OpenLLM-France/wikimedia huggingface dataset:
# Myaesthenia Gravis

Stem: Please examine this person's eyes.

## Key Features

* Ptosis – may be asymmetrical. Worse after sustained upward gaze
* Diplopia (+/- ophthalmoplegia) with sustained upward gaze
* Bulbar weakness -> dysarthria (counting back from 20 to 1)
* Neck extensor weakness

## Proceed to

* Proximal arm weakness with fatiguability
* Look for thymectomy scar
* Ask for spirometry / RFTs

## Presentation

This patient has clinical features of myaesthenia gravis; evidenced by bilateral ptosis and diplopia on upward gaze; weakness of neck extension and fatiguability of shoulder abductors with a median sternotomy scar that suggests a previous thymectomy.
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# Royal Australasian College of Physicians Examinations/Resources/Clinical Exam/Short Cases/Neurology

This collection of cards has been put together from the Neurology short case tutorials at Princess Alexandra Hospital in 2008, given by Senior Staff Neurologist Dr Rick Boyle.
The Eye Examination
The Lower Limb Exam
# Rhetoric and Composition/Teacher's Handbook/Handout Database
## Handout (External Links)

For Your Information
For the duration of your college career, most of the time you will be asked to format you paper using either APA, MLA, or Chicago style. You will also be expected to know and execute basic rules of grammar, mechanics, punctuation, and word choice. Therefore, knowing where you can find resources to complement your writing is vital. For this reason, the following list of external links has been comprised of quality university writing center "handout sections". They are intended for individual, educational purposes only, not for mass distribution. The list is arranged alphabetically; it does not maintain a sequence of best to worst.
Blinn College
Collin College
Community College of Rhode Island
Harvard University
Idaho State University
Indiana State University
Johnson County Community College
Los Angeles Trade Tech
Ohio State University
Purdue University I
Purdue University II
Sam Houston State University
St. Cloud State University
San Jose State University
Temple University
Texas A&M University
University of Illinois at Springfield
University of Missouri at Kansas City
University of New Hampshire
University of North Carolina at Chapel Hill
University of Texas at Austin
# Rhetoric and Composition/Sentence fragment

Sentence fragments. Might sound good at first! More trustworthy. Because they're simple. Not trying to complicate things. Like when a sentence goes on and on. Making you lose track of the ideas. Not like straight talk.
We use fragments constantly when talking, emailing, IMing: They save time and space and sound "natural." Advertisements frequently use them to draw attention to key concepts. In academic writing, however, all but the most occasional use of fragments is considered inappropriate: too folksy, too speech-like and colloquial.
There are a number of grammar-technical ways to recognize fragments, but the best way to find them in your writing is to read your work out loud. Listen for any sentences that may end in a period or other end punctuation but seem to leave you hanging, as if you want to say, "Well ... ? Now what? Go on, finish it up!" The end punctuation may tell you to express "ending" (our voice usually falls when we're reading out loud and get to a period), but the thought won't be finished.
Try reading the following paragraph out loud and seeing if you can pick out the fragments -- that is, the sentences that seem to leave you hanging.
          Getting published is simultaneously one of the most exhilarating and taxing goals writers writers can set for themselves. Calling for equal parts patience and persistence. It is often a team effort among several players. Such as, the writer, perhaps an agent, friends and peers who will edit and respond to the work, and previously published writers who can provide advice. Another tension writers must negotiate when pursuing publication is audience appeal and personal integrity to one's work. What is often called "being true to oneself." Because getting published calls on writers to be flexible yet unique at the same time.
As you can see in the revised version below, fixing fragments is usually a matter of
* hooking up the fragment to the sentence before or after it (whichever one it seems to relate to), often using a comma, colon, or em dash;
* adding the missing actor (noun) or action (verb); or
* fleshing out the thought to express what was previously not "spelled out."
          Getting published is simultaneously one of the most exhilarating and taxing goals writers writers can set for themselves, calling for equal parts patience and persistence. It is often a team effort among several players, such as the writer, perhaps an agent, friends and peers who will edit and respond to the work, and previously published writers who can provide advice. Another tension writers must negotiate when pursuing publication is audience appeal and personal integrity to one's work: what is often called "being true to oneself." Because getting published calls on writers to be flexible yet unique at the same time, it can be the most challenging yet most rewarding experience writers undertake.
# Rhetoric and Composition/Teacher's Handbook
## Overview

This teacher's handbook is designed to help writing instructors implement the Rhetoric and Composition Wikitext into their classrooms.

## Teacher's Guide

The chapters here correspond to the chapters in the Rhetoric and Composition wikitext. They contain guides and suggestions for teaching these sections in the classroom. Please feel free to edit and contribute to these materials.

## Table of Contents

| Teaching with Wikitexts Creating Effective Assignment Sequences Creating Effective Handouts Teaching Writing as a Process Teaching the Modes of Writing Description Narration Exposition Evaluation Argumentation Teaching Annotated Bibliography Teaching Rhetorical Analysis Teaching Sentence Style and Structure Teaching Grammar and Mechanics | Teaching Writing in the Humanities Teaching Writing in the Sciences Teaching Writing in Business Teaching Oral Presentations Teaching Writing for the Web Using the Portfolio Method Assignment Sheet Database Handout Database Lesson Plan Database |
# Rhetoric and Composition/Teacher's Handbook/Creating Effective Handouts

Though this may seem like a simple or natural creation. There are some rhetorical and pedagogical questions to think about while creating the assignment sequence for the class.
Topical assignment sequence:
With the topical assignment sequence you let a topic dictate the order of assignments. For example, if the main topic for the course were technology, the following assignment sequence would be effective.
1. Narration: Narrate your relationship to technology as a child. Did you play computer games? Did you watch a lot of movies and TV? Did you have any electronic toys and games?
2. Visual Analysis: Find an advertisement online. Using the rhetorical principles learned in class, analyze the ad.
3. Cause and Effect: Write about the cultural environment that caused a need for computers. Then discuss the effect computers have had on our society.
4. Argument: Argue for or against the idea that writing online is not as important as writing essays.
5. Research Paper: Pick a type of technology that has failed or become obsolete. Give the history of that technology, and talk about the possible reasons for its annihilation.
Traditional assignment sequence:
In a traditional assignment sequence, each assignment builds on the skills learned in the previous assignment. These skills are all combined in the final assignment.
1. Narrative or observational essay
2. Cause and effect essay
3. Rhetorical analysis
4. Argument paper
5. Research paper
Things to think about: how can you make these different sequences your own? Are there assignments, which may serve the same purpose (such as analysis) but fit better into your class? With the emphasis of finals at the end of the year, would it be better for your students to put the research paper second to last?
Steps for helping students with an assignment:
1. Introduce the genre of writing; define any key terms and/or authors; discuss the context of the assignment and the content o the assignment.
2. Help students pick a topic by brainstorming, free writing, outlining, and/or doing research.
3. Teach students effective organization techniques (and research, if the assignment has a research component).
4. Revise, revise, revise! Here you may want to do peer review, conferences, or some other revision technique. The more you require rough drafts, the less of a chance your students will plagiarize. Also, you can get a feeling for how well your students comprehend the assignment.
# Rhetoric and Composition/Teacher's Handbook/Argumentation

Argumentation
When teaching argumentation, it is important to show practical methods, as this is often an area that confuses students. By showing pragmatic approaches to structuring an argument, students can better articulate their thoughts. Moreover, the skill of argumentation can be applied to other assignments as well, such as the research paper, cause and effect, and compare and contrast.
The Toulmin method:
1. Claim
This is the statement the arguer wants the audience to believe. Claims such as “abortion should be protected by the constitution,” “marijuana should be legal for medicinal purposes,” and “the drinking age should be lowered,” are examples of often over-used freshmen argument claims. The claim can serve as a thesis, and it is an essential starting point for any argument paper.
2. Grounds
The grounds, or data, of an argument emphasizes the arguer’s ethos (or credibility). It is imperative to an argument that the grounds be well founded, noncontroversial, and supportive. Claims supported with solid grounds become much stronger. For example, in an argument about lowering the drinking age, saying “my parents told me drinking is bad for you,” is much less effective than saying, “scientists predict .5% of one’s brain cells are lost every time he/she binge drinks.”
3. Warrant
This links the two previous steps. It creates the bridge between the claim and the grounds. Sometimes the warrant is implicit, unstated, or combined with the grounds.
4. Qualifier
This modifies the strength of an argument. Based on what kind of qualifier you choose, your argument becomes more or less believable. For example, the qualifier, “all people who drink become alcoholics,” is so strong of a claim that it becomes unbelievable. Here, if the qualifier is toned-down, the statement becomes more believable: “Some people who drink become alcoholics.”
5. Rebuttal
It is often important to include and possibly debunk rebuttal arguments. For example, saying “despite scientists claim about the effects of drinking on the brain, it has been shown to be no less damaging than using a cell phone,” shows that you can anticipate your critics.
# Rhetoric and Composition/Teacher's Handbook/Creating Effective Assignment Sequences

Though this may seem like a simple or natural creation, there are some rhetorical and pedagogical questions to think about while creating the assignment sequence for the class.

## Topical assignment sequence

With the topical assignment sequence you let a topic dictate the order of assignments. For example, if the main topic for the course were technology, the following assignment sequence would be effective.
1. Narration: Narrate your relationship to technology as a child. Did you play computer games? Did you watch a lot of movies and TV? Did you have any electronic toys and games?
2. Visual Analysis: Find an advertisement online. Using the rhetorical principles learned in class, analyze the ad.
3. Cause and Effect: Write about the cultural environment that caused a need for computers. Then discuss the effect computers have had on our society.
4. Argument: Argue for or against the idea that writing online is not as important as writing essays.
5. Research Paper: Pick a type of technology that has failed or become obsolete. Give the history of that technology, and talk about the possible reasons for its annihilation.

## Traditional assignment sequence

In a traditional assignment sequence, each assignment builds on the skills learned in the previous assignment. These skills are all combined in the final assignment.
1. Narrative or observational essay
2. Cause and effect essay
3. Rhetorical analysis
4. Argument paper
5. Research paper
Things to think about: how can you make these different sequences your own? Are there assignments, which may serve the same purpose (such as analysis) but fit better into your class? With the emphasis of finals at the end of the year, would it be better for your students to put the research paper second to last?

## Steps for helping students with an assignment

1. Introduce the genre of writing; define any key terms and/or authors; discuss the context of the assignment and the content o the assignment.
2. Help students pick a topic by brainstorming, free writing, outlining, and/or doing research.
3. Teach students effective organization techniques (and research, if the assignment has a research component).
4. Revise, revise, revise! Here you may want to do peer review, conferences, or some other revision technique. The more you require rough drafts, the less of a chance your students will plagiarize. Also, you can get a feeling for how well your students comprehend the assignment.
# Rhetoric and Composition/Teacher's Handbook/Evaluation

Most students are well versed at forming opinions on just about anything that they experience in life. The skill students lack is the ability to effectively support their opinions. Although they have no problem reaching the conclusion that the food served in the cafeteria is good, they have a hard time expressing why they like it. Helping students understand and effectively support their opinions should be one focus for teaching the Evaluation essay. In addition, the process of evaluation enhances students' ability to determine which scholarly / informational sources are reliable.

## Objectives

1. Students will develop the ability to create and apply objective criteria for use in evaluation.
2. Students will demonstrate the ability to write effective thesis statements.
3. Students will support their thesis statements with textual evidence and information from outside sources.

## Lesson Plans

This lesson plan is designed for a 4 credit class that meets twice a week (approximately 1:40 per meeting). It has also been designed with the belief that the students have already been introduced to writing thesis statements.
The goal of this lesson is two-fold. First, the students will practice establishing criteria by back-tracking through an evaluation to discover their preconceived criteria for evaluating films. Second, students will practice supporting their conclusions by using evidence from the film.
Inform the students that they will watch and evaluate the film Plan 9 from Outer Space. This film is generally considered to be one of the worst films ever made, but the students don’t need to know that. Simply show the film.
Following the film (there should be 15-20 minutes left of the class) ask the students to indicate by show of hands who thought the film was good, and who thought the film was bad. Then have them jot down their reasons for reaching their conclusions. After giving the class a few minutes to write down their ideas have them share, first the people who liked the film (there won’t be many), then those who did not. Write the reasons the students give on the board, and once there have been a good number of reasons given have the class categorize the reasons.
Once the list is completed (the end of class should be approaching), instruct the class to a write thesis statement expressing their evaluation of the film. Then they should outline an essay using the criteria that they feel are most important and the evidence that is appropriate for each criterion.
# Orthopaedic Surgery

Textbook Of Orthopaedic Surgery - A collaboration

## Contents

* Preface
* Chapter 1: Basic Sciences
* Chapter 2: Upper Limb
* Chapter 3: Foot and Ankle
* Chapter 4: Spine
* Chapter 5: Hand and Microsurgery
* Chapter 6: Paediatric Orthopaedics
* Chapter 7: Adult Reconstruction
* Chapter 8: Sports Medicine
* Chapter 9: Musckuloskeletal Tumours
* Chapter 10: Injury
* Chapter 11: Surgical Procedures
* Chapter 12: Rehabilitation
* Chapter 13: Practice
# Orthopaedic Surgery/Arthroplasty:General Principles

Central to the practice of orthopaedic surgery is the idea that painful and poorly functioning joints are surgically treatable entities. In the past century, surgeons have attempted to replace the surfaces of joints to relieve pain and preserve function. The replacement of joint surfaces with artificial or alternative surfaces is called arthroplasty.
Arthroplasty can be performed successfully using a variety of substances including autogenous tissue. Typically, joint surfaces are exposed and the diseased joint is removed to provide a surface capable of accepting the arthroplasty material. One common result of this is that arthroplasty surgery is rarely a trivial affair as entire exposure of and replacement of the joint is a standard goal.
The standard elements of joint arthroplasty will be discussed. It should be noted that there is a common trend in both literature and practice to refer to arthroplasty as "adult reconstructive" surgery. This owes to the fact that the majority of arthroplasties are performed in patients suffering from osteoarthrosis which is a degradative process common in the joints of the elderly. Osteoarthrosis itself is most commonly referred to as "osteoarthritis" which signifies a wear-and-tear process in a joint. Although the term adult reconstruction is commonly used, it can be a type of misnomer because it suggests osteoarthrosis as the disease for which arthroplasty is the cure. On the contrary, arthroplasty is a surgical solution for many types of destructive joint disorders including the inflammatory arthropathies and neuroarthropathy.
With these concepts in mind, a discussion of the elements of arthroplasty can begin.
# Orthopaedic Surgery/Biomechanics/General Concepts

* Orthopaedic Surgery
* INTRODUCTION ·
* AUTHORS ·
* ACKNOWLEDGEMENTS ·
* NOTE TO AUTHORS
* 1.Basic Sciences ·
* 2.Upper Limb ·
* 3.Foot and Ankle ·
* 4.Spine ·
* 5.Hand and Microsurgery ·
* 6.Paediatric Orthopaedics ·
* 7.Adult Reconstruction ·
* 8.Sports Medicine ·
* 9.Musculoskeletal Tumours ·
* 10.Injury ·
* 11.Surgical Procedures ·
* 12.Rehabilitation ·
* 13.Practice
* Current Chapter: Basic Sciences
| | General Concepts of Biomechanics | |
| <<Joint Biomechanics | General Concepts of Biomechanics | Hip Biomechanics>> |
The various components of the musculo-skeletal apparatus interact in a coordinated fashion. We have evolved the highly adaptive ability for upright movement through our environment freeing the upper extremities to engage in independent activities that advance the agenda of the organism; first and foremost to promote our own survival or the survival of our immediate family. The upper limbs through the anatomic features of the shoulder,elbow, forearm, wrist and hand have evolved for tool use and seemingly toward the efficient use of hand held projectiles, to affect defense and to obtain food.
The axial skeleton and core muscle groups provide protection to our vital energy processing viscera and the avenues of communication and nutrient distribution that are represented by our,nervous, endocrine and vascular systems. The central muscle groups anchored to the axial skeleton affect a coordination of the whole by overcoming momentum and enabling the fluid transfer of potentional energy to kinetic energy via the levers of our extremities in a fashion enabling force speed and accuracy in our activities. The resultant process can be beautiful, awe inspiring or comical.
Our skeletal adaptation to bipedal locomotion was accompanied by a bowl shaped pelvis with resultant narrowing of the pelvic outlet. This in association with enlarging brain size necessitated parturition at a relatively immature state of development to enable the passage of the fetal skull through the birth canal. A protracted post natal dependency would logically have required mating humans to remain mutually supporting to enable division of labor to support the dependant newborn. Thus it seems our biomechanical characteristics lead to social implications from the beginning of our existence as a species.
# Oriya/Common phrases

When speaking with elder people in Odia, much respect is expected. Here is a list of 20 common Odia statements:
* ନମସ୍କାର
* ଜୟ ଜଗନ୍ନାଥ
# Orthopaedic Surgery/Acknowledgements

* Orthopaedic Surgery
* INTRODUCTION ·
* AUTHORS ·
* ACKNOWLEDGEMENTS ·
* NOTE TO AUTHORS
* 1.Basic Sciences ·
* 2.Upper Limb ·
* 3.Foot and Ankle ·
* 4.Spine ·
* 5.Hand and Microsurgery ·
* 6.Paediatric Orthopaedics ·
* 7.Adult Reconstruction ·
* 8.Sports Medicine ·
* 9.Musculoskeletal Tumours ·
* 10.Injury ·
* 11.Surgical Procedures ·
* 12.Rehabilitation ·
* 13.Practice
| | Acknowledgements | |
| <<Authors | Acknowledgements | Note To Authors>> |
Thanks to Wikibooks and the Wikimedia foundation. The whole idea of having a book on orthopaedic surgery was possible due to the ideas espoused by the founder of Wikipedia, Jimmy Wales. But the whole project would not have been possible without the help of the software, Mediawiki developed by a German student, Magnus Manske. Thanks to all these bunch of nice guys for providing us the platform to build this book on.
Contributions to Wikibooks, and this module, Orthopaedic Surgery in particular come from several volunteers who have directed their efforts at providing content to the rest of us. With the numerous edits and revisions that many other volunteers have made the contents of this textbook has made sense and been useful to everyone else. Many of the ideas regarding structure and content placement have been borrowed form other modules in wikibooks. Without the community this book would not have been possible and we will always remain grateful to them. We have made a modest attempt to list the contributors of this book in the Authors page.
Images
# Orthopaedic Surgery/Authors

* Orthopaedic Surgery
* INTRODUCTION ·
* AUTHORS ·
* ACKNOWLEDGEMENTS ·
* NOTE TO AUTHORS
* 1.Basic Sciences ·
* 2.Upper Limb ·
* 3.Foot and Ankle ·
* 4.Spine ·
* 5.Hand and Microsurgery ·
* 6.Paediatric Orthopaedics ·
* 7.Adult Reconstruction ·
* 8.Sports Medicine ·
* 9.Musculoskeletal Tumours ·
* 10.Injury ·
* 11.Surgical Procedures ·
* 12.Rehabilitation ·
* 13.Practice
| | Authors | |
| <<Introduction | Authors | Acknowledgements>> |

## Authors

Bduttabaruah, DNB(Ortho) - BDB
    Registrar, Dept. of Orthopaedic Surgery, Apollo Speciality Hospital, Chennai, India.
    First authorship: September 4, 2005
Craig Newland - Craignewland
    First Authorship: February 15, 2006
OpenOrtho - elfar
    First Authorship: November 14, 2006
Dr Gordon Cameron - Gordon Cameron
    Specialist in joint and muscle pain
    First authorship: June 25, 2007

## Admins

hagindaz
Jguk
Derbeth
Robert Horning
Kernigh
Whiteknight
Several other Anonymous Authors.