Neoplasia
 * /Premature Ovarian Failure/
 * Resistant Ovary Syndrome
 * Polycystic Ovary Syndrome

Other Gynecological Problems

 * Pelvic Inflammatory Disease
 * Pelvic Congestion Syndrome
 * Infertility

General Genitourinary Medicine

 * Urological Anatomy in Females
 * Urological Anatomy in Males
 * Physiology of Bladder Function

Urinary Disorders in Obstetrics and Gynecology

 * /Female Urinary Incontinence/
 * Male Urinary Incontinence
 * Genital Prolapse

Sexually Transmitted Infections

 * Bacterial STI's
 * Viral STI's
 * Fungal STI's
 * Protozoal STI's
 * Parasitic STI's

Skills
The ability to further develop one's skills in Obstetrics and Gynecology is enhanced by a prior knowledge of anatomy, physiology, symptomatology and diseases and conditions. Skills can be well performed without it, but the student will not know why they are asking specific questions and performing certain parts of the examination.

History taking, examinations and investigative analysis should be practiced thoroughly with a sound knowledge of the presenting complaint and the epidemiology and clinical features of the diseases and conditions contained within its differential diagnosis. The student should stick to this structure or develop their own; either way there must be a structure.

Obstetrics

 * /Obstetric History Taking/
 * Vaginal Bleeding in Pregnancy
 * Pyrexia in Pregnancy
 * Post-Partum Hemorrhage

Gynecology

 * /Gynecological History Taking/
 * /Menorrhagia/
 * Amenorrhea
 * Oligomenorrhea
 * /Postcoital Bleeding/
 * /Intermenstrual Bleeding/
 * /Post-Menopausal Bleeding/
 * /Dysmenorrhea/
 * /Dyspareunia in Females/
 * /Vulval Itch/

Examinations

 * /Obstetric Examination/
 * /Gynecological Examination/

Obstetric Investigations

 * Ultrasound Scan
 * Cardiotocography

Gynecological Investigations

 * Hysteroscopy

Gynecology

 * /Case 1/

title: Obstetrics and Gynecology


text:
Obstetrics and Gynecology/Gynecological History Taking

Gynecological history taking involves a series of methodical questioning of a gynecological patient with the aim of developing a diagnosis or a differential diagnosis on which further management of the patient can be arranged. This further treatment may involve examination of the patient, further investigative testing or treatment of a diagnosed condition.

There is a basic structure for all gynecological histories but this can differ slightly depending on the presenting complaint.

When taking any history in medicine it is essential to understand what the presenting complaint means and what the possible causes (differential diagnosis) of the presenting complaint may be. After all, it is the aetiology of a symptom that guides the physician's questioning.

Introduction
age of last baby
 * Name of patient
 * Age of patient
 * Consent for questioning

Presenting Complaint
It is important to ask as open a question as possible in this part of the history and to ensure the complaint is understood as everything else follows on from here

History of Presenting Complaint
This will differ slightly depending on the presenting complaint but follows a vague structure:
 * If pain is involved in a certain site, radiation (if any) and character
 * Onset
 * Periodicity
 * Duration
 * Recurrence?
 * Aggravating & relieving factors
 * Severity

Menstrual History

 * Menarche and menopause
 * 1st day of last menstrual period
 * Length of bleeding (days)
 * Frequency
 * Regularity
 * Bleeding between periods
 * Bleeding after intercourse
 * Any post menopausal bleeding                                                                *Nature of periods
 * Heavy?
 * Clots?
 * Flooding?

Past Gynecological History

 * Gynecological symptoms
 * Gynecological diagnoses
 * Gynecological surgery
 * Date & result of cervical smears
 * Contraception

Past Obstetric History

 * Gravidity and Parity
 * Dates of deliveries
 * Length of pregnancies
 * Induction of labor/Spontaneous
 * Mode of Delivery, SVD or C.S ?
 * Weight of babies
 * Sex of babies
 * Complications before, during and after delivery

Past Medical History

 * Current or past illnesses
 * Hospital admissions
 * Past surgeries

Drug History
Contraception: Contraceptive history. Any recent unprotected intercourse. Reliability of method and user. Potential contra-indications to different methods, eg combined pill. Permanent or temporary method required
 * Prescribed medications
 * Non-prescribed medications/herbal remedies
 * Recreational drugs
 * Any known drug allergies.

Personal History

 * Sleep
 * Appetite
 * Micturition
 * Defecation
 * Weight loss or gain
 * Addiction

Family History

 * Medical conditions
 * Gynecological conditions
 * Malignancies
 * Consanguinity

Social History

 * Occupation
 * Support network
 * Smoking
 * Alcohol
 * Marital status

 * Ranking

Diagnosis
A differential diagnosis can be made after the history taking process. This is based upon a knowledge of the presenting complaints and the history of presenting complaints in relation to certain disease states.

Although there is a general structure for history taking in gynecology, there are small differences in the approach depending on what the presenting complaint is. It is essential for a physician to know the causes of each symptom and the other manifestations of those causes before taking a history.

Postcoital Bleeding
This is bleeding after intercourse. Causes include:

 * Cervical causes (common causes)
 * Carcinoma
 * Polyps
 * Erosion
 * Cervicitis
 * Vaginal causes
 * Vaginitis
 * Carcinoma (very uncommon)

Intermenstrual Bleeding
This is vaginal bleeding between menstrual periods. Causes include:

 * Cervical causes
 * Carcinoma
 * Ectropion
 * Cervicitis
 * Polyps
 * Endometrial causes
 * Carcinoma
 * Polyps
 * Endometritis
 * Intrauterine Contraceptive Device
 * Oral Contraceptive Pill or Contraceptive Injection
 * Vaginal causes
 * Atrophic vaginitis
 * Infective vaginitis
 * Carcinoma
 * Ovarian causes
 * Estrogen-secreting tumor
 * Irregular Ovulation
 * Fallopian tube causes
 * Carcinoma

Post-menopausal Bleeding
This is vaginal bleeding more than 6 months after the menopause. Causes include:

 * Vaginal causes
 * Atrophic vaginitis
 * Cervical causes
 * Carcinoma
 * Polyps
 * Endometrial causes
 * Atrophic endometritis
 * Carcinoma
 * Polyps
 * Hyperplasia
 * Ovarian causes
 * Estrogen-secreting tumor
 * Other causes
 * Ring Pessary
 * Exogenous estrogens (HRT)

Menorrhagia
This is history of heavy cyclical blood loss over several consecutive menstrual cycles in the absence of any intermenstrual or postcoital bleeding. Causes include:

 * Pelvic pathology
 * Uterine fibroids
 * Endometriosis and adenomyosis
 * Pelvic inflammatory disease
 * Endometrial polyps
 * Endocrine causes
 * Dysfunctional uterine bleeding
 * Hypothyroidism
 * Haematological causes
 * Disorders of coagulation
 * Thrombocytopena
 * Leukaemia

Oligomenorrhea and Amenorrhea
Oligomenorrhoea is infrequent menstruation defined by a cycle length between 6 weeks and 6 months. Amenorrhoea is absent menstruation for at least 6 months. They both have the same list for causes with one exception - primary failure of elements of the hypothalamic/pituitary/ovarian axis cause complete amenorrhoea, not oligomenorrhoea. Causes include:

Endocrine Causes
 * Hypothalamic disorders
 * Kallman's syndrome - hypogonadotrophic hypogonadism
 * Psychogenic - stress/shift work
 * Exercise
 * Excessive weight gain/loss
 * Tumours e.g. craniopharyngioma
 * Post-oral contraceptive use
 * Pituitary lesions
 * Pituitary adenomas
 * Sheehan's syndrome - infarction necrosis
 * Granulomatous infiltration e.g. sarcoidosis
 * Ovarian lesions
 * Turner's syndrome - ovarian dysgenesis
 * Polycystic ovarian syndrome
 * Resistant ovary syndrome
 * Premature ovarian failure
 * Androgen-secreting ovarian tumours
 * Other
 * Primary hypothyroidism/hyperthyroidism
 * Poorly controlled diabetes mellitus
 * Cushing's syndrome
 * Addison's disease

Dysmenorrhea
This is painful menstruation which can be primary (absence of pelvic pathology) or secondary (attributed to pelvic pathology).Causes include:

 * Endometriosis
 * Pelvic inflammatory disease
 * Submucosal fibroids
 * Endometrial polyps
 * Pelvic congestion syndrome
 * Intrauterine contraceptive device
 * Ovarian cysts
 * Adenomyosis

Dyspareunia in females
This is pain during intercourse. Causes include:

 * Superficial
 * Infection
 * Vaginal atrophy
 * Inadequate episiotomy repair
 * Vaginal/rectal tumor
 * Deep
 * Pelvic inflammatory disease
 * Endometriosis
 * Adenomyosis
 * Cervicitis

The Complete History
For each of the most common and life-threatening conditions, it is important for physicians and medical students to know the important aspects that will present in the different parts of the history. It is this knowledge, that will guide the further management of the patient.

Cervical Carcinoma
Age:
 * This condition usually affects women between the ages of 35-55. Screening in UK has noticed a trend towards a younger age group and the disease presenting itself in the 25-35 age group.

Clinical Features
 * Postcoital bleeding
 * Intermenstrual bleeding
 * Postmenopausal bleeding

Risk Factors
 * Early age of first experience of intercourse
 * High number of sexual partners of patient or patient's current or past sexual partners
 * HPV infection
 * Smoking
 * Low socioeconomic status

Endometrial Carcinoma
Age
 * >40 years

Clinical Features
 * Post-menopausal bleeding

Risk Factors
 * Obesity
 * Nulliparity
 * Late Menopause
 * Unopposed oestrogen stimulation
 * Diabetes Mellitus

Endometrial Fibroids
Age
 * Women of child-bearing age

Clinical Features
 * Menorrhagia
 * Abdominal swelling
 * Frequency of micturation
 * Pain
 * Infertility
 * Recurrent abortions                                                Risk Factors
 * Pregnancy
 * Family History

Endometriosis
Age
 * Women of child-bearing age

Clinical Features
 * Cyclical Pelvic Pain
 * Dysmenorrhoea
 * Dyspareunia
 * Infertility

Pelvic Inflammatory Disease
Clinical Features
 * Bilateral lower abdominal pain
 * Fever
 * Vaginal discharge
 * Deep dyspareunia

Risk Factors
 * Multiple sexual partners
 * History of pregnancy termination

Polycystic Ovary Syndrome
Clinical Features
 * Oligomenorrhoea
 * Amenorrhoea
 * Hirsutism
 * Infertility
 * Acne
 * Obesity


text:
User:Dctrainor

My name is David C. Trainor.

I love all aspects of history but especially topics concerning: Art History, European History, Canadian History, and Middle Eastern History. My focus is in European History/Nationalism

Credentials

 * Bachelor of Arts, major in History 2007
 * Presently completing an Honours Program 2008
 * A member of the Canadian Historical Association (CHA)

Current Projects

 * European History World War I Class
 * Department of Historiography

title: User:Dctrainor


text:
Portal:Hematology

Welcome to the Department of Hematology

 This department is responsible for the research, teaching and assessment in the medical area of Hematology. The department is a division of the Wikiversity School of Medicine. The department is involved in the teaching of the Level 3 curriculum but students are welcome to join in the teaching at any time if they do not wish to follow the recommended pathway.

Projects, Research and Assignments
 * No projects, research or assignments have been requested

Department Noticeboard
 * This department is under construction. Feel free to help in its establishment.

Assessments
 * No assessments have been requested

Modules Offered

MED3.1 Hematology

Readings

 * Blood (journal)

title: Portal:Hematology


text:
Angiology

Welcome to the Department of Cardiology and Vascular Medicine
Cardiology and Vascular Medicine is a diverse specialty of medicine encompassing the study of the heart and blood vessels, their anatomy, physiology, and disorders.

Learning Outcomes
This specialty has many learning outcomes and can be classified as follows:

Knowledge
Basic Knowledge

 * Anatomy of the heart
 * Anatomy of the blood vessels
 * Physiology of the heart
 * Physiology of the circulation
 * Anatomy and physiology of the lymphatics

Disorders of the heart

 * Atrial Myxoma
 * Arrhythmias
 * Cardiac Contusion
 * Cardiac Failure
 * Cardiology in Children
 * Cardiomyopathy
 * Endocarditis
 * Ischaemic Heart Disease/Acute Coronary Syndrome
 * Malposition of the heart
 * Myocarditis
 * Pericardial conditions
 * Rheumatic heart disease
 * Valvular Disease

Disorders of the arterial circulation

 * Hypertension
 * Hypotension
 * Diseases of pulmonary circulation
 * Atherosclerosis
 * Aneurysmal Disease
 * Peripheral Arterial Disease
 * Occlusive Vascular Disease
 * Embolism
 * Vasculitis
 * Arteriovenous Fistulae

Disorders of the venous circulation

 * Peripheral venous disease
 * Portal vein thrombosis
 * Oesophageal varices

Skills
Proficient learning in this specialty will allow the student to achieve skills in the following areas:

History Taking

 * Chest Pain
 * Breathlessness
 * Palpitations
 * Intermittent Claudication
 * Fatigue

Examination

 * General Examination
 * Peripheral Pulse Examination
 * Cardiovascular Examination
 * Respiratory Examination
 * Urinary Dipstick Examination

Analysis of Investigations

 * Electrocardiography

OSCE's

Case Based Learning
Cardiovascular Case 1

title: Angiology


text: Brezhoneg Daoù

title: Brezhoneg Daoù


text:
User talk:Dctrainor

Discussion Frees the Mind
Hi all, if you want to leave me a message, comment, etc. Just post it on this page. I'll try to get back to your messages as promptly as possible--Dctrainor 21:01, 23 November 2007 (UTC)

Historiography
I have some background in Historiography, but I'm extremely busy with graduate school at the moment. I'd be glad to provide occasional feedback, but I can do little else with it at the moment. The Jade Knight 03:38, 14 March 2008 (UTC)

title: User talk:Dctrainor


text:
User talk:Petahpie

Welcome
Hello Petahpie, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 17:00, 20 November 2007 (UTC)

title: User talk:Petahpie


text:
User talk:Alaou

Welcome
Hello Alaou, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;
 * Read and help develop our community policies；or
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz ( Wikiversity:Chat, wiki blog ) 17:03, 20 November 2007 (UTC)

title: User talk:Alaou


text:
Programming Logic/Code Organization Techniques

variable_demo.vb


text:
User:Donek

Hi, I'm a biochemistry student (formerly a medical student) and an active participant in the Life Sciences Portal for Wikiversity. If you need to ask for or offer advice or suggestions, please leave a comment on my talk page and I will get back to you as soon as possible.

Contributions

I have three projects that i am very enthusiastic about. If you share my enthusiasm for these projects please leave me a message on my talk page. All of my projects are planned with the co-operation of others and I ask for the co-operation of others in peer reviews of my work. I am happy to respond to constructive criticism whenever it may arise.

🇨🇴

Medicine and Pre-medical sciences:

I am involved in the design and content of the medical school and its related projects. I have written a plan of action for the school and I am currently working on a curriculum for the school and its modules. I am happy to respond to health-related problems but I offer medical education only, not medical advice.

Polish Language Studies

This project is in its planning stage and will probably take most of its inspiration from the Swedish language project. I am learning Polish at the moment and will probably be studying it for some time, so I hope my learning experiences (good and bad) can allow me to edit this project appropriately.

Coaching sports

This project is in its planning stage. Its inspiration came from a post by Erkan Yilmaz. A manual of style has been written. Please contribute.

My name was recently changed (17.06.08) in case you are confused!! Go raibh mile maith agaibh 22:48, 17 June 2008 (UTC)

title: User:Donek


text:
User:ProveIt

 * See: Prove It

title: User:ProveIt


text:
Pulmonology

Respiratory Medicine is a diverse specialty of medicine encompassing the study of the lungs and airways, their anatomy, physiology, and disorders.

Pulmonology is the field of medicine that deals with diseases associated with the lung and respiratory tract. Physicians specialized in this field are called Pulmonologist.

Learning Outcomes
This specialty has many learning outcomes and can be classified as follows:

Knowledge
Basic Knowledge

 * Anatomy of the Lungs and airways
 * Physiology of the lungs and airways

Disorders of the upper airway

 * Laryngitis
 * Upper respiratory tract infection

Disorders of the lower airway and pulmonary disease

 * Aspergillosis
 * Asthma
 * Bronchiectsis
 * Bronchiolitis
 * Bronchiolitis Obliterans
 * Bronchitis
 * Chronic Obstructive Pulmonary Disease
 * Cor Pulmonale
 * Cystic Fibrosis
 * Lower respiratory tract infection
 * Lung Contusion
 * Goodpasture's Syndrome
 * Pulmonary eosinophilia
 * Pulmonary Fibrosis
 * Lung Cancer
 * Occupational lung disease
 * Pneumothorax
 * Pulmonary Embolism
 * Pulmonary oedema
 * Pulmonary hypertension
 * Respiratory failure
 * Sarcoidosis
 * Severe acute respiratory syndrome

Pleural Pathology

 * Haemothorax
 * Pneumothorax
 * Empyema
 * Pleural Effusion
 * Mesothelioma
 * Pleurisy

Chest wall cancer

 * Benign Neoplasms
 * Malignant Neoplasms

Skills
Proficient learning in this specialty will allow the student to achieve skills in the following areas:

History Taking
 * Breathlessness
 * Chest Pain
 * Pleuritic Pain
 * Cough
 * Hemoptysis
 * Hoarseness
 * Sore Throat

Examination
 * General Examination
 * Respiratory Examination
 * Cardiovascular Examination

Analysis of Investigations
 * Chest X-ray
 * Pulmonary Function Tests
 * Arterial Blood Gases

OSCE's

Therapeutic Interventions
 * Respiratory Gas Therapeutics
 * Hyperinflation Therapies
 * Pulmonary Rehabilitation
 * Smoking Cessation
 * Hyperinflation Therapies
 * Mechanical Ventilation
 * Patient Education

Case Based Learning
Respiratory Case 1

title: Pulmonology


text: File:Generalized Schroedinger Equation.png


text: File:Vectors of Generalized Schroedinger Equation.png


text:
User:Economist~enwikiversity

I'm an economics student at Carleton University in Ottawa, Canada. My interests include Economic Theory and Economic History, as well as Finance and Business.

title: User:Economist~enwikiversity


text:
Obstetrics and Gynecology/Abortion

The term abortion is used by the lay person to refer to an elective termination of pregnancy. Medical staff working in the field of obstetrics use this term to describe miscarriage before 24 weeks gestation and is also referred to as spontaneous abortion. There are different types of spontaneous abortion and the importance of diagnosis cannot be underestimated as each is managed in a different way. The physician dealing with a woman who has presented with spontaneous abortion must choose his/her words carefully when discussing the diagnosis with the patient. This is already a very stressful time for such patients and the term "abortion" used inappropriately may cause this stress and anxiety to be unduly exasperated. Therefore, the term "miscarriage" will be used in place of the word "abortion" for the rest of this article.

The risk Factors for spontaneous Abortion are:
 * Increasing maternal age
 * Increase in parity
 * Interval of pregnancies outside the range of 12-36 months
 * Previous
 * Smoking, alcohol and radiation

Threatened Miscarriage
Threatened miscarriage is defined as vaginal bleeding before 20 weeks gestation in the presence of a viable fetus. One in five pregnancies will present in this manner and these pregnancies are 2.6 times more likely to result in complete miscarriage.

Clinical Features
History:
 * Slight blood loss - fresh blood with clots or brown staining
 * Little or no pain
 * Fetal movements may be present
 * No products of conception have been passed

Examination:
 * Uterine size normal for dates
 * Cervix closed
 * Fetal heart sounds present
 * Fetal movements may be present

Investigation:
 * Positive pregnancy test
 * Positive ultrasound scan

Management
Unfortunately, there is no medical treatment indicated. Management involves bed rest if bleeding recurs and anti-D if indicated. Prognosis can be assessed with further ultrasound scans.

Inevitable Miscarriage
In inevitable miscarriage, the cervix has begun to open and some products of conception have passed, therefore, the pregnancy cannot be saved and miscarriage is inevitable.

Clinical Features
History:
 * Heavy Bleeding getting worse
 * Severe colicky abdominal pain
 * Products of conception may have passed

Examination:
 * Cervix is open
 * Products of conception may be passing through the os

Management
Medical
 * IV infusion if bleeding is severe
 * Remove products from os
 * Syntometrine 1ml intramuscularly PRN

Surgical
 * Evacuate uterus under general anaesthetic

Complete Miscarriage
This is defined as the return to normal uterine size after the passage of all products of conception and normally occurs before 8 weeks gestation.

Incomplete Miscarriage
This is most common between 8 and 14 weeks gestation. All the products of conception have not been passed and the patient requires evacuation of the retained products of conception.

Clinical Features
History:
 * Heavy Bleeding getting worse
 * Severe colicky abdominal pain
 * Products of conception may have passed

Examination:
 * Cervix is open
 * Products of conception may be passing through the os

Management
Medical
 * IV infusion if bleeding is severe
 * Remove products from os
 * Syntometrine 1ml intramuscularly PRN

Surgical Abortion
 * Evacuate uterus under general anesthetic

Missed Miscarriage
A missed (or silent) miscarriage is the spontaneous abortion of a pregnancy in the absence of vaginal bleeding. In essence, the fetus is dead in utero.

Clinical Features
History:
 * No fetal movements
 * No symptoms of pregnancy

Examination
 * Uterus smaller than dates suggest
 * No fetal movements
 * No fetal heart sounds

Investigations
 * Ultrasound negative for fetal heart movement

Management
Evacuate uterus

Septic Miscarriage
This is a uterine infection of the retained non-viable products of conception following an incomplete miscarriage. An attempt at an illegal termination of pregnancy (back-street abortion) should be suspected.

Clinical Features
History
 * Pain
 * Fever

Examination
 * Pyretic
 * Open cervix with discharge

Investigations
 * Blood cultures

Management
IV antibiotics, fluids and curretage.

Patient help
If you or someone you know has been affected by any aspect of this topic, help and support is available online here:

 * | The Miscarriage Association UK
 * | The Mayo Clinic

title: Obstetrics and Gynecology/Abortion


text:
User:Starshine~enwikiversity

who is this person...
Heather Stern has so many Linux t-shirts you cannot even think about counting them, and a red straw hat that might actually be more well known than she is.

She is active in a huge number of Linux related activities in the Silicon Valley (west coast, USA). Online in IRC, she's also mildly active in two UK based Linux User Groups, the wiki project MoinMoin and is considered a friendly catalyst on several channels on freenode.

If that wasn't social enough she's also highly connected in the US west coast's science fiction fandom, and helps run conventions. Within that community, she's known basically for two things, filk music (having been a Guest of Honor at Coppercon 2007), as well as filk committee or coordinator for a number of past conventions) and internet lounges (the rules: you provide the link and the means for the crew to come to your convention, and power for the silicate lifeforms, and we'll beam in). No longer well known for her huge button collection.

About me on my own site

 * Homepage (beware! dusty!) - http://www.starshine.org/star/

I've helped many a linux soul get their system going the first time, or tuned up, at one or another installfest. (HantsLUG calls theirs a Bring-A-Box. BSD people call theirs installathons. Same thing.)

About Linux

 * Favorite Distro
 * depends, what do you need to use it for? wicked grin

 * First Linux
 * Point 99 patchlevel... uh, was it 10 or 14, I forget. But I didn't install that; my hubby did, on our triple boot 386 - the other two being Dos/Win? (3.1) and OS/2.

 * First Distro
 * Soft Landing Systems. 44 floppies. Ages to download. Wow, a real installer.

 * First Linux geeky thing done for pay
 * install Red Hat 3.03 in front of 4 other techs so we could all cover dumb antivirus questions from Linux dual booters.

title: User:Starshine~enwikiversity


text:
User talk:PaulReiber

Welcome
Hello PaulReiber, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; for it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --JWS 13:23, 21 November 2007 (UTC)

title: User talk:PaulReiber