text:
User talk:BeardMD

To Dos
Pages General Internal Medicine, Critical Care Medicine and Surgery and General Internal Medicine have been queried because they should be part of a book, or part of the same book. Please rename one of the pages so that they are part of the same book. Please see Using Wikibooks for more information about contributing.--Xania   talk 01:10, 19 April 2022 (UTC)

 * The General Internal Medicine book was a typo and can safely be deleted. BeardMD (discuss • contribs) 03:06, 19 April 2022 (UTC)
 * Thanks. That page has now been deleted.--Xania [[Image:Flag_of_the_Isle_of_Mann.svg|15px]] [[Image:Flag_of_Ukraine.svg|15px]] talk 04:19, 19 April 2022 (UTC)

Human Immunodeficiency Virus (HIV) Infection
This page has also been queried because it does not seem to be a book. Is it supposed to be part of an existing book?--Xania   talk 01:13, 19 April 2022 (UTC)

Query tags
Please do not remove the Query tags from the top of pages unless issues have been addressed. You can explain here, if you wish, what pages belong in which book and they can be moved to the correct location.--Xania   talk 02:55, 19 April 2022 (UTC)

 * My apologies. The Wiki system is new to me, and I was attempting to turn General Internal Medicine, Critical Care Medicine and Surgery, Human Immunodeficiency Virus (HIV) Infection, Antimicrobial Therapy and Viral Diseases to pages in Study Guide for the ABIM Infectious Disease Certification Exam. Again, I'm very sorry for the inconvenience and will focus more on the structure of the book. BeardMD (discuss • contribs) 03:05, 19 April 2022 (UTC)
 * OK. I will move these pages so they are inside the Study Guide for the ABIM Infectious Disease Certification Exam book. I'll put the links here when done.--Xania [[Image:Flag_of_the_Isle_of_Mann.svg|15px]] [[Image:Flag_of_Ukraine.svg|15px]] talk 04:19, 19 April 2022 (UTC)
 * The pages have been moved to locations inside the book now. I have also updated the links in the book so they point to the correct location. These are the new links:

I hope that helps --Xania   talk 09:16, 19 April 2022 (UTC)
 * Bacterial Diseases
 * Human Immunodeficiency Virus (HIV) Infection
 * Antimicrobial Therapy
 * Viral Diseases
 * Travel and Tropical Medicine
 * Fungi
 * Immunocompromised Host (Non-HIV Infection)
 * Vaccinations
 * Infection Prevention and Infection Control
 * General Internal Medicine, Critical Care Medicine and Surgery

Welcome!
Welcome to Wikibooks, BeardMD!

 First steps tutorial Wikibooks is for collaborative development of free textbooks.

You do not need technical skills to contribute. You can easily change most books. Please introduce yourself, and let us know what interests you.

If you already contribute at other Wikimedia projects, our Wikimedia Orientation should quickly get you started. (Would you like to provide feedback on this message?)

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Thanks for your contributions -- Jules (Mrjulesd) 09:45, 19 April 2022 (UTC)

Move book?
Hi there

I noticed a message on Study Guide for the ABIM Infectious Disease Certification Exam that you would like to move the book to the title ID Board Review.

Now I can do this if you are sure about it. Would you like me to proceed?

-- Jules (Mrjulesd) 17:34, 20 April 2022 (UTC)

 * Yes please.
 * I really appreciate it!
 * BeardMD (discuss • contribs) 17:37, 20 April 2022 (UTC)

 * ✅ -- Jules (Mrjulesd) 17:40, 20 April 2022 (UTC)

BookCat
Hi, do you think you could add BookCat to all the pages of your book?

See Wikibooks Stacks/Adding books for why.

-- Jules (Mrjulesd) 19:21, 20 April 2022 (UTC)

 * Hi Jules,
 * To clarify, does have to be put in any particular place in the page, or does anywhere work? Also, does the template have to be placed on every chapter, page, and sub-page? For example, the main page (ID Board Review), then the chapter (Bacterial Diseases), then the page (Gram-positive cocci), and the sub-pages (Staphylococcus aureus, Streptococcus spp, and Enterococcus spp). Or does the template just need to be placed on the main page some of the chapters?
 * Thank you for all the help,
 * BeardMD (discuss • contribs) 19:46, 20 April 2022 (UTC)

 * In answer:
 * It doesn't matter to much where it is put, but by convention it is at the bottom of the page.
 * It should be placed on every subpage, i.e. every page with a / character in its name. So all the pages except ID Board Review.
 * What it does, it adds every page to Category:Book:ID Board Review, so it maintains a database of every page in the book.
 * Best wishes -- Jules (Mrjulesd) 19:55, 20 April 2022 (UTC)

Some tips
-- Jules (Mrjulesd) 21:02, 20 April 2022 (UTC)
 * 1) I see that you've added the move template to some pages, which is fine. However you should realise that these can be missed by patrollers such as myself. If you don't get anything actioned after a day or so, you should post at Reading room/Assistance, and it should be seen by more people.
 * 2) I think that your book is going to have a lot of pages, which is also fine. However if you ever wanted it to be renamed that might mean a lot of work fixing links. One way around this would be to use something called a magic words. For example, instead of the link ID Board Review/General Internal Medicine, Critical Care Medicine and Surgery/Noninfectious Pneumonias you could use the link /General Internal Medicine, Critical Care Medicine and Surgery/Noninfectious Pneumonias . The benefit of doing this is, if the book was ever renamed, all the links would still work.

 * Those are terrific tips, I really appreciate it! BeardMD (discuss • contribs) 21:05, 20 April 2022 (UTC)

You cannot imply that editors are restricted from editing
I have changed your "disclaimer" again. You may not restrict, or imply that editing is restricted, to certain groups of users. You may not like it, but someone who is not "qualified" is free to edit the book. Please do not try and restrict editing again - it is against Wikibooks policy. MarcGarver (discuss • contribs) 08:37, 10 May 2022 (UTC)

title: User talk:BeardMD


text:
ID Board Review/Viral Diseases

= DNA Viruses =

 * Herpesviruses
 * /Cytomegalovirus/

 * Adenovirus
 * Papillomavirus
 * Polyomavirus
 * BK Polyomavirus
 * JC Polyomavirus
 * Poxviruses
 * Chordopoxviriniae
 * Avipoxvirus
 * Capripoxvirus
 * Centapoxvirus
 * Cervidpoxvirus
 * Crocodylidpoxvirus
 * Leporipoxvirus
 * Macropopoxvirus
 * Molluscipoxvirus
 * Mustelpoxvirus
 * Orthopoxvirus
 * Oryzopoxvirus
 * Parapoxvirus
 * Pteropopoxvirus
 * Salmonpoxvirus
 * Salmonpoxvirus
 * Sciuripoxvirus
 * Suipoxvirus
 * Vespertilionpoxvirus
 * Yatapoxvirus
 * Hepadnaviridae
 * Hepatitis B Virus (HBV)
 * Parvovirus

= RNA Viruses =

 * Reoviridae
 * Rotavirus
 * Togaviridae
 * Chikungunya
 * Flaviviridae
 * Hepatitis C Virus
 * Coronaviridae
 * Paramyxoviridae
 * Rhabdoviridae
 * Filoviridae
 * Hemorrhagic fever viruses
 * Orthomyxoviridae
 * Influenza
 * Bunyaviridae
 * Rift Valley fever
 * Crimean-Congo hemorrhagic fever
 * Sin Nombre virus
 * Arenaviridae
 * Lymphocytic Choriomeningitis Virus
 * Retroviridae
 * HIV
 * Picornaviridae
 * Hepatitis A Virus
 * Calciviridae
 * Hepatitis E Virus
 * Hepatitis D Virus (not listed in ABIM blueprint)

= Prions =

 * Creutzfeldt-Jakob Disease
 * Kuru
 * Fatal Familial Insomnia

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

title: ID Board Review/Viral Diseases


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User:BeardMD/sandbox

 * Example Text

/Useful Templates/
 * Template:Human Physiology
 * Template:Infobox
 * Template:ID Bug
 * Template:ID Drug

 * Title
 * Chapter 1
 * Page 1
 * Page 2
 * Page 2
 * Chapter 3
 * Page 3

title: User:BeardMD/sandbox


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Education in Uzbekistan/History of Pre-School Education in Uzbekistan

One of the first fundamental steps on the way was the adoption in July 1992 of the Law of the Republic of Uzbekistan "On Education", which consolidated the basic principles of policy in this area. Other legislative acts were also adopted, such as the resolution “On measures to further improve the system of out-of-school education”, “On improving the structure of territorial bodies of public education”. This reform also did not bypass pre-school education. For its further development, the law “On the approval of regulatory legal acts in the field of preschool education”, the provisions “On the state preschool educational institution in the Republic of Uzbekistan”, “On the non-state preschool educational institution in the Republic of Uzbekistan” were adopted. In 2012, only 23% of children in Uzbekistan attended preschool. In rural areas, it was as low as 8.5%. Since 2017, there has been a significant push for reform and today over 60% of Uzbek children receive an education.

Child-centred learning is a new approach in Uzbekistan's education system. At a recently opened pre-school in Khasian village, children are being empowered to make their own choices about how they learn. As Irina Grosheva, the Chief Specialist of the Strategic Department of Preschool Education at the Uzbek Ministry of Education says, "In the previously used model, the educator was the most important key figure. Now it is the child who plays the main role. The child has the right to choose his or her own activity". She tells us that the goal now in Uzbekistan is to develop analytical thinking and creativity in children. They believe that it is creativity that allows a child's personality to grow."

The World Bank is also helping Uzbekistan to develop good-quality pre-school education as well by financing various projects in the area. Marco Mantovanelli, the World Bank country manager for Uzbekistan argues that supporting a child-centred education from an early age enables them to solve problems more easily. "Problem solving is critical to developing a better capacity to be a learner down the road", he explains.In the small village of Shikhmakhshad, there's another alternative preschool called a playgroup. Children in mixed-aged groups there learn through play. Alongside its broader support for educational reform, UNICEF has helped to open eight such playgroups in Uzbekistan. According to Munir Mammadzade, the UNICEF representative in Uzbekistan, in these playgroup preschools, "soft skills and critical thinking skills, the ability to interact, communicate and solve problems even though they might be very basic at that age" are something they are investing in.

As a result of this new push to improve education for Uzbek children, the profession of pre-school teaching has become a popular career choice. Students of this profession are also learning how to teach creatively to adapt to the new methods. But to Madina Nabieva, a pre-school student, their main goal is to learn to "remain a child at heart, otherwise, the children will not be able to open up" and accept the new teachers into their world.


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Education in Uzbekistan/History of Primary Education in Uzbekistan

In Uzbekistan 11 years of education are compulsory and free, beginning with 4 years at primary school, and followed by 2 phases of secondary education taking 5 and 2 years respectively. Primary school begins at age 6 and there is no specific leaving examination after the 4 years are complete. Primary education is designed to form the basis of literacy, skills and knowledge necessary for further studies. At the next stage, young people receive more information, develop independent thinking, organizational skills, gain practical experience that contributes to the initial professional orientation.


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Education in Uzbekistan/History of Secondary Education

The next 5 years are spent at general secondary school from ages 10 to 15. Following that, there is a choice of between 2 and 3 years of upper education at either general or technical vocational schools. The former provides a certificate of completed secondary education and the opportunity to enter university, the latter a diploma of specialized secondary education, through a network of secondary vocational institutions. There are approximately 9,700 schools including about 1,850 secondary schools, 1,919 high schools, 75 evening schools, 107 centers of adult education, and 85 special schools for disabled children. In the year's 1999 to 2000, the number of pupils in these schools reached over 5.7 million. Compulsory-type education provided by the State (Republic of Uzbekistan) is free. This form of education allows the country to reach the 98 percent literacy rate. The Uzbekistan government builds schools; purchases equipment, material, and textbooks; educates teachers; conducts research; creates curricula and methodologies of teaching; and establishes examination procedures. The school system includes both urban and rural schools, all of which fall under the supervision of the Ministry of Public Education. Secondary education is divided into two stages. The first stage includes nine years of compulsory schooling with the same programs all over Uzbekistan. The second stage covers education and vocational training after nine years. It includes general secondary education and specialized secondary education. Young people receive general secondary education while staying in school for the tenth and eleventh grades. Upon successful completion, they get a Certificate of Complete Secondary Education.


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Education in Uzbekistan/History of Higher Education in Uzbekistan

The Uzbek higher education system consists of institutions, scientific and pedagogical establishments performing research work, and state body formations. According to the National Programme for Personnel Training, higher education builds on academic achievements of specialised secondary education (academic lyceum) and/or vocational education (vocational college) and includes two levels: Bachelor degree and Master degree.

The Ministry of Higher and Secondary Specialised Education’s (MHSSE) responsibility is to organize the academic year, including the length of the semesters, examination periods and academic holidays.

' The academic year starts on September 2nd and lasts until the end of June. It is divided into two semesters with holidays ranging from 10 to 12 weeks: '

• 1st semester - from early September to late January;

• 2nd semester - from the beginning of February to the end of June, although the duration of the semester can vary depending on the status of the HEIs or on the study program.

First level - Bachelor program

This basic higher education provides fundamental knowledge in one of the branches of higher education for a minimum period of study of four years. Upon completion of the Bachelor program, graduates are awarded Bachelor degree and a state diploma, which entitles them to start professional activity or to continue studies at Master level.

Second level - Master program

This level of higher education provides knowledge in specific areas and lasts for at least two years after the Bachelor degree. Master program graduates are awarded a state diploma, which entitles them to work in the relevant professional areas or to continue education in postgraduate education establishments.


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Education in Uzbekistan/Informal Education in Uzbekistan

In 1997, Uzbekistan enacted a Law on Education that would reform the country’s educational framework, and set a realistic framework for lifelong learning that would ensure continuous education for the population. National education is now run through two ministries, the Ministry of Public Education, and the Ministry of Higher and Secondary Specialised Education, which deals exclusively with professional and higher education. The Ministry of Public Education is responsible for delivering education through three mechanisms:

Formal education: This sector provides formal schooling, from pre-school to advanced further education. In Uzbekistan there are currently more than ten thousand general secondary schools, 63 higher education and 539 technical vocational institutions. The formal education sector also includes the assessment and awarding of all state-accredited qualifications. Through the formal education sector, Uzbekistan has already reached its Millennium Development Goal for universal access to primary education, and reports literacy rates of nearly 100 per cent.

Non-formal learning and education: Through educational establishments that are not connected with formal adult education, non-formal education provides retraining or upgrading of vocational skills. This may include a wide range of levels from training in basic literacy, to advanced application of ICT in enterprising. The role of non-formal learning may be simply conceptualised as learning to apply literacy and contents of formal education to the development of vocational skills that may assist in personal development. Informal learning: Uzbekistan has identified informal learning as the mechanism in which people continuously learn under their own initiative. This includes personal study assisted by national publications as well as indirectly educational program broadcast and distributed by the mass-media. Amidst the development of a knowledge and information society, non-formal and informal learning opportunities are increasingly in demand in Uzbekistan, as many people from traditional disadvantaged socio-economic backgrounds are beginning to understand the benefits of continuous education for the development of themselves, their families and their communities. In 1999, the establishment of Community Learning Centers began, with an aim to satisfy these demands.


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Education in Uzbekistan/Vocational Education in Uzbekistan

Unemployment remains relatively high, and there are many people desperately in need of new or more appropriate skills. There are a number of state and donor programs in place to address the structural training shortfall. Eventually, the goal is to meet European union standards. One of the distinguishing features of the National model of training is to introduce separate types of education. It was created a new type of educational institutions: academic lyceums and professional colleges, offering the possibility of mastering one or more modern professions and the acquisition-depth theoretical knowledge in different academic disciplines. The choice of the institution of a particular type is free. Moreover, both college high schools gives the right to go on their education in the subsequent education levels.

As can be seen the main feature of this model - is the continuity of education. That is, a person has the opportunity to acquire knowledge, skills and qualifications throughout his life. This program creates an effective mechanism for the educational system, which has as its main components present respect for the individual, the disclosure of abilities and creativity; the formation of free-thinking man, his moral, physical and spiritual development; progressive training, acquisition of professional skills and a complete personal fulfilment in life. A perfect system of continuous education based on the modern economy, science, culture, engineering and technology is a fundamental precondition for the country's development. This system ensures formation of the new generation of human resources that will be capable of identifying long term objective and effectively achieve them; generation that shows high standards of general culture and professional skills; people that are creative, socially active and able to, independently, appreciate social and political landscape.

127,400 external  partners  (businesses,  organizations,  educational  institutions) collaborate with PCs. Students sign a tripartite agreement with the college and enterprise. They can pass obligatory practice on this enterprise based on this agreement. About 50% of students are further employed in enterprises they had contracted with.


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Education in Uzbekistan/Educational Policy and Law in Uzbekistan

Legislative framework of education includes the Constitution of the Republic of Uzbekistan. Article 41 of the Constitution declares: "Everyone has the right to education. The State shall guarantee free secondary education. The school is under the supervision of the State." Concretization of the Constitutional provisions on education carried accepted August 29, 1997 Law of the Republic of Uzbekistan "On education", according to which education shall be a priority in the social development of the country (Article 3). The law defines the legal basis training, training citizens and seeks to ensure the constitutional right of everyone to education. Fundamental principles, goals of state educational policy, focused on the individual, on the education of perfect generation identified in the National Program for training, approved by the Law of the Republic of Uzbekistan dated 29 August 1997. The program provides for implementation of national model training, creation of socio‐economic, legal, psychological and pedagogical and other conditions for the formation of a fully developed personality, adapting to life in today's changing society, informed choice and subsequent development of educational and training programs, education of citizens, conscious of their responsibility to society, the state and the family. Programme identifies priorities for modernization of education system and establish stages of its implementation. The basis of the legal framework of the educational system of the Republic of Uzbekistan pledged by the international community norms and principles of managing security and protection of human rights and freedoms, including the main provisions:

- Convention on the Rights of the Child;

- Convention against Discrimination in Education;

- Convention on Technical and Vocational Education;

- Convention on the Prevention of All Forms of Racial Discrimination;

- Convention on the Rights of Persons belonging to national minorities;

- Convention on the Prevention of All Forms of Discrimination against Women;

- Declaration on the Rights of Persons Belonging to National or Ethnic, Religious and Linguistic Minorities.

Incarnation of international norms, rules and recommendations reflected in the Constitution and the laws "On Education" (1997), "On the National Program for Training" (1997) and "On Guarantees of the Rights of the Child" (2008), as well as regulations of the country. The main provisions of these documents are reflected in Article 4 of the Law of the Republic of Uzbekistan "On Education": "Everyone is guaranteed equal rights to an education regardless of gender, language, age, race, ethnicity, creed, religion, social origin, occupation, residence, duration of residence in the territory of the Republic of Uzbekistan." We should also highlight the legislation not directly related to the education system, but determining the conditions of teaching children with special needs. These include the "Law on the Rights of the Child," "On the official language" and "On social protection of disabled people in the Republic of Uzbekistan." Law "On Guarantees of the Rights of the Child" (2008) established the right of every child to education, provided guarantees for a free and compulsory secondary education and specialized secondary and vocational education. Law, being the main document regulating relations in the field of children's rights guarantees, guarantees the rights of vulnerable children

Development model Uzbekistan chose to consider the country’s specifics in social and political system and its traditions led to the situation, where universal, in civilized world, norms and principles of social, political, economic and moral life became dominant and are defining not only the country’s current state of affairs but also its moving forward. A perfect system of continuous education based on the modern economy, science, culture, engineering and technology is a fundamental precondition for the country’s development. This system ensures formation of the new generation of human resources that will be capable of identifying long term objective and effectively achieve them; generation that shows high standards of general culture and professional skills; people that are creative, socially active and able to, independently, appreciate social and political landscape. To radically reform educational system, NPPT was devised and implanted following the President’s initiative. NPPT is the regulatory framework of the reforms, which provides for radical transformation of the structure and the content of education such as a compulsory free 12‐year education, including a nine‐ year general secondary education plus a three‐year secondary specialized vocational education as well as a two‐level higher education system (bachelor and master). Given a depth and large scale of reformation, as a part of NPPT’s implementation, nation‐wide efforts were taken, in 2004‐2009, to develop general secondary education based on the State National Program for Development of School Education (SNPDSE).

30,492,800 population permanently lives in Uzbekistan by 01.01.2014. Out of them, 51.0 % is urban population and 49.0% is rural population. Average population density is 67.9 people per one square km. In terms of the population size, Uzbekistan takes the third place in CIS, following Russia and the Ukraine. However, unlike the two others, Uzbekistan shows high birth rate and a positive population increase rate. In 2013, this figure was 499 300 people or, 1.7 %. The country has 119 towns and cities and 168 districts. Uzbekistan is a multi‐ethnic country; over 125 ethnic groups live there.

Continuous education of the population is a distinguished feature of the national model of educational system. Every individual has an opportunity to acquire knowledge, vocational skills and professions throughout all his life. State educational standards and consistency of educational programs for various levels ensure the system of continuous education.

The system entails the following:

1) Pre‐school education;

2) General secondary education;

3) Secondary special, vocational education;

4) Higher education;

5) Post graduate education;

6) Re‐training and skills‐improvement of the personnel;

7) Out‐of‐school education


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Education in Uzbekistan/The Future of Education in Uzbekistan

In April 2019, the President of Uzbekistan approved the Concept of Development of Public Education System until 2030. Besides improving the education infrastructure and methodology, the Concept sets an ambitious goal for the country to enter the group of 30 leading countries of the world by 2030, as per PISA ratings, an international student assessment program.

“Schools that are performing poorly are the ones attended by the most deprived children in community, and these schools need support,” said Sascha Graumann, Representative, UNICEF Uzbekistan. “It is important to provide them with better learning materials and human resources to compensate for their deprivation,” he added.

The dialogue emphasized on what should be focused in the classrooms. Without developing foundational skills like reading, writing and numeracy; and transferable skills like communication and critical thinking starting at pre-primary level, young people cannot access further training and employment that requires higher level thinking and so will be excluded from benefits of future of work.


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Education in Uzbekistan/Modern Educational Technologies in Uzbekistan

Due to the achievement of independence currently work on reforming the entire education system has been focused on large-scale in the Republic of Uzbekistan. According to normative documents which regulate educational process special attention is paid to the intellectual development of the younger generation, continuous educational work is conducted on the planning and updating process of learning foreign languages by young people; individual psychological characteristics are taken into account of youth and its ability to assimilate foreign languages.

The first President of Uzbekistan Islam Karimov signed a resolution "On measures on further improving system of studying foreign language" on 10 December 2012.The document was adopted to improve teaching foreign languages, training specialists with good language skills, introducing advanced technologies into education system, etc. According to resolution, foreign languages, predominantly English language, will be taught in all schools of Uzbekistan from first classes as game plays. From the second class, the alphabet, reading and grammar will be taught.

In our country created conditions for teaching foreign languages using modern pedagogical and communicative technologies. The creation of a new methodology of learning foreign languages at all stages of education with application of modern pedagogical and informative technology is the demand of time. This resolution is the theoretical basis of the work done in this direction. As a result of execution of this resolution the process of organizing a continuous study of foreign languages, is being improved, which gives the possibility of providing the youth with modern educational-methodical materials at all stages of learning. This document is a logical continuation of the law "On education" and "National program for personnel training".

Learning foreign languages is impossible to imagine without the use of multi-media learning tools. Of course, important tasks for the methodology of teaching foreign languages include providing opportunities to illustrate the actual process of communication in English, and creating an educational environment that provides real conditions for learning use of the target language and its culture. The most significant group of benefits is teaching the virtues of computer-based training. For example, teachers use the ability of computers to react instantly to input information to create simple training programs in the form of exercises. The technical advantage of teaching English with the help of multimedia technology is that sound cards allow users to record their speech and then compare it with the pronunciation of native speakers.

Graphics capabilities of computers can represent any type of activity in the form of pictures or animation. This is particularly important when learning new vocabulary, as images on the monitor allow students to associate English phrases directly with actions, rather than with phrases in their native language. Moreover, the media are an excellent means of interactive communication between different linguistic groups, which is particularly evident in the application of computer networks. This could be a local area network connecting several machines, or the Internet -a global network of millions of users.

Purposeful use of the Internet materials at foreign language classes of non-linguistic higher educational establishments gives an opportunity to effectively solve a number of didactic tasks. They are:

- improving reading skills;

-enlarging the vocabulary with the modern foreign words;- improving monological and dialogical speech skills, discussing the materials of the web;

- Forming stable motivation to foreign language activity while discussing the problems, interesting for everybody.

Educative innovations include making use of affordable and accessible technologies to expand access to education. It may also require other innovative process or service and rely on technology. The following educative innovations are very effective and widely used in teaching foreign languages:

Online and self-study courses. Hundreds of languages are available for self-study, from scores of publishers, for a range of costs, using a variety of methods. The course itself acts as a teacher has to choose a methodology, just as classroom teachers do.

Audio recordings and books. Audio recordings use native speakers, and one's strength is helping learners improve their accent. Some recordings have pauses for the learner to speak. Others are continuous so the learner speaks along with the recorded voice, similar to learning a song. Audio recordings for self-study use many of the methods used in classroom teaching, and have been produced on records, tapes, CDs, DVDs and websites.

Brainstorming. Brainstorming is a group or individual creativity technique by which efforts are made to find a conclusion for a specific problem by gathering a list of ideas spontaneously contributed by its member(s).

Sandwich technique. In foreign language teaching, the sandwich technique is the oral insertion of unidiomatic translation in the mother tongue between an unknown phrase in the learned language and its repetition, in order to convey meaning as rapidly and completely as possible. Using technology in the classroom can allow teachers' to effectively organize and present lessons.

Multimedia presentations can make the material more meaningful and engaging. Over the past several decades, studies analyzing the relationship between technology and foreign language learning have tended to focus on several key issues, including motivation, reading and writing, research, and mobile-assisted language learning.

The most powerful source of the students' cognitive activity, developing their creativity, interests, skills and other mental characteristics is innovative technologies. Innovative educational technologies are, first of all, information and communications technologies, closely connected with computerized education application. In the work of the first President of Uzbekistan I.A. Karimov "High spirituality - invincible power" noted: "the Foundation of the future is created in schools, arguing otherwise it is the future of nation depending on how today our children take education and upbringing." Soul and minds of young people studying foreign languages and dream to see t he world and study abroad should be priority before various destructive ideas and ideologies.


text:
User talk:Sarvar Yusufov

Welcome!
Welcome to Wikibooks, Sarvar Yusufov!

 First steps tutorial Wikibooks is for collaborative development of free textbooks.

You do not need technical skills to contribute. You can easily change most books. Please introduce yourself, and let us know what interests you.

If you already contribute at other Wikimedia projects, our Wikimedia Orientation should quickly get you started. (Would you like to provide feedback on this message?)

  Getting help   Made a mistake?   Goodies, tips and tricks
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 * Was a page you made deleted? Please read the deletion policy, and check the deletion log to find out why. Also check the RFD archives if applicable. You can request undeletion at WB:RFU, or ask the administrator who deleted the page.
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I've moved some of your pages to comply with our policies. Please see Wikibooks Stacks/Adding books which explains proper book construction. -- Jules (Mrjulesd) 09:26, 19 April 2022 (UTC)

title: User talk:Sarvar Yusufov


text: Category:Book:The path of development of education in Uzbekistan


text:
ID Board Review/Travel and Tropical Medicine

While travel and tropical medicine are extremely broad topics in ID, they only account for approximately 5% of the ABIM ID Certification Exam.

General Principles of Travel Medicine

 * Pretravel preparation
 * Post-travel Illness
 * Immigrants, refugees, and adoptees
 * Travelers with specific needs

Protozoal Intestinal Infections

 * Balantidium coli
 * Blastocystis hominis
 * Cryptosporidium parvum and C. hominis
 * Cyclospora cayetanensis
 * Cystoisospora (Isospora) belli
 * Dientamoeba fragilis
 * Entamoeba histolytica (amebiasis)
 * Giardiasis

Microsporidiosis

 * Protozoal extraintestinal infections
 * Amebic meningoencephalitis
 * Babesiosis
 * Leishmaniasis
 * Malaria
 * Toxoplasmosis
 * Trichomonas vaginalis
 * Trypanosomiasis (general)

Nematode Intestinal Infections

 * Anisakiasis
 * Ascaris lumbricoides (ascariasis)
 * Enterobius vermicularis (pinworm)
 * Hookworm
 * Strongyloides stercoralis
 * Trichuris trichiura (whipworm)
 * Nematode extraintestinal infections
 * Angiostrongylus cantonensis
 * Bayliascariasis (raccoon roundworm)
 * Cutaneous larva migrans (dog and cat hookworm)
 * Filariasis
 * Gnathostoma spinigerum
 * Toxocariasis
 * Trichinella spiralis (trichinellosis)

Cestode Infections

 * Diphyllobothrium latum (fish tapeworm)
 * Hymenolepis (dwarf tapeworm)
 * Echinococcus granulosus (hydatid disease)
 * Echinococcus multilocularis (alveolar disease)
 * Taenia saginata (beef tapeworm)
 * Taenia solium (pork tapeworm; intestinal)

Trematode Infections (flukes)

 * Clonorchis sinensis (Chinese liver fluke)
 * Fasciolopsis buski (intestinal fluke)
 * Fasciola hepatica and gigantica (sheep liver fluke)
 * Paragonimus westermani (lung fluke)
 * Schistosomiasis (general)

Ectoparasitic Infections

 * Myiasis (human botfly or tumbu fly)
 * Pediculus humanus (body, head, and pubic lice)
 * Tick bites—identification and tick paralysis
 * Tungiasis (Tunga penetrans)
 * Bed bugs


text:
ID Board Review/Fungi

Fungi account for 5% of the ABIM ID Certification Exam. Based off the ABIM blueprint, therapies, specific diagnostic testing and syndromes may be emphasized more than Bacterial or Viral Diseases.

Yeasts

 * Candida spp
 * Cryptococcus
 * Other yeasts
 * Trichosporon
 * Saccharomyces

Endemic mycoses

 * /Histoplasma/
 * Blastomyces dermatitidis
 * Coccidioides spp
 * Coccidioides immitis
 * Coccidioides posadasii
 * Sporothrix schenckii
 * Paracoccidioides brasiliensis
 * Talaromyces marneffei (Previously Penicillium marneffei)

/Molds/

 * Hyaline Molds
 * Aspergillus spp
 * Agents of Zygomycosis (mucormycosis)
 * Dematiaceous Molds
 * Bipolaris
 * Exophiala
 * Others:Scedosporium apiospermum/Pseudallescheria Boydii

Superficial and subcutaneous mycoses

 * Mycetoma
 * Chromoblastomycosis
 * Malassezia
 * Dermatophytes

Therapy

 * Pharmacokinetics
 * Drug interactions
 * Spectrum
 * Toxicity
 * Prophylaxis
 * Susceptibility testing
 * Drug resistance

Diagnostic testing

 * Histopathology
 * Culture
 * Nonculture methods

Syndromes

 * Mucosal
 * Skin
 * Pulmonary
 * Central nervous system and eyes
 * Cardiac
 * Disseminated

title: ID Board Review/Fungi


text:
User talk:Ru77ell

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Thanks for your contributions -- Jules (Mrjulesd) 12:39, 19 April 2022 (UTC)

title: User talk:Ru77ell


text:
ID Board Review/Immunocompromised Host

Primary Immunodeficiency

 * Anatomic lesions
 * Lymphocyte defects
 * Combined immunodeficiency syndromes (including severe combined immunodeficiency [SCID])
 * Phagocytes
 * Complement deficiencies
 * NK cell deficiencies

Hematologic Malignancies and Stem Cell Transplantation

 * Infections associated with chemotherapy-induced neutropenia
 * Stem cell transplant
 * Syndromes
 * Noninfectious conditions

Solid-organ Transplantation

 * Donor-derived infections

 * Surgical site infections

 * Hospital-acquired infection

 * Opportunistic infections

 * Noninfectious conditions

This includes patients on disease-modifying agents, e.g. Tumor Necrosis Factor [TNF] blockers, Corticosteroids

 * Bacteria

 * Fungi

 * Viruses

 * Parasites

 * Protozoa

Infection Prevention in the Immunosuppressed Host

 * Immunizations

 * Antimicrobials

 * Environmental control

title: ID Board Review/Immunocompromised Host


text:
ID Board Review/Vaccinations

Vaccinations account for only 4% of the ABIM ID Certification test. Based on the Blueprint, it appears the primary learning point will be which vaccinations are active, and which are passive, and likely which patients can/should get each vaccination. There is not a specific topic outlined for adverse effects like there is in Antimicrobial Therapies, HIV Treatment Regimens, or Antifungal Therapies.

Active immunizations (vaccines)

 * /Pneumococcal vaccine/
 * /Influenza vaccine/
 * /Tetanus, diphtheria, and acellular pertussis vaccine/
 * /Haemophilus influenzae type b vaccine/
 * /Hepatitis B vaccine/
 * /Hepatitis A vaccine/
 * /Measles, mumps, and rubella vaccine/
 * /Polio vaccine/
 * /Meningococcal vaccine /
 * /Smallpox vaccine/
 * /Rabies vaccine/
 * /Varicella vaccine/
 * /Herpes zoster vaccine/
 * /Human papillomavirus vaccine/
 * B. Anthrax vaccine

Passive immunizations

 * Varicella-zoster virus
 * Rabies
 * Hepatitis B
 * Tetanus Immune globulin
 * Other (including cytomegalovirus immune globulin)

title: ID Board Review/Vaccinations


text:
ID Board Review/Infection Prevention and Control

Applied Epidemiology and Biostatistics

 * Outbreak investigation
 * Healthcare quality improvement

Healthcare-associated infections (HAIs) of Organ Systems

 * HAIs related to intravascular devices, short-term and long-term (including contaminated infusions)
 * HA urinary tract infections and pneumonia infections
 * HA surgical site infections
 * HAIs of other organ systems (including gastrointestinal tract infections, and central nervous system infections)

Epidemiology and Prevention of HAIs Caused by Specific Pathogens

 * Bacterial infections
 * Mycobacterial and fungal infections
 * Viral infections

Epidemiology and Prevention of HAIs in Special Patient Populations

 * HAIs in obstetrics
 * HAIs in neoplastic diseases
 * HAIs in organ transplant and hematopoietic stem cell transplant

Epidemiology and Prevention of HAIs in Therapeutic Procedures

 * Infection risks of endoscopy
 * HAIs associated with hemodialysis and peritoneal dialysis
 * HAIs related to other procedures (including cardiology and respiratory therapy)
 * HAIs following transfusion of blood and blood products
 * Fecal transplantation
 * Prevention of HAIs related to hospital support services
 * Environmental services
 * Disinfection and sterilization
 * Epidemiology and prevention of HAIs in healthcare workers
 * Prevention of occupationally acquired viral hepatitis in healthcare workers
 * Prevention of occupationally acquired HIV infection in healthcare workers
 * Vaccination of healthcare workers
 * Prevention of occupationally acquired diseases of healthcare workers spread by contact, droplet, or airborne precautions (other than TB, and including diagnostic laboratories)

Organization and Implementation of Infection Control Programs

 * Surveillance of HAIs
 * Isolation precautions
 * Hand antisepsis
 * Epidemiology and prevention of infections in residents of long-term care facilities
 * Infection control in countries with limited resources


text:
ID Board Review/Bacterial Diseases/Gram-positive cocci (GPC)

Medically Significant GPC

 * Staphylococcus spp
 * Staphylococcus aureus
 * Coagulase Negative Staphylococcus (CoNS)
 * Staphylococcus epidermidis
 * Streptococcus spp
 * Streptococcus pneumoniae
 * Streptococcus viridans
 * Streptococcus pyogenes (GAS)
 * Streptococcus agalactiae (GBS)
 * Enterococcus spp

CONS- Coagulase Negative Staph


text:
ID Board Review/Page Formats

This page serves to house the various sections/headings for each type of page and subpage in the book. By using similar layouts for each topic, content can be easier to compare, contrast and learn.

The easiest way to implement these sections in a new page is to copy the template from here (simply highlight and press Ctrl + C), then past (Ctrl + V) the sections in the new page. This is because each new page opens up in the "Edit Source" mode. Note, if the text is copied from the source code of this page, the  templates have to be removed. Therefore it is simply easier to copy from this page's normal view and paste it into the new page.

Sections for specific infections: Bacteria, Fungi, Parasites, etc.
==Histology & Morphology==

==Pathophysiology==

==Clinical Presentations==

===Endemic Areas===

==Diagnosis==

===Differential Diagnoses===

==Management==

Sections for Viruses
==Viral Class==

==Pathophysiology==

==Clinical Presentations==

===Endemic Areas and Seasons===

==Diagnosis==

===Differential Diagnoses===

==Management==

Sections for Clinical Syndromes
==Etiologies==

==Diagnosis and Workup==

===Differential Diagnoses===

==Management==

Sections for Drugs
==Adverse Effects, Toxicity and Interactions==
 * Most Common:
 * Most Severe:

==ADME==
 * Absorption:
 * Distribution:
 * Metabolism:
 * Excretion:
 * Lab Monitoring:

==Drug Resistance(s) and Susceptibility Testing==

==Dosing==

Sections for HIV Antiretroviral Therapy
==Drug Class & Mechanism==

==Adverse Effects==
 * Most Common:
 * Most Severe:

==Drug-Drug Interactions==
 * Most Common:
 * Most Severe:

==Laboratory Monitoring==

title: ID Board Review/Page Formats


text:
ID Board Review/Bacterial Diseases/Gram-positive cocci (GPC)/Staphylococcus aureus

Clinical Presentations

 * Skin Infections (most common presentations of S. aureus)
 * Cellulitis
 * Impetigo
 * Folliculitis
 * Mastitis
 * Infection Surgical Wounds
 * Infective Endocarditis, especially patients with left-sided valvular heart disease and patients with IV drug use
 * S. aureus is often a cause of Osteomyelitis, and is the most common cause of Septic Arthritis
 * S. aureus is the most common cause of Spinal Epidural Abscesses and Suppurative Intracranial Phlebitis
 * Rarely causes meningitis, but when it does, it's usually after trauma, or Neurosurgery
 * S. aureus rarely causes community pneumonia, but is often the cause of Nosocomial (Hospital Acquired) Pneumonia
 * Septic Shock
 * Prosthetic Joint Infection

Risk Factors

 * Skin/mucosal breaks or tears
 * Foreign body/implant presence
 * Prior viral illness (especially superimposed bacterial pneumonia)
 * Defects in cellular or humoral immunity

Diagnosis

 * Bacteremia: Blood culture; low threshold for getting infective endocarditis blood cultures
 * Sensitivities to differentiate between MSSA and MRSA
 * MRSA Nares Swab PCR (to r/o MRSA pneumonias)

Differential Diagnoses

 * For skin infections without pus, consider Streptococcus

Resistance Mechanism(s)

 * Mec A gene → MRSA


text:
ID Board Review/Bacterial Diseases/Gram-positive cocci (GPC)/Streptococcus spp

Streptococcus Species

 * Streptococcus pyogenes (GAS)
 * Streptococcus agalactiae (GBS)
 * Streptococcus pneumoniae
 * Streptococcus viridans


text:
ID Board Review/Bacterial Diseases/Gram-positive cocci (GPC)/Enterococcus spp

 * The enterococcus genus was previously designated as Group D Streptococci

Medically Significant Enterococci

 * Enterococcus faecium
 * Enterococcus faecalis
 * E. casseliflavus and E. gallinarum are typically intrinsically vancomycin resistant


text:
ID Board Review/Bacterial Diseases/Gram-positive cocci (GPC)/Streptococcus spp/Streptococcus agalactiae (GBS)

Clinical Presentations


text: ID Board Review/Bacterial Diseases/Gram-positive cocci (GPC)/Streptococcus spp/Streptococcus viridans


text: ID Board Review/Bacterial Diseases/Gram-positive cocci (GPC)/Streptococcus spp/Streptococcus pyogenes (GAS)


text:
ID Board Review/Bacterial Diseases/Gram-positive cocci (GPC)/Streptococcus spp/Streptococcus pneumoniae

Histology & Morphology

 * An Encapsulated Organism


text:
Cookbook:Crubíns

Crubíns is an Irish dish of pig feet, a traditional delicacy within the historic province of Muenster. It is traditionally slow cooked over a fire in an iron pot, served on its own or with potatoes, onions and fresh veg. Eaten in Ireland throughout the 18th century and further popularized by Irish writer James Joyce, widely enjoyed until the its ban in 1950s. Crubíns was banned by Irish parliament "Dáil Éireann" in 1954. By decree to stop wide spread cryptosporidiosis, the ban lasted 3 years until 1957, but did not cover Northern Ireland where the dish was still available. After the ban the dish no longer held such significance, a fondness with the people of Ireland died, as did the 1360 people who caught cryptosporidiosis. today Crubíns is a rarity found only within specialist Irish restaurants where it can cost upwards of €100.

title: Cookbook:Crubíns


text:
ID Board Review/Bacterial Diseases/Gram-positive rods (GPR)

Medically Important GPR

 * Listeria spp
 * Listeria monocytogenes
 * Corynebacterium spp (Diphtheroids)
 * Corynebacterium diphtheriae (diphtheria)
 * Bacillus spp
 * Bacillus anthracis
 * Bacillus cereus
 * Erysipelothrix spp
 * Erysipelothrix rhusiopathiae


text:
ID Board Review/Bacterial Diseases/Gram-positive rods (GPR)/Bacillus spp

 * Bacillus anthracis
 * Bacillus cereus


text: ID Board Review/Bacterial Diseases/Gram-positive rods (GPR)/Listeria monocytogenes


text: ID Board Review/Bacterial Diseases/Gram-positive rods (GPR)/Corynebacterium diphtheriae


text: ID Board Review/Bacterial Diseases/Gram-positive rods (GPR)/Erysipelothrix rhusiopathiae


text:
ID Board Review/Bacterial Diseases/Gram-Negative cocci and coccobacilli

Medically Important Gram-Negative cocci and coccobacilli

 * Neisseria spp
 * Neisseria gonorrheae
 * Neisseria meningitidis
 * Moraxella catarrhalis
 * Haemophilus Spp


text:
ID Board Review/Bacterial Diseases/Gram-Negative cocci and coccobacilli/Neisseria spp

Medically Important Neisseria Species

 * Neisseria gonorrheae
 * Neisseria meningitidis


text: ID Board Review/Bacterial Diseases/Gram-Negative cocci and coccobacilli/Neisseria spp/Neisseria gonorrheae


text:
ID Board Review/Bacterial Diseases/Gram-Negative cocci and coccobacilli/Neisseria spp/Neisseria meningitidis

Histology

 * May be Encapsulated, or unencapsulated. Nearly all invasive N. meningitidis are encapsulated, or surrounded by a polysaccharide capsule


text:
ID Board Review/Bacterial Diseases/Gram-Negative cocci and coccobacilli/Haemophilus spp

Species

 * /Haemophilus influenzae B/

Microbiology

 * One of the HACEK Organisms

Diagnosis

 * Like other fastidious HACEK Organisms, Haemophilus spp require longer incubation periods on growth media.


text: ID Board Review/Bacterial Diseases/Gram-Negative cocci and coccobacilli/Moraxella catarrhalis


text:
ID Board Review/Bacterial Diseases/Gram-negative Rods (GNR)

Glucose Fermenting and Oxidase Positive

 * Pasteurella spp
 * Vibrio Spp
 * Aeromonas spp

Glucose Fermenting and Oxidase Negative

 * Enterobacteriaceae
 * Lactose non-fermenting
 * Salmonella spp
 * Shigella
 * Yersinia spp
 * Lactose fermenting
 * Escherichia coli
 * Citrobacter spp
 * Klebsiella spp (Anaerobic)
 * Serratia spp

Glucose Non-Fermenting

 * Pseudomonas spp
 * Stenotrophomonas maltophilia
 * Acinetobacter baumannii
 * Burkholderia cepacia

No Grow on MacConkey Agar

 * Bartonella henselae
 * Bordetella spp
 * Brucella
 * Campylobacter spp
 * Capnocytophaga spp
 * Francisella spp
 * Haemophilus spp
 * Helicobacter spp
 * Legionella spp
 * Streptobacillus moniliformis

Obligate Anaerobic GNR

 * Bacteroides spp

-

Curved GNRs

 * Vibrio cholerae
 * Campylobacter jejuni
 * Helicobacter spp


text:
User:Chicken4War

i like.. cookbooks. mmmmmmmm food.. wikipedia food.......

title: User:Chicken4War


text:
Canadian Refugee Procedure/171 - Proceedings

IRPA Section 171
The relevant provision of the Immigration and Refugee Protection Act reads: Proceedings 171 In the case of a proceeding of the Refugee Appeal Division, (a) the Division must give notice of any hearing to the Minister and to the person who is the subject of the appeal; (a.1) subject to subsection 110(4), if a hearing is held, the Division must give the person who is the subject of the appeal and the Minister the opportunity to present evidence, question witnesses and make submissions; (a.2) the Division is not bound by any legal or technical rules of evidence; (a.3) the Division may receive and base a decision on evidence that is adduced in the proceedings and considered credible or trustworthy in the circumstances; (a.4) the Minister may, at any time before the Division makes a decision, after giving notice to the Division and to the person who is the subject of the appeal, intervene in the appeal; (a.5) the Minister may, at any time before the Division makes a decision, submit documentary evidence and make written submissions in support of the Minister’s appeal or intervention in the appeal; (b) the Division may take notice of any facts that may be judicially noticed and of any other generally recognized facts and any information or opinion that is within its specialized knowledge; and (c) a decision of a panel of three members of the Refugee Appeal Division has, for the Refugee Protection Division and for a panel of one member of the Refugee Appeal Division, the same precedential value as a decision of an appeal court has for a trial court.

Section 171 of the IRPA may be contrasted with s. 170, which provides what powers the RPD has
Section 171 sets out powers that the RAD has in a proceeding. Section 170 sets out those powers of the RPD. The two may be contrasted. While section 170 of the IRPA provides that the RPD "may inquire into any matter that it considers relevant to establishing whether a claim is well-founded", the RAD does not have a similar power prescribed by s. 171. For more detail on s. 170, see: Canadian Refugee Procedure/IRPA Section 170 - Proceedings.

IRPA Section 171(a.2)
Proceedings 171 In the case of a proceeding of the Refugee Appeal Division, (a.2) the Division is not bound by any legal or technical rules of evidence;

See the equivalent provision for the RPD, IRPA s. 170(g)
Canadian Refugee Procedure/IRPA Section 170 - Proceedings

IRPA Section 171(a.3)
Proceedings 171 In the case of a proceeding of the Refugee Appeal Division, ... (a.3) the Division may receive and base a decision on evidence that is adduced in the proceedings and considered credible or trustworthy in the circumstances;

See the equivalent provision for the RPD, IRPA s. 170(h)
Canadian Refugee Procedure/IRPA Section 170 - Proceedings

IRPA Section 171(b)
Proceedings 171 In the case of a proceeding of the Refugee Appeal Division, ... (b) the Division may take notice of any facts that may be judicially noticed and of any other generally recognized facts and any information or opinion that is within its specialized knowledge;

See the commentary on the relevant RPD rule
See: Canadian Refugee Procedure/RPD Rule 22 - Specialized Knowledge.

IRPA Section 171(c)
Proceedings 171 In the case of a proceeding of the Refugee Appeal Division, ... (c) a decision of a panel of three members of the Refugee Appeal Division has, for the Refugee Protection Division and for a panel of one member of the Refugee Appeal Division, the same precedential value as a decision of an appeal court has for a trial court.

The Refugee Appeal Division has issued a policy on designation of three-member panels
As per s. 171(c) of the IRPA, a decision of a panel of three members of the RAD has, for the RPD and for a panel of one member of the RAD, the same precedential value as a decision of an appeal court has for a trial court. Under the relevant RAD Policy, a three-member panel may be designated if one or more of the following criteria is met: (i) the appeal raises unusually complex or emerging legal issues; (ii) the appeal raises an issue in an area in which there is significant divergence or inconsistency in decision-making at either the RAD or the RPD; (iii) the appeal raises a serious question of general importance; (iv) the appeal raises an issue that may have a significant impact on practice and procedure at either the RAD or the RPD; or (v) any other relevant circumstances exist that make it appropriate that a three-member panel be designated.


text:
Canadian Refugee Procedure/171.1 - No reopening of appeal

IRPA Section 171.1
The relevant provision of the Immigration and Refugee Protection Act reads: No reopening of appeal 171.1 The Refugee Appeal Division does not have jurisdiction to reopen on any ground — including a failure to observe a principle of natural justice — an appeal in respect of which the Federal Court has made a final determination.


text: User:EVolvo/sandbox

title: User:EVolvo/sandbox


text:
User talk:Bincent okemini

--Xania   talk 01:29, 20 April 2022 (UTC)

title: User talk:Bincent okemini


text:
User talk:2601:240:E000:FB10:C110:D438:A93F:EDB1

A page you have contributed to, StoryBots (Google Sites)/Netflix, will be deleted in a few days unless changes are made. This is Wikibooks where books are made. A list of episodes is not a book. Please address these issues or the page will be deleted soon. Please see Using Wikibooks for more information about contributing to the project.--Xania   talk 02:27, 20 April 2022 (UTC)


text:
User talk:2601:240:E000:FB10:6927:DA88:69C4:134B

Please try to improve the page The Lingo Show/Words or it may be deleted. A list of words in other languages is not useful. This is Wikibooks where books are created. Please stop adding lists of words and make the book more useful.--Xania   talk 02:38, 20 April 2022 (UTC)


text: WikiRobotics/Printable version

title: WikiRobotics/Printable version


text: ATRIAS 2.1 Handbook/Printable version

title: ATRIAS 2.1 Handbook/Printable version


text: Applied Robotics/Printable version

title: Applied Robotics/Printable version


text:
Annotated King Reference Manual/Program Structure

Examples
-

Syntax
compilation ::= {compilation_unit} compilation_unit ::= context_clause library_item | context_clause subunit library_item ::= [hidden] library_unit_declaration | library_unit_body | [hidden] library_unit_renaming_declaration library_unit_declaration ::= module_declaration | macro_declaration | macro_expansion library_unit_renaming_declaration ::= module_renaming_declaration | macro_renaming_declaration library_unit_body ::= subprogram_body | module_body subunit ::= separate parent_unit_name . proper_body context_clause ::= {context_item} context_item ::= use_clause use_clause ::= use library_unit_name;

Rationale
At library level, subprogram_body shall be only procedure.

Discussions
-


text: Healthy eating habits/Printable version

title: Healthy eating habits/Printable version


text: Minecraft/Wither Skeleton

title: Minecraft/Wither Skeleton


text:
Template:Minecraft/fireimmune

Immunity: Fire

This mob cannot take damage from lava, fire or magma blocks, and cannot be set on fire by lava, fire or the fire aspect enchantment.

title: Template:Minecraft/fireimmune


text: VHDL for FPGA Design/Printable version

title: VHDL for FPGA Design/Printable version


text: Understanding Multitouch/Printable version


text:
User talk:2601:240:E000:FB10:70E9:EEB3:79D4:CE85

Please try to improve the page The Lingo Show/Words or it may be deleted. A list of words in other languages is not useful. This is Wikibooks where books are created. Please stop adding lists of words and make the book more useful.--Xania   talk 09:55, 20 April 2022 (UTC)


text:
ID Board Review/Title Page

 ID BOARD REVIEW

AKA Beard's Big Board Book for Bugs and Drugs Started April 18th, 2022 = Prefaces =
 * i Title Page
 * ii Book Introduction and Disclaimer
 * iii |Book Table of Contents
 * iv Exam Content, Categories and Structure
 * v Page Formats

title: ID Board Review/Title Page


text:
ID Board Review/Contributions

This page is to help keep organized different large-scale contributions e.g. adding imaging, sections, etc.

title: ID Board Review/Contributions


text:
ID Board Review/Book Introduction and Disclaimer

Introduction
With medical textbooks becoming increasingly - and sometimes prohibitively - expensive, there is a dire need for more cost effective alternatives. This is particularly true for medical residents and fellows studying for boards. Many are coming or have come to the end of their loans, and are faced with the grim task of paying off approximately a decade’s worth of debt from college, and medical school.

This medical textbook is aimed to be used by Infectious Disease (ID) fellows as they study for their American Board of Internal Medicine (ABIM) ID Board Certification Exams. It is written to be comprehensive, but succinct to facilitate easy reference, review, and consolidation of major learning points. For this reason, most topics will be covered in short bullet points, rather than long prose, and organized as simply as possible.

This also means that the textbook is designed specifically for the ID Board Certification Exam, and not as an extensive book for the field of ID. This textbook is structured on the ABIM ID certification "blueprint" published annually. The most recent version was published January, 2022. To clarify, this study guide is for the ID subspecialty in Internal Medicine (IM), not Pediatrics.

Everyone is welcome to contribute to this textbook. Citations are not required, but are encouraged to help determine reliability of information provided, as well as facilitate good research habits. Please use the appropriate format type for each page, found here: Page Formats and list any contributions you have made in the Appendix marked: Contributions.

ID Board Review
This work is only intended to be used to help with studying for a standardized exam, and not for delivering medical care. This work will focus on "classic" presentation symptoms, i.e. how diseases and syndromes are most frequently described in tests, rather than how they most often occur in real life. Sources that are appropriate for guiding and assisting in delivery of medical care include UptoDate and IDSA Guidelines.

Prefaces

 * i Title Page
 * ii Book Introduction and Disclaimer
 * iii |Book Table of Contents
 * iv Exam Content, Categories and Structure
 * v Page Formats


text:
ID Board Review/Exam Content, Categories and Structure

This page is dedicated to describing and listing the basic structure and contents of the ABIM ID Certification Exam, as well as providing information pertaining to the exam.

Exam Content and Categories
As the table shows, there is an emphasis on diagnosing and managing bacterial diseases, HIV infections, antimicrobial therapies, as well as ID management of Internal Medicine, Critical Care, and Surgery patients. On the other hand, viral diseases, travel/tropical medicine, fungi, non-HIV immunosuppression, vaccinations, Infection Prevention (IP) and Infection Control (IC) only account for 31% of the exam. As such, this book will first focus on the high yield topics that account for almost 70% of the exam, then on the lower yield topics.

Exam Pass Rates
The majority of physicians who sit for the ID certification exam pass. However, there has been a noticable decrease in the pass rate for 2020, and 2021. This decrease in the pass rate may have been related to the COVID-19 pandemic, as many other subspecialties had a similar decrease in pass rate over the same time period.

Prefaces

 * i Title Page
 * ii Book Introduction and Disclaimer
 * iii |Book Table of Contents
 * iv Exam Content, Categories and Structure
 * v Page Formats


text:
User talk:70.183.232.196

--Xania   talk 14:18, 20 April 2022 (UTC)

title: User talk:70.183.232.196


text:
Talk:ID Board Review/General Internal Medicine, Critical Care Medicine and Surgery

Hello, this is to confirm that this page was not created in error, and that it does/will serve as an important chapter for this book and should not be deleted.

Thank you,

BeardMD (discuss • contribs) 16:20, 20 April 2022 (UTC)


text:
ID Board Review/General Internal Medicine, Critical Care Medicine and Surgery/Noninfectious Pneumonias

Types of Noninfectious Pneumonias

 * Eosinophilic Pneumonia
 * Acute Respiratory Distress Syndrome (ARDS)


text:
ID Board Review/Bacterial Diseases/Gram-negative Rods (GNR)/Enterobacteriaceae

Overview of Enterobacteriaceae

 * Facultatively anaerobic GN bacilli/rods
 * Glucose-fermenting and Oxidase-negative
 * Non-spore-forming
 * Non-motile

Enterobacteriaceae Species
Lactose non-fermenting

 * Salmonella spp
 * Shigella
 * Yersinia spp

Lactose fermenting

 * Escherichia coli
 * Citrobacter spp
 * Klebsiella spp
 * Serratia spp


text:
ID Board Review/Bacterial Diseases/Anaerobes

Anaerobic Gram-positive rods

 * Clostridioides difficile
 * Clostridium perfringens

Anaerobic Gram-negative rods

 * Klebsiella
 * Bacteroides spp
 * Prevotella spp


text:
ID Board Review/Bacterial Diseases/Actinomycetes

Actinomycetes Overview

 * Gram positive branching rods

Aerobic Actinomycetes

 * Nocardia

Anaerobic Actinomycetes

 * Actinomyces


text:
ID Board Review/Bacterial Diseases/Spirochetes

Species of Spirochetes

 * Treponema spp
 * Borrelia spp
 * Leptospira


text:
ID Board Review/Bacterial Diseases/Mycoplasma

Species of Mycoplasma

 * Mycoplasma pneumoniae
 * Mycoplasma genitalium


text:
ID Board Review/Bacterial Diseases/Chlamydia

Species of Chlamydia

 * Chlamydia trachomatis
 * Chlamydia pneumoniae
 * Chlamydia psittaci


text:
ID Board Review/Bacterial Diseases/Rickettsia

Rickettsia Species

 * Rickettsia conorii
 * Rickettsia akari
 * Rickettsia rickettsii
 * Rickettsia prowazekii
 * Rickettsia typhi
 * Rickettsia parkeri
 * Rickettsia africae
 * Coxiella burnetii
 * Orientia tutsugamushi


text: Category:Book:ID Board Review

title: Category:Book:ID Board Review


text: ID Board Review/Bacterial Diseases/Gram-negative Rods (GNR)/Pasteurella spp


text:
ID Board Review/Bacterial Diseases/Gram-negative Rods (GNR)/Vibrio Spp

Medically Significant Vibrio Species

 * Vibrio cholerae
 * Vibrio parahaemolyticus
 * Vibrio vulnificus


text: ID Board Review/Bacterial Diseases/Gram-negative Rods (GNR)/Aeromonas spp


text: ID Board Review/Bacterial Diseases/Gram-negative Rods (GNR)/Enterobacteriaceae/Salmonella spp


text:
ID Board Review/Bacterial Diseases/Gram-negative Rods (GNR)/Enterobacteriaceae/Shigella

Histology

 * Gram-negative bacilli in Enterobacteriaceae
 * Nonmotile, nonencapsulated
 * Doesn't ferment lactulose and lacks urease activity

Pathophysiology

 * Low infectious inoculum
 * One of the most communicable forms of bacterial diarrhea w 80% of infections transmitted from person to person

Clinical Presentations

 * Often in young/pediatric patients
 * Asymptomatic to severe dysentery
 * Often watery diarrhea, but bloody diarrhea is often
 * Can progress to HUS

Endemic Areas/Environments

 * Daycares, often daycare attendance
 * International travel
 * STI among MSM
 * Concomitant HIV infection might modulate transmission


text:
ID Board Review/Bacterial Diseases/Gram-negative Rods (GNR)/Enterobacteriaceae/Yersinia spp

Medically Important Yersinia Species

 * Yersinia enterocolitica
 * Yersinia pestis


text: ID Board Review/Bacterial Diseases/Gram-negative Rods (GNR)/Enterobacteriaceae/Yersinia spp/Yersinia enterocolitica


text: ID Board Review/Bacterial Diseases/Gram-negative Rods (GNR)/Enterobacteriaceae/Yersinia spp/Yersinia pestus


text: ID Board Review/Bacterial Diseases/Gram-negative Rods (GNR)/Enterobacteriaceae/Escherichia coli


text: ID Board Review/Bacterial Diseases/Gram-negative Rods (GNR)/Enterobacteriaceae/Citrobacter spp


text: ID Board Review/Bacterial Diseases/Gram-negative Rods (GNR)/Enterobacteriaceae/Serratia spp


text: ID Board Review/Bacterial Diseases/Gram-negative Rods (GNR)/Pseudomonas spp


text: ID Board Review/Bacterial Diseases/Gram-negative Rods (GNR)/Stenotrophomonas maltophilia


text: ID Board Review/Bacterial Diseases/Gram-negative Rods (GNR)/Acinetobacter baumannii


text: ID Board Review/Bacterial Diseases/Gram-negative Rods (GNR)/Burkholderia cepacia


text: ID Board Review/Bacterial Diseases/Gram-negative Rods (GNR)/Bartonella henselae


text: ID Board Review/Bacterial Diseases/Gram-negative Rods (GNR)/Bordetella spp


text: ID Board Review/Bacterial Diseases/Gram-negative Rods (GNR)/Brucella


text:
ID Board Review/Bacterial Diseases/Gram-negative Rods (GNR)/Campylobacter spp

Medically Significant Campylobacter Species

 * Campylobacter jejuni


text: ID Board Review/Bacterial Diseases/Gram-negative Rods (GNR)/Capnocytophaga spp


text: ID Board Review/Bacterial Diseases/Gram-negative Rods (GNR)/Francisella spp


text: ID Board Review/Bacterial Diseases/Gram-negative Rods (GNR)/Haemophilus spp


text:
ID Board Review/Bacterial Diseases/Gram-negative Rods (GNR)/Helicobacter spp

Medically Significant Helicobacter Species

 * Helicobacter pylori


text:
ID Board Review/Bacterial Diseases/Gram-negative Rods (GNR)/Legionella spp

Histology

 * Facultative Intracellular Gram-negative bacilli

Clinical Presentations

 * Elderly patients, classically nursing home residents
 * Risk Factors: Age, Hx of COPD
 * Confusion, high fever, bradycardia
 * CXR often unilobar infiltrate that progresses to consolidation
 * Often failure to respond to broad spectrum/appropriate antibiotics

Natural Environments

 * Aquatic bodies e.g. lakes, streams, man-made reservoirs, standing water
 * "Air conditioners in retirement homes"

Diagnosis

 * Legionella Urine Antigen test (only detects L. pneumophila serogroup 1)
 * Sputum or BAL sample for Legionella Cx
 * Hyponatremia, thrombocytopenia, elevated LFTs are all suggestive

Management
NOTE: Both have good lung penetration with potent intracellular activity
 * Proven, or suspected Legionella PNA requires either:
 * Respiratory fluoroquinolone (e.g. Levofloxacin)
 * Newer macrolide (e.g. Azithromycin)


text: ID Board Review/Bacterial Diseases/Gram-negative Rods (GNR)/Streptobacillus moniliformis


text: ID Board Review/Bacterial Diseases/Anaerobes/Clostridioides difficile


text: ID Board Review/Bacterial Diseases/Anaerobes/Clostridium perfringens


text:
ID Board Review/Bacterial Diseases/Anaerobes/Klebsiella spp

Histology

 * Anaerobic Gram-negative Rods (GNR)
 * It is an Enterobacteriaceae, meaning it is Glucose Fermenting and Oxidase Negative


text: ID Board Review/Bacterial Diseases/Anaerobes/Bacteroides spp


text: ID Board Review/Bacterial Diseases/Anaerobes/Prevotella spp


text: Shelf:Minecraft

title: Shelf:Minecraft


text: Category:Shelf:Minecraft

title: Category:Shelf:Minecraft


text: Category:Shelf:Minecraft/all books

title: Category:Shelf:Minecraft/all books


text: Shelf:Minecraft/ancestry

title: Shelf:Minecraft/ancestry


text: ID Board Review/Bacterial Diseases/Gram-positive cocci (GPC)/Enterococcus spp/Enterococcus faecium


text: ID Board Review/Bacterial Diseases/Gram-positive cocci (GPC)/Enterococcus spp/Enterococcus faecalis


text: ID Board Review/Bacterial Diseases/Gram-positive rods (GPR)/Bacillus spp/Bacillus anthracis


text: ID Board Review/Bacterial Diseases/Actinomycetes/Nocardia


text: ID Board Review/Bacterial Diseases/Actinomycetes/Actinomyces


text: ID Board Review/Bacterial Diseases/Gram-negative Rods (GNR)/Vibrio Spp/Vibrio cholerae


text: ID Board Review/Bacterial Diseases/Gram-negative Rods (GNR)/Campylobacter spp/Campylobacter jejuni


text: ID Board Review/Bacterial Diseases/Gram-negative Rods (GNR)/Helicobacter spp/Helicobacter pylori


text:
ID Board Review/Bacterial Diseases/Spirochetes/Treponema spp

Medically Significant Treponema Species

 * Treponema pallidum
 * Treponema pallidum pallidum
 * Treponema pallidum pertenue
 * Treponema pallidum endemicum
 * Treponema carateum


text:
ID Board Review/Bacterial Diseases/Spirochetes/Treponema spp/Treponema pallidum

Medically Significant Treponema Pallidum Subspecies

 * Treponema pallidum pallidum
 * Treponema pallidum pertenue
 * Treponema pallidum endemicum


text: ID Board Review/Bacterial Diseases/Spirochetes/Treponema spp/Treponema pallidum/Treponema pallidum/Treponema pallidum pallidum


text: ID Board Review/Bacterial Diseases/Spirochetes/Treponema spp/Treponema pallidum/Treponema pallidum/Treponema pallidum pertenue


text: ID Board Review/Bacterial Diseases/Spirochetes/Treponema spp/Treponema pallidum/Treponema pallidum/Treponema pallidum endemicum


text: ID Board Review/Bacterial Diseases/Spirochetes/Treponema spp/Treponema carateum


text: ID Board Review/Bacterial Diseases/Spirochetes/Borrelia spp


text: ID Board Review/Bacterial Diseases/Spirochetes/Leptospira


text: ID Board Review/Bacterial Diseases/Mycoplasma/Mycoplasma pneumoniae


text: ID Board Review/Bacterial Diseases/Mycoplasma/Mycoplasma genitalium


text: ID Board Review/Bacterial Diseases/Tropheryma whipplei


text: ID Board Review/Bacterial Diseases/Chlamydia/Chlamydia trachomatis


text: ID Board Review/Bacterial Diseases/Chlamydia/Chlamydia pneumoniae


text: ID Board Review/Bacterial Diseases/Chlamydia/Chlamydia psittaci


text: ID Board Review/Bacterial Diseases/Rickettsia/Rickettsia conorii


text: ID Board Review/Bacterial Diseases/Rickettsia/Rickettsia akari


text: ID Board Review/Bacterial Diseases/Rickettsia/Rickettsia rickettsii


text: ID Board Review/Bacterial Diseases/Rickettsia/Rickettsia prowazekii


text: ID Board Review/Bacterial Diseases/Rickettsia/Rickettsia typhi


text: ID Board Review/Bacterial Diseases/Rickettsia/Rickettsia africae


text: ID Board Review/Bacterial Diseases/Rickettsia/Rickettsia parkeri


text: ID Board Review/Bacterial Diseases/Rickettsia/Coxiella burnetii


text: ID Board Review/Bacterial Diseases/Rickettsia/Orientia tutsugamushi


text: ID Board Review/Bacterial Diseases/Gram-positive rods (GPR)/Bacillus cereus/Bacillus cereus


text:
ID Board Review/Bacterial Diseases/Ehrlichia

Medically Significant Ehrlichia Species

 * Ehrlichia chaffeensis
 * Ehrlichia ewingii
 * Anaplasma phagocytophilum


text: ID Board Review/Bacterial Diseases/Ehrlichia/Anaplasma phagocytophilum


text: ID Board Review/Bacterial Diseases/Ehrlichia/Ehrlichia chaffeensis


text: ID Board Review/Bacterial Diseases/Ehrlichia/Ehrlichia ewingii


text:
ID Board Review/Bacterial Diseases/Mycobacterium

Mycobacterium Tuberculosis Complex

 * Mycobacterium tuberculosis
 * Mycobacterium bovis
 * Mycobacterium leprae

Photochromogen

 * Mycobacterium kansasii
 * Mycobacterium marinum
 * Mycobacterium haemophilum

Scotochromogen

 * Mycobacterium gordonae
 * Mycobacterium scrofulaceum
 * Mycobacterium szulgai

Nonchromogen

 * Mycobacterium avium complex (MAC)
 * Mycobacterium ulcerans

Rapid Growers (<7d)

 * Mycobacterium fortuitum
 * Mycobacterium abscessus
 * Mycobacterium chelonae


text:
Category:Subject:Minecraft

__HIDDENCAT__

title: Category:Subject:Minecraft


text: Category:Mid-Atlantic U.S. cuisine

title: Category:Mid-Atlantic U.S. cuisine


text:
Cookbook:Bilberry

Bilberries, also called European blueberries or whortleberries, are the small fruit of Vaccinium myrtillus and its close relatives. They are similar to, but distinct from, American blueberries, and their name in many languages can be translated as "blue berry".

Characteristics
Bilberries are small and deep blue to purple in color, and they often have a dusty "bloom" coating on their surface.

Seasonality
Bilberries have a fairly short season limited to the summer months in the northern hemisphere.

Selection and storage
Like blueberries, bilberries should be stored in the fridge for the short-term (about one week) or frozen as soon as possible for long-term storage. If storing in the fridge, they should only be washed immediately prior to use in order to slow molding.

Use
Bilberries are most often used in cooked preparations such as preserves, liqueurs, tarts, crêpes, sauces, etc. They can also be cooked into savory dishes.

title: Cookbook:Bilberry


text:
Cookbook:Buffaloberry

Buffaloberries, sometimes called bullberries, are the fruit of Sephardia shrubs, and they are native to North America.

Characteristics
The fruits are red berries with small white speckles, and they have a rough texture. They have a bitter, sour flavor, so they are typically prepared with sugar. A notable characteristic is that the berries contain a saponin that makes them foam when beaten.

Seasonality
The berries ripen during the summer but can be harvested through the winter if still on the bushes. They are not commercially cultivated.

Use
Buffaloberries are typically prepared with sugar, such as in preserves, sauces, and syrups. They can also be dried and used in cooking. One popular preparation is "Indian ice cream", which takes advantage of the berries' frothing property.

title: Cookbook:Buffaloberry


text:
User talk:2601:240:E000:FB10:9C26:B006:13BC:7A95

Please try to improve the page The Lingo Show/Words or it may be deleted. A list of words in other languages is not useful. This is Wikibooks where books are created. Please stop adding lists of words and make the book more useful. Stop adding more lists of words to the page and fix it first.--Xania   talk 00:35, 21 April 2022 (UTC)

Recent edits
A page you have edited, The Lingo Show/Words, has been deleted. It was queried as not suitable for Wikibooks on the day it was created, 10 days ago. It is not suitable for Wikibooks because it appears to be nothing more than a list of words with no educational value. It was also not formatted as a book. Numerous attempts were made to suggest to the editors of the page that improvements should be made but editors continued to add more words to the long lists. The page has now been deleted. If you wish to contribute more please look at existing books on the project to see what typical Wikibooks books look like and also look at Using Wikibooks. --Xania   talk 11:15, 24 April 2022 (UTC)


text:
Cookbook:Cloudberry

The cloudberry, also known as nordic berry, bakeapple, knotberry, aqpik, and averin/evron, is a fruit native to cool temperate, alpine, and arctic regions.

Characteristics
Much like blackberries, cloudberries are aggregated around a central core. They are amber-colored, soft, juicy, tart, and high in vitamin C. Interestingly, they become somewhat creamy when overripe.

Selection and storage
Because they are only foraged from the wild, cloudberries are seasonal and pretty rare. You're likely to only find them where they grow locally. Because of this, they are best stored in the freezer for use out of season.

Use
Cloudberries are often made into jams, juices, tarts, and liqueurs. In Finland, the berries are eaten with leipäjuusto, cream, and sugar. In Sweden, they are commonly used as a topping. In Norway, they are often mixed with whipped cream and sugar, or used to make ice cream. In Canada, cloudberries are used in pies and jams. Yup'ik peoples mix them with fat to make akutaq.

title: Cookbook:Cloudberry


text:
Cookbook:Cornelian Cherry

The Cornelian cherry or European cornel is a small red fruit from southern Europe and Southwestern Asia.

Characteristics
The fruit is olive-shaped, about ½–1 inch (1–2.5 cm) long, and red in color. The flavor is tart and somewhat astringent, and the seeds are very small. The fruits will ripen in late summer to fall, at which point they will fall off the tree.

Selection and storage
Cornels availability is likely to be highly dependent on geographic location. They are more popular in Eastern Europe and Western Asia, where they may be available in local markets where there is demand. Otherwise, you can harvest them yourself by picking the ripe fruits from the ground where they have fallen—don't pick them from the tree.

Use
Due to their sourness, the fruits are most commonly used in confections, preserves, syrups, pies, and wines. Stewing the fruits with sugar makes a sauce something like the cranberry sauce common to North America.

title: Cookbook:Cornelian Cherry


text: Template:Editnotices/Group/The Lingo Show/


text:
User talk:L10nM4st3r/Archive 1

Welcome!
Welcome to Wikibooks, L10nM4st3r!

 First steps tutorial Wikibooks is for collaborative development of free textbooks.

You do not need technical skills to contribute. You can easily change most books. Please introduce yourself, and let us know what interests you.

If you already contribute at other Wikimedia projects, our Wikimedia Orientation should quickly get you started. (Would you like to provide feedback on this message?)

  Getting help   Made a mistake?   Goodies, tips and tricks
 * Read the Using Wikibooks book for a friendly introduction to the project, or our help pages for more information.
 * You can get friendly help from the community in the user assistance room or our IRC channel.
 * Upload freely licensed files to Wikimedia Commons. You may request permission to upload fair use files locally. Please include author and source information and a non-free use rationale for non-free files.
 * You can restore a previously saved version.
 * Pages should follow the  naming convention.
 * Need to rename a page? Use the move tab (is available once your account is 4 days old - until then, ask for help).
 * To request a page be deleted, add to the top of the page.
 * Was a page you made deleted? Please read the deletion policy, and check the deletion log to find out why. Also check the RFD archives if applicable. You can request undeletion at WB:RFU, or ask the administrator who deleted the page.
 * Please fill in the edit summary and preview your edits before saving.
 * Sign your name on discussion pages by typing ~~~~
 * User scripts can make many tasks easier. Look at the Gadgets tab of my preferences; check off the boxes for the scripts you want, and hit save!

Thanks for your contributions -- Jules (Mrjulesd)

 * @Jules, thanks! I got what I needed to make "my" book decent enough even for a first book. Check my userpage if you feel like taking a look. Thanks! L10nM4st3r (discuss • contribs) 12:48, 7 March 2022 (UTC)
 * Yes it's looking good so far. I hope you enjoy yourself here. btw if you want lion images see commons: c:Category:Panthera leo. -- Jules (Mrjulesd) 00:03, 8 March 2022 (UTC)
 * @Jules, Thanks! Also, how do you like my "Paws!" box at the top of my talkpage? L10nM4st3r Roar at me! or check how my paws scratched wikibooks 11:29, 8 March 2022 (UTC)
 * That's fine master of lions! I've formatted it slightly, I hope you don't mind. -- Jules (Mrjulesd) 17:29, 8 March 2022 (UTC)
 * @Jules, that's fine. Thanks! L10nM4st3r Roar at me/what my paws scratched 17:33, 8 March 2022 (UTC)

Reading room
Hi

About your query about getting advice: you might be best off asking at one the Reading room forums instead.

For example Reading room/Technical Assistance for technical inquires.

While you can ask individual users, you might get a better response there, and it's probably better if things are centralized.

If you don't get a response, you can ping individuals there who may get involved.

Best wishes -- Jules (Mrjulesd) 19:02, 14 March 2022 (UTC)

Thanks again for all your help love Wikivuyo
I want to thank you for all the information you gave me about how to create a new page it has really helped me a lot l💗be Wikivuyo. Goku (discuss • contribs) 07:26, 8 September 2022 (UTC)
 * also, I think the reason you can't make pages is because you add too many emojis. If that helps. -- L10nM4st3r / Roar at me 11:19, 8 September 2022 (UTC)

Hie L10nM4st3r tell me more about yourself and wikivuyo. Maka James (discuss • contribs) 10:45, 10 September 2022 (UTC)

Thanks again for your help and support. Goku (discuss • contribs) 11:51, 10 September 2022 (UTC)

WHO is Maka James
WHO is this new user on my talk page huh she has to tell me more about her self Goku (discuss • contribs) 11:49, 10 September 2022 (UTC)
 * No clue. -- L10nM4st3r / Roar at me 11:51, 10 September 2022 (UTC)
 * Also, this page is my talk page. this is your talk page. -- L10nM4st3r / Roar' at me 13:06, 10 September 2022 (UTC)
 * Also please use the link at the very top of the pageto send me anymore mesages. This page is supposed to be a redirect to somewhere else. -- L10nM4st3r / Roar at me 13:09, 10 September 2022 (UTC)

Autoreviewer / reviewer
Hi again,

Thanks for your contributions. I have given you autoreviewed status, as you seem trustworthy.

The next step is to become a reviewer. Now the software should autopromote you early next month. However for this to happen, you need to provide an email address in your preferences. Don't worry, this will be invisible to other users.

Now, if you set up an email address, and you continue editing, and the software doesn't promote you after a month, please apply at WB:RFP. This sometimes happens, and if you pass the autopromotion criteria then it should be a formality to be manually promoted.

-- Jules (Mrjulesd) 00:03, 23 March 2022 (UTC)
 * @Jules Wow, thanks! Though I can't setup an email address as I would have no way to read the emails I am sent. L10nM4st3r -Roar at me 06:47, 23 March 2022 (UTC)

 * Oh well, don't worry if you don't do so. The only thing is it could prevent you from being autopromoted. Also if you forget your password it can enable a password reset, and you won't loose your account.
 * But neither of these are essential, so no worries. If your browser is not capable of web-mail then it may not be possible. -- Jules (Mrjulesd) 11:49, 23 March 2022 (UTC)
 * @Jules It appears I can revert more than one edit at a time now... Which I descovered after reverting 2 edits on a page one at a time, so I can't test it now to be certain (I'll try on the sandbox instead - hoping I won't get more "ability" there than I have everywhere else). Does this have something to do with being autoreviewed? I couldn't do it last week. L10nM4st3r -Roar at me 13:42, 23 March 2022 (UTC)
 * I undid probably 21 revisions to the sandbox. Last time I tried to undo 3 edits at once, it said I had to manually revert it. Not anymore it seems... L10nM4st3r -Roar at me 13:54, 23 March 2022 (UTC)
 * Strange. Now I can't undo 2 recent edits made to Card Games/Cards that give incorrect information. The revert must be manual again. Why can I only undo more than one edit on some pages? L10nM4st3r -Roar at me 14:15, 23 March 2022 (UTC)
 * You shouldn't be able to rollback any edits. Rollback is part of reviewer, but not of autoreviewer. At the moment you can only undo edits. -- Jules (Mrjulesd) 17:33, 23 March 2022 (UTC)
 * JulesThat's why I thought it was weird. But it still had a normal "Undo" tag, so it wasn't a rollback. Could be an error. But I have no idea. L10nM4st3r -Roar at me 19:50, 23 March 2022 (UTC)
 * Oh well you have reviewer now anyway. I didn't think the software would update you but it did. Maybe email isn't needed after all... -- Jules (Mrjulesd) 20:54, 3 April 2022 (UTC)
 * @Jules I would never have found out by myself, so thanks for telling me! L10nM4st3r -Roar at me 08:22, 4 April 2022 (UTC)

 * ( you might also be interested) I think I figured it out myself! Anybody can undo edits by the same user... Sometimes. (which is basically a less reliable version of rollback) Hmmm. Though you can also undo an edit then undo the edit just before it. Arrggh! So close! I need more info on why only "sometimes". Perhaps it's only edits close together by the same user? Not incredibly important, but I'm curious how it works.L10nM4st3r / Roar at me 19:28, 12 May 2022 (UTC)
 * Most likely its cases where its the same user. If its different users, then you'd have to do it manually. That's my best judgement. —Atcovi (Talk - Contribs) 03:16, 22 May 2022 (UTC)

Sonic the Hedgehog 3/Controls
?? --Mtarch11 (discuss • contribs) 18:46, 20 April 2022 (UTC)
 * Ooops. I thought you added that. My mistake. Thanks for pointing that out. I'll be a bit slower to react next time. L10nM4st3r -Roar at me 21:33, 20 April 2022 (UTC)
 * No problem :) Thanks, --Mtarch11 (discuss • contribs) 04:12, 21 April 2022 (UTC)

The page you nommed for a speedy, Chess_Opening_Theory/1._e4/1...d5/2._exd5/2...Qxd5/3._Nc3/3...e3 is being transferred to Rfd.
Chess_Opening_Theory/1._e4/1...d5/2._exd5/2...Qxd5/3._Nc3/3...e3 is being moved to RfD. Name Pun (discuss • contribs) 22:29, 29 June 2022 (UTC)

title: User talk:L10nM4st3r/Archive 1


text: Minecraft/Cat

title: Minecraft/Cat


text: Template:Minecraft/fallimmune

title: Template:Minecraft/fallimmune


text:
User:Sadikovnigmat

ясамспить

title: User:Sadikovnigmat


text:
ID Board Review/Bacterial Diseases/Ophthalmologic Infections

The ABIM ID blueprint does not elaborate on which specific Bacterial will be tested. As such, please understand that this page is filled with topics that the Wikibook author(s) believe are likely to be high-yield based on their knowledge, and not strictly based on the ABIM blueprint.

 * Keratitis
 * Red Eye


text:
User talk:2601:240:E000:FB10:3D9C:A266:833B:993C

Please try to improve the page The Lingo Show/Words or it may be deleted. A list of words in other languages is not useful. This is Wikibooks where books are created. Please stop adding lists of words and make the book more useful. Stop adding more lists of words to the page and fix it first. --Xania   talk 14:22, 21 April 2022 (UTC)

Recent edits
A page you have edited, The Lingo Show/Words, has been deleted. It was queried as not suitable for Wikibooks on the day it was created, 10 days ago. It is not suitable for Wikibooks because it appears to be nothing more than a list of words with no educational value. It was also not formatted as a book. Numerous attempts were made to suggest to the editors of the page that improvements should be made but editors continued to add more words to the long lists. The page has now been deleted. If you wish to contribute more please look at existing books on the project to see what typical Wikibooks books look like and also look at Using Wikibooks. --Xania   talk 11:14, 24 April 2022 (UTC)


text:
ID Board Review/Human Immunodeficiency Virus (HIV) Infection/HIV Treatment Regimens

 * When to Start HIV Therapy
 * Antiretroviral Therapies by Classes
 * Selection of Optimal Initial HIV Regimen
 * Treatment-Experienced HIV Patients
 * Adverse Effects of Treatment (Table)
 * Drug-Drug Interactions (Table)
 * HIV Laboratory Monitoring (Table)


text:
ID Board Review/Human Immunodeficiency Virus (HIV) Infection/HIV Treatment Regimens/Antiretroviral Therapies by Classes

HIV ART Page Formats

Nucleoside Reverse Transcriptase Inhibitors (NRTIs)

 * Lamivudine
 * Abacavir
 * Zidovudine
 * Stavudine
 * Didanosine
 * Tenofovir

Combined NRTIs

 * Zidovudine + Lamivudine
 * Abacavir + Lamivudine
 * Tenofovir + Emtricitabine
 * Stavudine + Lamivudine

Non-Nucleoside Reverse Transcriptase Inhibitors (NNRTIs)

 * Rilpivirine
 * Efavirenz
 * Etravirine
 * Nevirapine

Combined NRTIs + NNRTIs

 * Tenofovir + Emtricitabine + Efavirenz
 * Stavudine + Lamivudine + Nevirapine
 * Zidovudine + Lamivudine + Nevirapine

Protease Inhibitors (PIs)

 * Atazanavir
 * Darunavir
 * Indinavir
 * Lopinavir/ritonavir
 * Ritonavir
 * Saquinavir

CCR5 Inhibitor (CCR5I)

 * Maraviroc

Integrase Inhibitors

 * Raltegravir

Fusion Inhibitors

 * Efuvirtide


text:
ID Board Review/Human Immunodeficiency Virus (HIV) Infection/HIV Treatment Regimens/Antiretroviral Therapies by Classes/Nucleoside Reverse Transcriptase Inhibitors (NRTIs)

 * Lamivudine
 * Abacavir
 * Zidovudine
 * Stavudine
 * Didanosine
 * Tenofovir


text:
ID Board Review/Human Immunodeficiency Virus (HIV) Infection/HIV Treatment Regimens/Antiretroviral Therapies by Classes/Non-Nucleoside Reverse Transcriptase Inhibitors (NNRTIs)

 * Rilpivirine
 * Efavirenz
 * Etravirine
 * Nevirapine


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ID Board Review/Human Immunodeficiency Virus (HIV) Infection/HIV Treatment Regimens/Antiretroviral Therapies by Classes/Protease Inhibitors (PIs)

 * Atazanavir
 * Darunavir
 * Indinavir
 * Lopinavir/ritonavir
 * Ritonavir
 * Saquinavir


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ID Board Review/Human Immunodeficiency Virus (HIV) Infection/Complications of HIV

Opportunistic Infections (OIs)

 * OI Prevention
 * When to start HIV therapy in context of active OIs
 * Immune reconstitution inflammatory syndrome (IRIS)
 * Opportunistic Bacteria
 * Opportunistic Mycobacteria
 * Opportunistic Viruses
 * Opportunistic Fungi
 * Opportunistic Parasites

Malignancies Associated with HIV

 * Kaposi's Sarcoma (KS)
 * Lymphomas
 * Cervical Cancer
 * Anal Cancer

Other Complications of HIV

 * Hematologic Complications of HIV
 * Endocrine Complications of HIV
 * Gastrointestinal Complications of HIV
 * Renal Complications of HIV
 * Cardio-metabolic Complications of HIV and Therapies
 * Pulmonary Complications of HIV
 * Head, Eye, Ear, Nose and Throat (HENT) Complications of HIV
 * Musculoskeletal Complications of HIV
 * Neurologic Complications of HIV
 * Psychiatric Complications of HIV
 * Dermatologic Complications of HIV


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ID Board Review/Human Immunodeficiency Virus (HIV) Infection/Complications of HIV/Opportunistic Infections (OIs)

 * OI Prevention
 * When to start HIV therapy in context of active OIs
 * Immune reconstitution inflammatory syndrome (IRIS)

 * Opportunistic Bacteria
 * Opportunistic Mycobacteria
 * Opportunistic Viruses
 * Opportunistic Fungi
 * Opportunistic Parasites


text:
ID Board Review/Human Immunodeficiency Virus (HIV) Infection/Complications of HIV/Malignancies Associated with HIV

 * Kaposi's Sarcoma (KS)
 * Lymphomas
 * Cervical Cancer
 * Anal Cancer


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ID Board Review/Human Immunodeficiency Virus (HIV) Infection/Complications of HIV/Other Complications of HIV

 * Hematologic Complications of HIV
 * Endocrine Complications of HIV
 * Gastrointestinal Complications of HIV
 * Renal Complications of HIV
 * HIV-Associated Nephropathy (HIVAN)
 * Cardio-metabolic Complications of HIV and Therapies
 * HIV Cardiomyopathy
 * Pulmonary Complications of HIV
 * Head, Eye, Ear, Nose and Throat (HENT) Complications of HIV
 * Musculoskeletal Complications of HIV
 * Neurologic Complications of HIV
 * Psychiatric Complications of HIV
 * Dermatologic Complications of HIV


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ID Board Review/Human Immunodeficiency Virus (HIV) Infection/Medical Issues Related to HIV

 * HIV in Pregnancy
 * Substance Use Related to HIV
 * Organ Transplantation and HIV
 * Primary Care in HIV Patients
 * Miscellaneous non-HIV-related complications that may occur more commonly in HIV Pts


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ID Board Review/Human Immunodeficiency Virus (HIV) Infection/Complications of HIV/Opportunistic Infections (OIs)/Immune reconstitution inflammatory syndrome (IRIS)

Definition

 * Dramatic inflammatory response to OI as immune response improves with initiation of ART
 * Immune system reconstitution “unmasks” active infections: Most commonly Mycobacterium avium, TB, or fungal infections
 * CMV retinitis, and crytpococcal meningitis can occur too
 * Typically occurs weeks-months after starting ART, w HIV VL falling sharply and CD4 rising

Clinical Diagnosis

 * High level of IRIS suspicion based on timing
 * Must rule out other causes and other infections

Management

 * Continue treating OIs
 * Continue ART if possible
 * May need to hold for a few days if Sx get severe
 * Treat symptomatically
 * May resort to steroids if IRIS is extremely severe

Prevention

 * In Pts w TB + HIV, start on TB treatment for at least 2 weeks
 * Then start ART

 * In Pts w cryptococcal meningitis + HIV, Tx the Crypto until intracranial pressures normalize
 * DO NOT START TX SIMULTANEOUSLY


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ID Board Review/Bacterial Diseases/Mycobacterium/Mycobacterium tuberculosis complex

Mycobacterium Tuberculosis (MTB) Complex

 * Mycobacterium tuberculosis
 * Mycobacterium bovis
 * Mycobacterium leprae


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Talk:Minecraft resource gathering/Mob Loot

Should this be for ALL mob loot, or just certain hostile ones? Jerryy147 (discuss • contribs) 02:21, 22 April 2022 (UTC)
 * I think it was ment for all hostile mob loot. If not, loot of mobs that don't drop meat. Excluding rotten flesh as "edible poison snack". L10nM4st3r / Roar at me 13:06, 7 June 2022 (UTC)


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User talk:Punksnotdeadjustold

--Xania   talk 02:39, 22 April 2022 (UTC)

title: User talk:Punksnotdeadjustold


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User talk:73.176.141.78

Additionally, please do not change dates which are written as BCE or CE to BC or AD. These date formats are perfectly acceptable here.

--Xania   talk 02:41, 22 April 2022 (UTC)

title: User talk:73.176.141.78