text:
User:JWSchmidt/Blog/6 May 2007

Can Wikiversity be a place for learning music by participating in collaborative music making projects? What legal issues should Wikiversity participants keep in mind when creating and licensing song files for sharing on the internet?

Music
I am seriously tempted to do a major cleanup of Portal:Humanities, Portal:Music and School:Music and Dance. I did not touch the Humanities Portal back when I updated most of the main Wikiversity portal pages. There is plenty of room for making improvements to these three pages with the goal of making Wikiversity more welcoming to people who are interested in music and visual arts.

I have started working at GarageBand music on the "Wiki Way" song project. I'm also making use of pages such as Introduction to music. My goal is to have a short music video for use at a new Main Page and Wikiversity the Movie.

Royalties
One issue related to music files that has been raised by User:ShakespeareFan00 is the relevance of SoundExchange to re-use of audio files on the internet. The GFDL and Creative Commons licenses such as Attribution-ShareAlike 3.0 allow anyone the freedom to re-use sound files that use these licenses. SoundExchange is in the business of collecting royalties for people who have the right to collect royalties from "song performances". In the context of music on the internet, SoundExchange seems to take the position that anytime a digital song file is shared by "webcasters" over the internet, that constitutes a "performance" of the song, allowing owners of songs to collect payment for the performance of songs they own the rights to.

User:ShakespeareFan00 has expressed concern that SoundExchange might try to collect money from people who webcast copyleft and ShareAlike sound files. Creative Commons licenses are generally not as "free" as the GFDL, although I think the GFDL and the CC Attribution-ShareAlike 3.0 licenses have the same intent and it is common for people to co-license under these two licenses. In particular, with respect to royalties, the GFDL says, that it is, "a world-wide, royalty-free license, unlimited in duration". The CC Attribution-ShareAlike 3.0 license says, "The Licensor waives the right to collect royalties," and "In those jurisdictions in which the right to collect royalties through any statutory or compulsory licensing scheme cannot be waived, the Licensor reserves the exclusive right to collect such royalties". I think this means that SoundExchange has no basis for trying to collect royalties on webcasts of songs that are licensed under the GFDL or CC Attribution-ShareAlike 3.0.
 * copyright - "all rights reserved", including the right to collect royalties
 * copyleft - "no rights reserved"
 * share-alike - "some rights reserved"

Moral rights
Anyone making derivative works needs to keep in mind moral rights, but I think as long as you are not going out of your way to hurt people it should be easy not to run into any trouble with this. It might be good to add something about this at Scholarly ethics.

GarageBand
I have been using Apple' GarageBand software. GarageBand provides some built-in sounds for you to use. "Every podcast sound included with GarageBand is 100% royalty-free, so you can use what you want at will. Add them in during your post-production, or, if you prefer a fly-by-the-seat-of-your-podcast approach, you can even trigger effects during live recording." (source). From the GarageBand license, "GarageBand Software. You may use the Apple and third party audio loop content (Audio Content), contained in or otherwise included with the Apple Software, on a royalty-free basis, to create your own original music compositions or audio projects. You may broadcast and/or distribute your own music compositions or audio projects that were created using the Audio Content, however, individual audio loops may not be commercially or otherwise distributed on a standalone basis, nor may they be repackaged in whole or in part as audio samples, sound effects or music beds." So, I think it is clear, GarageBand sounds can be used inside of songs licensed by their creators under the GFDL or a share-alike license.

Licensing statements in song files
I'd be very interested to know if it is possible to include licensing information in ogg format audio files without having to include that information in the sound track. I have been willing to include spoken statements about licensing at the end of some audio files (see for example Image:WCRApril28PartB.ogg), but it seems silly to have to add such a statement about licensing to the audio track of a song. We do not add "GFDL" into every image that we license under the GFDL. There are many short ogg files at Commons (including files that are single spoken words!) for which it would be crazy to add a spoken statement about licensing. Maybe there needs to be a way to play sound files into Google and automatically get a link to webpages with licensing information for the files.

title: User:JWSchmidt/Blog/6 May 2007


text: Category:Computing

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

title: Category:Computing


text:
Principles of electricity/Voltage

Purpose
This lesson is designed to teach the fundamental characteristics of voltage.

What is Voltage?
Voltage is a measure of the electric force available to cause the movement or flow of electrons. Thus, voltage in itself implies no movement of electrons, but the potential to cause electrons to move.

Voltage measurements of direct current
When an electric force is available to cause the movement of electrons, a voltmeter is used to measure the potential. When that potential is unchanging, it is said to be a direct current or DC potential. DC electricity typically comes from a battery, but may come from a filtered, rectified power supply. More on rectification and filtering later.

Voltage measurements of alternating current
When an electrical force is available to cause the movement of electrons, it can sometimes not be measured accurately using a simple volt meter because the value is changing instant-by-instant. In a typical generator, for example, it can be changing in value between -110Volts and +110 volts in a sinusoidal (sine wave) fashion. Voltage that changes instant-by-instant, such as your household power, is called AC or Alternating Current.

In these cases, a rectified value is extracted and filtered in order that an average, 'positive' voltage value can be measured. More on the mechanism of rectification later but know that this is a method of converting AC into DC electricity.

AC riding on DC
In some cases, a DC potential is present but its value has an alternating component. Imagine a graph with a positive or negative value, but with a variation in height (vertical value) over time (horizontal value). Another way of looking at might be as fluctuations up an down upon a steady positive or negative value (example: negative 33 volts DC with a +- 6 volt variation).

Voltage, Conductors, Insulators and Semi-conductors
Voltage is a potential to move electrons. Any space that exists between two points of different voltage potential will fall into one of three categories.

A conductor presents little resistance or impedance to the flow of electricity. Copper and most metals and impure water (sweat, blood) are good conductors.

An insulator presents a great deal of resistance to the flow of electricity. Good insulators include most pure plastics, wood, ceramic, glass, rubber, air, and hard vacuum.

A semi-conductor is a material that must be coaxed into conducting by the application of a sizeable voltage.

Voltage, Resistance/Conductance and Current
In simple DC circuits, voltage, resistance and current are tightly related. As you might imagine, as resistance (to the force of voltage) goes up, the flow of electrons or current goes down. Thus, voltage (potential) and current (electron flow) are directly related, while resistance and current are inversely related. Voltage, current and resistance have been standardized in relation to one another such that we can say that Voltage = Current * Resistance. In electronics, voltage uses the symbol E, current uses I and resistance uses R. The above equation becomes E = I * R.

Voltage Calculations
Voltage is measured by placing the two leads of a multimeter at two ends of a circuit fragment. Measuring a battery voltage, for instance, we place one lead on the positive (+) terminal and another on the negative (-) terminal. If this is a 9V battery, we hope to find 9 volts.

Consider a simple light bulb connected to the two leads of the 9V battery. If you place your multimeter's leads across the battery's terminals, you are simultaneously placing the leads across the bulb's contacts. You are simultaneously measuring both the voltages across the battery and across the bulb. As you correctly imagine, the measurement should read 9 volts. Now if you add a second, identical bulb right next to the first, you still see 9 volts. However, you are measuring across 2 bulbs. Did the bulbs dim at all?

Series Resistance
Next, connect one of your two bulbs to one battery terminal only this time, take the second one and connect it between the opposite contact of the first bulb and the second terminal of the battery. Unsurprisingly, the voltage measured across the battery remains 9 volts. However, now we have a new point to measure between the two light bulbs! Taking a measure from this to either battery terminal, we find a reading of 4.5 volts, or half the total voltage.

Measuring identical resistances in series (daisy-chained resistances) should show that the value of each voltage measure is the value of the source (or total; 9V) divided by the number of identical resistances (in this case, 2 identical light bulbs; 9V/2 or 4.5V) placed in series. This works regardless of the number of resistors (a generic term for anything that conducts DC voltage and provides some resistance).

Series resistors may not be equal. How can we estimate the value we should see? Consider our example of a 9V battery and, in this case, 3 equal resistors. Effectively, we can divide this into a single resistor and two other resistors. Measuring, we find that the voltage across the first resistor is 3V and across the remaining two is 6 V. Add them up and get 9V. Seems simple. When we add the values, we always end up with the source voltage. It's not just a convenience it's a law called Kirchhoff's voltage law.

But we also see that the voltage across serial resistors can be prorated. That is, the amount of resistance across the voltage measured is equal to the fraction of its proportion of the total serial resistance. If each bulb has a resistance value of 1 Ohm (the unit of resistance) then its voltage will be 9V * (1 Ohm/3 Ohm) = 9V * 1/3 = 3V. Thus, each of the three bulbs in series drops 3 volts. Conversely, and as you would imagine, the voltage measured across two adjacent bulbs would be 6V. Did you notice something? The three bulbs were designed for 9V apiece. They experience only the force, or electrical potential, of 3 volts. These bulbs do not light at all or shine very weakly.

Parallel resistance
In a parallel circuit (or circuit fragment), two or more resistors are connected to common points at two ends. Just like the two light bulbs in our first example: the legs of the circuit experience the same voltage at their ends. But what about their resistance? How does it differ from a simple series circuit?

Considering the two bulbs across our 9V battery, we see that each drops 9 volts. However, each is equally bright or is using up an equal amount of power. Thus, we can assume that each is drawing the same amount of current. Since the resistance for each is identical, we see that the current being used by two bulbs is double what one would use. Okay, great.

9V= constant voltage / Resistance. If we assume the current is double, it is being split between the two bulbs, right? Thus, we know that, for the circuit of two resistors (our two bulbs), we have 9V = 2 * (constant current) * Resistance. Now, we know that the 9V did not change. So, we can solve for the resistance of our circuit by showing it is reduced by 1/2. Let's solve for Resistance. Resistance = 9V / 2 (constant current). In our earlier equation, we saw that at a constant current for each bulb, 9V = constant current * Resistance, which is equivalent to Resistance = 9V / constant current.

Taking these items together, we learn that identical resistances added in parallel are equal to one divided by the number of parallel circuits. In the above example, resistance is 1/2 what it was for a single bulb. It can easily be seen that a third leg would make it 1/3 the original value.

In fact, it can be demonstrated that the total resistance provided by any number of parallel legs of various resistances is equal to one over the inverse of their separate values. That is hard to write on these Wikiversity pages but I shall make the attempt.

R(total) = 1/(1/R1+1/R2+1/R3+1/R4+…+1/Rn)

In the above example, we have 1/(1/resistance + 1/resistance) = 1/(2/resistance) so we have resistance/2 or 1/2 * resistance after division. With a third leg, it would be 1/3 * resistance. If the resistance for one leg is 90 Ohms, for two it would total 45 Ohms and for 3 legs, 30 Ohms and so on.

Circuits made up of series and parallel portions When working with hybrid circuits consisting of series and parallel portions, first calculate a total for each series leg, and then calculate parallel parts. Repeat this exercise until you have calculated the value for which you are searching.

AC Voltage measurements
AC Voltage measurements are made in a nearly identical fashion to DC. However, AC uses impedance instead of resistance due to the reactions certain components have to alternating current. Know that you can use the same basic calculation steps as you did for DC, but these calculations may need to be repeated as impedance changes across different frequencies for certain circuit components.

More on impedance later.

Voltage Formulas

 * $$V = I R$$ . For a straight line conductor
 * $$V = \frac{W}{Q}$$ . For 2 parallel conductors (not explained in this lesson)
 * $$V = N L I$$ . For coil of N circles conductors (not explained in this lesson)

title: Principles of electricity/Voltage


text:
User talk:CommonsDelinker

If you are a bot, please have your creator take a look at Bots. --JWSchmidt 22:43, 6 May 2007 (UTC)

title: User talk:CommonsDelinker


text:
Introduction to software development methodologies

A series of activities aimed to help you grasp a range of traditional and non-traditional system development methodologies, and communicate your learning to your peers.

Research Activity 1: A grounding in tradition
Print (or save) the wikipedia article on the Waterfall model for software development Using a highlighter (or otherwise):
 * Identify the main features/important aspects of the waterfall methodology.
 * Who do you reckon the Waterfall method would appeal to? (End users, funding stakeholders, project managers, developers). Why?
 * Describe the main arguments for and against using a Waterfall methodology for a large project.

Find two other articles from what you consider to be reliable sources describing the Waterfall development process. You might like to choose one positive and one negative article. Use these articles to add to your responses to the above questions.

Finally, create either a brief report (1 page) or even better, a blog post, introducing the Waterfall methodology to a new student using your responses above. Make sure you include links to your sources, that you write your own thoughts, and that you address your target user audience (a new student who has not heard of development methodologies before). by milan

Research Activity 2: A new methodology
Print (or save) the wikipedia article on the Agile software development. Using a highlighter (or otherwise):
 * Describe how Agile development compares and contrasts to more traditional development processes (such as the Waterfall model).
 * Describe the main arguments for and against using a Agile software development design method such as Extreme Programing or one of the other methods for a large project.

Find two other articles from what you consider to be reliable sources describing Agile development. You might like to choose one positive and one negative article. Use these articles to add to your responses to the above questions.

Finally, create either a brief report (1 page) or even better, a blog post, introducing the Agile development to a new student using your responses above. Make sure you include links to your sources, that you write your own thoughts, and that you address your target user audience (a new student who has not heard of development methodologies before).

Scenarios for development methodologies
Using your knowledge of different development processes, ... TBD.


text:
Talk:XML

Departments vs. Courses
For those collaborating on this project:

If this is a department, i.e. the department or division of XML, then using the "Topic:" namespace is appropriate. However, if this is a course, it should most likely be moved into the main namespace. --Remi 05:04, 7 May 2007 (UTC)

title: Talk:XML


text: User talk:Stuart.mcfarlan

title: User talk:Stuart.mcfarlan


text:
User:Danny1loo

I am currently a student of languages and literature. I hope that I will soon have a degree in English, Spanish and Portuguese, which is my mother tongue, by the way. I am Brazilian and a good speaker of English and Spanish. I also speak some French.

title: User:Danny1loo


text: User talk:Danny1loo

title: User talk:Danny1loo


text:
User:Roy.morgenshtern

hi... i'm roy morgenshtern, also known as morgy. 21 YO, israel.

i belive wikis and the internet is the best way to help people learn and develop, and i'm here to help.

my first try to help people learn freely by the internet is "morgy words". it is a website that shows you all the words for the psychometric exam in israel(in hebrew), and let you browse card after card... here is the link:

i'll try to promote this cause farther...

title: User:Roy.morgenshtern


text: User talk:Roy.morgenshtern

title: User talk:Roy.morgenshtern


text:
User talk:Sweetstudent~enwikiversity

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 Sweetstudent. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Sweetstudent~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 00:05, 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) 06:23, 19 April 2015 (UTC)

title: User talk:Sweetstudent~enwikiversity


text: User talk:Elinruby

title: User talk:Elinruby


text:
Portal talk:Internal medicine

I am planning on starting contributions to the school, as is my partner. If anyone wants to start laying out specific needs, that would be great.Palmd001 16:05, 7 May 2007 (UTC)

I've started a Category:Internal Medicine Interest Group to help with development.--PalMD 19:08, 7 May 2007 (UTC)

 * Welcome! Broadly speaking, here we are trying to develop viable online learning communities around online learning resources. Personally, I think the possibilities are endless, but a good rule of thumb is to first develop materials that you are most interested in. Please feel free to add whatever educational materials you see fit. It's always great to come across new users with such enthusiasm! --HappyCamper 19:18, 7 May 2007 (UTC)

Goals
--PalMD 18:20, 8 May 2007 (UTC)
 * What material should be included in IM? Links to other Wiki resources? Original articles? Modified articles?
 * What level(s) should we speak to? Lay public? Internists? Med Students?

 * This first rule is that Wikiversity editors should have fun. For some of us, part of having fun is being efficient. Here at the start of the Wikiversity project, some of our efforts towards being efficient should involve building the project in ways that make it easy for additional people to get involved. What can we do that will attract more editors to Wikiversity? I suspect that the vast majority of people who come to Wikiversity come here by way of Wikipedia. There is an effort at Wikipedia to create encyclopedia articles that are "middle of the road". Often this results in articles that are to complex and full of jargon for some readers while at the same time not being detailed enough for others. Are there any approaches to creating Wikiversity content for medical topics that can serve both non-experts and medical students? In my experience, Evidence-based medicine is a topic that needs learning resources targeted to both "the man on the street" and medical students. Wikipedia could benefit from having learning resources at Wikiversity that Wikipedians could use in order to be able to do a better job of creating evidence-based Wikipedia articles. I think we should select health-related topics that are in the news and create learning resources at Wikiversity that can help people sort through the evidence related to those topics. As we create such resources, we can make links to them from the related Wikipedia pages. This will attract more participants to Wikiversity and with time Wikiversity will come to have useful learning resources for all medical topics. As we go along, we can put textbook material at Wikibooks. Hopefully Wikiversity can be a place for people to get involved with learning projects that allow them to investigate medical topics they are interested in and sort good information from the junk science that too often gets thrown around by special interest groups. --JWSchmidt 20:19, 8 May 2007 (UTC)

 * I am trying to imagine where we are going with this as far as what will differentiate this space from WP. For one thing, there will be (probably) an emergent organization to the material here that will help bundle it differently than on WP.  The articles that parallel WP articles will be ?very different.  I guess we will wait and see.  --PalMD 21:51, 9 May 2007 (UTC)
 * My thinking goes like this.....Wikiversity should have learning resources for people of all ages. There might be millions of adolescents who need good information about Sexually Transmitted Diseases. The Wikipedia article on STDs might not provide the kind of introduction to the topic that is needed by young teens and the Wikipedia article is not crafted as a learning resource for medical students either. Wikiversity can point to the Wikipedia article as a resource, but also develop pages for the topic that are targeted to specific audiences that are not adequately served by the single article at Wikipedia. --JWSchmidt 22:11, 9 May 2007 (UTC)

 * Many med students and residents (and attendings) use pda-based or paper pocket guides for everyday reference. Perhaps many of the articles here could aim at that audience? Yet, be well-enough linked and un-jargonized enough for a wider audience?PalMD 20:16, 10 May 2007 (UTC)

title: Portal talk:Internal medicine


text:
User:Palmd001

I am a practicing internist and a Clinical Assistant Professor of Medicine, as well as a teaching physician at a large community hospital.

I am looking forward to finding lots of collaborators here, as I have found when writing articles such as we will need here, I am very good at somethings, but less good at others, and the wiki approach, if there is enough volume, really helps with development.

My plan is to start adding some content to get things started, but my additions are going to need extensive revision. They are meant as a starting point only.

Ars Longa, Vita Brevis
 * --Attributed to Hippocrates

A foolish consistency is the hobgoblin of little minds.
 * --Ralph Waldo Emerson

My starting point: Topic:Internal medicine

title: User:Palmd001


text:
Northern Arizona University/Environmental Ethics/Handouts/Practice questions for the final exam

Philosophy of Law Final Exam

Practice Questions

The final exam is this Thursday at 12:30 until 2:30 in LA 112. The exam consists of two questions. My prediction is that both questions will bear a striking similarity to the questions listed below. The ground rules for the exam are as follows. You must write your response to the questions during the time of the exam. You may bring in notes, the readings, your papers, outlines of responses to the practice questions, rough drafts of answers to the questions, etc. Anything is acceptable except secondary sources that were not assigned as readings during the course—and a friend. Your aim in writing each response should be to form a coherent argument for a clear point. The point you make is up to you—I will be looking at the manner in which you sort out the issues you believe are important and how you support your claims.

First question: How should we draw the line between what would count as a natural extension of the legal principles embodied in the 14th amendment to the Constitution of the United States of America, and an illegitimate attempt to rewrite the Constitution without taking the pains to amend the document itself? Consider the various sources of law, including custom, consent, natural law, etc. in developing a response. Next, take one or two of the cases that we have read, such as Brown v Board of Education, Roe v. Wade or Cherokee Nation v Georgia, and explain how you would draw the line between a natural extension of the legal principles in the 14th amendment to a new set of facts versus an illegitimate attempt to rewrite of the law. We all know that it is possible to amend the Constitution through the process articulated in the Constitution itself. Setting this process to the side, at what point should courts refrain from reaching too far in extending their interpretation of these basic principles of justice?

Second question: For the sake of this exam, let us assume that--to some degree--the present system of international law fails to embody the rule of law. Explain what is required for a legal system such as the international system of law to embody the rule of law. What is so special about the idea of the rule of law itself? Next, explain one or two changes that would have to be made in the system of international law in order to realize the rule of law. Explain why these changes are necessary for the very possibility of the rule of law.


text:
User talk:Palmd001

Suggestions
I left a message for you at the bottom of the Colloquium. There are probably resources on Wikibooks which might be of use too. Take a look at b:Wikibooks:Health science bookshelf. We can link to those pages as well. --HappyCamper 20:28, 7 May 2007 (UTC)
 * For the moment, the best rule of thumb I can share with you is to be bold with your editing. After all, we learn a tremendous amount as we edit - novices and wiki-veterans alike. It takes a while for communities to grow, but it does happen. Take a look at our languages page, for example. Pace yourself with editing so that it remains a fun and fulfilling aspect of working on Wikiversity. Also, I would suggest clicking on various buttons and images on Wikiversity, so that you get a feel for how a Wiki is structured. Practically everything is editable. Also, take a look at the panel to your left - particularly the special pages link. There are a lot of goodies there which you will find useful for editing and exploring Wikiversity. Also, when you edit, take note of the little buttons right above the edit window. They are there to make editing easier for you. The sandbox is a nice place to do editing experiments. Glad to have you around! --HappyCamper 22:00, 7 May 2007 (UTC)
 * We have a Help desk, but it is a little disorganized. I'd go for creating a desk specific to internal medicine. The long term vision for the help desk would be a centralized discussion area where anyone can ask and help with answering questions, similar to Wikipedia's reference desk, but on a much larger scale. If you like, you can create a help desk as a subpage of what you have at internal medicine. --HappyCamper 23:31, 7 May 2007 (UTC)
 * For buttons and pictures, I'd encourage a visit to Commons, say this place. Commons is a central repository of shared media between various Wikimedia projects, and all the images there can be used on Wikiversity. You can also upload pictures to Wikiversity directly if you like. And yes, I think your word choice embryonic is very fitting for this process. :-) --HappyCamper 23:44, 7 May 2007 (UTC)

medical pages
I have a phd in pharmacology and have taught embryology, physiology, microbiology and biochemistry to medical students. I suggest that it might be useful to think about how to build Wikiversity content around and in parallel to existing content at Wikipedia and Wikibooks. For medical topics, I think there is a large audience of non-experts that could benefit from educational resources at Wikiversity. Some Wikipedia articles get too complicated and jargon-laden for non-experts. Any efforts aimed at making Wikiversity content for medical students should probably be carefully planned so as to make sure that textbook-like material ends up in Wikibooks. What do you think? User:JWSchmidt

image maps
"I'd like that to actually be a link button back to the school of med" <-- I made a change to Topic:Internal medicine, please let me know it this is not what you wanted. In general, image maps are not favored as tools for providing navigation between wiki pages. In general, "navigation templates" are used. There are many good examples of navigation templates at Wikipedia. See also w:Wikipedia:Navigational templates. We really need to start being more sophisticated about our page navigation tools here at Wikiversity. If you need help setting up navigation tools on Wikiversity pages, let me know. I have been intending to create a tutorial for this topic! --JWSchmidt 14:02, 10 May 2007 (UTC)

"using the image on School of Med main pages just as an identifier" <-- I think it makes sense to have some kind of "iconic" symbol on related pages such as the school of medicine pages. Take a look at this example of a navigation box. It is not the best example, but it is the first one I found at Wikipedia. The point is, each "Topic:" page for the Wikiversity school of medicine could have a copy of a navigation box providing an image, a link back to the main "School:" page and links to other related pages. The School:Medicine page could also use these navigation boxes rather than long lists of links. see another example, and one more. What do you think? --JWSchmidt 14:24, 10 May 2007 (UTC)

 * All of them seem to have their uses, although I wonder about simplicity, both visual and navigational. Something iconic to remind you where you are and to get you back where you can renavigate. It gets very confusing as you go deeper into the layers of a wiki. I don't have a preferred solution at this point, but the ones you showed me are much more sophisticated.  PalMD 15:11, 10 May 2007 (UTC)

copyrighted logos
I think some universities do not allow free use of their logo (example). There seem to be some university logos at Wikimedia Commons (example: Image:Glasgow Logo.jpg). When uploading new images for use at Wikiversity, I suggest caution with any image that you did not create yourself; you should provide evidence that you know who controls the copyright and how the image has been licensed for use (see Uploading files). --JWSchmidt 20:24, 10 May 2007 (UTC)

Looking forward to working on the med school!
Glad to find someone else out there looking to get some good studying materials online for med students! Koppertone 04:32, 16 May 2007 (UTC)

Image copyright problems

 * Your currently affected uploads are listed below. For each, please provide a license template and a source. Thanks. – Mike.lifeguard | @en.wb 23:55, 13 February 2008 (UTC)

 * 2007-05-10 18:25, Palmd001: STD 47.jpg: untagged! ; 1 (1)
 * 2007-05-10 18:27, Palmd001: STD 50.jpg: untagged! ; 1 (1)

title: User talk:Palmd001


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User talk:Astro~enwikiversity

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 Astro. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Astro~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 23:29, 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) 06:03, 19 April 2015 (UTC)

title: User talk:Astro~enwikiversity


text:
Stroke

A stroke (syn. Cerebral Vascular Accident or "CVA") is a sudden, focal, neurological deficit or loss of brain function. Most stroke experts prefer the term "stroke" to "CVA", but both are used commonly to refer to this acquired neurological disorder.

A Stroke can be due to ischaemia or due to haemorrhage, ishcaemia being more common. The common effect of all strokes is damage to brain cells. This can be transient or permanent. Strokes have many different clinical presentations.

The term "brain attack" has been advocated for use in the United States for stroke, just as the term "heart attack" is used for myocardial infarction. Many hospitals have multidisciplinary "stroke teams" specifically for swift treatment of stroke.

Epidemiology
Approximately 700,000 Americans per year experience a stroke. It is the third leading cause of death and the leading cause of long-term adult disability in the United States. On average, a stroke occurs every 45 seconds and someone dies from a stroke every 3 minutes.

Risk factors for stroke include atherosclerosis, advanced age, hypertension (high blood pressure), diabetes mellitus, high cholesterol, cigarette smoking, atrial fibrillation, ethnic identity, and some blood clotting disorders.

Etiology
Strokes can be classified as ischemic or hemorrhagic. In ischemic strokes, all or part of the brain is deprived of blood and oxygen, usually through the blockage of an artery. In hemorrhagic strokes, loss of blood supply plays a part, but the initial event is bleeding into the brain causing increased pressure on the brain, and irritation to brain tissue.

Ischemic Stroke

 * Ischemic strokes make up about 87% of all strokes and can be due to occlusion or an artery by a thrombus or by generalized low blood flow (hypoperfusion). Lacunae, or small vessel ischemic strokes, are responsible for about 20% of all strokes and are common in hypertension and diabetes mellitus. Atherosclerosis is responsible for the majority of ischemic strokes. The etiology of atherosclerosis-related strokes is very similar to that of heart attacks.  An atherosclerotic plaque in a cerebral artery can gradually develop an associated thrombus or rupture suddenly causing a rapid occlusion, or the thrombus can break off and lodge in a vessel even deeper in the brain.  "Thrombotic stroke" usually refers to in-situ thrombus, "embolic stroke" to thrombi that travel from distant sites.

Thrombotic Stroke
Thrombotic and thromboembolic strokes can originate in either large or small blood vessels, and are usually due to abnormalities in the vessel (most commonly atherosclerosis). Atheroembolism can occur within the cerebral circulation or can originate outside the cerebral circulation. One of the most important etiologies is carotid artery disease. Lacunae are also a subset of thrombotic stroke.

Embolic Stroke
Embolism of thrombi from outside the cerebral circulation are responsible for a large and important subset of ischemic strokes. In these cases a thrombus (blood clot) travels from its origin and lodges in a cerebral artery. Most of these strokes are of cardiac origin (Cardioembolic).

Cardioembolic Stroke

 * Atrial fibrillation: The majority of embolic strokes originating in the heart are due to atrial fibrillation. In fact, about 16% of strokes are associated with atrial fibrillation, and the presence of atrial fibrillation increases stroke risk by about 5-11% per year, depending on other risk factors. The relative stasis of blood in the left atrium leads to blood clot formation, and these clots can be expelled from the heart to enter the cerebral circulation.
 * Mural thrombi: anything that causes blood flow in the heart to slow can cause thrombus formation.   This includes thrombi formed in the atrial appendage and thrombi formed in the left ventricle in patients with heart failure.
 * Valvular heart disease: this includes rheumatic heart disease, infective endocarditis, and presence of a prosthetic heart valve.
 * Paradoxical embolism: this occurs primarily when a deep venous thrombosis (DVT) in the leg breaks off, passing through a patent foramen ovale (PFO) into the left ventricle, and then to the brain.

Systemic hypoperfusion (Watershed stroke)
Systemic hypoperfusion is the reduction of blood flow to all parts of the body. It is most commonly due to various types of shock. Hypoxemia (low blood oxygen content) may precipitate the hypoperfusion. Because the reduction in blood flow is global, all parts of the brain may be affected, especially "watershed" areas --- border zone regions supplied by the major cerebral arteries. Blood flow to these areas does not necessarily stop, but instead it may lessen to the point where brain damage can occur.

Hemorrhagic stroke
A hemorrhagic stroke, is a form of stroke that occurs when a blood vessel in the brain ruptures or bleeds. There are two types of hemorrhagic stroke: intracerebral hemorrhage, and subarachnoid hemorrhage (SAH). Traumatic hemorrhage, including epidural hemorrhage, subdural hemorrhage, and some SAH are usually considered separately.
 * Hemorrhagic strokes are usually classed as either intracerebral hemorrhage or subarachnoid hemorrhage. Uncontrolled hypertension is a leading cause of hemorrhagic stroke. Weaknesses in brain arteries, (for example, aneurysms) can cause hemorrhagic strokes even when the pressure of the blood inside the arteries is not excessive. Because the brain is enclosed within a rigid structure (the skull), even a small amount of bleeding can cause a dramatic increase in pressure on the brain. This can lead to herniation, in which part of the brain is compressed through the base of the skull, causing rapid coma and death.

Intracerebral hemorrhageeee
Intracerebral hemorrhage (ICH) is bleeding directly into the brain tissue, forming a gradually enlarging hematoma (pool of blood). It generally occurs in small arteries or arterioles and is commonly due to hypertension, trauma, and vascular malformations. The hematoma enlarges until pressure from surrounding tissue limits its growth, or until it decompresses by emptying into the ventricular system. ICH has a mortality rate of 44 percent after 30 days, higher than ischemic stroke or even the very deadly subarachnoid hemorrhage.

Subarachnoid hemorrhage
Subarachnoid hemorrhage (SAH) is bleeding into the cerebrospinal fluid (CSF) surrounding the brain. The two most common causes of SAH are rupture of aneurysms and bleeding from vascular malformations. Bleeding into the CSF from a ruptured aneurysm occurs very quickly, causing rapidly increased intracranial pressure. The initial bleed can be brief, but rebleeding is common. Death or deep coma ensues if the bleeding continues. SAH has a 37-45% mortality for patients 45 and older. Cerebral aneurysms can be associated with other disorders, such as adult polycystic kidney disease.

Risk Factors
Many factors are generally agreed to cause a higher risk for a stroke.
 * Previous stroke
 * Atherosclerosis: many of the risk factors listed below are also risk factors for atherosclerosis. Other marker for atherosclerosis include peripheral artery disease and coronary artery disease.
 * Hypertension is the most powerful risk factor for ischemic stroke, and the primary risk factor for intracerebral hemorrhagic stroke.
 * Smoking: cigarette smoking significantly increases stroke risk, and the risk is dependent on the amount of smoking. Cigar and pipe smoke also increase stroke risk but to a lesser degree.
 * Transient Ischemic Attack: Occurrence of TIA is a strong risk factor for stroke. In one study, 5% of patients with TIA developed stroke within 2 days, 10% within 90 days. TIA should be considered a medical emergency; rapid response reduces the risk of stroke.
 * Atrial Fibrillation (AF): The average yearly risk for stroke in untreated AF is 5%, but can be as high as 12%.
 * Diabetes mellitus: Diabetes is a major stroke risk.
 * Age: the risk of stroke in adults increases significantly over the age of 55, and continues to increase thereafter.
 * Ethnicity: African Americans have twice the risk of a first stroke as whites.
 * Carotid stenosis (asymptomatic)
 * Cocaine: cocaine use is a significant risk for stroke and heart attack.
 * Blood disorders (e.g. sickle-cell disease, anti-cardiolipin syndrome)
 * Estrogen: recent studies have reported a small but significant increase in stroke risk in women receiving hormone replacement therapy (HRT). In one large study, it was reported that there was an approximate 37% increased risk for all types of strokes (95% confidence interval 9% to 73%). The observed risk for hemorrhagic stroke may have been reduced (64%) for estrogen-treated women, but the observed reduction was judged to be non-significant at the 95% confidence level. For ischemic stroke, estrogen-treated women had an observed 55% increased risk (95% confidence interval 19% to 101%). This equates to approximately 12 additional strokes per 10,000 person-years. . The statistical significance of the reported increase in stroke risk has been disputed . Oral contraceptive pills (OCPs) may confer some risk, especially when combined with other risks such as smoking, however the risk from the currently used low-dose OCPs is quite low.
 * Pregnancy: there is a small but significant increase in stroke risk during, and just after pregnancy.

Symptoms
The symptoms of stroke depend on what part of the brain is affected. A friend or family member may be the first to notice. Symptoms can include:
 * Sudden numbness or weakness of the face, arm, or leg, especially one-sided
 * Sudden confusion, trouble speaking, or trouble understanding
 * Sudden trouble walking, dizziness, or loss of balance or coordination
 * Sudden trouble seeing in 1 or both eyes
 * Sudden severe headache
 * Difficulty swallowing or drooling

Diagnosis
A stroke is diagnosed first by a medical professional taking a proper history and physical exam. Addtional tests include:
 * Computed tomography (CT) scan
 * Magnetic resonance imaging (MRI)
 * Cerebral angiography

Treatment
Stroke is a medical emergency. Permanent neurologic damage or death can sometimes be avoided, but only if stroke is promptly diagnosed and treated.

Thrombolysis
Presentation to a specialized stroke center within 3 hours of the start of symptoms may allow for the reversal of the stroke by adminstration by clot-disolving medications, or thrombolytics. Tissue Plasminogen Activator (tPA) is the usual agent. Studies have shown that tPA given within 6 hours of the onset of stroke symptoms significantly reduces death and dependency, but there is a significant risk of bleeding, especially intracranial hemorrhage. If given within 3 hours, outcomes are improved, and risk is reduced.

Prevention
Prevention of stroke involves reducing modifiable risk factors, and falls broadly into two categories: prevention of first stroke (primary prevention), and prevention of further strokes (secondary prevention). Also, some risk factors are modifiable (e.g. smoking), and some are not (e.g. age). Prevention, especially secondary prevention, involves certain medications.

Risk factor reduction

 * Keeping blood pressure below 120/80 reduces the risk of both primary and recurrent stroke, although in the elderly, lower blood pressures might increase the risk of myocardial infarction.
 * Quitting smoking decreases risk significantly 2 years after quitting cigarettes.
 * Transient ischemic attack (TIA) is a brief period of stroke symptoms, and is a warning sign of impending stroke. Seeking emergency medical attention reduces the risk of stroke after TIA.
 * The risk of stroke due to atrial fibrillation can be significantly reduced with the use of oral anticoagulants (i.e. warfarin).
 * Diabetes is a major stroke risk factor. The role of good blood sugar control in the prevention of stroke in diabetics is still being investigated. Aggressive treatment of cholesterol and blood pressure in diabetics is essential. Certain medications help prevent strokes in diabetics.
 * High Cholesterol: treatment of high cholesterol and other blood lipid disorders reduces the rate of first stroke and recurrent stroke.

Medications

 * Aspirin
 * Plavix
 * Aggrenox
 * Warfarin
 * HMG-CoA reductase inhibitors (Statins)
 * Angiogensin converting enzyme (ACE) inhibitors

title: Stroke


text:
Talk:Stroke

I've been sandboxing this outside of here.--PalMD 22:15, 7 May 2007 (UTC)

Should we consider turning some of these internal links to links to wp articles?PalMD 19:00, 9 May 2007 (UTC)

 * When you say "sandboxing" do you mean on Citizendium? As for links, it depends if you want to create these pages on Wikiversity, and whether the links are supposed to be for an encyclopedic-type article or another type of educational resource. Really, Wikiversity pages should have different types of links for different types of activities and learner needs. Cormaggio talk 21:34, 14 May 2007 (UTC)

 * I created the article originally on word pad, then sandboxed it on citizendium, then modified it with additional contributions, etc. Anyway, the ultimate goal is still unclear.  I'm trying to seed discussions and beginnings. Perhaps we can create a stroke "exercise" based on an article.  I dont know yet, but Im hoping others will experiment with it as much as possible.PalMD 02:39, 15 May 2007 (UTC)

title: Talk:Stroke


text:
User talk:Remi/Dec '06 – April '07

Hi Remi0o, and welcome to Wikiversity! Interesting page at Nerd Project - could really grow - and I think you'd have plenty of comrades to work with you on it, as co-authors and/or research participants. ;-P Also, just in partial response to your questions about style of layout for pages, there is/are no recommended format(s) as of yet, but as with everything on this young project, we're still figuring it all out. All the best, and see you 'round.. :-) Cormaggio talk 20:00, 13 December 2006 (UTC)

Erm
Blocks cannot be marked as minor edits, as they are blocks and not edits. Messedrocker 23:30, 13 December 2006 (UTC)

Any portal in a storm...

 * Hi, I see that you are doing a lot of work in the "Major Portals" area. I think that these "portals" are not used any more.  When you go to Wiki University's main page, you will see the current portals listed at the top of the page. These is the only portals that people from the outside world see when they come to Wikiversity. Robert Elliott 04:36, 15 December 2006 (UTC)
 * Then it seems we should mark the other outdated portals for deletion. --Remi0o 05:20, 15 December 2006 (UTC)

Copyright violation
Here is an excerpt from the Employment News source:
 * Agricultural engineering is the discipline of engineering in agriculture, food and biological systems. Agricultural engineers develop engineering science and technology in the context of agricultural production and processing, and for the management of natural resources. They apply their engineering knowledge and skills to solve problems relating to sustainable agricultural production.

The phrase in boldface is located both on the Wikipedia version on agricultural engineering and the one on Wikiversity. The information was copyrighted in 2005. -- J.Steinbock 21:50, 17 December 2006 (UTC)

 * I sort of see what you are saying, but how could you tell? --Remi0o 21:51, 25 December 2006 (UTC)

Firefox Language packs
If you are asking how to display Japanese text then Computing in Japanese, if you are asking to change the firefox interface so that labels for the buttons and stuff are in japanese and you have firefox 2.0 then --Balloonguy 00:55, 19 December 2006 (UTC)

Custodianship
Why does everyone leave comments on JWSmicht but not me on the voting page but never me??? would you mind dropping a comment? Student Galaxy 09:57, 31 December 2006 (UTC)

cisLunarFreighter
Hi Remi0, I just noticed your question on a discussion page at cisLunarFreighter. Below is the reply I put there:
 * I am not familar with this rating scale. I assume M means mature.  Since we have no way to verify or enforce age groups or maturity levels I would advocate content and gameplay appropriate for general audiences.   I was hoping to keep the violence down and within appropriate contexts.  For example.  The freighter's objective is to deliver cargo, not blow up as many other spacecraft or asteroids as possible.   There are plenty of other games around which address the violence and sexual cravings of players.  I have some ideas about introducing educational content by allowing various levels of loading to affecting the operation of the freighter sprite due to load balance and mass layout interacting with the thruster layout.  Obviously others may have other ideas .... so let's hear them!!  Mirwin 03:42, 18 January 2007 (UTC)

Server administration
Hey, Remi0o! Thanks for expanding Topic:Server administration! I think we really need such a critter, especially if/when we get the Sandbox Server. CQ 18:02, 3 February 2007 (UTC)

your edits
I do not understand the changes that you are making to pages such as Topic:Geological Engineering. Pages in the topic namespace are content development projects, similar in nature to Wikipedia wikiprojects. Learning resources ALL belong in the main namespace on pages that have no prefix in their page names.

When you add content to Wikiversity that comes from another website, please indicate the source of that material. If the text comes from another Wikimedia Foundation wiki, indicate the page and project that is the source.

When you edit pages it is important to provide a useful edit summary. Please take the time to provide edit summaries that correctly indicate the nature of your edits. I do not understand your act of removing "The Department of Geological Engineering is a Wikiversity content development project where participants create, organize and develop learning resources for Geological Engineering." and the description and starting point for a list of learning projects for this topic and then describing your edit as "cleaned up page".--JWSchmidt 17:26, 5 February 2007 (UTC)

altering edits in the talk namespace
Edit summaries are useful in general and I think it is good to be very clear about reasons for editing someone's comments on a talk page. In particular, I wonder if you can provide your reasons for making this edit. --JWSchmidt 20:07, 11 February 2007 (UTC)

"Why do you think I made the edit?" <-- I interpreted the text that was removed as an attempt to express the author's frustration. I'm trying to think about how best to communicate to a new editor how to constructively discuss content development without provoking others to delete their comments. --JWSchmidt 22:47, 11 February 2007 (UTC)

Introduction to psychology
It looks like you copied Introduction to psychology from Wikipedia. If you copy GFDL material you should indicate the source. I do not understand the point of copying large parts of Wikipedia articles. Why not just link to them? --JWSchmidt 04:30, 26 February 2007 (UTC)

Regarding cisLunarFreighter MUD
You asked: "This is referred to a mud. Does this imply the game is to be text based? --Remi 21:27, 23 February 2007 (UTC)"
 * No, the game is intended to have graphics involved in the gameplay. It is possible that early prototypes of some game modules could be developed in text only. Mirwin 20:41, 27 February 2007 (UTC)

thanks
Thanks for dealing with those two vandals. --JWSchmidt 02:12, 12 March 2007 (UTC)

El Salón de Clase Flashcards
There is a lot more on that page that meets the eye...--Rayc 23:23, 17 March 2007 (UTC)

Welcoming
Hey Remi0o. I just spotted some of this in recent changes, and came here to say: it is probably a good idea to post it on the user talk page, not the user page, and to append a signature to the end of it as you would a normal comment. Substituting the template is also wise. For instance, post this on the user talk pages of new users:

Which is what I use. Cheers. --Michael Billington (talk • contribs) 21:48, 24 March 2007 (UTC)

Freemind in Wikiversity
What do you think about including the Mediawiki extension for Freemind in the Wikiversity? (Relevant links Freemind and ) --Javier Carro 07:45, 1 April 2007 (UTC) Sorry for the edit, I had too many tags open and thought your page was the "colloquium" :-) --Javier Carro 08:04, 1 April 2007 (UTC)

Image licence
An image you uploaded was uploaded without a proper licence being attributed. It will have to be deleted, unless you know the information and can update the page. (It's a good picture, I hope you can). Thanks. Historybuff 02:25, 10 April 2007 (UTC)

Thanks for following up and updating the licence. I did see your summary, but if you remembered exactly it would of been better then me speculating. I think it's ok though -- you are claiming in good faith that the image is PD. If there is an issue, the copyright owner can complain and we'll take it down. Historybuff 08:34, 10 April 2007 (UTC)

off my user page! =P
ummm... i didn't know where to reply... so... lol. sorry. :P why do i detest foucault??? well its so TIRING studying about him and really confusing, for a start! and many of his theories are really weird. like what he says about the creation of man... makes me want to go hide somewhere. oh on another note, what're all these links on your userpage? Shaheema

School of Agriculture
Hi RemiOo. Thanks for starting Topic:Agricultural Engineering and others. I'm ready to move the AgSchool forward some.

I live on a nice 160+ acre farm that I wish to start up in a big way. I'm particularly interested in the keyline design methods of Austrailian P. A. Yeomans and the yeomans plow for soil-building and permaculture cultivation. It's a huge project and I would like to develop the various aspects as Wikiversity learning projects and on-farm research and development. I'll be rendering some nice photos, diagrams, designs and maps as I go, but I'll need some help.

SB_Johnny and Juan are also farmers. I'm wondering if we have others. Maybe we can start a user category for Wikiversitans that farm? It would be great to do market research, CSA listings, GIS resources and mapping, and other university-styled services. I've talked with U of I at Urbana-Champaign and joined their AgroEcology/Sustainable Agriculture Program. CQ@ASAP

I have a page in my user space, User:CQ/THD to document the project. Any ideas? CQ 14:49, 11 April 2007 (UTC)

probationary custodian
I asked Sebmol to make you a probationary custodian (see User talk:Sebmol). --JWSchmidt 21:22, 11 April 2007 (UTC)
 * Both Sebmol and Cormaggio seem to be on vacation. If you are in a hurry, you can try sending them emails. If you are not in a hurry we can wait until they check their talk pages. --JWSchmidt 13:46, 13 April 2007 (UTC)

 * I've given you probationary custodian status. I apologize for the delay. sebmol ? 19:34, 13 April 2007 (UTC)
 * Definitely no hurry... Thank you for the good faith. =) --Remi 20:42, 13 April 2007 (UTC)

Thanks for being willing to pitch in with extra work at Wikiversity! Please add your username to the list at Support staff (like Historybuff, list yourself as "Probationary custodian"). Please make sure you are familiar with the contents of the reading list for new custodians. The #wikiversity-en channel in IRC Freenode is a good place to coordinate with other custodians. Let me know if you have any questions about using the custodian's buttons. --JWSchmidt 13:46, 14 April 2007 (UTC)

case in page names
"policies on Wikiversity about casing" <-- see Wikiversity:Naming conventions. --JWSchmidt 22:22, 18 April 2007 (UTC)

Moving and renaming
Hi Remi0o, thanks for all the work you've been doing in structuring Wikiversity's resources. There's just something I noticed while looking at recent changes this morning:

 * (Move log); 07:03 . . Remi0o (Talk | contribs | block) (Fundamentals of Business Law moved to Introduction to business law)
 * (Move log); 07:00 . . Remi0o (Talk | contribs | block) (401 String Theory for Undergraduates moved to String theory)

I think it's important to keep the flavour and context of the original name intact when renaming - thus I think the wording of the first should be kept as it is, and the second should be kept as being a page for undergraduates (ie simply removing the numbers). Each learning page is specific to a given context - that needs to be made and kept as explicit as possible, IMO. Cormaggio talk 09:31, 19 April 2007 (UTC)

Wikiversity is facing a general problem: many Wikiversity editors are familiar with the fact that Wikipedia only has one article for each topic. We need a way to make clear to the Wikiversity community that there can be multiple Wikiversity pages for any particular topic. I've already been in a nasty fight over use of the "merge" template. --JWSchmidt 14:20, 19 April 2007 (UTC)
 * I agree. I think once people really understand Wikiversity it will give them a new appreciation. --Remi 18:30, 19 April 2007 (UTC)

 * When you moved Portal:Life Sciences to Portal:Life sciences you did not change the names of all the pages that hold the content of the portal. Personally, I do not see anything wrong with "Portal:Life Sciences". If you really want it to be "Portal:Life sciences", make sure you change the names of all the subpages, too. --JWSchmidt 17:44, 21 April 2007 (UTC)
 * "I will not take action unless it turns out my understanding is incorrect" <-- I do not understand what you mean. --JWSchmidt 18:23, 21 April 2007 (UTC)
 * I was being unclear. I crossed that out in the original message; it was of no importance. --Remi 23:53, 24 April 2007 (UTC)

 * Please note that if you change the names of categories (example) it is your responsibility to make sure that the new categories are functionally the same as the old ones. Category:Evolutionary Psychology has been placed in several categories. If you create Category:Evolutionary psychology as a replacement for Category:Evolutionary Psychology you should make sure that it is in the same categories as is Category:Evolutionary Psychology. Also, sometimes there is text on category pages. --JWSchmidt 19:30, 26 April 2007 (UTC)
 * I think the thing to do is go to Category:Emergency Medicine click the "edit" tab and copy all of the contents of the page then paste that content into the edit window for Category:Emergency medicine. I do not know of a better way to do it. --JWSchmidt 20:27, 26 April 2007 (UTC)

editing talk page comments
Sorry I was not in the #wikiversity-en channel when you came in with your question about "this is a ridiculously naive idea". Here is a starting point for some ideas about editing comments as practiced at Wikipedia. I'm not sure if Wikiversity has any explicit guidelines for this yet. In any case, there is a gray area between incivility and being blunt. For isolated comments it is hard to know if someone was just speaking bluntly or if they are trying to be rude. Sometimes you have to assume the best and go to their talk page and talk to them about why their comment makes you uneasy. If someone persists in making harsh comments even after being warned, then it is no longer possible to simply dismiss it as an isolated event and it may become a pattern of disruptive behavior. --JWSchmidt 02:59, 25 April 2007 (UTC)
 * Thank you for the feedback. I will read up on those. I will definitely assume good faith, and take into consideration the gray area. --Remi 04:56, 25 April 2007 (UTC)

Marketing..
Hi Remi0o - were you thinking of Wikiversity outreach by any chance? Or Wikiversity the Movie? User:JWSchmidt might have a better insight into what you're looking for... Cormaggio talk 23:05, 28 April 2007 (UTC)
 * I think that is somewhat along the lines of what I was thinking. I have seen too much here to keep it all straight. :) --Remi 00:14, 29 April 2007 (UTC)

History of Quebec and canada
Hi Remi0o - thanks for your ongoing work in categorising materials here - it really is quite a task! Just wanted to point out the History of Quebec and Canada/Study Guide, one of whose pages you removed copyvio text from. I've reverted - this is a bit of a strange case - and I'm still awaiting confirmation from the author. It'd probably be best if they are left as they are for now... Cormaggio talk 17:23, 30 April 2007 (UTC)
 * Fair enough. Thanks for the heads up. --Remi 20:28, 30 April 2007 (UTC)

Grants
I saw your Colloquium posting, and figured I'd ping you about this. I'd like to get something going in this regard, so I'm tossing a relatively simple grant idea around. My concept is to get one really good and easy proposal assembled and through the process, and that can be a blueprint for the following ones. If you want to know more, just ping me back. Historybuff 05:36, 6 May 2007 (UTC)

Move of Topic:Web design to Web design
Hi Remi0o,

Just wondering why the move... I'd thought that the Wikiversity naming convention was to use Topic:Blah for things like this? Michaelnelson 00:01, 7 May 2007 (UTC)

 * Hey again. No, you're right in that the intention was for Web design to be a course rather than a department... I'd thought that courses (aggregates) of activities were meant to have the Topic prefix... my mistake. Michaelnelson 00:35, 7 May 2007 (UTC)

title: User talk:Remi/Dec '06 – April '07


text: Category:Vietnamese

title: Category:Vietnamese


text:
Template:Internal medicine/to do

 * Develop Internal medicine articles
 * Link clinical quizes to articles
 * Develop "course-packs" within which to include articles
 * Recruit friends/colleagues to assist
 * Start discussions regarding courses in development to decide on scope, level, tone
 * ?Board review

title: Template:Internal medicine/to do


text: Category:Behavioral analysis

title: Category:Behavioral analysis


text:
Portal:Internal medicine/Help Desk

This help desk is under construction. It is intended to use a Q & A format, and when questions accumulate, they can be reorganized by category. Giving medical advice, per se, is a bad idea, given various moral and legal implications, so content is up in the air at this point. Thanks--PalMD 00:03, 8 May 2007 (UTC)

title: Portal:Internal medicine/Help Desk


text:
Latin

Salvēte omnēs!

Latin is a beautiful, complex and ancient language, and there is a consistent desire for online learning resources. It is an Indo-European language which was spoken in Ancient Rome and eventually evolved into the Romance languages spoken today. It was widely used for academic and scientific discourse well into the nineteenth century and forms an essential part of the specialized terminology in the fields of law and medicine. It is still used in some ecclesiastical contexts.

These beginners Wikiversity lessons form a non-traditional, informal course aimed at speaking and writing as well as reading. The lessons are supported by practice in words and sentences available on Memrise.

Who this course is for
This is a beginners' course, covering what most people learn in the first two or three years of Latin classes. It is a gently paced but thorough course, and requires no specialized knowledge of grammar to begin. From the first lesson you will learn simple sentences in Latin, with just enough grammar explanation to cover the concepts taught in each lesson. It is suitable for independent learners as young as 10, with good English reading skills.

The sample sentences are the key part of this course. This is a very natural way of learning, replicating how we all learned language as children, but this course is not like most traditional Latin textbooks. Sentences provide context and make memorization easier, and all the sentences in each lesson have enough in common to highlight the concepts taught in that lesson. If you are just starting out, and don't feel comfortable with a grammar based, reading only approach to learning, this could be a good course for you.

If you've been struggling learning paradigms, or have begun to feel overwhelmed by dozens of different conjugations and declensions which you know in theory but can't always remember in practice, then this could be a good course for you. Formal vocabulary listings and grammar paradigms are available in the lessons where sentences using those vocabulary words and grammar concepts are first taught, so if you like the traditional approach, that is available to you as well.

The course steps cover all the main points of Latin grammar. The content is aimed at everyday use as well as common words in literature, enabling you to use Latin as a spoken as well as written language. It is also a good way to practice writing basic Latin.

By the end of the course, you will have covered most major Latin grammar concepts and know 750-1000 vocabulary words. The subjunctive mood and several sentence types that include more advanced syntax are still remaining to be taught but we hope to add at least some of them in coming months. After that point, Latin courses traditionally shift to emphasize reading literature in Latin. Caesar's Commentāriī dē Bellō Gallicō, Cicero's orations, and Vergil's Aeneid are, in increasing order of difficulty, common works studied in such courses.

How to use the course
You should first read the lesson, and then use the lesson practices on Memrise to reinforce what you have learnt. If you are an absolute beginner, you should: This is a very powerful and thorough way of learning. You first get the background information, then you learn the vocabulary and then practice the grammar. If you stick with it, you will be able to learn Latin much more thoroughly and effectively than with most courses, since you are actually using the language.
 * 1) Read the lesson;
 * 2) Practice the "words" course on Memrise for the lesson you've read; then
 * 3) Practice with the "sentence" course on Memrise for the lesson you've read

Once you get past the first third or half of the course, you will probably want to practice your Latin using other content and tools, to make your learning experience more enjoyable and interesting.

''Important: reading the lessons but not practising writing and memorising the sentences is unlikely to work. Languages take practice and usage to learn, so please don't expect to just read the Wikiversity lessons and magically understand Latin!''

Time needed to complete the course
The sentence practice course takes 46 hours to complete. This is active learning time, so would take around 135 days to complete at 20 minutes a day. If you need the vocabulary learning as well, this is 27 hours of practice, or around 75 days at 20 minutes daily.

The course can be comfortably completed by an average student in around a year or 18 months, assuming a small amount is done daily.

Note that it is perfectly possible to reduce the sentence practice if you want. You can simply use the 'ignore' function in Memrise, for instance by viewing the level and selecting sentences or words to ignore.

Getting help
At the moment, the best place to ask for help is on the talk (discussion) pages of each exercise. However we will consider finding another more conversational medium, for instance a sub Reddit. There is also a discussion page on Memrise for the sentence course.

Errors
Because the content of lessons has only just been moved from their original home as posts by CarpeLanam on Duolingo's forums, you may find small typographical errors and changes in voice. Please let us know on the talk pages if you spot anything. Links to the original lessons can be found on the discussion page here.

'We have just completed a first pass at adding macrons. If you spot missing macrons, please feel free to edit and add as necessary, or leave a comment on a talk page if you prefer.'

Supporting materials
These Memrise courses can be ported to Open Source tools. For now, though, you can find them here: Please note that the sentence course can sometimes trip up, especially with word order variations which are correct but it does not recognise. Most combinations are there, but sometimes you may find correct answers being thrown out as wrong. Our advice is to just roll with it! If you have any problems, you can let the course creator know here.
 * Memrise course for vocabulary
 * Memrise course with sentences

Other free resources
There is a nearly complete formal course on Wikibooks which could provide a useful second way of looking at Latin grammar and gaining practice. It contains exercises as well as explanations.

Supplementing your study
When you learn any language, you should try different ways of using and practising the language. Typically, this will include a lot of reading, suitable to your current level. There is also audio and video available at different levels of Latin which you can use to practice. You can also try conversational Latin, either in person, via Skype chats, or through chatrooms.

Home schooling
The course content is not specifically written with children in mind and may not be the kind of learning that they would naturally enjoy. However, it may be useful to adapt some of the stages for revision or practice around specific skills. The original author of this course learned Latin mostly independently and taught it to children ages 11-15. She values the energy of independent learners of all ages and educational backgrounds, and is very happy if they are helped by this course.

Using the course for a class
It may be possible to use the content in classroom based lessons, especially if these have a conversational practice element. Lessons could also help learners by presenting more written and listening materials. If you do plan to use the lessons in this way please let us know.

Get involved in developing the course
We hope the course will be developed further. This will be discussed on the talk page here.

Contribute audio
See Latin/Contribute Audio We are adding audio, especially as many words are already recorded and available in Wikimedia Commons, and integrating some of the content with Wiktionary. We need help with missing audio for words, and for whole sentences.

We know that adding audio to Wikis can be hard so can do all the hard work if you need, or else can help you upload the material.

Course credit
The lessons were originally written by CarpeLanam to help beginners who lacked a Latin course on a free online language tool. We are very grateful for her kind permission to reproduce them under a cc-by-sa licence. zsocipuszmak added the sentence course on Memrise.

Other materials
Other materials are available at Portal:Latin

title: Latin


text:
Template talk:Filmmaking master table of contents

This needs to be updated. Robert Elliott 01:57, 8 May 2007 (UTC)


text:
File:MILESRscriptSBTDS.pdf

Used with the WikiU Film School Lesson on how to format a movie script

title: File:MILESRscriptSBTDS.pdf


text:
Portal:North American History

W ELCOME TO THE N ORTH A MERICAN H ISTORY P ORTAL ! Part of the School of History

title: Portal:North American History


text:
Arterial blood gasses

Sa O2 MUST be on room air (FiO2 = 0.21)

Hypoxemia - look @ pO2

 * 60-75 mild hypoxemia
 * 45-59 moderate hypoxemia
 * < 45 severe hypoxemia

pH

 * Acidic pH < 7.35
 * Basic pH > 7.45
 * If the pH is not in the direction of the pCO2 then this is a metabolic disorder with respiratory compensation
 * If the pH is NORMAL and the pCO2 is abnormal, then this is a fully compensated respiratory disorder
 * If pH is in the direction predicted by the paCO2 and the BE=0 (BE = base excess) then this is an uncompensated respiratory disorder
 * If pH is in the direction predicted by PaCO2 and BE is + or - then partially compensated respiratory disorder

pCO2

 * Acidic > 45
 * indicates hypoventillation

 * Basic < 35
 * indicated hyperventillation

HCO3

 * Acidic < 24
 * Basic > 26

Count the number of acid (A) vs. base (B)

 * if pCO2 A/B matched pH A/B - respiratory
 * if HCO3 A/B matches pH A/B - metabolic

Compensation
If the change in PCO2
 * increases by 10 - HCO3 increases by 1 - acute respiratory acidosis
 * increases by 10 - HCO3 increases by 3-5 - chronic respiratory acidosis
 * decreases by 10 - HCO3 decreases by 2 - acute respiratory alkalosis
 * decreases by 10 - HCO3 decreases by 5 - chronic respiratory alkalosis

title: Arterial blood gasses


text:
95% confidence interval

Welcome to the Wikiversity learning project about 95% confidence intervals. Many clinical trials for medical treatments report results for increased or decreased risks in treated and control groups. Depending on the number of patients in the study and the variability in results, such differences might either be judged statistically significant or insignificant. Often values are reported as statistically significant with 95% confidence if the observed difference is expected to arise by chance with a probability of less than 5%.

Conceptual introduction
Clinical research studies are often concerned with making correlations between treatments and patient outcomes. For example, clinical studies have been performed to investigate if use of cholesterol-lowering drugs among patients with high serum cholesterol can reduce the risk of heart attacks (Pignone et al., 2000).

Pignone performed a meta-analysis of the results of four randomized, placebo-controlled studies conducted in the 1980s and 1990s involving over 20,000 study participants. On average, there was an observed 30% reduction in the incidence of heart disease among the cholesterol-lowering drug users who were studied compared to the placebo control groups. How can we decide if this 30% reduction is representative of what would happen if millions of people started using cholesterol-lowering drugs?

In addition to the incidence of heart attacks, the clinical research studies reviewed by Pignone et al. reported data for the measured levels of cholesterol in the study participants. This is probably the most common type of research data for statistical analysis. In many cases, measured data for a group of treated study participants must be compared to the data for a placebo-treated group. If the measured blood cholesterol levels were plotted on the horizontal axis and the number of people with each amount of cholesterol was plotted on the vertical axis, a graph with a shape such as those shown in Figure 1 might be generated, so-called "normal" curves. How can we determine if there was a statistically significant difference in cholesterol levels between the treated and control groups? In addition to calculating the difference between the means, we need a standardized numerical method to determine the amount of overlap between the two distributions being compared.

Time-to-event methods
A second major type of data for clinical trials comes from studies in which the time to a particular event is recorded. The study by Pignone et al. involved the time from the start of the study until study participants had a heart attack. When the end point is death, such studies make use of “statistical survival analysis” in order to test if a particular treatment causes a reduced death rate.

In the study by Pignone et al, statistical analysis indicated that on the basis of chance alone, the observed 30% reduction in heart attacks could have been inaccurate, but there was only a 1 in 20 chance that the reduced rate of heart disease was actually less than 21% or more than 38%.

For many scientific disciplines, it is traditional to seek large enough study populations so that reported correlations between treatments and outcomes are not expected to have been possible just by chance with confidence of 95% (that is, there should be less than a 1 in 20 statistical chance that random variation in the study outcomes could account for the observed correlation). Confidence intervals are usually either given as percents or as hazard (odds) ratios. (Note: for statisticians, there is a difference between hazard ratios and odds ratios. Conceptually they are similar, so I will not make a distinction here.) The results of Pignone et al. indicate that hazard ratio for heart disease was 0.70 (ratio of heart disease incidence in the treated group divided by that for the control group).

The 95% confidence interval for the hazard ratio was 0.62 to 0.79. If the 95% confidence interval for a study includes 1.0, then there is a better than 1 in 20 chance that random variation in outcome incidence among the study groups (treated and control groups) is what produced the observed correlation between treatment and outcome. In such circumstances (P>0.05), it is common practice to report the observed odds ratio as a trend towards a statistically-significant correlation. If the 95% confidence interval for a study does not include 1.0, then there is a less than 1 in 20 chance that random variation can account for the observed correlation and it is traditional to describe the observed correlation as statistically significant with greater than 95% confidence.

Often the calculated probability (P) that there is no real correlation between treatment and outcome is given in the study results. For example, Shepherd et al performed a study with over 6,000 men to evaluated the use of pravastatin for prevention of heart disease (Shepherd et al., 1995). They reported that there were 248 coronary events (nonfatal myocardial infarction or death from coronary heart disease) in the placebo group, and 174 in the pravastatin group. This result gave a calculated 31 percent reduced rate of heart attack in the treated group and a 95 percent confidence interval of 17 to 43 percent.

The calculated probability that this correlation between pravastatin use and reduced risk of heart attack was due to chance was stated as P < 0.001. In contrast, they also evaluated total mortality in the treated and control groups. They observed a 22 percent reduction in the risk of death in the pravastatin group, but due to the lower rate of deaths compared to heart attacks, the confidence interval was wider (95 percent confidence interval, 0 to 40 percent). The calculated probability that there was a real difference in death rate between the treated and control groups was only P = 0.051.

In general, if the 95% confidence interval when expressed in percent includes 0.0%, then P will be greater than 0.05 and there will be a better than 1 in 20 chance that random variations are responsible for the observed difference between treated and control groups. Thus, Shepherd et al could conclude that there was a statistically significant benefit from pravastatin for preventing heart attacks, but they could only conclude that there was a trend towards a statistically significant (95% confidence) reduction in death due to use of the drug.

Reading

 * Pignone, M., Phillips, C., and Mulrow, C. (2000). Use of lipid lowering drugs for primary prevention of coronary heart disease: meta-analysis of randomised trials. Bmj 321, 983-986.
 * Rossouw, J. E., Anderson, G. L., Prentice, R. L., LaCroix, A. Z., Kooperberg, C., Stefanick, M. L., Jackson, R. D., Beresford, S. A., Howard, B. V., Johnson, K. C., et al. (2002). Risks and benefits of estrogen plus progestin in healthy postmenopausal women: principal results From the Women's Health Initiative randomized controlled trial. Jama 288, 321-333.
 * Shepherd, J., Cobbe, S. M., Ford, I., Isles, C. G., Lorimer, A. R., MacFarlane, P. W., McKillop, J. H., and Packard, C. J. (1995). Prevention of coronary heart disease with pravastatin in men with hypercholesterolemia. West of Scotland Coronary Prevention Study Group. N Engl J Med 333, 1301-1307.

Useful online resources

 * Confidence interval article at Wikipedia.
 * Introduction to Medical Statistics at Wikibooks (needs work)
 * T-tests
 * Survival analysis

title: 95% confidence interval


text:
COPD Examination

Before you start some definitions
Emphysema - dilation and destruction of air spaces distal to bronchioles

Chronic bronchitis - airway narrowing and mucous production
 * chronic cough

And now a stepwise approach to the OSCE examination

1. Knock on the door, walk in and introduce yourself. Wash hands and make sure the patient is comfortable then begin the examination.

General

 * ABCs
 * as a general rule, if the patient can talk to you their airway and breathing are okay
 * LOC
 * Pulse rate
 * Respiratory rate, rhythm and depth
 * Effort of breathing
 * Use of accessory muscles - sternocleido mastoid, pec minor
 * arms braced on knees or table
 * speaking in full sentences
 * Pursing of lips
 * Nasal flaring
 * Paradoxical abdominal breathing
 * Sweating
 * Tracheal tug

Inspection

 * Look for cyanosis
 * Central - look at lips, oral mucosa and tongue
 * Peripheral - nails, hands and feet
 * Look at fingers for cigarette tar stains
 * Shape of chest
 * Chest wall deformities or trauma
 * Asymmetries of shape or movement
 * Barrel chest has increased AP diameter - common in COPD
 * Look for intercostal, subcostal and supraclavicular indrawing

Palpation

 * Feel for tracheal position and presence of a downward tug
 * Feel for range and symmetry of movement on inspiration - decreased range with hyperinflated lungs of COPD
 * Feel for tactile fremitus - decreased in COPD

Percussion

 * Percuss anterior and posterior, comparing left to right - hyperresonance with COPD
 * Estimate diaphragmatic excursion by noting the difference in the level of dullness on percussion with inspiration and expiration - normal is 5-6cm, but is decreased with hyperinflated lungs of COPD

Auscultation

 * listen to each of the five lung lobes and compare findings between sides
 * Air entry - decreased in COPD
 * Adventitious sounds
 * wheezes, crackles, other
 * generalized versus localized
 * loud vs soft

Inspection

 * emphysema: pink puffer (SOB and tachypnea), hyperinflation, SOBOE, respiratory distress
 * chronic bronchitis: blue bloater, cyanotic, peripheral edema (RVF), mild SOB post cough

Percussion

 * emphysema: hyperresonant, decreased diaphragmatic excursion
 * chronic bronchitis: normal

Auscultation

 * emphysema: decreased breath sounds, no egophony
 * chronic bronchitis: crackles and wheezes

CXR

 * hyperinflated lungs with flattened diaphragms
 * retrosternal airspace
 * heart shadow long and narrow or enlarged if RVF/cor pulmonale
 * may see bullae with emphysema

ABGs

 * both have decreased PaO2 and increased PaCO2 (retainers) (low pH) but chronic bronchitis is worse than emphysema.

CBC

 * Hct normal in emphysema, increased in Chronic bronchitis

PFTs

 * Emphysema
 * TLC increased (barrel chest)
 * RV increased
 * VC decreased
 * FEV1 < 50%
 * DLCO decreased (because alveoli destroyed)
 * Chronic bronchitis
 * TLC normal
 * RV slightly increased
 * VC slightly decreased
 * FEV1 < 50%
 * DLCO slightly decreased or normal
 * cor pulmonale if FEV1 < 25%

title: COPD Examination


text:
Pneumonia Examination

History

 * cough
 * productive?
 * amount
 * color
 * odor/taste
 * hemoptysis
 * fever, chills, rigors, SOB, chest pain (worse on inspiration), diaphoresis
 * travel, infectious exposure, medications, EtOH
 * underlying conditions: smoker, diabetes, cystic fibrosis, immunocomprimised, asthma, COPD, TB

Inspection
cough
 * ill-looking
 * SOB
 * diaphoresis
 * chills/rigors
 * respiratory distress

palpation

 * decreased chest expansion or asymetry
 * lymphadenopathy
 * increased tactile fremitus

percussion

 * dull
 * decreased diaphragmatic excursion

auscultation

 * bronchial breath sounds in periphery
 * decreased air entry
 * crepitations ( coarse crackles )
 * bronchophony -voice heard abnormally clearly over consolidated lung
 * egaphony - listen to patient's chest as they make "e" sound, if +'ve will hear an "a" sound
 * whispering pectoriloquay - pt whispers "1, 2, 3, 4", if clear then extreme consolidation

Investigations to order

 * CBC
 * Blood cultures
 * mantoux (TB)
 * serology (mycoplasma, viruses)
 * sputum
 * gram stain, C&S
 * CXR
 * typical: discrete/lobar consolidation, air bronchograms
 * atypical: diffuse/patchy/interstitial infiltrates

External link

 * Lung Sounds Breath sound recordings, waveforms and lesson notes

title: Pneumonia Examination


text: User talk:Brother770425

title: User talk:Brother770425


text:
Klingon/Lesson 2

 Previous < Up > Next

Introduction
In every lesson you will learn a few new words and some grammar. In this lesson, you will learn how to form a few basic sentences.

Vocabulary
Klingon has only three parts of speech: nouns, verbs and other. Here are a few nouns and verbs.

Articles
English has one definite article (the) and one indefinite article (a and its variant an). Klingon has no equivalents to these words.

Affixes
An affix is either a prefix or a suffix.

English uses affixes. For example, in English the prefix dis- is used to reverse the meaning of a verb, as in agree and disagree. Suffixes are used to form plurals, as in cat and cats.

Affixes are central to Klingon grammar and they will be introduced gradually.

Verb Prefixes
Only verbs have prefixes. A prefix indicates the subject and object that accompany a verb. They are sometimes called pronomial prefixes. There are 29 of them, and they will be introduced throughout the course. Here are the first four:

Suffixes with an object will be introduced in a later lesson.

A prefix is added to the front of a verb to form a simple sentence:

 * Punctuation: Some writers do not end single sentences of Klingon with the final period (.). This practice is common in The Klingon Dictionary. However it is normal practice when writing several sentences to end each with a period, as in English. I would recommend that all sentences in Klingon end with a period.

Verbs can be used without any prefix. The absence of a prefix can be translated in several ways, but the most common is where the subject is any one of he, she, it or they, and with no object.

So yIt, which is a verb meaning walk, on its own can form a sentence meaning He walks, She walks, or They walk, and so on. Of course, if there is a noun, it is used instead of the pronoun. We will see examples of this later.

Suffixes
Klingon also makes extensive use of suffixes, which are added to the end of verbs and nouns.

There are many different suffixes, but this lesson introduces just one, -be'. It is added to the end of a verb to negate it, so is often translated by not or do not.

Simple Sentences
In Klingon, the word order in a sentence is reversed from English. The subject comes after the verb instead of before it. The subject is the noun carrying out the action of the verb, so in Klingon it appears at the end of the sentence:

In this sentence, no prefix is required on the verb.

Exercises
Now, go and read the lesson again, memorize the new words and then try these easy exercises.

 * 1) Vocabulary
 * 2) Klingon to English
 * 3) English to Klingon

Conclusion
In this lesson, you learned some verb prefixes and a suffix. You learned a few new words of Klingon and how to string them together to form simple sentences.

 Previous < Up > Next

title: Klingon/Lesson 2


text:
User talk:Datrio

IRC went down at my end - back soon. McCormack 10:24, 8 May 2007 (UTC)

title: User talk:Datrio


text:
Wikiversity:Red Link City

Red Link City is a place where red links prevail no matter what you do. These Kinds of things are rampant on Wikiversity, unfortunately. Sorry. That's Just the way it is. Sorry. User:WikiversityJack knows what we mean. |

Broken links
There is no existing page to visit when you see a "red link". Sometimes red links result from the name of a page being changed and subsequent failure to correct existing links to that page. Because this is a common cause of red links, they are often called "broken links". However, many red links are created as part of a plan to create new pages as discussed below.

Content development
Many Wikiversity pages are content development projects (see list at Topic:Topics). Part of the process for planning and developing learning resources at Wikiversity is to make lists of planned learning resources. In many cases, these lists are created as lists of links to non-existent pages. These lists of red links represent useful requests for future Wikiversity content. When you click on a red link at Wikiversity, you are given a chance to start a new page that will become the target for that link.

Pages copied from Wikipedia
Some Wikiversity pages have been started by copying pages from Wikipedia. When these pages are pasted into Wikiversity, many of the hypertext links no longer function. You can repair these links by adding the "w:" prefix to the existing link; see Making links.

Link options
Advanced topic for editors with user accounts. Your user preferences can be changed by clicking on "my preferences". The "Misc" (miscellaneous) preferences allow several options for the appearance of links, as shown below.   As shown above, you can control the use of an underline for links. You can also change the default red links to a question mark.

title: Wikiversity:Red Link City


text:
User:Wolsztyniak

Hello

title: User:Wolsztyniak


text:
School talk:Information technology/Old

My name is Wilson Didikiri, born in the year 1966 in Aladja town, Delta State in Nigeria. I read Electrical Electronics Engineering,had a B.Eng
 * Please create an account and keep your personal information on your user page. See Why create an account. --JWSchmidt 15:56, 8 May 2007 (UTC)

Spreadsheets SoW
Hi - I want to share a Scheme of Work to introduce using spreadsheets (Excel) - for Secondary (high) school - but I am struggling to find where I should link it to.... any ideas? Khairdean (discuss • contribs) 13:05, 23 October 2013 (UTC)

title: School talk:Information technology/Old


text: File:GarageBand music project controls.png


text:
Wikiversity in the media

Welcome to the learning project about Wikiversity in the media. Participants in this project learn about how Wikiversity is portrayed and can collaborate to improve Wikiversity's media profile.

Case studies
May 2007
 * May 4 Is Wikipedia complete?

April 2007
 * April 16 Wikiversity: academy, popular education and free school

Press kit
Help create a press kit for Wikiversity.

title: Wikiversity in the media


text: File:TreeWithSomeNewLeavesCanada.JPG

title: File:TreeWithSomeNewLeavesCanada.JPG


text:
User:Bright Tiger

Hi, Just filling in space here to get used to this project.

title: User:Bright Tiger


text: User talk:Bright Tiger

title: User talk:Bright Tiger


text:
User:Ulissi

I was born in New Jersey in 1950 and have a doctoral degree in Clinical Psychology. I live in Bethesda, Maryland and work in a hospital in this city.

I am a citizen of both the United States and Italy. I have built a small house, called Casale, in Valle San Giovanni, a suburb (frazione) of the city of Teramo in Italy's Abruzzo region. I return there fairly often for visits.

I am working with a kind gentleman from Teramo, Lucio De Marcellis, on Wikipedia articles for Teramo and its surrounding communes. Part of this work involves translating information from Italian to English.

I am very interested in the Abruzzo Region of Italy in general and, more particularly, the province of Teramo.

I also enjoy contributing to the Wikitravel:Ulissi site.

My external links include the following:
 * Casale in Abruzzo
 * Ulissi Family
 * Valle San Giovanni
 * Valle San Giovanni
 * Valle San Giovanni
 * Frondarola

title: User:Ulissi


text:
Template:Void/doc

This template does nothing.

More exactly, it outputs the null string. It's useful for programming advanced templates.

It often is used within a template to the right of an equals sign.

Alternatives
It's also possible to use  instead of. Attackers could manipulate but not {{ ns:0 }}, the empty/void/null string for the main namespace. Some magic words like __END__ might also have the desired effect of doing nothing.

title: Template:Void/doc


text:
Portal:Statistical mechanics

Statistical mechanics is the application of probability theory, which includes mathematical tools for dealing with large populations, to the field of mechanics, which is concerned with the motion of particles or objects when subjected to a force. Statistical mechanics is most commonly used in quantum mechanics and gas laws to describe the average behavior of particles and is often jokingly referred to as "Sadistical mechanics."

It provides a framework for relating the microscopic properties of individual atoms and molecules to the macroscopic or bulk properties of materials that can be observed in everyday life, therefore explaining physical phenomena like those of thermodynamics as a natural result of statistics and mechanics (classical and quantum) at the microscopic level. In particular, it can be used to calculate the thermodynamic properties of bulk materials from the spectroscopic data of individual molecules.

This ability to make macroscopic predictions based on microscopic properties is the main asset of statistical mechanics. In thermodynamics theories are governed by the second law of thermodynamics through the medium of entropy. However, Entropy in thermodynamics can only be known empirically, whereas in statistical mechanics, it is a function of the distribution of the system on its micro-states. In chemistry, predictions are made about a chemical's behavior based on its relation to other elements within the periodic table, but statistical mechanics not only allows for a derivation of many chemical properties, it also can give reliable data for tolerance levels and expected behavior in real-world scenarios.

In learning statistical mechanics, there are three statistical distributions (though in strict mathematical terms they are merely functions) that are essential to learn:
 * Maxwell-Boltzmann
 * Fermi-Dirac
 * Bose-Einstein

This topic page is for organizing the development of Statistical mechanics content on Wikiversity. If you are knowledgeable in any area Statistical mechanics, feel free to improve upon what you see, we would greatly appreciate your contributions.

Maxwell-Boltzman Statistics
The Maxwell-Boltzman distribution is given by:

$$f_{MB}(\epsilon)=Ae^{-\frac{\epsilon}{kT}}$$

where:

Maxwell Boltzmann Statistics apply to systems where individual particles are distinguishable from each other, and identical to each other. The classical mechanics and all classical particles behave the rules of this distribution. This distribution can be used to solve for the ratio of atoms (or average number of atoms if a total number of atoms is given) in a given energy state.

Fermi-Dirac Statistics
The distribution for Fermi-Dirac systems is given by:

$$f_{FD}(\epsilon)=\frac{1}{e^{\alpha}e^{\frac{\epsilon}{kT}}+1}$$

where:

Fermi-Dirac statistics describes that of electrons, and other sub-atomic particles that exhibit a quantum "spin" of $$\frac{2N+1}{2}$$

Bose-Einstein Statistics
The distribution for Bose-Einstein systems is given by:

$$f_{BE}(\epsilon)=\frac{1}{e^{\alpha}e^{\frac{\epsilon}{kT}}-1}$$

where:

Bose-Einstein statistics describes that of matter which exhibit an integer value of quantum "spin" (0,1,2,...)

Learning projects and learning resources
Learning materials and learning projects can be used by multiple departments. Please cooperate with other departments that use the same learning resource.

Remember, Wikiversity has adopted the "learning by doing" model for education. Lessons should center on learning activities for Wikiversity participants. We learn by doing.

Also, select a descriptive name for each learning project. Learning projects can be listed in alphanumeric order by code. Code numbers are optional, however.

 * See: Wikiversity learning model.
 * See: Learning projects
 * See: Hunter-gatherers project
 * See: Learning to learn a wiki way
 * See: Naming conventions

 * Statistical mechanics

Resources

 * Search for Statistical mechanics at Wikiversity
 * Statistical mechanics

Department news

 * May 8, 2007 - Department founded!

title: Portal:Statistical mechanics