text:
User talk:Traian~enwikiversity

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 16:12, 23 April 2011 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Traian. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Traian~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 00:08, 18 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:24, 19 April 2015 (UTC)

title: User talk:Traian~enwikiversity


text:
User talk:Tumpliner

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 16:13, 23 April 2011 (UTC)

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

title: User talk:Tumpliner


text:
User talk:BERNARD OMALE ENECHE

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 16:13, 23 April 2011 (UTC)

title: User talk:BERNARD OMALE ENECHE


text:
User talk:Pdawe99

 Hello Pdawe99, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 16:13, 23 April 2011 (UTC)

title: User talk:Pdawe99


text:
User talk:Umanasmith

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 16:14, 23 April 2011 (UTC)

title: User talk:Umanasmith


text:
User talk:Ndunaway

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 16:14, 23 April 2011 (UTC)

title: User talk:Ndunaway


text:
User talk:ADJaymo

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Leutha 16:14, 23 April 2011 (UTC)

title: User talk:ADJaymo


text:
Portal:Simulation and Gaming Archive/add material

Help
If you would like on-wiki help for adding to this archive, please drop a message here (Leutha's talk page)

Create an account

 * In order for your editing to be credited to you you will need to create your own user page (for more info see Why create an account).
 * Please consider what personal and contact information you might like to put on your User page

Create main resource page

 * To do this first decide what name you wish to give the resource. The same name cannot be used for two resources. To check if the name is already in use, type the name in the search box in the top right hand corner of the page. If the name is in use, choose another.
 * If there is no resource of the proposed name, there will be an invitation Create the page "[resource name]" on this wiki! with the resource name in red. Click on this and the resource page will open in edit mode. Type or copy and paste information into the edit panel. You may save material at any time, and by clicking on the edit panel, you can always go back and re-edit. MediaWikis use Wiki Mark Up which is a basic form of coding. Basic editing is quite straight forward, however it is possible to develop complex page features by mastering more involved techniques.

To include resource in this database

 * First copy the panel below and paste it into the edit page. Then complete the values following the "=" sign. Any values not completed simply wont appear and can always be completed later.

Then you need to add suitable categories at the bottom of the page:
 * : This will add a link to the general archive
 * If you find a suitable category for your game or simulation then add : This will add a link under that category to the archive. Your contribution can appear under more than one category
 * If there is no suitable category you can create a new category: : This will add a red link in the category section. Click on this and add : This will add the sub category to the archive.

The list of games and simulations uses the categories to create its list.

Images
Images can be added to Wikimedia Commons (also called "Wikicommons", or just "commons") which is a repository of free content images, sound and other multimedia files. Like Wikiversity, it is a project of the Wikimedia Foundation. It provides a common resource repository to all the various Wikimedia sister projects in any language. The database of over 14 million images is available for incorporation in Wikiversity pages. See here for more guidance.

Other media
Other media (e.g. pdfs) can be uploaded to Wikiversity. See Help:Media for more information.


text:
Assistant teacher program/Forum/Starting a new school

Starting a new school
People interested in establishing a new school with the Wikiversity assistant teacher program as a relevant component of the school program are welcome to request help or announce their project ideas here. The foundation of international schools can for instance be guided by International Schools Services or the Council of International Schools. The possibilities for the implementation of ideas from the Wikiversity assistant teacher program have, however, in both cases not yet been discussed with these organizations sufficiently.


text:
Wikiversity:Alumni services

Alumni services are important because it creates a circle of power. People graduate from the university and then they get into positions of power. This gets the university social networks and money.

The important thing about wikiversity is to make people feel like they *belong* to a community of people.

Roadrunner 06:42, 7 August 2006 (UTC)

 * How can facilitate networking? Do we want to go for the social networking approach? Once a course or topic garners enough interest, we should give it an IRC channel, and schedule regular meetings.

 * Why not start out with just a Wiki page, and people writing little comments about themselves? --HappyCamper 14:53, 27 September 2006 (UTC)

 * A saying that always haunts me, as a college dropout, came at my younger brothers college graduation: "Welcome to the company of educated people".  I think this applies here.  Deatonjr 04:18, 15 March 2007 (UTC)

title: Wikiversity:Alumni services


text: Talk:Alumni services

title: Talk:Alumni services


text:
Wikiversity:Requests for Deletion/Closing process and clerking

Below are suggestions for how to close deletion discussions in a way that maximizes consensus, minimizes disruption, and is fair.

Deletion hides material from public review and makes further considerations impractical. Deletion discussions are for more than the sake of discussion, they are to ensure decisions truly reflect consensus. Deletions without consensus are generally considered more harmful than keeping without consensus. "No consensus" means that the community is divided or could not come to a decision within a reasonable period of time. Where the community is divided, broader process may be pursued.

Who may close
Any participant acting in good faith can close discussions. However participants should be experienced with the Wikiversity community's position on inclusion and should not be invested in the outcome. A close should be consistent with consensus, or the lack of consensus. A close which may seem obvious to a person with experience at another website, may be considered disruptive here. We prefer to help participants improve their teaching skills through education.

A closing statement, where the reasoning is not obvious from the discussion, should review and include a neutral summary explaining how the various claims and options were considered.

Wikiversity's small user base, combined with a strict interpretation of "invested", can result in open requests for many months or longer. Hence there is currently a need for involved closures as described below. A reasonable close should generally not be reverted without an equally reasonable explanation, regardless of the identity of the closer.

Normally, if a participant objects to a close as "Keep" or "No Consensus," the closed discussion should not be re-opened, but a new nomination filed. New nominations should refer to prior nominations, and should present new argument for consideration by the community. However a month should lapse before renominating a "Kept" project to give participants time to improve it. "No consensus" closes need not delay renomination a a single time. Repeated renomination should be avoided.

Invested closure
A participant is considered "invested", if they have voiced a position other than neutral prior to closing, or they have participated significantly in the learning project. When participation in the community is high, closes by invested participants should be avoided. When participation in the community is low, all actively involved participants may have already expressed an opinion. An invested participant may close discussion under the following conditions:

 * The closure is consistent with consensus -- or the lack thereof -- and is reasonably expected to be confirmed if challenged,
 * The closure is for a discussion that has exceeded the time requirements of the (proposed) policy, and which appears unlikely to attract new comments that could change the result,
 * The outcome is unlikely to differ whether the participant is neutral or invested, and
 * No neutral participant is likely to step forward to close discussion (as seen by delay).

Renomination
Normally a keep close should discourage rapid renomination; however, in the case of an involved Keep close, and with some visible doubt as to Keep, from other than the nominator, in the original discussion, a nominator should be able to renominate a page for deletion (once); the reason is that the lack of reversion of the involved close does not prove consensus to keep, it only implies it.

Notice that a renomination is more likely to attract new comment than an open but stale discussion. A renomination need not provide new argument, but should reference the prior discussion.

Renomination after a No Consensus close is generally acceptable.

Abusive renomination (i.e., renomination after a Keep close, and unreasonably soon) may be speedy closed.

Reversing closes

 * If a close is reverted, any comments with the close should be moved and shown as a Proposed Close, with a note regarding the reversion and the reasons for that.

 * A nominator should never revert a close, whether the closer is involved or not.

 * Closes by uninvolved, knowledgeable editors, following a reasonable interpretation of consensus or weight of argument, should never be reversed. The remedy, if one believes this kind of close to be in error, is renomination. Excessive renomination could be a problem, but isn't likely.

 * If more than one close is to be reversed, they should be separately reversed, with edit summaries that show each nomination, so that the reversions can be separately reviewed. An exception would be an en-masse reversion of numerous closes that amount to vandalism or grossly inappropriate behavior, not mere disagreement with the closes, and this should never be done by a nominator of a closed discussion.

Close by nominator
A nominator may generally close a discussion with an adverse result, i.e., by withdrawing the nomination. The remedy, then, if someone disagrees with the close, is renomination. A clerk may close a withdrawn nomination as such.

No responsible nominator or deletion argument
Sometimes editors helpfully create an RfD for someone else. While an editor could write a nomination for someone, to be helpful, it should not be allowed to stand unless a responsible user actually does the nomination. Old unlisted RfD tags, for example, have been used to create a new RfD by a nominator who specifically denied being the nominator. An IP editor blanked a page, and this was then claimed to be the equivalent of an RfD nomination, so another editor helpfully made the nomination, to "help out a newbie," and, of course, the page was highly controversial, but without providing any deletion argument. RfDs without a responsible nominator or deletion argument should be speedy closed without prejudice. I.e., a responsible editor may re-open them.

Anonymous nominations may remain if promptly seconded by a registered editor, agreeing with the nomination and taking responsibility for it. Wikiversity appreciates the help of anonymous editors, but anonymous editors who focus on deleting material, we are more careful about.

Clerking
Clerks may undertake the following maintenance actions:

Keeping the page clean
Clerks may remove (generally, archive) discussions created without a responsible nominator, and may correct errors of form.

Clerks may check to see that nominated pages have tags and that authors have been notified. Failure to place a tag should be corrected by placing it, citing the actual deletion discussion in the edit summary. (Templates can be an exception, because placing a tag can be disruptive). Failure to notify a significant author should be corrected by notifying the author. Clerks notifying authors should be specially careful to be courteous and helpful, a cold notice that "your page is being considered for deletion" can come as a shock to a newcomer. People invest time in a page, normally, not expecting it to be erased!

Archive procedure
Discussions may be moved to the archive after a week has elapsed since close and the placement of the archive template. In certain cases, more rapid archiving may take place, but a week should normally be allowed, to give time for someone to object to a close.

To archive a discussion, while maintaining transparency and the easy of finding discussions, follow this procedure:

 * 1) Open up an edit window on the discussion to be archived. The section header should then appear in the Summary field. Select and copy this.
 * 2) Open the most recent archive page, see Requests for Deletion/Archives. If an archive has become too large, a new Archive page may be linked on the Archives page and Opened instead. (Currently the archiving pages are at 2-month intervals, and closes are being archived according to the date of last standing edit.) Edit this whole page.
 * 3) Paste the section header link from the previous copy action into the edit summary for the archive page edit.
 * 4) Select all the text in the RfD page section and Cut. Paste this text at the bottom of the Archive page. Save the Archive page.
 * 5) Make sure that the Archive page save worked, that the section being archived is actually present.
 * 6) Note "Moved to archive" in the edit summary for the edit to the RfD page, and Save it.
 * 7) Review any actions that were required by the RfD closure, and make them if necessary. If a deletion is required, request this from a custodian, if you are not a custodian. (Generally, use a speedy deletion tag, signed. You may reference the closed discussion.) If you are not prepared to make these (normally minor) changes, it may be better not to do the archiving, because an unarchived close is then a reminder to do the action. Examples of actions that might be undone or incomplete:
 * Removal of RfD tag from page with any non-deletion close.
 * Move or edits of a page, as suggested by a Merge close, for example, or some other fix, if the change is clear. (It is enough, however, that a user who has proposed the change is aware of the close. Clerks are not expected to make complex changes.)
 * If multiple pages were proposed for deletion, but the close was inconclusive because good pages were included, but you notice an obviously deletable page that was included, consider adding a speedy deletion tag to it.


text: File:Information retrieval overview.png

title: File:Information retrieval overview.png


text:
User talk:Bjung

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 02:17, 24 April 2011 (UTC)

title: User talk:Bjung


text:
User talk:Gaijin

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 02:20, 24 April 2011 (UTC)

title: User talk:Gaijin


text:
User talk:LexusCassanova

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 02:23, 24 April 2011 (UTC)

title: User talk:LexusCassanova


text: Computer Essentials/Term 3, 2010/2011

title: Computer Essentials/Term 3, 2010/2011


text:
Wikiversity:Colloquium/archives/April 2011

Is there a wiki-project for open access scientific article (papers) literature?
Is there a wiki-project for open access scientific article (papers) literature? Meant to be free to read, not necessarily free to exploit commercially let alone make derivates in your own name.

A common pool for open access scientific articles event maybe with some peer review gizmo and a citation reference exporter.

--Heismark 12:33, 2 April 2011 (UTC)

 * A good starting place to learn about open access science here on Wikiversity is to look at Open Scientist and Open access journal. --mikeu talk 12:52, 2 April 2011 (UTC)

 * Also check Dan Mietchen (Mietchen) who did a presentation at the GLAM-WIKI event in London. He is involved to Coiaspedia.Leutha 22:18, 2 April 2011 (UTC)

History of the Ottoman Empire Course
Hi! Height of the Ottoman Empire and quiz was opened. You can join at this course! Good works... --Berm@nyamessage 15:58, 3 April 2011 (UTC)

Wikimedia Outreach
The Wikimedia Outreach site is putting together materials to publicize the efforts of the various wikis. Take a look at Bookshelf/Wikiversity which at the moment only contains one document in German. We've started a translation of this, but much of the text is specific to de-wv so it will need to be customized. The draft is linked in my userspace at Outreach:User:Mu301/Wikiversity. Please jump in and help. --mikeu talk 16:55, 3 April 2011 (UTC)

 * It would be nice if we could get some input about that from the instructors and students of the classes currently using WV. For example, Fluid mechanics for MAP seems to be a university course, and has become a very impressive resource. --SB_Johnny talk 11:54, 6 April 2011 (UTC)

Abd on JWSchmidt's talkpage
A lot of the comment that I've noticed has placed on JWSchmidt's talkpage appears to only serve to aggravate the situation, basically poking another member of the community for whatever wrongdoing he has committed in the past, and only reminding him of it. I would consider it disruptive. I have been trying, by way of hints and clues and attempting to abide by Civility policy, to warn Abd, and give him some friendly advice (albeit with a more aggressive tone this time to try to drive the point home), but he subsequently removed it and called it "abuse".

So I'm going to give a firm, short and stern "formal" warning to him: '''Abd, you have just been unblocked. Please stay away from John's talkpage.''' This is not just a recommendation. You should work on Cold fusion related articles instead, and do something a bit more productive with your time. He has already addressed this matter in private correspondence with me. There are also already plenty of custodians monitoring the situation, and ready to unblock JWSchmidt if he agrees to their proposed terms, or re-block if necessary with talkpage access removed. As for me, I am ambivalent as to whether or not JWSchmidt ought to remain blocked, since I have yet to assess the events leading up to the block. TeleComNasSprVen 22:35, 5 April 2011 (UTC)

 * If JWSchmidt doesn't want Abd to post on his talk page, I assume he will say so, and I assume Abd will oblige. --SB_Johnny talk 11:51, 6 April 2011 (UTC)
 * And you would be correct, SBJ. Thanks. --Abd 01:32, 7 April 2011 (UTC)

Separation
separation←how can i separate gylcerin from water41.95.8.63 06:19, 6 April 2011 (UTC)Abdelrhman Taha

 * I don't know what was intended, but this question was originally posted as if it were a rhetorical question about the section above, titled "Abd on JWSchmidt's talkpage". Glycerin (presumably) and water? What does the brother with the same name as me, meaning "servant of The Merciful," who is apparently from Mauritius, -- welcome to Wikiversity -- want to know for? If not for the fact that glycerin is useful for making high explosives, I'd just answer! -- though I did want to ask others where questions like this should go. --Abd 01:31, 7 April 2011 (UTC)

 * Abdelrhman Taha, you're in luck! This is one of the many free services provided by the US embassy in your country. Free extraordinary rendition to Syria for further information services sometimes is possible. Act now while offer is still valid. Offer void in California, Ohio and Virginia. (Seriously, Googling shows many other possibilities; but the reason for the process requested is needed: e.g. medical purpose? (purity is needed) industrial process? (mass quantities are handled differently). Googling shows salt can be used - is there a reason you can't use Google to explore this? WAS 4.250 04:01, 8 April 2011 (UTC)

khanacademy.org
Khanacademy.org does need some help with subtitles. Maybe we can provide help with translation? Licenses are compatible, so the text files could be converted to and from wiki format and could be stored in wikiversity. --Bernhard Fastenrath 13:09, 7 April 2011 (UTC)
 * They are going to use http://www.universalsubtitles.org/en/. --Bernhard Fastenrath 09:03, 8 April 2011 (UTC)

vina morales
--112.198.201.188 06:55, 6 April 2011 (UTC) hi im darlen d. lopez i want u to be my chat mate.
 * No offense, darlin', darlen, or darlene, whatever it is, but if anyone wonders why this is here, ask TeleComNasSprVen, who restored it after I'd removed it. I won't revert war to keep it out.... but anyone else may remove this section, including my own comment, fine with me. --Abd 00:48, 9 April 2011 (UTC)
 * No offense Abd, but you were quick to call the edits "relationship spam" and reverted this newbie's edits with an inappropriate and "bitey" comment. I'll modify your comments if I think they aren't in line with policy. TeleComNasSprVen 19:17, 9 April 2011 (UTC)
 * I'm happy for the community to sort this, once it notices it. There was only one edit, by the way, not "edits," cross-wiki, it stands above at this moment. And if any custodian -- or anyone other than TCNSV -- thinks my removal of this edit was improper, please warn me on my talk page. --Abd 20:23, 9 April 2011 (UTC)

studytelevision.com
Could that be useful for Wikiversity: http://studytelevision.com/ ? --Bernhard Fastenrath 13:09, 7 April 2011 (UTC)

 * Yes, it would be. if several projects come together on Wikiversity, than the chance is larger that you will get extra participants in them.Daanschr 18:57, 9 April 2011 (UTC)
 * It should be noted though that wikiversity doesn't ask for fees to look at materials. This is a volunteer project, just like the other Wikimedia Foundation projects.Daanschr 19:01, 9 April 2011 (UTC)

 * I thought it might be interesting to link to studytelevision.com and/or khanacademy.org from courses for pupils. Pupils may be interested to use Wikiversity but may benefit from the pseudo-interactivity of a video clip sometimes. --Bernhard Fastenrath 13:56, 10 April 2011 (UTC)

 * Yes, that is right. I had the idea to do something with YouTube as well.Daanschr 22:16, 10 April 2011 (UTC)

Culture of Nigeria
Hello sir/ma'am,

Please, I need an article that talks on the culture of Nigeria in full detail.

Thank you in advance for helping me out.

--Wisdom 13:56, 13 April 2011 (UTC)

 * http://en.wikipedia.org/wiki/Culture_of_Nigeria - WAS 4.250 15:24, 13 April 2011 (UTC)

Presentation at Wikimedia UK AGM, 16 April 2011
Please see Wiki in the lecture room. Leutha 11:51, 15 April 2011 (UTC)

Tool to automatically create cloze tests
Hi. I've submitted a proposal to create a MediaWiki extension to automatically create cloze tests, as part of the Google Summer of Code. I've uploaded a demo of the extension to Commons (see video below). Is Wikiversity interested in such an extension? The project description is available here. Drakefjustin 15:21, 16 April 2011 (UTC)

Is there any place at all in the wiki world for an idea to be sold for profit?
--Kbird74 04:07, 18 April 2011 (UTC) I know for the most part the websites you create are free. But lets say I were to come up with an innovative browser app. One that would instantly generate a substantial added value to the average internet users online experience.

My proprietary app would be designed specifically to interface with Wikipedia/Wikiversity. What if this single idea were so powerful in the eyes of a typical web user, that your website suddenly became swarmed with millions of new and soon to be loyal wiki regulars. In the process, more then doubling your daily user base.

As an added bonus to scratch your back, I could easily design this app to encourage contributers to help with your editing needs. Along with mounds of top notch content sources that could be referenced along the way. Would you let me charge a fee for my web app, if I were to sell it on say google apps?

 * I don't imagine any issue with this from a Wikimedia Foundation point of view. -- Jtneill - Talk - c 05:25, 18 April 2011 (UTC)

Carl Rogers word game
I just got done with some pretty extensive writing on Rogers' 19 point organismic phenomenological field theory (OPFT), and his theory is actually pretty cool. I apologize in advance for the dry "APA" style, but I would fail otherwise! The reason that it is cool is that it looks at therapy as a way for people to get on track irrespective of whatever. If an organism is allowed to interrelate to socially evolve naturally, especially during infancy, nothing else seems to matter. In other words we can overcome all the challenges through proper interrelation.

The problem is that the theory looks like he wrote it on the subway during rush hour. I created a Rogers 19 point theory class. I took all the important words, and I believe they can be reassembled in any way to have meaning, and I think, anyway, it might be fun and therapeutic. (So far, people have tried to interpret the theory line by line, which is, of course, not conceptual.)

The real issue is self and experience, which are connected by process, which is a universal weak point as fragile process. Usually they mean some really difficult issues, such as Borderline Personality Disorder, but I think its universal as we all get disassociated at some time or other, and it isn't fun. David Hume thought process was God, Freud thought it was ego...--JohnBessatalk 03:59, 20 April 2011 (UTC)

Internet Syllabus and Learning Project
It's time for a Wikiversity-developed, Internet-based Syllabus for each grade-Pre-K through PhD and beyond into the lifelong, continuing education model. People, society, technology may be moving faster than static programs can keep up with. At the very least a better match between learned skills, fact-based education (actually the easiest part) and career-based solutions-oriented thinking requirements offers much opportunity. Why an Internet Syllabus ? (And it logically follows that the Syllabus becomes the"textbook," driving the links and depth of knowledge base that makes learning happen). Educational costs have become way out of whack with what is accomplished, and technology based education overcomes  this lack and focuses on expediting achievement and most importantly, LEARNING HOW TO THINK. See "They can All Be Geniuses."  I suspect, and hope, that the hundreds of thousands of good minds who contribute, teach, write and develop Content could, and would, polish such a Syllabus into the premier learning instrument of the 21st Century, and  use the Syllabus as a gateway develop to written, audio and video content to enrich the learning experience to a degree heretofore unequaled. In "Geniuses," I suggested that the learning process, unimpeded by mediocrity-driven "dumbing down" slowest learners hold back the rest, teacher/instructor-focused-on-stand-up lecturing and blackboard exposition, could be revolutionized into an AI-based, learn-at-whatever-speed-you-want, mentor-based, Socratesian-style learning process, with applications and solutions-based learning processes and environments the goal, the prime goal. Whew! There are hurdles to be sure; there are logistical problems, sociological difficulties, and more to be managed. But, this is not only doable, it is the next step! It must be done, and the technology is here, or nearly here, to do it. We would miss a great opportunity not to take advantage of the juxtaposition of need and capability to produce many, many more thinking geniuses to solve the problems that are multiplying in the world.

 * who?--John[[Image:bessa66.png|12px]]Bessatalk 16:50, 27 April 2011 (UTC)

Research page on Biology?
i will create research page on biology. how may create it? please --Mekkiwik 15:30, 26 April 2011 (UTC)
 * Please tell us more about what you want to do. --Abd 16:43, 26 April 2011 (UTC)

Hello, I participate in origins 2011 at Montpellier:

Origins 2011 ISSOL and Bioastronomy Joint International Conference Montpellier, France, July 3rd-8th 2011 http://www.origins2011.univ-montp2.fr/

And i will publish here my work. The abstract is there:

prebiotic chimio-osmose

abstract

By applying the chimio-osmotic's P. Mitchell theory to one system of liposomes and ionophores, in a abiogenic environment, this work conclude to the formation of functionals membranes proteins and metabolism's initialization into the liposome by this system.

Then the metabolism is not conceived as a lot of chemicals reactions in a synchronous network, submited to the thermodynamics laws, but as tow coupled networks of protons and electrons submited to electromagnetics laws and whose structures are imbeded in the membrane, created and maintened by the chimio-osmotic process.

The simultaneous evolutions of metabolism, structures and chimio-osmotic process reinforce them mutually each other and could lead to one organism that evolve coherently (consistently).

In the early molecular evolution, each part of the system reproduce himself independantly from each other. Liposomes can integrate abiogenics phospholipides or those synthetised by the new metabolism, and than split up into tow parts, without dammaging grouped membranes proteines ( the structures ).

Oligo-nucleotides can self-duplicate by matching nucleics acids bases.

Two copies of oligo-nucleotides can link, by hydrogen binding, two groups of amino-acids quitly identicals, integrated into the membrane on the internal liposome side and positioned by the chimio-osmotic process. This amino-acids groupe reproduction, mediated by the oligo-nucleotides copies, begin the translation process that we know in the living organism.

The coordinated reproductions of this 3 parts must be planed in later detailed study of ribosomes and translation.

The hypothesis of geochimical petrol pocket formation is planed in this work as prebiotic environment of chimio-osmotic process. This hypothesis is issued from laboratory and in-situ works on origins of life in hydrothermales fields of mid oceanics ridges.

 * This sounds interesting, though I have no clue what it means ;) When/if you post the work, keep in mind that people coming here to learn have varying degrees of expertise.  This means that I think your best bet is to start the article with easy to understand categories, and then make the information more sophisticated as you delve into the topic.  For instance, start with "what is it," "what is it good for," "what are the basic meanings," "what does my research do?"  Then move to greater complexity -- experts can always look at the table of contents and the skip down to the "meat of the matter."  Good luck!  --John[[Image:bessa66.png|12px]]Bessatalk 16:57, 27 April 2011 (UTC)
 * It's a little forbidding to have a top-level article, straight-out in mainspace, that can't be understood by the average literate reader -- or editor. As editors, we need to make sure that mainspace isn't overwhelmed with fringe ideas and unaccepted -- and maybe unacceptable -- original research. Wikiversity does allow original research, but I've been suggesting that it be placed in subpages, identified as such. Mekkiwik, help us out! Identify your general topic and, if it doesn't exist, create a resource on it, surely you'd be qualified to easily do so. Then you can link an essay or research paper on a subpage. Unlike Wikipedia, Wikiversity allows subpages in mainspace, and it's a great feature, because you can go into great detail on a subpage, lots of space can be devoted to discussion of your topic, etc. My special field of interest is Cold fusion, and, while there is a lot of work to be done on that resource, you might get some ideas there. Cold fusion is controversial in the real world, with many physicists still believing it's impossible, but there is ongoing research and publication in mainstream journals. Good luck, and if you need help, I'd be happy to make suggestions, you can ask me on my Talk page.
 * Who?--John[[Image:bessa66.png|12px]]Bessatalk 17:35, 30 April 2011 (UTC)

basic queries
--Anandjha 12:57, 28 April 2011 (UTC) in what way this colloquium be used? can this be used to ask questions pertaining to academic/nonacademic areas?
 * You ask a question which cannnot easily be answered. But that in itself highlights what the answer might be. Leutha 00:49, 30 April 2011 (UTC)
 * We have a help desk, but it gets a lot less use.--John[[Image:bessa66.png|12px]]Bessatalk 17:36, 30 April 2011 (UTC)
 * The English Wikipedia has a place where you can ask questions here. Devourer09  ( t · c ) 18:03, 30 April 2011 (UTC)

what makes sense?
--Confused sanjay 17:26, 9 April 2011 (UTC) Does our life makes any sense. i mean why are we living, waiting for things to happen.People around us,what actually they are to us. Most of all my existence makes me think a lot about it but i am never sure about anything that comes to my mind. Why doesn't it makes any sense?

 * According to Nietzsche, life is meaningless. But, the good thing about being human is that you can forget and just go on with your life. My take on it, is that the meaning of life is to get a couple of pints in a pub so now and than and chase beautiful girls! Daanschr 18:54, 9 April 2011 (UTC)

 * Perhaps, Sanjay, you are looking for meaning in a place where it doesn't exist. What is "meaning"? What is "sense"? Do these words have any ... "meaning"? Who is Nietzsche and why should we pay any special attention to him? Indeed, what does "why" mean?
 * These are questions that might have no "true" answer but that are well worth asking! Let me put it this way, to paraphrase a school of practice that I've been working with lately, Life is meaningless and "Life is meaningless" is meaningless. This becomes, amazingly, comprehensible, when we have a working knowledge of what "meaning" is, within the world of this statement.
 * So, Sanjay, allow me to ask, "How do you know that it doesn't make any sense?" Are you saying that you experience contradiction? What contradiction? If you experience or think X, sometimes, and not-X, sometimes, do you think this is a contradiction? If so, why? --Abd 19:10, 9 April 2011 (UTC)
 * "Who is Nietzsche and why should we pay any special attention to him?" I think we need to pay attention to him because of all this "superman" stuff.  He opposed antisemitism, but still cannot shake his connection to Nazism. I think it means that if you attempt to rise above common natural life, you become cynical, and life becomes meaningless, and you start with the "uber mensch" stuff.  I recently discovered Paul Thomas Young who was one of those people who worked with the aggregation of experience to lay the basis for "life" models, such as the Rogers' 19 point personality model that I have been writing about.  There is a whole world out there that isn't Nietzsche, Buber, Jung, Frankl, Perls, etc.--John[[Image:bessa66.png|12px]]Bessatalk 17:14, 29 April 2011 (UTC)

 * Maybe you should attempt to assing meaning yourself? If you have a scientific outlook on life (assuming that you do) then the meaning of life probably cannot originate somewhere in the physical universe. You have to give meaning to what you consider valuable. Of course you may assign meaning to the words of a religion that may or may not transcend the meaning of the physical world, but otherwise here is a list of concepts you might want to consider meaningful by themselves (without the need for an authority to assign their meaning):

(from the The Parents, Teachers, Friends Testing Guide for Dummies)

 * Please feel free to add your own ideas to the list in The Parents, Teachers, Friends Testing Guide for Dummies. --Bernhard Fastenrath 12:48, 10 April 2011 (UTC)
 * There are a few I don't like here, will it upset anyone if I strike them out?--John[[Image:bessa66.png|12px]]Bessatalk 17:04, 29 April 2011 (UTC)

 * OK, I did it. I don't mean to eliminate your ideas, just the wording.  It seems oligarchic, to be honest, and not about self, responsibility and community, which where I think you are going with this.--John[[Image:bessa66.png|12px]]Bessatalk 17:42, 30 April 2011 (UTC)

 * There wasn't much point to changing them, however. They were collected results from three different studies published in the family handbook of the Bavarian State Institute for Early Education (www.familienhandbuch.de). --Bernhard Fastenrath 07:20, 4 May 2011 (UTC)
 * By striking, I meant to find better words since so many words can have double-meaning. I happen to be writing about research validity right now (taking a break), and I can tell you that this is not universally valid.  Annoying people use assertion to be annoying and it is tempting, for example, to be assertive to make them go away.  But my approach has been to look for some threat in the environment that is causing their assertive behavior, just as their assertive behavior is a threat of some kind to me.  Also, there is no question that Community belongs at the top of the page, and that there needs to be structure developed based on need.
 * Wiki and esp the Wv is about deconstruction-reconstruction (which is a component of wikiology), partly to prevent plagiarism, partly to implement inquiry, but mostly to wiki-ize, which means developing new concepts on top of existing (and inquired) constructs.  The Wikipedia denies original research, and hence new information, but it actually constructs new information simply because it is wiki.--John[[Image:bessa66.png|12px]]Bessatalk 17:12, 4 May 2011 (UTC)

Read http://en.wikipedia.org/wiki/Meaning_of_life - WAS 4.250 16:58, 12 April 2011 (UTC)

I just finished a lot of work on humanistics and existentialists. The New World (or No. American) approach is distinct and much more positive. The humanistics, pragmatists, synergists do give life a lot of meaning, and because they are phenomenological their ideas seem to fit will with an evolutionary tendency or "will" to love and beauty that gives depth to self-actualization. I guess the opposite to successful self-actualization is depression, and perhaps repression.--JohnBessatalk 16:54, 29 April 2011 (UTC)

Wiki Index. Request for comments
Hello. What are the possibilities of copying the Wiki Index to here? Please see:
 * http://wikiindex.org
 * http://wikiindex.org/User_talk:MarkDilley#Wikiversity --Timeshifter 02:33, 27 April 2011 (UTC)
 * Wv has the same open license as the Wikipedia, so I imagine you can do whatever you want so long as wikiindex extends the license, or something like that.--John[[Image:bessa66.png|12px]]Bessatalk 16:53, 27 April 2011 (UTC)

 * It looks like Wiki Index is using CC-BY-SA. This is linked on all their pages:
 * http://creativecommons.org/licenses/by-sa/3.0/
 * So I guess people can feel free to copy over whatever they want:
 * http://wikiindex.org/Special:Export

 * I suggest copying this info:
 * http://wikiindex.org/Category:MediaWiki_wiki_farms --Timeshifter 06:16, 28 April 2011 (UTC)
 * Now that I am looking at new pages, I am seeing the category issues first hand. I see indexing as an intermediary solution to organize the Wv, but, to be frank, does it raise SEO (the currency of the Web)?  Among things that have preplexed me most of my life are the words "College of Arts and Sciences" on an old building on the U. of Wash. campus.  Art and Science carved into the same stone?  Using that concept, I am suggesting a "College or Arts and Sciences" or ArtSci, that is the Art of Science (to explain phenomena), and the Science of Art which includes the "why" of Art, and its supporting technology (paint, brushes, film, etc).  The college differentiates learning (and teaching if you must) from research which is personal.  ArtSci would be both an entry point (as in a portal) and entry-level and leverage wiki to move people quickly to expert.  Enabling the information would be about using categories and indexes to structure text which is otherwise a "core dump" or "wall of text."  In this context Math would be applied, as very few people are purely mathematical yet all of us use it; applied means that math is accessible and graphic and not cloistered and cryptic.--John[[Image:bessa66.png|12px]]Bessatalk 14:36, 19 May 2011 (UTC)
 * What content would we be transferring from WikiIndex? If content is moved from there I feel we need to make sure that it's within the scope of the WV project. Devourer09  ( t · c ) 20:39, 19 May 2011 (UTC)


text: User:Warford

title: User:Warford


text:
User:Pearawiie

Name: Nuttida Nilrungratana (pear) ID: 5280597 Age:20 Major: TIM Email: pear_yoh@hotmail.com

title: User:Pearawiie


text: Template:Infobox ASGELE nav

title: Template:Infobox ASGELE nav


text:
User:Kiel~enwikiversity

My name is kiel, I'm an engineering student from Indonesia.

title: User:Kiel~enwikiversity


text:
NSAIDs

In this lecture drugs that are anti-inflammatory, analgesics, and antipyretics will be considered; their mechanism of action differ from those of the anti-inflammatory steroids and opioid analgesics. The anti-inflammatory, analgesic, and antipyretic drugs are a heterogeneous group of compounds, often chemically unrelated (although most of them are organic acids), which share certain therapeutic actions and side effects. The prototype is aspirin; hence these compounds are often referred to as aspirin-like drugs. They are also frequently designated as nonsteroidal anti-inflammatory drugs (NSAIDs).

History: The medicinal effect of the bark of willow has been known to several cultures for centuries. The active ingredient in the willow bark (called salicin) was first isolated in a pure form in 1829 by Leroux. The latter compound can be converted into salicylic acid. Sodium salicylate was first used for the treatment of rheumatoid fever and as an antipyretic in 1875. The enormous success of this drug prompted Hoffman, a chemist employed by Bayer, to prepare acetylsalicylic acid. This compound was introduced into medicine in 1899 by Dreser under the name of aspirin.

I. Overview
Inflammation is a normal, protective response to tissue injury caused by physical trauma, noxious chemicals, or microbiologic agents. Inflammation is the body’s effort to inactivate or destroy invading organisms, remove irritants, and set the stage for tissue repair. However, inflammation is sometimes inappropriately triggered by an innocuous agent, such as pollen, or by an autoimmune response, as in asthma or rheumatoid arthritis. In such cases, the defense reactions themselves may cause injury, and anti-inflammatory drugs may be required to modulate the inflammatory process. Inflammation is triggered by the release of chemical mediators from injured tissues and migrating cells. The specific mediators vary with the type of inflammation and include amines, such as histamine and 5-hydroxytryptamine; lipids, such as prostaglandins; small peptides, such as bradykinin; and larger peptides, such as interleukin-1. Discovery of the wide variation among chemical mediators has clarified the apparent paradox that an anti-inflammatory drugs may interfere with the action of a particular mediator important in one type of inflammation but be without effect in process not involving the drug’s target mediator.

II. Prostaglandins
Many of the nonsteroidal anti-inflammatory drugs (NSAIDs) act by inhibiting the synthesis of prostaglandins. Thus, an understanding of NSAIDs requires a comprehension of the actions and biosynthesis of prostaglandins–unsaturated fatty acid derivatives containing 20 carbons that include a cyclic ring structure. [Note: These compounds are sometimes referred to as eicosanoids; “eicosa” refers to the 20 carbon atoms.]

A. Role of prostaglandins

Prostaglandins and related compounds are produced in minute quantities by virtually all tissues. They generally act locally on the tissues in which they are synthesized, and are rapidly metabolized to inactive products. Therefore, the prostaglandins do not circulate in the blood in significant concentration. Thromboxanes, leukotrienes, and the hydroperoxyeicosatetraenoic and hydroxyeicosatetraenoic acids (HPETEs and HETEs) are related lipid, synthesized from the same precursors as are the prostaglandins, using interrelated pathways.

B. Synthesis of prostaglandins

Arachidonic acid, a 20-carbon fatty acid, is the primary precursor of the prostaglandins. Arachidonic acid is present as a component of the phospholipids of cell membranes. Free arachidonic acid is released from tissue phospholipids by the action of phospholipase A2. There are two major pathways in the synthesis of the eicosanoids from arachidonic acid.

1.Cyclooxygenase pathway:

All eicosanoids with ring structures, that is, the prostaglandins, thromboxanes, and prostacyclins, are synthesized via the cyclooxygenase pathway. Two cyclooxygenases have been identified: COX-1 and COX-2. The former is ubiquitous and constitutive, whereas the latter is induced in response to inflammatory stimuli.

2.Lipoxygenase pathway: Alternatively, several lipoxygenases can act on arachidonic acid to form 5-HPETE, 12-HPETE and 15-HPETE, which are unstable peroxidated derivatives that are converted to the corresponding hydroxylated derivatives (the HEPEs), or to leucotrienes or lipoxins, depending on the tissue.

C. Function in the body

Prostaglandins act as local signals that fine-tune the response of a specific cell type. Their functions vary widely depending on the tissue. For example, the release of TXA2 from platelets triggers the recruitment of new platelets for aggregation (the first step in clot formation). However, in other tissues, elevated levels of TXA2 convey a different signals; e.g. in certain smooth muscle, this compound induces contraction. Prostaglandins are one of the chemical mediators that are released in allergic and inflammatory processes.

III. Nonsteroidal anti-inflammatory drugs (NSAIDs)
NSAIDs are a group of chemically dissimilar agents that differ in their antipyretic, analgesic and anti-inflammatory activities. They act primarily by inhibiting the cyclooxygenase enzymes but not the lipoxygenase enzymes. Aspirin is the prototype of this group; it is the most commonly used and the drug to which all other anti-inflammatory agents are compared. Some of the newer NSAIDs are marginally superior to aspirin in certain patients, because they have greater anti-inflammatory activity and/or cause less gastric irritation, or can be taken less frequently. However, the newer NSAIDs are considerably more expensive than aspirin, and some have proved to be more toxic in other ways.

A. Aspirin and other salicylates
Aspirin is a weak organic acid that is unique among the NSAIDs in irreversibly acetylating (and thus inactivating) cyclooxygenase. The other NSAIDs, including salicylate, are all reversible inhibitors of cyclooxygenase. Aspirin is rapidly deacetylated by esterases in the body, producing salicylate, which has anti-inflammatory, antipyretic, and analgesic effects.

1. Mechanism of action: The antipyretic and anti-inflammatory effects of the salicylates are due primarily to the blockade of prostaglandin synthesis at the thermoregulatory centers in the hypothalamus and at the peripheral target sites. By decreasing prostaglandin synthesis, the salicylates also prevent the sensitization of pain receptors to both mechanical and chemical stimuli. Aspirin may also depress pain stimuli at subcortical sites (that is, the thalamus and hypothalamus).

2. Actions: The NSAIDs have three major therapeutic actions, namely they reduce inflammation (ant inflammation), pain (analgesia), and fever (antipyrexia). However, not all of the NSAIDs are equally potent in each of these actions.

2.1 Anti-inflammatory actions: Aspirin modulates those aspects of inflammation in which prostaglandins act as mediators. Aspirin inhibits inflammation in arthritis, but it neither arrest the progress of the disease nor does it induce remission. 2.2 Analgesic action: Prostaglandin E2 is thought to sensitize nerve endings to the action of bradykinin, histamine, and other chemicals mediators released locally by the inflammatory process. Thus, by decreasing PGE2 synthesis, aspirin and other NSAIDs repress the sensation of pain. The salicylates are used mainly for the management of pain of low to moderate intensity arising from integumental structures rather than that arising from the viscera. NSAIDs are superior to opioids in the management of pain in which inflammation is involved; combination of opioids and NSAIDs are effective in treating pain in malignancy.

2.3 Antipyretic action: Fever occurs when the set-point of the anterior hypothalamic thermoregulatory center is elevated. This can be caused by PGE2 synthesis, stimulated when an endogenous fever-producing agents (pyrogen) such as a cytokine is released from white cells that are activated by infection, hypersensitivity, malignancy, or inflammation. The salicylates lower body temperature in patients with fever by impeding PGE2 synthesis. Aspirin resets the “thermostat” towards normal and lowers the body temperature by increasing heat dissipation as a result of peripheral vasodilation and sweating. Aspirin has no effect on normal body temperature.

2.4 Gastrointestinal effects: Normally, prostacyclin (PGI2) inhibits gastric acid secretion, whereas PGE2 and PGF2 stimulate synthesis of protective mucus in both the stomach and small intestine. In presence of aspirin, these prostanoids are not formed, resulting in increased gastric acid secretion and diminished mucous protection. This may cause epigastric distress, ulceration, and/or hemorrhage. At ordinary aspirin doses, as much as 3 to 8 ml of blood may be lost in feces per day. [Note: Buffered and enteric-coated preparations are only marginally helpful in dealing with this problem. The PGE1 derivative, misoprostol, is used in the treatment of gastric damage induced by NSAIDs.]

2.5 Effect on platelets: TXA2 enhances platelet aggregation, whereas PGI2 decreases it. Low doses (60 to 80 mg daily) of aspirin can irreversibly inhibit thromboxane production platelets without markedly affecting PGI2 production in the endothelial cells of the blood vessel. [Note: The acetylation of cyclooxygenase is irreversible. Because platelets lack nuclei, they cannot synthesize new enzyme, and the lack of thromboxane persist for the lifetime of the platelet (3 to 7 days). This contrasts with endothelial cells, which have nuclei and therefore can produce new cyclooxygenase.]

2.6 Actions on the kidney: Cyclooxygenase inhibitors prevent the synthesis of PGE2 and PGI2–prostaglandins that are responsible for maintaining renal blood flow. Decreased synthesis of prostaglandins can result in intrarenal vasoconstriction, retention of sodium and water in some patients. Interstitial nephritis can also occur with all of the NSAIDs except aspirin.

3. Therapeutic uses

3.1 Antipyretics and analgesics: Sodium salicylate and aspirin are used as antipyretics and analgesics in the treatment of gout, rheumatic fever, and rheumatoid arthritis. Commonly treated conditions requiring analgesia include headache, arthralgia, and myalgia.

3.2 External applications: Salicylic acid is used topically to treat corns, calluses, and epidermophytosis (eruption caused by fungi). Methyl salicylate is used externally as a cutaneous counterirritant in liniments.

3.3 Cardiovascular applications: Aspirin inhibits platelet aggregation. Low doses are used prophylactically to decrease the incidence of transient ischemic attack and unstable angina as well as that of coronary artery thrombosis.

3.4 Colon cancer: There is evidence that chronic use of aspirin reduces the incidence of colorectal cancer.

4. Pharmacokinetics

4.1 Administration and distribution: Salicylates, especially methyl salicylate, are absorbed through intact skin. After oral administration, the unionized salicylates are passively absorbed from the stomach and small intestine. Rectal absorption is slow and unreliable, but it is a useful route to vomiting children. Salicylates cross both the blood-brain barrier and placenta.

4.2 Dosage: The salicylates exhibit analgesic activity at low doses; only at higher doses do these drugs show anti-inflammatory activity. e.g. two 300 mg aspirin tablets administered 4 times a day produce analgesia, whereas 12 to 20 tablets per day produce both analgesic and anti- inflammatory activity. Low doses of aspirin (160 mg every other day) have been shown to reduce the incidence of recurrent myocardial infarction and to reduce mortality in postmyocardial infarction patients. Further, aspirin 160 to 325 mg/day appears to be beneficial in the prevention of a first myocardial infarction, at least in men over the age of 50 years. Thus, prophylactic aspirin therapy is advocated in patients with clinical manifestations of coronary disease if no specific contraindications are present. 4.3 Fate: At normal low doses (600 mg/day), aspirin is hydrolyzed to salicylate and acetic acid by esterases present in tissues and blood. Salicylate is converted by the liver to water-soluble conjugates that are rapidly cleared by the kidney, resulting in elimination with first-order kinetics and a serum half-life of 3.5 hours. At anti-inflammatory dosages (>4 g/day), the hepatic metabolic pathway becomes saturated, and zero-order kinetics are observed, with the drug having a half-life of 15 hours or more. Saturation of the hepatic enzymes requires treatment for several days to 1 week. Being an organic acid, salicylate is secreted into the urine and can affect uric acid secretion. At low doses of aspirin, uric acid secretion is decreased; at high doses, it is increased. [Note: Alkalinization of the urine promotes excretion.]

5. Adverse effects

5.1 GI:The most common GI effects of the the salicylates are epigastric distress, nausea, and vomiting. Microscopic GI bleeding is almost universal in patients treated with salicylates. [Note: Aspirin is an acid. At stomach pH, aspirin is uncharged; consequently it readily crosses into the mucosal cells where it ionizes and becomes trapped. Aspirin should be taken with food and large volumes of fluids to diminish GI disturbances. Alternatively, misoprostol may be taken concurrently.

5.2 Blood: The irreversible acetylation of platelet cyclooxygenase reduces the level of platelet TXA2, resulting in inhibition of platelet aggregation and prolonged bleeding time. For this reason aspirin should not be taken at least 1 week prior to surgery.

5.3 Respiration: In toxic doses, salicylates cause respiratory depression and a combination of uncompensated respiratory and metabolic acidosis.

5.4 Metabolic processes: Large doses of salicylates uncouple oxidative phospho-rylation. The energy normally used for the production of ATP is dissipated as heat, which explains the hyperthermia caused by salicylates when taken in toxic quantities.

5.5 Hypersensitivity: Approximately 15% of patients taking aspirin experience hyper-sensitivity reactions. Symptoms of true allergy include urticaria, bronchoconstriction, or angioneurotic edema. Fatal anaphylactic shock is rare.

5.6 Reye’s syndrome: Aspirin given during viral infections has been associated with an increased incidence of Reye’s syndrome, an often fatal, fulminating hepatitis with cerebral edema. This is especially encountered in children, who therefore should be given paracetamol instead of aspirin.

Salicylate intoxication may be mild or severe. The mild form is called salicylism and is characterized by nausea, vomiting, marked hyperventilation, headache, mental confusion, dizziness, and tinitus (ringing or roaring in the ears). When large doses are administered, severe salicylate intoxication may result. The symptoms listed above are followed by restlessness, delirium, hallucinations, convulsions, coma, respiratory and metabolic acidosis, and death from respiratory failure. Children are particularly prone to salicylate intoxication. Ingestion of as little as 10 g of aspirin can cause death in children. Treatment of salicylism should include measurement of serum salicylate concentrations and of pH to determine the best form of therapy. In mild cases, symptomatic treatment is usually sufficient. Increasing the urinary pH enhances the elimination of salicylates. In serious cases, mandatory measures include the intravenous administration of fluid, dialysis, and correction of acid-base and electrolyte balances.

B. Propionic acid derivatives
Ibuprofen was first in this class of agents to become available. It has been joined by naproxen, ketoprofen, flurbiprofen, and others. All of these drugs possess anti-inflammatory, analgesic and antipyretic activity and have gained wide acceptance in the chronic treatment of rheumatoid and osteoarthritis because their GI effects are generally less intense than that of aspirin. These drugs are reversible inhibitors of the cyclooxygenase and thus, like aspirin, inhibit the synthesis of prostaglandins but not that of leukotrienes. All are well absorbed on oral administration and are almost totally bound to serum albumin. They undergo hepatic metabolism and are excreted by the kidney. The most common adverse effect is gastrointestinal, ranging from dyspepsia to bleeding. Side effects involving the CNS, such as headache, tinnitus and dizziness, have also been reported.

C. Indoleacetic acids
This group includes indomethacin, sulindac and etodolac. All have anti-inflammatory, analgesic and antipyretic activity. They act by reversibly inhibiting cyclooxygenase. They are generally not used to lower fever.

1. Indomethacin:
This NSAID is more potent than aspirin as an anti-inflammatory agent, but it is inferior to the salicylates at doses tolerated by rheumatoid arthritic patients. In certain instances (acute gouty arthritis, ankylosing spondylitis, and osteo-arthritis of the hip) indomethacin is more effective than is aspirin or any of the other NSAIDs. It is also effective in treating patent ductus arteriosus. Like aspirin, indomethacin can delay labor by suppressing uterine contractions. Indomethacin’s toxicity limits its use. Adverse effects occur in up to 50% of patients; approximately 20% find the adverse effects to be intolerable and discontinue use of the drug. Most adverse effects are dose-related. GI complaints consist of nausea, vomiting, anorexia, diarrhea, and abdominal pain. Ulceration of the upper GI tract can occur, sometimes with perforation and hemorrhage. The most severe and frequent CNS effect is frontal headache, which occurs in 25 to 50% of patients who chronically use indomethacin. Other CNS effects are dizziness, vertigo, and mental confusion. Concurrent administ-ration of indomethacin may decrease the antihypertensive effects of furosemide, the thiazide diuretics, -blockers and ACE inhibitors.

2. Sulindac:
This inactive pro-drug is closely related to indomethacin. Metabolism of hepatic microsomal enzymes produces the active form (a sulfide) of the drug, which has a long duration of action. Although the drug is less potent than indomethacin, it is useful in the treatment of rheumatoid arthritis, ankylosing spondylitis, osteoarthritis, and acute gout. The adverse reactions are similar to but less severe than those of the other NSAIDs, including indomethacin.

D. Pyrazolon derivatives
This group of drugs includes butadion, analgin, antipyrine, amidopyrine. All these drugs have been in clinical use for many years. Although not a first-line drug, butadion (phenylbutazone) is the most important from the therapeutic viewpoint. Antipyrine and amidopyrine are seldom used today. Analgin (metamizole) is not yet available in certain countries.

1. Butadion (Phenylbutazone):
Butadion has powerful anti-inflammatory effects but weak analgesic and antipyretic activities. Butadion is prescribed chiefly in short-term therapy when other NSAIDs have failed. The usefulness of butadion is limited by its toxicity. The most serious adverse effects are agranulocytosis and aplastic anemia. However, the most common adverse effects are nausea, vomiting, skin rashes, and epigastric discomfort. Other side effects include fluid and electrolyte retention, diarrhea, vertigo, insomnia. Butadion reduces the uptake of iodine by thyroid gland, sometimes resulting in goiter and myxedema. Because of all these potential side-effects, the drug should be given for short period of time–up to 1 week only.

2. Analgin (Metamizole): Analgin was widely used as a potent antipyretic, analgesic and anti-inflammatory agent. However, its role was sharply limited after potentially fatal bone-marrow toxicity, agranulocytosis was recognized.

E. Other agents
1. Diclofenac: A cyclooxygenase inhibitor, diclofenac is approved for long-term treatment of rheumatoid arthritis, osteoarthritis and ankylosing spondilitis. It is more potent than indomethacin. Diclofenac accumulates in synovial fluid. The urine is the primary route of excretion. Its toxicities are similar to those of the other NSAIDs, e.g. GI problems are common, and the drug can also give rise to elevated hepatic enzyme levels.

2. Mefenamic acid has no advantages over the others NSAIDs as anti-inflammatory agent. Its side effects, such as diarrhea, can be severe and associated with inflammation of the bowel. Cases of hemolytic anemia have been reported.

3. Piroxicam is one of the oxicam derivatives that possesses anti-inflammatory, analgesic, and antipyretic activity. In recommended doses, piroxicam appears to be equivalent to aspirin, indomethacin, or naproxen for the long-term treatment of rheumatoid arthritis or osteoarthritis. It may be tolerated better than aspirin or indomethacin. The principal advantage of piroxicam is its long half-life (50 hours), which permits the administration of a single daily dose. GI disturbances are encountered in approximately 20% of patients.

4. Ketorolac: This drug acts like other NSAIDs. In addition to the oral rout, ketorolac can be administered intramuscularly in the treatment of postoperative pain, and topically for allergic conjunctivitis. Ketorolac undergoes hepatic metabolism; the drug and its metabolites are eliminated via the urine. It causes the same side effects as the other NSAIDs.

IV. Non-narcotic analgesics
Non-narcotic analgesics, unlike the NSAIDs, have little or no anti-inflammatory activity. They have a therapeutic advantage of narcotic analgesics in that they do not cause physical dependence or tolerance.

Paracetamol and phenacetin

Paracetamol (acetaminophen) and phenacetin act by inhibiting prostaglandin synthesis in the CNS. This explains their antipyretic and analgesic properties. They have less effects on cyclooxygenase in peripheral tissues, which accounts for their weak anti-inflammatory activity. Paracetamol and phenacetin do not affect platelet function or increase blood clotting time, and they lack many of the side-effects of aspirin. [Note: Phenacetin can no longer be prescribed in many countries because of its renal toxicity. However, it is present in some proprietary preparations.]

1. Therapeutic uses: Paracetamol is a suitable substitute for the analgesic and antipyretic effects of aspirin in those patients with gastric complaints and in those for whom prolongation of bleeding time would be a disadvantage or who do not require the anti-inflammatory action of aspirin. Paracetamol is the analgesic-antipyretic of choice for children with viral infections or chicken pox (recall that aspirin increases the risk of Reye’s syndrome).

2. Pharmacokinetics: Paracetamol is rapidly absorbed from the GI tract. A significant first-pass metabolism occurs in the luminal cells of the intestine and in the hepatocytes. Phenacetin is largely converted to paracetamol within 3 hours of administration. Under normal circumstances, paracetamol is conjugated in the liver to form inactive glucuronidated or sulfated metabolites. A portion of paracetamol is hydroxylated to form N-acetyl-benzoquinoneimine–a highly reactive and potentially dangerous metabolite that reacts with sulfhydryl groups. At normal doses of paracet-amol, the N-acetyl-benzoquinoneimine reacts with groups of glutathione, forming a nontoxic substance. Paracetamol and its metabolites are excreted in the urine.

3. Adverse effects: With normal therapeutic doses, paracetamol is virtually free of any significant adverse effects. Skin rash and minor allergic reactions occur infre-quently. Renal tubular necrosis and hypoglycemic coma are rare complications of prolonged large-dose therapy. With large doses of paracetamol, the available glutathione in the liver becomes depleted and N-acetyl-benzoquinoneimine reacts with the sulfhydryl groups of hepatic proteins, forming covalent bounds. Hepatic necrosis, a very serious and potentially life-threatening condition, can result. Renal tubular necrosis may also occur. [Note: Administration of N-acetylcysteine, which contains sulfhydryl groups to which the toxic metabolite can bind, can be life-saving if administered within 10 hours of the overdose.]

title: NSAIDs