text:
Artificial Consciousness/Neural Correlates/Inter-Organ Connection Models

 Inter Organ Connection Models

It is not enough to understand how a brain organ works, we need to understand how they work together as well. Often more than one organ is involved in the execution of a specific function of the brain. While there are hints of connections, that are mappable if we follow the main paths of neurons throughout the brain, mapping connections in the brain has been difficult up until now. However a recent discovery of a means of visualization of connections using a special MRI program suggests that we might soon have a more comprehensive idea of connections on many levels in the brain.

The following models suggest ways in which the different organs of the brain might work together. These are transient expressions of our current understanding of what the organs do, mixed with our current understanding of how they connect to each other. As more research is done into organic operation and their connections within the brain, we will be able to learn more about the functions of the organs, and how they work together, and this will reshape our knowledge about how the brain works.

 * The Recticular Activation System
 * Frontal Parietal Networks
 * Cortico-Cortical Connections
 * The Corpus Collosum and other Commissures
 * LatroVentral Prefrontal Cortex Connections
 * The OrbitoFrontal Connections
 * DorsoLateral Prefrontal Cortex Connections
 * Cerebral Hippocampus Connections
 * Entorhinal Cortex Hippocampus Connections


text:
Artificial Consciousness/Neural Correlates/Functional Models

 Functional Models of the Brain

Neuroscience has been pushing to develop neural correlates for the functions that are defined by psychology. Some of these concepts date back from before psychology even to the thoughts of philosophers and religious thinkers in earlier ages. Psychology has adopted these classical function names even though the concepts that define them have changed so much that the current definitions may not even jibe anymore with the classical or folk traditions in what these functions are.

As we attempt to reconcile neuroscience with psychology we may find that the definitions change so radically that we must do a heroic job to define a term that means anything like the traditional or folk meaning. Since these paradigm shifts take time to diffuse through the population, the functions suffer from preconceived ideas about what they must do, that just aren't found in the neural correlates themselves but can be traced back to earlier science, philosophy, or religion.

The following Functional Models represent a transient look at our current understandings of what each function does or is. As research continues these models may shift or skew, changing our expectations of how each works, or what it does.

 * Attention
 * Memory
 * Executive Function
 * Will and Volition
 * Self
 * Personality
 * Mind

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


text:
Category talk:Astronomy

The planets will align soon so what will be and don't give any sarcastic remarks please really tired of it just scientific remarks is all and not negative ones.

 * The above question was copied to Topic:Astronomy/Help_desk. --mikeu talk 19:00, 7 February 2009 (UTC)

title: Category talk:Astronomy


text:
User:Emerald880

XOOXXOXXOOXOXOOOXOXXOXXXOOXXOOOXOXOXXXOXOOXOXOXOXOOXOXOXOXOXOXOXOXOXOXOXOXOXOXOOOXXXXOOXXOXOXOXOOOXOXXOXOOOXOXOOXOXOXOXXOXXOOOXOXXOOXOOXOXXXOXOOOXXOOXOXOXOOOXXXOXXOOXOOOOXXXOXXOXOOXOXOOXOX. OXOXOXOX?!?!? XOOXX... OOOXXOXOXXOXXOXXXOO!!! -OXXOXOXOOX

title: User:Emerald880


text:
User talk:Emerald880

 Hello Emerald880, 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. To get started, you may

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title: User talk:Emerald880


text:
User:Answer/monobook.js

/*** sinanara ***/ $(function {	/*** Start editing here ***/	// When you want to end your break?	// no leading zeroes. (example: 7 - correct, 07 - incorrect)	var date = { year: 2011, month: 5, day: 6};	var time = { hours: 20, minutes: 22, seconds: 0 };	/*** Stop editing here ***/	var currentDate = new Date;	var enforcedBreakEnd = new Date( date.year,date.month-1,date.day,time.hours,time.minutes,time.seconds);	if (currentDate <= enforcedBreakEnd) {		alert("Enforced wikibreak until "+enforcedBreakEnd.toLocaleString + "\n(now is "+currentDate.toLocaleString+")\n\nBye!");		location = "http://"+location.host+"/w/index.php?title="			+ "Special:Userlogout&returnto=Main_Page";	} }); /*** ZOMG STOP. ***/

title: User:Answer/monobook.js


text:
User:Mu301/Learning blog/2009-01

January 2009

 * I've been nominated for the 2009 WP:DICK of Distinction awards pageant.  --mikeu talk 15:37, 6 February 2009 (UTC)

title: User:Mu301/Learning blog/2009-01


text:
User:Lochee46

This is a test

title: User:Lochee46


text:
Swedish Language/Pronouns

Relativa pronomen
som, vars, vilken, vad

title: Swedish Language/Pronouns


text:
User talk:Pteryon

 Hello Pteryon, 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. To get started, you may

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title: User talk:Pteryon


text:
User talk:Queerqueen

 Hello Queerqueen, 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. To get started, you may

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title: User talk:Queerqueen


text:
User talk:Vijaykumar~enwikiversity

coming soon....

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 Vijaykumar. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Vijaykumar~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 00:12, 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:Vijaykumar~enwikiversity


text: Category:Survivalism

title: Category:Survivalism


text: Category:Homeschooling

title: Category:Homeschooling


text:
User talk:Nikhilj

 Hello Nikhilj, 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. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --AFriedman 23:38, 31 January 2009 (UTC)

 Hi! Our name is Vicky-Verity. We are twins and are Wikiversity mascots. We think Wikiversity is a great place to learn and make friends (when we aren't sleeping). Leave us a message!

title: User talk:Nikhilj


text:
Assistant teacher program/Developing countries/Class council and educational games

Class council and educational games
A class council can be introduced as an educational game and it can be enhanced with social games. A playful approach may help the pupils to see the possibly unusual activity as in their own interest and as relevant to their lives. The necessary activities for a class council can be learned in a game council.

The game council
An assistant teacher can invite a group of pupils during a break to form a circle and to decide on games they want to play.

The assistant teacher should be prepared to teach the group at least one new game (if possible) or to play a choice of known games. The game council has to decide whether to learn a new game or to play a known game. The council can also try to tie in minorities by offering compromises and concessions or by ordering the minority to join in before the game is chosen. A game council can also aim to discourage misconduct and contravention and impose penalties in case of misconduct or contravention.

The assistant teacher should assume the role of advisor to the speaker but make the council select a speaker. The role of the speaker can follow a ceremony, so the speaker has to follow expected behavior and the other pupils can object if the ceremony isn't followed. The game council can vote each time if the speaker should be chosen randomly or by vote. This vote may appear unnecessary but allows the pupils to train behavior and to consider their choices. If other roles are required the other pupils should be chosen the same way. The assistant teacher should feel free to reject pupils who are chosen frequently and encourage to choose pupils who are chosen less often (but not to the extend of forcing the group to make a choice; if that appears desirable the assistant teacher can ask the group to vote if he should choose the speaker).


text:
User:Dvmphd

Mark A. Kukucka, DVM, PhD

http://sciweavers.org/dvmphd

http://lib.bioinfo.pl/user:100053

http://disqus.com/people/dvmphd

http://markakukucka.myplaxo.com

http://www.spaatz.org/mbr/list.php

http://www.twine.com/user/dvmphd

http://dx.doi.org/10.1007/BF01772202

http://www.connotea.org/user/dvmphd

http://www.scilink.com/people/dvmphd

http://www.hindawi.com/61954061.html

http://www.pilotwall.com/profile/102034

http://www.biocrowd.com/profiles/18084

http://en.wikipedia.org/wiki/user:dvmphd

http://mybio.wikia.com/wiki/user:dvmphd

http://www.linkedin.com/in/markakukucka

http://www.bibsonomy.org/author/Kukucka

http://www.postess.com/profile.php?id=798

http://www.xing.com/profile/Mark_Kukucka

http://en.wikiversity.org/wiki/user:dvmphd

http://en.wikipedia.org/wiki/user:ascorbate

http://www.2collab.com/user:dvmphd/profile

http://www.scribd.com/people/view/5319066

http://www.hubmed.org/tags/users/ascorbate

http://www.researcherid.com/rid/C-5957-2008

http://www.refbase.org/show.php?record=9462

http://www.ginfo.pl/people/people_pid/982467

http://dx.doi.org/10.3109/01485019208987723

http://www.ziki.com/en/mark-kukucka+128673

http://biodatabase.org/index.php/user:dvmphd

http://species.wikimedia.org/wiki/user:dvmphd

http://www.wikigenes.org/e/author/e/167.html

http://www.mememoir.org/e/author/e/167.html

http://dx.doi.org/10.1016/0378-4347(93)E0414-L

http://dx.doi.org/10.1016/0890-6238(94)90049-3

http://www.epernicus.com/people/MarkAKukucka

http://commons.wikimedia.org/wiki/user:dvmphd

http://www.biowizard.com/user.php?login=dvmphd

http://www.spoke.com/info/pXs4LU2/MarkKukucka

http://cat.inist.fr/?aModele=afficheN&cpsidt=3826630

http://cat.inist.fr/?aModele=afficheN&cpsidt=4167275

http://cat.inist.fr/?aModele=afficheN&cpsidt=4308733

http://network.nature.com/people/dr-mark-a-kukucka

http://www.mendeley.com/profiles/dr-mark-a-kukucka

http://www.naymz.com/search/mark/kukucka/2178798

http://www.ziggs.com/apps/profile/bio.aspx?uid=74069

http://www.scitopics.com/authorprofile.jsp?userid=1402

http://lmcinterface.ethz.ch/biospace/pg/profile/dvmphd

http://www.konnects.com/profiles.jsp?MemberId=604920

http://independent.academia.edu/MarkAKukuckaDVMPhD

http://www.citeulike.org/user/ascorbate/author/Kukucka

http://www.nextbio.com/b/profile/profile.nb?profileId=1387

http://proteins.wikiprofessional.org/index.php/user:dvmphd

http://www.facebook.com/people/Mark-Kukucka/1622920474

http://bibus-biblio.sourceforge.net/wiki/index.php/user:dvmphd

http://www.zoominfo.com/people/Kukucka_Mark_-671020.aspx

http://www.thescientist.com/community/user/profile/12361.page

http://www.biomedexperts.com/Profile.bme/1706614/Mark_Kukucka

http://www.labmeeting.com/profile/public/73217/dr_mark_a_kukucka

http://www.scopus.com/scopus/author/profile.url?aid=6603200291

http://proteins.wikiprofessional.org/index.php/User:Dr.%20Mark%20A.%20Kukucka

http://www.ncbi.nlm.nih.gov/sites/entrez?db=pubmed&cmd=DetailsSearch&term=Kukucka+MA

Bibliography

Kukucka, Mark A. and Hara P. Misra. 1994. Determination of oxytocin in biological samples by isocratic high-performance liquid chromatography with coulometric detection using C18 solid-phase extraction and polyclonal antibody-based immunoaffinity column purification. J Chromatogr B Biomed Appl 653(2):139-45.

Kukucka, Mark A. and Hara P. Misra. 1994. Elevated concentrations of ascorbate and normoxia suppress testosterone production in cultured guinea pig Leydig cells. Reprod Toxicol 8(4):333-9.

Kukucka, Mark A. and Hara P. Misra. 1994. Isolation and culture of highly enriched populations of Leydig cells from guinea-pig (Cavia porcellus) testes. Andrologia 26(4):217-24.

Kukucka, Mark A. 1993. Mechanisms by which hypoxia augments Leydig cell viability and differentiated cell function in vitro. Dissertation (Ph.D.) -- Virginia Polytechnic Institute and State University.

Kukucka, Mark A. and Hara P. Misra. 1993. The antioxidant defense system of isolated guinea pig Leydig cells. Mol Cell Biochem 126(1):1-7.

Kukucka, Mark A. and Hara P. Misra. 1992. HPLC determination of an oxytocin-like peptide produced by isolated guinea pig Leydig cells: stimulation by ascorbate. Arch Androl 29(2):185-90.

Kukucka, Mark A. and Hara P. Misra. 1992. HPLC identification of an oxytocin-like peptide produced by isolated guinea pig Leydig cells: stimulation by sodium ascorbate. Mol Androl 4(1-2):160-161.

Kukucka, Mark A. 1985. Spatial relationships, behavioral patterns and performance levels of group-housed domestic rabbits. Thesis (M.S.) -- University of Maryland.

Retrieved from "http://mybio.wikia.com/wiki/User:Dvmphd"

Retrieved from "http://bibus-biblio.sourceforge.net/wiki/index.php/User:Dvmphd"

Retrieved from "http://commons.wikimedia.org/wiki/User:Dvmphd"

Retrieved from "http://en.wikipedia.org/wiki/User:Ascorbate"

title: User:Dvmphd


text:
File talk:Domus romana.png

This image has now been converted to a vector, please adjust as necessary

title: File talk:Domus romana.png


text:
User:Beegeeaar

I am a retired Bank Manager having worked in the nationalised  Bank for more than 30 years. I am a Gaduate in Arts, having passed my B.A in the year 1958. Interested in reading various newspapers and some books. Hobby is Gardening. interested in collecting jokes and bits of information useful for all.

title: User:Beegeeaar


text:
Talk:Physics and astronomy Wikibooks

hmm, I guess this is useful --danthemango 07:43, 1 February 2009 (UTC)

title: Talk:Physics and astronomy Wikibooks


text:
User talk:Netaji~enwikiversity

 Hello Netaji, 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. 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.
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Juan de Vojníkov 10:24, 1 February 2009 (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 Netaji. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Netaji~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:40, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:17, 19 April 2015 (UTC)

title: User talk:Netaji~enwikiversity


text:
User talk:Jphalter0937

 Hello Jphalter0937, 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. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Juan de Vojníkov 10:28, 1 February 2009 (UTC)

How to edit Wikiversity
Hi, as I have seen you fighting with Wikiversity environment, the best way is to open the source code of different pages and look, how the things works. You can also study this editing tutorial on English Wikipedia: How to edit a page - errr, just in general. It is too long :-)--Juan de Vojníkov 10:48, 1 February 2009 (UTC)

title: User talk:Jphalter0937


text:
User talk:Beegeeaar

 Hello Beegeeaar, 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. To get started, you may

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 * Give feedback about your initial observations
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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Juan de Vojníkov 10:56, 1 February 2009 (UTC)

title: User talk:Beegeeaar


text:
User talk:Margeauxhushagen

 Hello Margeauxhushagen, 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. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Juan de Vojníkov 11:00, 1 February 2009 (UTC)

sounds interesting, so have a good time here with us.--Juan de Vojníkov 11:00, 1 February 2009 (UTC)

title: User talk:Margeauxhushagen


text:
User talk:AnthonyGreen

 Hello AnthonyGreen, 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. To get started, you may

 * Take a guided tour and learn to edit.
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 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
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 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Juan de Vojníkov 11:04, 1 February 2009 (UTC)

Hey, thats cool, how you have roboticaly plant, what you are going to do. Hope you will be happy, than.--Juan de Vojníkov 11:04, 1 February 2009 (UTC)

title: User talk:AnthonyGreen


text:
User talk:Dvmphd

 Hello Dvmphd, 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. 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.

 * 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.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Juan de Vojníkov 11:06, 1 February 2009 (UTC)

Btw, what that list is usefull for? It looks you are a member of all communities.

title: User talk:Dvmphd


text:
Portal talk:GreySmith Institute old root

This portal page looks great. I like the layout and style. The topics look interesting, too. I look forward to seeing this project develop. I would discourage the use of titles such as Director. Wikiversity is a collaborative learning project where participants can assume any role. Also, Portal pages are typically named for the topic they cover. Using such a naming convention makes it easier for someone who desires to learn to find the project that they are looking for. --mikeu talk 12:00, 1 February 2009 (UTC)

You are of course correct using a naming convention like I have, makes it more difficult for someone who desires to learn to find the project. But what I wanted was a little separation from Hoi Paloi otherwise I would have called this a school, instead of a portal. What I am trying to capture is the nature of an Institute like NSI that is on the campus of a major university but is not following exactly the same rules as the University Departments. A sort of collaboration within a collaboration if you will.

The idea is to attract a group of pre-qualified or uncredentialed enthusiasts for the project, and encourage them to develop the discipline to create their own significant scientific contributions so that they can eventually be published in a journal, or go on to get their credentials. I admit that I am one of the uncredentialed enthusiasts that I am hoping will go on to be published. I fully intend to affiliate myself with this institute, and use it in my articles. It would have been nice to have called myself director, and I was hoping to have elections for positions of influence such as deans of the schools etc. but if it is discouraged, well that is policy, and I don't want to buck policy too far.

Another potential I see for this Institute, is as a place where enthusiasts can meet, inexpensively, in order to collaborate on related projects. The idea is that once I get enough infrastructure built, I will invite content with a request for content, and a call for papers. Thus I will be attracting people who are aware of the current state of the science, into wikiVersity. Hopefully this will spill over to WikiVersity's benefit since it will be easier for them to find the versity pages than the Institutes pages, and content will go into the main name space where it can be searched.

I realize that this is warping wikiVersity a little bit, and I hope that I am skating the acceptable side of the divide between what is allowable within wikiVersity and what is not, but the intent is to enhance WikiVersities reputation while stretching the University Metaphor a little.--Graeme E. Smith 18:35, 1 February 2009 (UTC)

 * Yes, Mikeu is right that Wikiversity is a collaborative project and thats why it is better not to associate ourselfs as owners of the resources or directors and so on. But if someone would like to play the game of positions and credentions I think it is possible, but it must be told to others, that it is lets say a learning game. University Metaphor? Nice. Did you know that Wikiversity is Universitas magistrorum et scholarium? It is not just for tertiary education but also for children or longlife studies. BTW, I think you dont need to use here the HTML paragraph tag as you do. to structure a conversation we are having here this ":" - it is our tag:-)--Juan de Vojníkov 23:43, 1 February 2009 (UTC)

By the way, does anyone know how I can tag this portal a research site? How I can start a forum or 4 and how I can set up a repository for papers?

Other research portals
Graeme, have you seen Portal:Research? It's kind of disorganized right now but it does seem to have a similar mission to your Institute. It also has other research projects that were added to WV earlier. I like your idea of having interactive forums on the Research portals and perhaps more people would use the forums if (1) your Portal had more connection with the existing Portal, and (2) the existing Portal were visually cleaned up. --AFriedman 20:18, 1 February 2009 (UTC)

 * I may have looked at it while I was doing the research for this portal, By the way I don't claim to be sophisticated in wiki programming what was that change to the NOTOC line about?
 * The changes to the NOTOC line were me trying to figure out how to edit the "Introduction" section (which I did). They weren't a permanent change to the TOC layout.  Do you plan on putting links to your page and its forums in Portal:Research?  --AFriedman 20:47, 1 February 2009 (UTC)

Color me confused, TOC means Table of Contents? None of my pages seem to have the Table of Contents in their layout, although I haven't used NOTOC in their design, is there something I should do to make the Table of Contents visible? It looks like a good idea for the Forums.

On the Portal Research topic I am currently fishing for feedback on the research forum as to whether or not I should expect the institute to survive under WikiVersity's rules. I'd like to get that topic out of the way before I open my Institute to public scrutiny, especially since there might be legal problems with my idea of a repository if so I want to build the legal cautions required into my portal design.--Graeme E. Smith 22:12, 1 February 2009 (UTC)
 * TOC means table of contents. Tables of contents automatically appear if you have more than a certain number of subheaders (I forget the number), unless you use NOTOC with 2 _s on either side.  --AFriedman 22:56, 1 February 2009 (UTC)

OK table of contents is good, in a Forum, Now should the Forum be in the standard name space, or should it be part of the portal? Hmm...--Graeme E. Smith 00:13, 2 February 2009 (UTC)

 * I would recomend main ns, such as AC Forum:-)--Juan de Vojníkov 01:39, 2 February 2009 (UTC)


text:
User talk:MathTeacherTony

 Hello MathTeacherTony, 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. 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.

 * 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.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! SB_Johnny talk 14:19, 1 February 2009 (UTC)

Sounds good!
Do you have any ideas for how you (and or your students) want to use WV? There have been some interesting projects both here and on Wikibooks over the past couple years. --SB_Johnny talk 14:45, 1 February 2009 (UTC)

Some ideas for mathematics teaching with wikiversity
Here are some pages which may give you some ideas: - Hillgentleman | //\\ |Talk 04:21, 6 February 2009 (UTC)
 * student's course work/notes:special:prefixindex/User:Egm6322,
 * homepage of lecture courses:
 * collaborative work: betawikiversity:category:E-Jump Project
 * Robert Elliott's School:Film

 * There's all sorts of other things you could do too... posting lecture plans and notes would be a huge benefit for the next teacher down the road, if you're willing.
 * Top-of-the-head thought: D.C. certainly has interesting urban geometry/trigonometry with the street layouts, so perhaps the students could write up a mathematical tour guide? --SB_Johnny talk 10:28, 6 February 2009 (UTC)
 * Just open your fantasy.--Juan de Vojníkov 20:22, 6 February 2009 (UTC)

Copyrights, videos, etc.
Hi Tony. Not sure what you mean by copyrights... just to be sure you know: everything on wikiversity is "copyleft", meaning it's free for anyone to use once you add it to this site.

Videos would be a great idea. I'll try to find someone on commons to talk you through it, but the three things you need to keep in mind is that they'll have to be licensed compatibly with our license, they should be in an "open source" format like .ogg, and if your students appear in the video, you'll need their parents' permission. This actually came up on Wikibooks last week as well, so I'll try t get a resource started up as an easy reference.

The "Jump" links were from Hillgentleman, not me, but I'm sure he can answer any questions about that.

BTW, if you log in, you can easily "sign your comments" by adding 4 tildes after your post (like this: ~ ). That makes it easier for people to jump back to your talk page. --SB_Johnny talk 13:37, 8 February 2009 (UTC)

Also, you can not copyright an idea. WAS 4.250 02:26, 9 February 2009 (UTC)

OK, started a resource here... hopefully we'll get some feedback from the people on commons :-). If you have more questions or if content added to that page isn't clear, please speak up on the talk page. --SB_Johnny talk 11:51, 9 February 2009 (UTC)

More on copyrights and copylefts
I can fully support the idea of "copyleft" here at Wikiversity. To that end, if I can contribute something worthwhile, I will. But I don't have enough of the resources, material and content to generate worthwhile video on my own. Now, part of my objective is to contribute good video or audio to the educational community. But to do so really requires the help of others. In my case, I'm talking about help from other teachers and students. To make that happen, I'm going to need permission from my school principal.

And, as I mention in SB Johnny's newly-created Copyright page, to create any worthwhile video requires that the other individuals involved grant their permission.

So. . . as they used to say on TV, "Stay tuned."

MathTeacherTony 13:51, 21 February 2009 (UTC)

Algebra II Teaching Videos Now Available
Hello, there, wikiversity teachers and students. For what it's worth, I've added some videos to my YouTube account, most dealing with "completing the square" for quadratics. If I need to do something to make them available here, too, please tell me what to do and I'll do so. I plan to add more videos and to boost my production quality as time goes by but, for now, it's a start.

Any and all criticism or contributions are welcome.

--MathTeacherTony 11:24, 4 March 2009 (UTC)

 * Hello. Just for your information, apart from a simple link, there actually is an embed video extension of the mediawiki software;  It is not enabled on wikiversity, but it might be on wikia. Hillgentleman | //\\ |Talk 12:47, 4 March 2009 (UTC)

I'm back after a long hiatus. ..
The school year is over and I'm preparing to teach Algebra II for Summer School, and pre-calculus for the 2009-2010 academic year. I've continued to add videos to my McKinley Tech dot org Web page, and I'm exploring more relationships to develop online instruction opportunities. Now, I have a question I want to ask the general Wikiversity community.

How can we make online instruction opportunities a success?

My own experience is that the saying "You can lead a horse to water but can't make it drink" is more true than the Field of Dreams phrase, "If you build it, they will come."

I had hoped the reverse would be true but, apparently it's not. Or, perhaps I expected more students to flock to my Web pages and to study the instructional videos I had created. In fact, I even offered extra points on their final exam grades if they watched the videos and posted a constructive comment. Out of my 50-plus students, only a few took advantage of the opportunity. Maybe that's the way it will always be.

Does anyone out there have similar experiences? Dissimilar experiences? Constructive advice?

Thanks in advance,

MathTeacherTony 18:23, 20 June 2009 (UTC)

Creating the model class room for online instruction
I'm a true believer in the value of online instruction, but I know there's a "disconnect" between the information that's available to students and their own decision to use this information to their advantage. I say this from direct experience with my own students at McKinley Tech High School in Washington, D.C.

The trick, I guess, is to understand how to motivate more students to use online-instruction opportunities.

To encapsulate this dilemma with two catch phrases: Teaching students with online instruction is more a case of "You can lead a horse to water but you can't make it drink" than it is "If you build it, they will come."

I'm teaching Algebra II for summer school and I plan to put this dilemma to the test. I also plan to make my classes a lab for on-line instruction. At a minimum, I plan to capture as much of the in-class instruction as useful video content to post for later review. Would it be more valuable as streaming video? I'm not so sure.

Stay tuned. ..

MathTeacherTony 14:40, 21 June 2009 (UTC)

Congratulations!
Congratulations! Your in Badaniron`s Friend List, That means you can talk with Badaniron for just 1 day, Thank you--Badaniron 19:41, 11 May 2010 (UTC)Badiniron

Still pursuing online education opportunities for my students
Hello, Wikieverbody,

It's December 2012 and I'm halfway through my fifth year as a high-school teacher. It's about three years since I last wrote a note in this discussion.

I'm still trying to find the right blend of online instruction, in-class viewing of video instruction that is designed to accompany in-class, hard-copy reading and hand-written note taking so that students learn and (here's an important point) stay on track and engaged rather than deciding they're "bored" and becoming disruptive.

As we all know, a lot has changed in the last few years; most notably the idea of "flipping the classroom" on a grand scale. Khan Academy is the most interesting model I've seen but it's not the best. I think the best is still in the design phase somewhere. Temple University's "Cowculus on the Web" is much richer in its math offerings but that system was designed a long time ago and doesn't have the more modern point-and-click interactivity that so many of my students seem to require. I'm older (56) and I appreciate the richness of what Temple's COW offers. I think it's a great site and, as far as I can tell, still unique in the level of math that's offered in that particular delivery style (stepped advances through various learning modules).

Now we have EdX dot org and 2U.com, as well as flipped-learning dot com and Ed.Ted.

All of these new offerings are pointing us in the right direction, I think. But I'm not sure how well they address the still-unique needs of an individual teacher.

I haven't gone through EdTed's entire tour yet, but the notion that I can individualize any video I can find at YouTube seems like a real breakthrough.

I hope that what I think I've seen at EdTed, the real opportunity for tailoring online videos to my particular cohort of students, is a reality. If it is, that'd be a great step forward.

As I like to say: Stay Tuned!

--MathTeacherTony (talk) 16:13, 15 December 2012 (UTC)

title: User talk:MathTeacherTony


text:
Wikiversity:Threaded discussions with NavFrames with subst/20090201151141

Again, Just Testing what the headline can do....
20090201151334 Hello. testing what the headlines can do. --The Winster talk 15:13, 1 February 2009 (UTC)
 * Comments:

 * reply[]

What links here


text:
User talk:Hannawang

 Hello Hannawang, 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. 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.

 * 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.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --AFriedman 17:11, 1 February 2009 (UTC)

 Hi! Our name is Vicky-Verity. We are twins and are Wikiversity mascots. We think Wikiversity is a great place to learn and make friends (when we aren't sleeping). Leave us a message!

Hi, I see you've written some very interesting Finnish resources on your userpage! have you thought about joining the Foreign Language Resources development? --AFriedman 17:11, 1 February 2009 (UTC)

title: User talk:Hannawang


text:
User talk:RTG

 Hello RTG, 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. 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.

 * 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.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --AFriedman 17:13, 1 February 2009 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn by creating new learning resources or help us by improving the guided tours and other exploration tools. We look forward to seeing you around. Baaaahbye for now.

Warning
This is your on Wikiversity warning. You have been active in a campaign that including misstating events and manipulating other users to the point of misleading people about the actuality of events taking place on Wikiversity. This resulted in massive drama, blocks, and a desysopping. This is a serious abuse of the editing function, and you continue to manipulate the facts on multiple projects. You have broken multiple portions of our civility policy (Lies) and many other concepts that were provided by the WMF (trolling, using Wikiversity as a forum for disruption).

It is one thing to have an opinion or a disagreement, it is another to claim that a project is promoting the socking and disruption of other projects when that has clearly already been stopped. You will be indef blocked for cross-wiki abuse and using this project to disrupt multiple projects if you continue. Ottava Rima (talk) 21:18, 27 March 2010 (UTC)

 * I claim that Editing Wikimedia Ethics/Ethical Breaching Experiments this page was deleted before I made this edit. And it was. So you are lying about it not me. And it is my privelidge to claim that projects which say "possibly execute experiments" in sock puppeting with "how to" pages are encouraging sock puppeting. The discussions are not cross-wiki because I made them so. I will continue to post on those discussions if I am encouraged or feel I have something relevant to say so go harrass a custodian instead because if you want to punish nme you will need one of those to do it. Thanks anyways. ~ R.T.G 23:44, 27 March 2010 (UTC)
 * The admin on Wikiversity and now the Stewards know that when you posted to Jimbo Wales your misleading statement about a breaching experiment happening, you also posted that a possible breaching experiment would be to mislead and manipulate an admin or steward in order to get them to shut down a project. This is exactly what you tried to do. Such actions are unacceptable on Wikiversity. Ottava Rima (talk) 23:50, 27 March 2010 (UTC)
 * By the way, the matter is this: "And it is my privelidge to claim that projects which say "possibly execute experiments" in sock puppeting with "how to" pages are encouraging sock puppeting." You knew 100% that the how to page supporting sock puppetry was deleted 11 days before you posted anything about the matter. Your statements above are false and unacceptable. Ottava Rima (talk) 23:51, 27 March 2010 (UTC)

 * I am telling you, the project supported it not just the how to page. There is obviously a lot of other editors in agreement with that. My statement is false? I am lying and cross-wiki trolling? ~ R.T.G 23:56, 27 March 2010 (UTC)

title: User talk:RTG


text:
User talk:Thermochap~enwikiversity

This is the user talk page for User:Thermochap.

Earlier messages
 Hello Thermochap, 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. 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.

 * 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.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --AFriedman 17:14, 1 February 2009 (UTC)

 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

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 Thermochap. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Thermochap~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:45, 17 March 2015 (UTC)

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

title: User talk:Thermochap~enwikiversity


text:
User talk:Raging Bull~enwikiversity

 Hello Raging Bull, 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. 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.

 * 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.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --AFriedman 17:14, 1 February 2009 (UTC)

 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

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 Raging Bull. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Raging Bull~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:41, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:18, 19 April 2015 (UTC)

title: User talk:Raging Bull~enwikiversity


text:
User:Chpfeiffer

Maybe more to come :p

title: User:Chpfeiffer


text:
Brezhoneg Unan/Lesson 1/Goulennoù/Quiz

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" Order the Breton sentence by entering the sequence numbers :
 * style="background-color: #eed153; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="1" |
 * 1 = first,
 * 2 = second,
 * etc.
 * X = Does not belong to the sentence

Start with this example
{ Good day to you. |}
 * type="{}"}
 * Does not belong to the sentence.
 * Demat dit !
 * = Day-good to thee.
 * = Day-good to thee.

{| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: #eed153; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="1" |

Now go on with the quiz
{ What are you doing ?
 * type="{}"}

{ I must go now.
 * type="{}"}

{ The weather is fine.
 * type="{}"}

{ How are you ? |}
 * type="{}"}

title: Brezhoneg Unan/Lesson 1/Goulennoù/Quiz


text:
User:Grapefruits14

This is grapefruits14 page

title: User:Grapefruits14


text:
Template talk:Make a portal/Tab2

BASEPAGENAME Problems
I am trying to create a new portal, that has its own infrastructure, and I am using the Tabbed portal template to do it. Everything works well in the first page, but when I try to tab in a sub-page it drops me back to the second page of the original Portal when I click on the second tab. This essentially would act to limit the Tabbed portal template to only one level of portal

I have traced the problem back to the BASEPAGENAME constant which is set for the Base page the actual first page of the portal. Not the base page of the original tab.

I am a relative newbie at Wiki programming but have extensive experience programming in other languages. The problem seems to be with BASEPAGENAME, what I need to do is to override, or redefine it for the particular page I am working in.

Is there a way to locally change BASEPAGENAME or should I do a subst: and reprogram the tab and tabbed portal? I thought this discussion should be associated with the tab, in case other people try to use the template and are not as sophisticated as I am.

title: Template talk:Make a portal/Tab2


text:
Talk:Research discussion forum

I want to implement 4 forums on GreySmith Institute is there someplace where I can get a template? or a special namespace that I have to create the page in, for it to get the forum extras? (A table of contents would be nice) I cant see how your forum was designed so I can't borrow it.--Graeme E. Smith 21:37, 1 February 2009 (UTC)

 * Depends, if you need a special extension for a forum. In fact you cant create new namespace nor add and extension. You can create extra pages and add a template with instructions. But the discussion which is pefromed here is done via different wiki pages and maybe also via IRC channels.--Juan de Vojníkov 22:15, 1 February 2009 (UTC)

Oh, and I want to implement a repository for papers if that is ok, the idea being that papers would be GDFL until sold for publishing (The version of the publisher would of course be copy-edited and so would fall under a separate copyright (I think)) we would of course remove the articles in question when they are sold.--Graeme E. Smith 21:49, 1 February 2009 (UTC)

 * This post would better fit to Colloquium. But I would sudgest to license it under cc-sa-by 3.0.--Juan de Vojníkov 22:15, 1 February 2009 (UTC)

title: Talk:Research discussion forum


text:
Type II diabetes

Diabetes mellitus type 2 is a "subclass of diabetes mellitus that is characterized initially by insulin resistance and hyperinsulinemia; and eventually by glucose intolerance; hyperglycemia; and overt diabetes. Type II diabetes mellitus is no longer considered a disease exclusively found in adults. Patients seldom develop ketosis but often exhibit obesity."

The U.S. Centers for Disease Control and Prevention provides a slightly more expanded description:

 Type 2 diabetes was previously called non–insulin-dependent diabetes mellitus (NIDDM) or adult-onset diabetes. In adults, type 2 diabetes accounts for about 90% to 95% of all diagnosed cases of diabetes. It usually begins as insulin resistance, a disorder in which the cells do not use insulin properly. As the need for insulin rises, the pancreas gradually loses its ability to produce it. Type 2 diabetes is associated with older age, obesity, family history of diabetes, history of gestational diabetes, impaired glucose metabolism, physical inactivity, and race/ethnicity. African Americans, Hispanic/Latino Americans, American Indians, and some Asian Americans and Native Hawaiians or Other Pacific Islanders are at particularly high risk for type 2 diabetes and its complications. Type 2 diabetes in children and adolescents, although still rare, is being diagnosed more frequently among American Indians, African Americans, Hispanic/Latino Americans, and Asians/Pacific Islanders.

Diagnosis
The World Health Organization definition of diabetes is for a single raised glucose reading with symptoms, otherwise raised values on two occasions, of either :
 * fasting plasma glucose ≥ 7.0mmol/l (126mg/dl)
 * or

 * With a Glucose tolerance test, two hours after the oral dose a plasma glucose ≥ 11.1mmol/l (200mg/dl)

♦ Impaired fasting glucose
Impaired fasting glucose is defined as:
 * Fasting glucose level > 5.6 mmol/l (100 mg/dl) and <  6.9 mmol/l (125mg/dl).

♦ Impaired glucose tolerance
Impaired glucose tolerance is defined as :
 * Two-hour glucose levels of 140 to 199 mg per dL (7.8 to 11.0 mmol) on the 75-g oral glucose tolerance test

Screening and prevention
Regarding the mass screening for diabetes, in 2008 the US Preventive Services Task Force concluded:
 * " Screen for type 2 diabetes in asymptomatic adults with sustained blood pressure (either treated or untreated) greater than 135/80 mm Hg. (B recommendation)"
 * "Current evidence is insufficient to assess the balance of benefits and harms of routine screening in asymptomatic adults with blood pressure of 135/80 mm Hg or lower. (I statement)"

Screening obese patients may also be beneficial.

Prior guidelines
In 2003, US Preventive Services Task Force concluded:
 * "The USPSTF recommends screening for type 2 diabetes in adults with hypertension or hyperlipidemia." This was a grade B recommendation
 * "The evidence is insufficient to recommend for or against routinely screening asymptomatic adults for type 2 diabetes, impaired glucose tolerance, or impaired fasting glucose" (italics by CZ), this was a grade I recommendation when published in 2003.

Accuracy of tests for early detection
Various testing strategies are available, including a clinical prediction rule.

The fasting plasma glucose > 7.0 mmol/L (126 mg/dL), compared to a 2-hour postload glucose level of at least 11.1 mmol/L (≥ 200 mg/dL) as a reference standard, has :
 * Fasting plasma glucose
 * sensitivity about 50%
 * specificity greater than 95%

A random capillary blood glucose > 6.7 mmol/L (120 mg/dL) has:
 * Random capillary blood glucose
 * sensitivity of 40% to 75%
 * specificity of 93% to 88%

Glycosylated hemoglobin A (Hb A1c) values that are elevated (over 5%), but not in the diabetic range (not over 7.0%) are predictive of subsequent clinical diabetes in US female health professionals. In this study, 177 of 1061 patients with Hb A1c value less than 6% became diabetic within 5 years compared to 282 of 26281 patients with a Hb A1c value of 6.0% or more. This equates to a Hb A1c value of 6.0% or more having:
 * Glycosylated hemoglobin
 * sensitivity = 16.7%
 * specificity = 98.9%

Benefit of early detection
According to the US Preventive Services Task Force, the benefits are:
 * In hypertensive patients, identifying diabetes would lower the goal diastolic pressure to ≤ 80 mm Hg.
 * In hypercholesterolemia patients, identifying diabetes would affect decision making due to changes in calculating cardiovascular risk in the ATP3 clinical practice guideline.

The American College of Endocrinology recently announced guidelines for the treatment of prediabetes.

Since publication of the USPSTF statement, a randomized controlled trial of prescribing acarbose to patients who do not have overt diabetes, but are a "high-risk population of men and women between the ages of 40 and 70 years with a body mass index (BMI), calculated as weight in kilograms divided by the square of height in meters, between 25 and 40. They were eligible for the study if they had IGT according to the World Health Organization criteria, plus impaired fasting glucose (a fasting plasma glucose concentration of between 100 and 140 mg/dL or 5.5 and 7.8 mmol/L) found a number needed to treat of 44 (over 3.3 years) to prevent a major cardiovascular event.

Subsequently in 2005, an evidence report by the Agency for Healthcare Research and Quality (AHRQ) concluded that "there is evidence that combined diet and exercise, as well as drug therapy (metformin, acarbose), may be effective at preventing progression to DM in IGT subjects".

Life-style changes can delay the onset of diabetes. Life-style changes can reduce cardiovascular risk factors.

Metformin can improve "weight, lipid profiles, and insulin resistance, and reduces new-onset diabetes by 40%." according to a meta-analysis. The meta-analysis also concluded that "the long-term effect on morbidity and mortality should be assessed in future trials." This meta-analysis includes an earlier randomized controlled trial that found that metformin can delay the onset of diabetes.

The DREAM study has reported that rosiglitazone but not ramipril can delay the onset of diabetes. Although the DREAM study performed carotid ultrasounds on 20% of patients, these results have not been reported.

Remission
An initial randomized controlled trial found that intensive insulin treatment with a goal of normoglycaemia can cause diabetes to remit in one of four patients after one year of follow-up.

Chronic care of outpatients
For most patients the goal of treatment should be a Hb A1c of 7.0%. Below is a summary of clinical practice guidelines and randomized controlled trials that support this recommendation.

Practice guidelines
For most patients, clinical practice guidelines recommend a goal Hb A1c of 7.0%. Previously the American Diabetic Association has suggested a goal of 6.0% but their current recommendation of 7% is align with the more recent ACCORD trial that targeted 6% (see below) has halted early due to increased harm in the intervention group.

Clinical practice guidelines by the National Institute for Health and Clinical Excellence recommend a goal Hb A1c of 7.5%. These guidelines have been summarized.

In older patients, clinical practice guidelines by the American Geriatrics Society states "for frail older adults, persons with life expectancy of less than 5 years, and others in whom the risks of intensive glycemic control appear to outweigh the benefits, a less stringent target such as 8% is appropriate."

Evidence from trials
A Hb A1c goal of 7% over 10 years was found in the UK Prospective Diabetes Study (UKPDS 33) randomized controlled trial to reduce diabetic complications in one out of every 20 patients (number needed to treat = 20).

A Hb A1c of 6.9% over 6 years was found in the VA Diabetes Trial (VADT) randomized controlled trial to have no significant effect on diabetic complications. Although the treatment group averaged an Hb A1c of 6.9%, the goal was 6.0%.

A Hb A1c goal of 6.5% over 5 years was found in the ADVANCE randomized controlled trial not to reduce mortality. The intervention group had 0.9% less nephropathy, but more severe hypoglycemia.

A Hb A1c goal of 6% over 3.5 years was found in the ACCORD randomized controlled trial found to increase serious complications.

Practice guidelines
Two clinical practice guidelines are available; however, both of these guidelines were developed without broad representation of stakeholders. This may lead to overly aggressive clinical recommendations.

A clinical practice guideline from the American Association of Clinical Endocrinologists (AACE) recommends the following target blood glucose levels:
 * "Preprandial, less than 110 mg/dL (grade C recommendation)"
 * "Peak postprandial, less than 180 mg/dL (grade B recommendation)"
 * "Critically ill patients, between 80 to 110 mg/dL (grade A recommendation)"

A clinical practice guideline from the American Diabetes Association (ADA) states
 * "Critically ill patients: blood glucose levels should be kept as close to 110 mg/dl (6.1 mmol/l) as possible and generally <140 mg/dl (7.8 mmol/l). (A) These patients require an intravenous insulin protocol that has demonstrated efficacy and safety in achieving the desired glucose range without increasing risk for severe hypoglycemia. (E)"
 * "Non–critically ill patients: there is no clear evidence for specific blood glucose goals. Since cohort data suggest that outcomes are better in hospitalized patients with fasting glucose <126 mg/dl and all random glucoses <180–200, these goals are reasonable if they can be safely achieved. Insulin is the preferred drug to treat hyperglycemia in most cases. (E)"
 * "Due to concerns regarding the risk of hypoglycemia, some institutions may consider these blood glucose levels to be overly aggressive for initial targets. Through quality improvement, glycemic goals should systematically be reduced to the recommended levels. (E)"

Older versions (2007) of these clinical practice guidelines were more aggressive regarding non-critically ill patients:
 * "Non-critically ill patients: premeal blood glucose levels should be kept as close to 90 to 130 mg/dL (5.0 to 7.2 mmol/L; midpoint of range 110 mg/dL) as possible given the clinical situation and postprandial blood glucose levels <180 mg/dL. Insulin should be used as necessary. (E)"

Evidence from trials
Randomized controlled trials of tight glucose control in the critical care and perioperative care settings have produced mixed results. A meta-analysis of trials in the critical care setting concludes there is no benefit to tight control.
 * Adults

Since the meta-analysis, an additional negative randomized controlled trial has been published.

Regarding surgical patients in a critical care setting, a large randomized controlled trial (1548 patients) concluded "intensive insulin therapy to maintain blood glucose at or below 110 mg per deciliter reduces morbidity and mortality among critically ill patients in the surgical intensive care unit." However, other trials have not found this benefit according to a meta-analysis. This trial has been criticized for the following reasons:
 * 1) "The trial was stopped early for an unexpectedly large treatment effect, which can overestimate the efficacy of treatment or result in a false-positive finding;"
 * 2) "The relative reduction in mortality for a decrease of 50 mg/dL in morning glucose levels seems biologically implausible and exceeds that for any other intervention in critically ill patients;"
 * 3) "The mortality rate in the control group was much higher than that noted in tertiary care medical centers in the United States. On admission to the ICU, all patients received 200 to 300 g/d of intravenous dextrose followed by enteral or parenteral nutrition, an unusual practice considering the deleterious effects of parenteral nutrition; at least in part, the difference in outcomes between the 2 arms in this study might have reflected the harm of maintaining the control group as hyperglycemic rather than the benefit of strict glucose control in the intervention group."

Regarding medical patients in a critical care setting, a large randomized controlled trial that compared a goal blood glucose level of 80 to 110 mg per deciliter (4.4 to 6.1 mmol per liter) to a goal blood glucose level of between 180 and 200 mg per deciliter (10 and 11 mmol per liter) concluded "intensive insulin therapy significantly reduced morbidity but not mortality among all patients in the medical ICU. Although the risk of subsequent death and disease was reduced in patients treated for three or more days, these patients could not be identified before therapy." Tight control may protect renal function.

Among medical patients with /septic shock/, intensive insulin therapy and pentastarch increased adverse events in a randomized controlled trial.

A meta-analysis was published in 2006 that did not include the two trials above that were published later that did not reduce mortality. This meta-analysis concluded that tight control was beneficial in surgical critical care. However, in addition to not including the two more recent negative trials, this meta-analysis overlooked the problems with the largest trial that were noted by the other meta-analysis.

Regarding intraoperative control of glucose, a randomized controlled trial concluded "the increased incidence of death and stroke in the intensive treatment group raises concern about routine implementation of this intervention."

Lower blood sugars may be beneficial in the intensive care of children.
 * Pediatrics

Self monitoring of blood glucose
It is unclear if self-monitoring of blood glucose improves outcomes among "reasonably well controlled non-insulin treated patients with type 2 diabetes." Self-monitoring may reduce quality of life.

Diet
A low glycemic index diet may reduce the HbA1c.

Sulfonylureas
Sulfonylureas are insulin secretagogues.

Biguanides
Biguanides are insulin sensitizers and include metformin and phenformin.

Thiazolidinediones
Thiazolidinediones (TZDs) are insulin sensitizers and include rosiglitazone, pioglitazone, and troglitazone.

α-glucosidase inhibitors
α-glucosidase inhibitors reduce carbohydrate absorption and include acarbose and miglitol.

Meglitinides
Meglitinides stimulate insulin release. Examples include nateglinide, repaglinide, and their analogs.

Peptide analogs

 * Incretin mimetics. Incretin is an insulin secretagogue.
 * Glucagon-like peptide (GLP) analogs (subcutaneous administration)
 * exenatide
 * liraglutide (not FDA approved)
 * Gastric inhibitory peptide (GIP) analogs
 * None are FDA approved
 * Incretin enhancement by dipeptidyl peptidase-4 (DPP-4) inhibitors
 * sitagliptin is an oral inhibitor of DPP-4
 * Amylin agonist analog (slows gastric emptying and suppresses glucagon)
 * pramlintide

Oral drugs
If dietary changes are not successful, medication is needed. A systematic review of randomized controlled trials found that metformin and second-generation sulfonylureas and are excellent choices. Confirming the role of metformin, the initial choice of anti-diabetic drug has been compared in a randomized controlled trial which found "cumulative incidence of monotherapy failure at 5 years of 15% with rosiglitazone, 21% with metformin, and 34% with glyburide." Rosiglitazone had more weight gain and edema. Rosiglitazone may increase risk of death from cardiovascular causes. Pioglitazone and rosiglitazone may increase the risk of fractures. Pioglitazone, an insulin sensitizer, may reduce atherosclerosis compared to sulfonylureas which are insulin secretagogues.

For patients with heart failure, metformin may be the best choice.

Insulin regimens
If antidiabetic drugs fail, insulin therapy may be necessary. The initial insulin regimen can be chosen based on the patient's blood glucose profile.

Bedtime insulin
Initially, adding bedtime insulin to patients failing oral medications is more effective and with less weight gain than using multiple dose insulin. Nightly insulin combines better with metformin that with sulfonylureas. The initial dose of nightly insulin (measured in IU/d) should be equal to the fasting blood glucose level (measured in mmol/L). If the fasting glucose is reported in mg/dl, multiple by 0.05551 (or divided by 18) to convert to mmol/L.

Multiple dose insulin
When nightly insulin is insufficient, multiple doses are required.

Typical total daily dosage of insulin is 0.6 U/kg with starting doses of 0.25 U/kg. 4 units can be added for each 18 mg/dl over 180 mg/dl. A typical final dose is about 45 units per day. More complicated estimations to guide initial dosage of insulin are:
 * For men, [(fasting plasma glucose [mmol/liter]–5)x2] x (weight [kg]÷(14.3xheight [m])–height [m])
 * For women, [(fasting plasma glucose [mmol/liter]–5)x2] x (weight [kg]÷(13.2xheight [m])–height [m])

 * Premixed insulin with a fixed ratio of short and intermediate acting insulin; this tends to be more effective than long acting insulin, but is associated with more hypoglycemia.  . Initial total daily dosage of biphasic insulin can be 10 units if the fasting plasma glucose values are less than 180 mg/dl or 12 units when the fasting plasma glucose is above 180 mg/dl". A guide to titrating fixed ratio insulin is available (http://www.annals.org/cgi/content/full/145/2/125/T4).

 * Long acting insulins such as insulin glargine and insulin detemir (shorter half-life). A meta-analysis of randomized controlled trials by the Cochrane Collaboration found "only a minor clinical benefit of treatment with long-acting insulin analogues for patients with diabetes mellitus type 2." More recently, a randomized controlled trial found that although long acting insulins were less effective, they were associated with less hypoglycemia.

Treatment of associated diseases
Treating to a goal of LDL-C < 70 mg/dl and systolic blood pressure to < 115 mm Hg may cause regression of carotid intial media thickness in a randomized controlled trial.

ACE inhibitors
The HOPE study suggests that diabetics should be treated with ACE inhibitors (specifically ramipril 10 mg/d) if they have one of the following : After treatment with ramipril for 5 years the number needed to treat was 50 patients to prevent one cardiovascular death. Other ACE inhibitors may not be as effective.
 * hypertension
 * hypercholesterolemia or reduced low high-density lipoprotein cholesterol levels
 * cigarette smoking
 * microalbuminuria

Hypertension
When treating hypertension in the diabetic patients, the goal blood pressure is 130/80 which is lower than in non-diabetic patients.

Hypercholesterolemia
Various clinical practice guidelines have addressed the treatment of hypercholesterolemia. The American College of Physicians has addressed hypercholesterolemia in patients with diabetes. Their recommendations are:
 * Recommendation 1: Lipid-lowering therapy should be used for secondary prevention of cardiovascular mortality and morbidity for all patients (both men and women) with known coronary artery disease and type 2 diabetes.
 * Recommendation 2: Statins should be used for primary prevention against macrovascular complications in patients (both men and women) with type 2 diabetes and other cardiovascular risk factors.
 * Recommendation 3: Once lipid-lowering therapy is initiated, patients with type 2 diabetes mellitus should be taking at least moderate doses of a statin (the accompanying evidence report states "simvastatin, 40 mg/d; pravastatin, 40 mg/d; lovastatin, 40 mg/d; atorvastatin, 20 mg/d; or an equivalent dose of another statin").
 * Recommendation 4: For those patients with type 2 diabetes who are taking statins, routine monitoring of liver function tests or muscle enzymes is not recommended except in specific circumstances.

Statin therapy prevents major vascular events in about 1 of every 24 patients with [diabetes who use the treatment for 5 years if they are similar to the patients in the meta-analysis by Kearney et al (Number needed to treat is 24).

Treating to a goal of LDL-C < 70 mg/dl and systolic blood pressure to < 115 mm Hg may cause regression of carotid intial media thickness in a randomized controlled trial.

Obesity
Bariatric surgery remits diabetes mellitus type 2 in more than 1 of every two people after 2 years if they are similar to the patients in the randomized controlled trial / meta-analysis by Dixon et al (Number needed to treat is 1.74). In this trial 73% of the patients who remitted their diabetes versus 13% of the patients in the control group.

title: Type II diabetes


text: File:Diabetes Prevalence US.jpg

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