text:
Wikibooks:Reading room/Archives/2020/July

Feedback on movement names
. Apologies if you are not reading this message in your native language. if necessary.

There are a lot of conversations happening about the future of our movement names. We hope that you are part of these discussions and that your community is represented.

Since 16 June, the Foundation Brand Team has been running a survey in 7 languages about 3 naming options. There are also community members sharing concerns about renaming in a Community Open Letter.

Our goal in this call for feedback is to hear from across the community, so we encourage you to participate in the survey, the open letter, or both. The survey will go through 7 July in all timezones. Input from the survey and discussions will be analyzed and published on Meta-Wiki.

Thanks for thinking about the future of the movement, --The Brand Project team, 19:52, 2 July 2020 (UTC)

''Note: The survey is conducted via a third-party service, which may subject it to additional terms. For more information on privacy and data-handling, see the survey privacy statement.''

Editing news 2020 #3
Read this in another language • Subscription list for this multilingual newsletter

Seven years ago this month, the Editing team offered the visual editor to most Wikipedia editors. Since then, editors have achieved many milestones:

 * More than 50 million edits have been made using the visual editor on desktop.
 * More than 2 million new articles have been created in the visual editor. More than 600,000 of these new articles were created during 2019.
 * The visual editor is increasingly popular . The proportion of all edits made using the visual editor has increased every year since its introduction.
 * In 2019, 35% of the edits by newcomers (logged-in editors with ≤99 edits) used the visual editor. This percentage has increased every year.
 * Almost 5 million edits on the mobile site have been made with the visual editor. Most of these edits have been made since the Editing team started improving the mobile visual editor in 2018.
 * On 17 November 2019, the first edit from outer space was made in the mobile visual editor. 🚀 👩🚀
 * Editors have made more than 7 million edits in the 2017 wikitext editor, including starting 600,000 new articles in it. The 2017 wikitext editor is VisualEditor's built-in wikitext mode.  You can enable it in your preferences.

Whatamidoing (WMF) (talk)

12:55, 9 July 2020 (UTC)

Announcing a new wiki project! Welcome, Abstract Wikipedia
Hi all,

It is my honor to introduce Abstract Wikipedia, a new project that has been unanimously approved by the Wikimedia Foundation Board of Trustees. Abstract Wikipedia proposes a new way to generate baseline encyclopedic content in a multilingual fashion, allowing more contributors and more readers to share more knowledge in more languages. It is an approach that aims to make cross-lingual cooperation easier on our projects, increase the sustainability of our movement through expanding access to participation, improve the user experience for readers of all languages, and innovate in free knowledge by connecting some of the strengths of our movement to create something new.

This is our first new project in over seven years. Abstract Wikipedia was submitted as a project proposal by Denny Vrandečić in May 2020 after years of preparation and research, leading to a detailed plan and lively discussions in the Wikimedia communities. We know that the energy and the creativity of the community often runs up against language barriers, and information that is available in one language may not make it to other language Wikipedias. Abstract Wikipedia intends to look and feel like a Wikipedia, but build on the powerful, language-independent conceptual models of Wikidata, with the goal of letting volunteers create and maintain Wikipedia articles across our polyglot Wikimedia world.

The project will allow volunteers to assemble the fundamentals of an article using words and entities from Wikidata. Because Wikidata uses conceptual models that are meant to be universal across languages, it should be possible to use and extend these building blocks of knowledge to create models for articles that also have universal value. Using code, volunteers will be able to translate these abstract “articles” into their own languages. If successful, this could eventually allow everyone to read about any topic in Wikidata in their own language.

As you can imagine, this work will require a lot of software development, and a lot of cooperation among Wikimedians. In order to make this effort possible, Denny will join the Foundation as a staff member in July and lead this initiative. You may know Denny as the creator of Wikidata, a long-time community member, a former staff member at Wikimedia Deutschland, and a former Trustee at the Wikimedia Foundation. We are very excited that Denny will bring his skills and expertise to work on this project alongside the Foundation’s product, technology, and community liaison teams.

It is important to acknowledge that this is an experimental project, and that every Wikipedia community has different needs. This project may offer some communities great advantages. Other communities may engage less. Every language Wikipedia community will be free to choose and moderate whether or how they would use content from this project.

We are excited that this new wiki-project has the possibility to advance knowledge equity through increased access to knowledge. It also invites us to consider and engage with critical questions about how and by whom knowledge is constructed. We look forward to working in cooperation with the communities to think through these important questions.

There is much to do as we begin designing a plan for Abstract Wikipedia in close collaboration with our communities. I encourage you to get involved by going to the project page and joining the new mailing list. We recognize that Abstract Wikipedia is ambitious, but we also recognize its potential. We invite you all to join us on a new, unexplored path.

Yours,

Katherine Maher (Executive Director, Wikimedia Foundation)

Sent by m:User:Elitre (WMF) 19:56, 9 July 2020 (UTC) - m:Special:MyLanguage/Abstract Wikipedia/July 2020 announcement

 * A fundamentally flawed premise, the same conceptual blunder as Wikidata: imagining that knowledge is limited to what can be lined up in neat formulas. Such a representation either fails to satisfy people because it cannot capture understanding, or it succeeds in satisfying people by getting them to abandon understanding. --Pi zero (discuss • contribs) 20:46, 9 July 2020 (UTC)

Importing CC BY 4.0 text to  Wikibooks
Hello all, I would like to import some CC BY 4.0 text into Wikibooks. I suspect that it may be possible if the text after importation also includes information about the text also being licensed under CC BY 4.0 (licensing in addition to the CC BY -SA 3.0 licensing from Wikibooks).

Anyone have any thoughts or comments on this?

 * Yes, you can do this. I would include attribution in the edit summary and the talk page to be safe. —Justin ( koavf ) ❤T☮C☺M☯ 08:26, 8 July 2020 (UTC)

 * It's my understanding (having consulted with someone more expert in copyright than I) that 4.0 doesn't allow 3.0. This has, iirc, been a problem for the entire wikimedia sisterhood, that they'd all have to go to 4.0 at once because if just some projects went to 4.0, their content would no longer be exportable to the ones that were still using 3.0.  (And good luck getting everyone to agree to go to 4.0.) --Pi zero (discuss • contribs) 22:19, 8 July 2020 (UTC)
 * Seems like this kind of backwards-compatible use is explicitly allowed:
 * “The ShareAlike licenses require that licensees make their contributions to adapted material available under the same terms and conditions, or, where the license allows, under a license designated by CC as compatible… Starting with the release of the 2.x license suites, CC expanded compatibility by allowing contributions to adapted material to be created under the same or later version of the original license, including other ported versions of the same or later version of the license. The 3.0 Attribution-ShareAlike goes one step further, by allowing those contributions to be licensed under under a “Creative Commons Compatible License,” defined to mean licenses approved by CC as essentially equivalent to the 3.0 Attribution-ShareAlike license.”
 * As a not-lawyer, seems like they're saying that 3.0+ recognizes that licenses with the same kinds of restrictions are allowable. (cf. https://creativecommons.org/share-your-work/licensing-considerations/compatible-licenses/) Am I missing something? —Justin ( koavf ) ❤T☮C☺M☯ 22:46, 8 July 2020 (UTC)
 * A document that has been released under 3.0 can be released under 4.0, as I understand it, but a document released under 4.0 is not automatically allowed to be released under 3.0. --Pi zero (discuss • contribs) 22:56, 8 July 2020 (UTC)
 * You don't have to re-license the entire document, as the contributions are by a license with compatible restrictions. —Justin ( koavf ) ❤T☮C☺M☯ 23:27, 8 July 2020 (UTC)
 * As I understand it, there is a difference between CC BY 4.0 and CC BY-SA 4.0. I don't really understand it, but apparently CC BY 4.0 is acceptable, but CC BY-SA 4.0 is not. This is by looking at w:Help:Adding open license text to Wikipedia which states this; if it is acceptable for Wikipedia use, then I would presume it is OK for Wikibooks use.
 * {| cellpadding="5" cellspacing="0"

 * + Accepted license
 * CC BY-SA icon.svg
 * CC BY-SA versions 1.0, 2.0, 2.5, 3.0, but not version 4.0
 * CC BY icon.svg
 * CC BY, all versions and ports, up to and including 4.0
 * CC-Zero-badge.svg
 * CC0
 * Public Domain
 * Work in the public domain is not "licenced" because it is not copyrighted. We treat it similarly to CC0
 * }-- Jules (Mrjulesd) 23:41, 8 July 2020 (UTC)
 * You know what, I should relook as I didn't consider the -SA requirements. —Justin ( koavf ) ❤T☮C☺M☯ 23:53, 8 July 2020 (UTC)
 * Yes its easy to miss. Apparently SA means "Share alike", which means that it can only be shared under the same or similar licence as the original. The problem with CC BY-SA 4.0 is it demands that it must republish only under CC BY-SA 4.0, which is a further restriction addendum: as pointed out below the main problem with CC BY-SA 4.0 is its restrictiveness for imports. So CC BY-SA 4.0 is extremely restrictive for which license it can be share under, which creates the problem. By dual licensing I presume that content can also be relicensed under the GFDL, and therefore exported to the GFDL. However importing from GFDL is not possible because of the nature of the share alike licensing. Or at least that is how I understand it. -- Jules (Mrjulesd) 00:11, 9 July 2020 (UTC)
 * GPL v. 3 is explicitly allowed for CC BY-SA 4.0: https://creativecommons.org/share-your-work/licensing-considerations/compatible-licenses/ —Justin ( koavf ) ❤T☮C☺M☯ 00:15, 9 July 2020 (UTC)
 * Public Domain
 * Work in the public domain is not "licenced" because it is not copyrighted. We treat it similarly to CC0
 * }-- Jules (Mrjulesd) 23:41, 8 July 2020 (UTC)
 * You know what, I should relook as I didn't consider the -SA requirements. —Justin ( koavf ) ❤T☮C☺M☯ 23:53, 8 July 2020 (UTC)
 * Yes its easy to miss. Apparently SA means "Share alike", which means that it can only be shared under the same or similar licence as the original. The problem with CC BY-SA 4.0 is it demands that it must republish only under CC BY-SA 4.0, which is a further restriction addendum: as pointed out below the main problem with CC BY-SA 4.0 is its restrictiveness for imports. So CC BY-SA 4.0 is extremely restrictive for which license it can be share under, which creates the problem. By dual licensing I presume that content can also be relicensed under the GFDL, and therefore exported to the GFDL. However importing from GFDL is not possible because of the nature of the share alike licensing. Or at least that is how I understand it. -- Jules (Mrjulesd) 00:11, 9 July 2020 (UTC)
 * GPL v. 3 is explicitly allowed for CC BY-SA 4.0: https://creativecommons.org/share-your-work/licensing-considerations/compatible-licenses/ —Justin ( koavf ) ❤T☮C☺M☯ 00:15, 9 July 2020 (UTC)
 * You know what, I should relook as I didn't consider the -SA requirements. —Justin ( koavf ) ❤T☮C☺M☯ 23:53, 8 July 2020 (UTC)
 * Yes its easy to miss. Apparently SA means "Share alike", which means that it can only be shared under the same or similar licence as the original. The problem with CC BY-SA 4.0 is it demands that it must republish only under CC BY-SA 4.0, which is a further restriction addendum: as pointed out below the main problem with CC BY-SA 4.0 is its restrictiveness for imports. So CC BY-SA 4.0 is extremely restrictive for which license it can be share under, which creates the problem. By dual licensing I presume that content can also be relicensed under the GFDL, and therefore exported to the GFDL. However importing from GFDL is not possible because of the nature of the share alike licensing. Or at least that is how I understand it. -- Jules (Mrjulesd) 00:11, 9 July 2020 (UTC)
 * GPL v. 3 is explicitly allowed for CC BY-SA 4.0: https://creativecommons.org/share-your-work/licensing-considerations/compatible-licenses/ —Justin ( koavf ) ❤T☮C☺M☯ 00:15, 9 July 2020 (UTC)

But note that the GNU General Public License (GPL) is different to the GNU Free Documentation License (GFDL); but what difference this makes if any I don't know. Also note that the transference is only one way. "Note that compatibility with the GPLv3 is one-way only, which means you may license your contributions to adaptations of BY-SA 4.0 materials under GPLv3, but you may not license your contributions to adaptations of GPLv3 projects under BY-SA 4.0. " So if you have GPL content you can't export them to CC BY-SA, but you can export CC BY-SA content to GPL. -- Jules (Mrjulesd) 00:32, 9 July 2020 (UTC)

 * thanks for looking into this into some detail.

 * Just started examining the licence texts and Wikibooks terms to try to figure out the answer to this issue. According to my initial analysis, CC BY 4.0 material cannot be imported into Wikibooks without the original licensor(s) agreeing to it being re-licensed under CC BY-SA 3.0. I came to this conclusion through the following logic:

 * 1) The Wikibooks terms seem to mandate that contributed material is licensed under CC BY-SA 3.0.
 * 2) The CC BY 4.0 terms appear not to allow sub-licensing.

 * I know this conclusion somewhat clashes with the Wikipedia guidance quoted by Mrjulesd, but I'm inclined to believe that the guidance might be wrong, partly because my prior experience with Wikipedia in respect of their user agreement left me feeling that they weren't quite 'on the ball' in respect of licensing.

 * Anyway, of course I could be mistaken, so I'm leaving this issue open for the time being, in case I become enlightened in the short term. I'm also emailing Creative Commons for their advice about this.
 * Well I've been reading up about licensing, and I think that importing CC BY 4.0 into Wikibooks is fine. If you read https://creativecommons.org/licenses/by/4.0/ the main thing you'll notice is that it is not a Share alike, which are quite restrictive on compatible licenses. In fact there doesn't seem to be any relicensing requirements at all. All it really requires is attribution: from my understanding you can then relicense derived works any way you wish, including CC-BY-SA 3.0 License and the GFDL of Wikibooks.
 * My understanding of most license is that you are generally free to license derived works how you wish; obviously the original source remains under the original license. Now "share alike" licenses, and licenses like the GPL and GFDL, adn Apache License are quite restrictive in this regard. But other license, like public domain, are very open in this regard; derived works of public domain works can be relicensed any way you wish.
 * Also if you look at Creative Commons > Share your work > Licensing considerations > Compatible Licenses it only lists the share alike licenses; I feel this is because with their other licenses no compatibility problems occur. Also if you look at https://creativecommons.org/about/cclicenses/ only their share-alike licenses have the note "Adaptations must be shared under the same terms".
 * Now I understand your hesitancy, as I could be wrong in this regard. Perhaps the best thing to do would be to ask somewhere like the w:Wikipedia:Help desk? Its part of Wikipedia, but as far as I know licensing is identical for all WMF sites. Perhaps they can reassure you; if they tell you I'm wrong I'd be most perplexed! -- Jules (Mrjulesd) 15:07, 10 July 2020 (UTC)
 * furthermore, CC BY seems to be explicitly described as being compatible with Wikipedia (and therefore WMF projects) in their FAQ. To quote:
 * "Can I include a work licensed with CC BY in a Wikipedia article even though they use a CC BY-SA license?
 * Yes. Works licensed under CC BY may be incorporated into works that are licensed under CC BY-SA. For example, you may incorporate a CC BY photograph into a Wikipedia article so long as you keep all copyright notices intact, provide proper attribution, and otherwise comply with the terms of CC BY. Learn more about the licenses." -- Jules (Mrjulesd) 09:40, 13 July 2020 (UTC)
 * Yes. Works licensed under CC BY may be incorporated into works that are licensed under CC BY-SA. For example, you may incorporate a CC BY photograph into a Wikipedia article so long as you keep all copyright notices intact, provide proper attribution, and otherwise comply with the terms of CC BY. Learn more about the licenses." -- Jules (Mrjulesd) 09:40, 13 July 2020 (UTC)

 * upon revisiting this issue, I think you are probably right. Just looked at the Wikibooks terms and conditions, and have just noticed that there is a separate section for importing works co-authored with others (didn't see it before). The section appears to allow what you say. Thanks for looking at this issue again.

 * If anyone's interested in the steps I plan to take in the process of importing such content to Wikibooks, you can see documentation of the steps on the Wikipedia site here    (wanted to transclude the content but doesn't look like inter-wiki transclusion is enabled?)

Are the servers, offices, and entity of Wikibooks, in the USA?
Just trying to comply with contractual obligations in respect of importing content from another service into Wikibooks. One of the terms is that I must comply with import/export restrictions and like sanctions, that are in force in the USA. In such regard, does anyone have an answer to the question in the subject text of this section?

 * Wikibooks is hosted by the Wikimedia Foundation. According to Tax Deductibility "Wikimedia Foundation is a nonprofit charity (tax ID number 20-0049703) established in the United States under the US IRS Code Section 501(c)(3). Donations from persons or entities located in the United States may benefit from tax deductible status." So it is a USA registered entity, but it is also multinational to some extent in that servers are hosted around the world, see Wikimedia servers; and there are local chapters: for example Wikimedia UK. For copyright purposes it acts like a USA entity, but it tries to respects local laws. e.g. see w:Wikipedia:Non-U.S. copyrights, "Copyright status of a work in its home country is often important in evaluating its copyright status in the United States. Nevertheless, a work that is in the public domain in its home country can sometimes be under copyright in the United States and so can not be used on Wikipedia." Most countries feel that it respects local laws, although Wikipedia in particular is blocked in many countries: see Censorship of Wikipedia. -- Jules (Mrjulesd) 14:45, 18 July 2020 (UTC)

 * thanks for this.

 * Does anyone have any ideas as to how one would be able to keep abreast of the current export/import laws and related sanctions of the USA? I use very many US software and services, and they very often stipulate that you must not violate such rules. So not only for the sake of this issue would I like to have greater cognisance of such rules, but anyway, simply for the sake of this issue I would like to find out whether anyone else has comments regarding keeping abreast with such rules.

 * Currently thinking that the page @ https://www.trade.gov/us-export-controls might be a good starting point. It seems to outline precise information on how to get information on all the other export regulations not covered by the site and that are applied by other agencies, by telling you where you can get a list of all the other agencies involved. If anyone has any comments on this, I would appreciate reading them (am not a US citizen).


text:
World Stamp Catalogue/Geneva (Switzerland)

Revenue stamps of Geneva (Switzerland).

Canton of Geneva
The French-speaking Canton of Geneva is the westernmost canton of Switzerland.

Commerce
Arms of Geneva.

1860
Imperforate stamps.

1865
Changed design. Imperforate (A), perforated 11.25 (B) or 11.75 (C).

1877-1887
Numerous different stamp types and shades are known from this timeframe.
 * Eagle wing: open or closed;
 * Value inscription (I or II);
 * At least 10 different combinations of paper type, watermark and perforation, A-J:
 * Paper X: smooth, thick and opaque (A, B, C, I);
 * Paper Y: rough, medium thick, opaque to slightly transparent (D, E, G, H, J);
 * Paper Z: rough, thin and transparent (F, not watermarked and only perforated 11.5-11.75).

The 5c pink with an open eagle wing for example, exists in 8 different types and various shades.

Eagle wing

1877
Open eagle wing. Value inscription type I.

1887
Open eagle wing. Value inscription type II.

Special issue
Imperforate, with and without value inscription.

1887
Closed eagle wing. Value inscription type I.

1887
Open eagle wing, black value inscription.

1887
Closed eagle wing, black value inscription. 1 franc value inscription type I or II.

1887
Different design: Printers inscription 'F. de Siebenthal & Cie, Geneve' at bottom.

Conveyance
Arms of Geneva.

1865
Imperforate. Inscribed LOI DU 1 FÉVRIER 1865. Used by the Geneva freight (railway-)station and weighing office. Commonly cancelled GENEVE C.F.F. (meaning Chemins de Fer Fédéraux Suisses - Swiss Federal Railways), and/or GENEVE P.V. meaning Petite Vitesse (low speed), GENEVE G.V. meaning Grande Vitesse (urgent, high speed).

1876
Inscribed CANTON DE GENEVE. One stamp of which 12 different types are known, depending on color, perforation and paper type. Perforations 11.5 (a, b, c), 11.75 (d) or 12.75 (e). No watermark (except lilac, 11.5, coarse opaque paper, aB). Three different paper types: Different colors, shades of violet and gray:
 * Smooth and opaque (A)
 * Coarse and opaque to semi-translucent (B)
 * Thin and semi-translucent to semi-transparent (C)
 * Lilac (a)
 * Gray to violet-gray (b)
 * Light gray-lilac (c)
 * Gray-lilac (d and e)

1918
Changed design.

Stock exchange
The Geneva Stock Exchange was the first stock exchange in Switzerland founded in 1850. Initially created as an association of stockbrokers and regulated in 1855. Stock exchange revenue stamps were issues from 1885 to ca. 1931.

1885
Pike-armed mercenary (Eidgenössischer Reislaufer) and arms of Geneva. 5 different types can be distinguished:
 * A: Horizontally laid paper, watermarked
 * B: Vertically laid paper, watermarked
 * C: Smooth paper, unwatermarked
 * D: Rough paper, unwatermarked
 * E: Thin transparent, rough paper, unwatermarked

1931
Arms of Geneva. Overprinted 'BOURSE de GENÈVE'.

1931
Arms of Geneva centime values, numerals franc values. Printer's name inscribed at bottom: 'F. DE SIEBENTHAL GENEVE'. White (A) or yellow (B) paper.

1931
Centime values arms of Geneva, franc values large numerals. Without printer's name. Two types of background (I and II), three subtypes can be distinguished regarding paper and perforation:
 * A: Yellow paper with red fibers, 10.5x10.75
 * B: Yellow paper with red fibers, 11x11.25
 * C: Yellow paper without red fibers, 10.75x11

Background types

General tax, 1892
Arms of Geneva. Lithographed by Lanz.

Hospital tax
1902-1922.

Poster tax
Arms of Geneva. 9 different types are known, issued between 1924 and 1967.

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


text:
Exercise as it relates to Disease/Effect of resistance versus balance training on postural control in Parkinson’s disease

This report is a critical appraisal of the article ‘Resistance versus Balance Training to Improve Postural Control in Parkinson's Disease: A Randomized Rater Blinded Controlled Study ’

What is the background to this research?
Parkinson’s Disease is a neurological condition resulting in the loss of dopaminergic neurons in the Substansia Nigra. This is responsible for motor function such as gait and balance and results in shaking, slowing of movements and rigid muscles with postural instability occurring in the later stages of Parkinson’s Disease. Individuals suffering from Parkinson’s Disease have a high risk of falling due to postural instability from reduced muscle strength. Consequences associated with falls include fractures, head traumas and even death. There is evidence to suggest that exercise is very effective in improving postural instability which will subsequently reduce the risk of falls. However, the best exercise program to improve postural instability for people with Parkinson’s Disease is a widely discussed topic, with evidence showing either balance training or resistance training can improve postural control. As a result, the authors of the study created a program that compared the effects of balance training and resistance training to determine which exercise program leads to improved postural instability.

Where is the research from?
The study was conducted in Kiel, Germany at the Christian-Ablrechts-University and was approved by the local ethics community. Christian-Ablrechts-University is one of the biggest and most highly regarded universities in the area with seven Nobel peace prize winners having worked there. The main author of the study is Dr Christian Schlenstedt who is from the Department of Neurology and Sports Science at the Christian-Ablrechts-University. He has received awards recognising his work in neuro-rehabilitation.

The funding for the study came from the Coppenrath-Stiftung, Geeste/Groß-Hesepe, Niedersachsen and the Krumme-Stiftung, Eckernförde and Schleswig-Holstein. The funders had no influence on how the authors conducted the study.

What kind of research was this?
The study is a randomised rater blinded control trial and is effective in minimising the risk of bias and enhancing the validity of the results. In comparison to other studies regarding the effect of resistance training on postural control the results are contradicting, with some studies saying that it reduces the risk of falls while others state it has no significant effect on balance and gait. However, both studies suggest resistance training used in conjunction with balance training improves functional ability. There are limited studies that compare balance training and resistance training in regards to improving postural control.

What did the research involve?
40 idiopathic Parkinson’s Disease participants completed a baseline analysis, they were then randomly assigned to small resistance training or balance training intervention subgroups of 4-5 participants each. The intervention was conducted twice a week for 7 consecutive weeks and each session had a 10 minute warm up and 50 minutes of resistance training or balance training. The sessions were conducted by an experienced sport scientist with a neurological rehabilitation background. The resistance training focused on strengthening the hip flexors, extensors and abductors, knee flexors and extensors, ankle dorsiflexors and plantar flexors. The balance training consisted of stance and gait exercises that were done for 45 seconds, 3 times each, with a 2 minute rest period in between sets.

Limitations within this methodology were the low frequency of training per week; which made it hard to differentiate any significant differences between the two training programs. A recent study suggests that Parkinson’s Disease patients that exercise at a higher frequency displayed better improvements than those exercising at lower frequencies. The study also had a 20% drop out rate, which reduced the sample size and therefore decreased the validity and reliability of the results. There also wasn’t a control group included in the study, which would have enhanced the analysis of the comparative effects in each training program and further increased the validity of the study.

What were the basic results?
Data was collected at baseline before the intervention and at 8 and 12 week follow-ups after the intervention. At the collection of baseline data no significant differences were reported between the groups, 8 participants dropped out during the intervention.

8 week follow up
The resistance training group improved an average of 2.4 points on the Fullerton Advanced Balance Scale compared to the balance training group’s results who only increased by 0.3 points. The resistance training group performed the timed up and go test slightly faster at the follow up, but the difference between groups wasn’t significant. The balance training group showed improvements in the Unified Parkinson’s Disease Rating Scale total score. However, there was no significant difference between the groups. 65% of resistance training participants showed clinical global improvement compared to the balance training group’s improvement of 40%, although the difference between the groups was not high enough to be considered significant. There was no significant difference from baseline to week 12 follow up between the two groups.

What conclusion can we take from this research?
Overall the results of the study were not significant and showed no differences in the effects on postural instability in people with Parkinson’s Disease. However, the study did consider the limitations faced within the intervention, which can be beneficial to implement in future research. A low training frequency of twice a week was chosen to meet the demands of the participants; however using a higher training frequency of 3 times a week would have improved the results. To strengthen the validity and reliability of the study a larger sample size could have been recruited and the intervention conducted over a longer period of time. Further research is required to understand which exercise program leads to greater improvements in postural stability. Considerations for future studies could also include researching the effects of a combination of balance and resistance training on postural instability.

Practical advice
Overall there were some improvements in the participant’s postural stability but it was not clear whether this was due to one type of training over the other as there was no significant difference in the results between resistance and balance training. Therefore, the best practical advice for patients with Parkinson’s Disease is not to rely on one type of exercise alone, but to undertake a combination of both balance and resistance training to achieve the best results. For patients with severe Parkinson’s Disease it is very important to engage in physical activity to prevent the progression of the disease. If the individual is interested in engaging in new exercises it is strongly advised they contact their treating specialist.

Further Information/Resources
If you are suffering from Parkinson’s Disease and looking for support or further information on this topic additional resources are provided below.

Support group https://www.parkinsons.org.au

Effects of combining balance and resistance training on Parkinson’s Disease https://pubmed.ncbi.nlm.nih.gov/12917847/

Tips for exercising with Parkinson’s Disease https://www.michaeljfox.org/news/exercise-and-parkinsons-frequently-asked-questions

Exercises for Parkinson’s Disease https://www.parkinsons.va.gov/NorthWest/Documents/Pt_ed_handouts/Exercise_for_PD_1-20-12.pdf


text:
World Stamp Catalogue/Neuchâtel (Switzerland)

Revenue stamps of the canton and city of Neuchâtel (Switzerland), by type.

Canton of Neuchâtel
The Republic and Canton of Neuchâtel is a canton of French-speaking western Switzerland. In 2007, its population was 169,782. The capital is city of Neuchâtel. Stamps were issued for 6 different purposes. Special issues exist.

Court taxes
Arms of Neuchâtel.

1879
Perforated 11 (A), 11.5 (B) or 12.75-13 (C). Stamps watermarked with 2 or 3 letters of 'ANNONAY', exist (a).

1879
Imperforate (A), perforated 11.5 (B) or 12.75-13 (C). Stamps with a watermark depicting a beaver, exist.

1879, special issue
Imperforate.

1890
Perforated 11.5 (A), 11.75 (B) or 12.75-13 (C).

1925
Redrawn. Perforated 10.75-12 (A), 11.25 (B) or 11.5 (C).

1921
Perforated 10.5-10.75 (A), 11 (B), or 11.25 (C), 11.5 (D - most common) or mixed (E). 20c - 5Fr yellow (y) or white (w) paper.

City of Neuchâtel
Neuchâtel is the capital of the Swiss canton of Neuchâtel on Lake Neuchâtel. Stamps were issued for communal tax from 1891 to 1975. Special issues exist.

Municipalities
There are the 31 municipalities of the canton of Neuchâtel, as of 2018. , of which some issued revenue stamps.

Chaux-de-Fonds, La
La Chaux-de-Fonds is a municipality in the canton of Neuchâtel. 60 different revenue stamps were issued from 1889.

Locle, Le
Le Locle is a municipality in the Le Locle District in the Canton of Neuchâtel. 22 different stamps were issued between 1892 and 1950.

Ponts-de-Martel, Les
Les Ponts-de-Martel is a municipality in the district of Le Locle in the canton of Neuchâtel. 14 different tax stamps were issued from 1892.


text:
User talk:Joseph Furlanetto

Welcome
Welcome to Wikibooks, Joseph Furlanetto!

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title: User talk:Joseph Furlanetto


text:
User talk:AntMuss

Welcome
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title: User talk:AntMuss


text:
User talk:ClareDeSalis

Welcome
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title: User talk:ClareDeSalis


text:
User talk:Jake The Great 908

Welcome
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title: User talk:Jake The Great 908


text:
User talk:Netball01

Welcome
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title: User talk:Netball01


text:
User talk:Shannonespo

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title: User talk:Shannonespo


text: Shelf:Culinary arts

title: Shelf:Culinary arts


text: Category:Shelf:Culinary arts/all books

title: Category:Shelf:Culinary arts/all books


text: Category:Shelf:Culinary arts

title: Category:Shelf:Culinary arts


text: Shelf:Culinary arts/ancestry

title: Shelf:Culinary arts/ancestry


text: Subject:Culinary arts

title: Subject:Culinary arts


text: Category:Subject:Culinary arts

title: Category:Subject:Culinary arts


text: Category:Subject:Culinary arts/all books


text: Category:Book:Culinary Arts

title: Category:Book:Culinary Arts


text:
Oberon/A2/Oberon.V24.Mod

MODULE V24 IN Oberon; (** AUTHOR "AFI"; PURPOSE "Backward compatibility module" *) (* Ensures the further validity of the earlier Aos.V24.Mod (object module V24.Obx) 	authored by "pjm". 	Most of the port control is now displaced to the new driver module 	V24.Obx module (Source V24.Mod *) IMPORT SYSTEM, Serials IN A2; CONST	(* Needed for compatibility *) 	(** Port aliases (check with NumberOfPorts) *) 	COM1* = 1; COM2* = 2;  COM3* = 3;  COM4* = 4; 	COM5* = 5;  COM6* = 6;  COM7* = 7;  COM8* = 8; 	(** Parity *) 	ParNo* = Serials.ParNo;  ParOdd* = Serials.ParOdd;  ParEven* = Serials.ParEven; 	ParMark* = Serials.ParMark;  ParSpace* = Serials.ParSpace; 	(** Stop bits *) 	Stop1* = Serials.Stop1;  Stop2* = Serials.Stop2;  Stop1dot5* = Serials.Stop1dot5; 	(** Modem control lines *) 	DTR* = Serials.DTR;  RTS* = Serials.RTS;	(** output *) 	Break* = Serials.Break;	(** input/output - Bit 6 in LCR *) 	DSR* = Serials.DSR; CTS* = Serials.CTS;  RI* = Serials.RI;  DCD* = Serials.DCD;	(** input *) 	(** Receive error diagnostic *) 	OE* = Serials.OverrunError; 	PE* = Serials.ParityError; 	FE* = Serials.FramingError; 	BI* = Serials.BreakInterrupt; 	termination* = Serials.Closed;	(* Indicates that the port is being closed *) 	Ok* = Serials.Ok; PortInUse* =  Serials.PortInUse; NoSuchPort* =  Serials.NoSuchPort; 	WrongBPS* = Serials.WrongBPS; WrongData* =  Serials.WrongData; WrongParity* =  Serials.WrongParity; 	WrongStop* = Serials.WrongStop; VAR ports: ARRAY Serials.MaxPorts + 1 OF Serials.Port; (* ports[0] is unused *) (** NumberOfPorts - Return number of ports available. *) PROCEDURE NumberOfPorts*: SIGNED32; BEGIN 	RETURN Serials.MaxPorts; END NumberOfPorts; (** Start - Open a serial port (numbered from 0) connection. bps is the required bits per second. 	data is the number of bits per communication unit.  parity is the parity mode (Par 	values above). stop is the number of stop bits (Stop values above).  res returns 0 	if ok, or error code on error.  1 means port already in use.  2 means no such port. 	3 means bad bps value.  4 means bad data/parity/stop.   DTR and RTS are enabled. *) PROCEDURE Start*(portNo, bps, data, parity, stop: SIGNED32; VAR res: INTEGER); VAR port : Serials.Port; BEGIN 	res := NoSuchPort; 	port := Serials.GetPort(portNo); 	IF port # NIL THEN 		ports[portNo] := port; 		ports[portNo].Open(bps, data, parity, stop, res) 	END; END Start; (** Stop - Close the connection of the specified port. Effect on Modem Control lines is undefined. *) PROCEDURE Stop*(portNo: SIGNED32); BEGIN 	ports[portNo].Close END Stop; (** Send - Send a byte to the specified port. Waits until buffer space is available. res = Ok iff ok. *) (** Antediluvian: Kept for compatibility. - Use Writer... instead. *) PROCEDURE Send*(portNo: SIGNED32; x: SYSTEM.BYTE; VAR res: INTEGER); BEGIN 	ports[portNo].SendChar(CHR(x), res); END Send; (** SendBytes - Send n bytes to the specified port. Waits until buffer space is available. res = Ok iff all ok. *) (** Antediluvian: Kept for compatibility. - Use Writer... instead. *) PROCEDURE SendBytes*(portNo: SIGNED32; VAR x: ARRAY OF SYSTEM.BYTE; n: SIGNED32; VAR res: INTEGER); VAR i: SIGNED32; BEGIN 	i := 0; res := Serials.Ok; 	WHILE (i # n) & (res = Serials.Ok) DO 		Send(portNo, x[i], res); INC(i) 	END END SendBytes; (** Receive - Read one byte from the specified port. Waits until a byte is available. res = Ok iff ok. *) PROCEDURE Receive*(portNo: SIGNED32; VAR x: SYSTEM.BYTE; VAR res: INTEGER); VAR ch: CHAR; BEGIN 	ports[portNo].ReceiveChar(ch, res); 	x := ch END Receive; (** ReceiveBytes - Read n bytes from the specified port. Waits until n bytes are available. res = Ok iff ok. 		In case of error, the reception ends immediately at the first character in error. More data may be left in the buffer. *) PROCEDURE ReceiveBytes*(portNo: SIGNED32; VAR x: ARRAY OF SYSTEM.BYTE; n: SIGNED32; VAR res: INTEGER); VAR i: SIGNED32; BEGIN 	i := 0; res := Serials.Ok; 	WHILE (i # n) & (res = Serials.Ok) DO 		Receive(portNo, x[i], res); INC(i) 	END END ReceiveBytes; (** ClearMC - Clear the specified modem control lines. s may contain DTR, RTS & Break. *) PROCEDURE ClearMC*(portNo: SIGNED32; s: SET); BEGIN 	ports[portNo].ClearMC(s) END ClearMC; (** SetMC - Set the specified modem control lines. s may contain DTR, RTS & Break. *) PROCEDURE SetMC*(portNo: SIGNED32; s: SET); BEGIN 	ports[portNo].SetMC(s) END SetMC; (** GetMC - Return the state of the specified modem control lines. s contains 	the current state of DSR, CTS, RI, DCD & Break. *) PROCEDURE GetMC*(portNo: SIGNED32; VAR s: SET); BEGIN 	ports[portNo].GetMC(s) END GetMC; (** Available - Return the number of bytes available in the specified port's buffer. *) PROCEDURE Available*(portNo: SIGNED32): SIZE; BEGIN 	RETURN ports[portNo].Available END Available; END V24. System.Free V24 ~

title: Oberon/A2/Oberon.V24.Mod


text:
User talk:Dgfdcbhf

Hi,, there are a lot of spelling mistakes in your recently created userpage. Why is that? Don't think that is a good idea. Thank you for your time. Lotje (discuss • contribs) 05:16, 2 September 2020 (UTC)

title: User talk:Dgfdcbhf


text:
A-level Computing/AQA/Paper 1/Skeleton program/2021

This is for the AQA A Level Computer Science Specification.

This is where suggestions can be made about what some of the questions might be and how we can solve them.

Please be respectful and do not vandalise the page, as this would affect students' preparation for exams! Please do not discuss questions on this page. Instead use the discussion page.

Section C Predictions
The 2021 paper 1 will contain 4 questions worth 13 marks.
 * Question here
 * Question here
 * Question here
 * Question here

Section D Predictions
Programming Questions on Skeleton Program
 * The 2020 paper 1 contained 4 questions: a 6 mark, an 8 mark question, a 11 mark question and one 12 mark question - these marks include the screen capture(s), so the likely marks for the coding will be 1-2 marks lower.
 * The 2019 paper 1 contained 4 questions: a 5 mark, an 8 mark question, a 9 mark question and one 13 mark question - these marks include the screen capture(s), so the marks for the coding will be 1-2 marks lower.
 * The 2018 paper 1 contained one 2 mark question, a 5 mark question, two 9 mark questions, and one 12 mark question - these marks include the screen capture(s).
 * The 2017 paper 1 contained a 5 mark question, three 6 mark questions, and one 12 mark question.

Current questions are speculation by contributors to this page.

Display the tile numbers
Create a subroutine 'DrawGridWithTileNumbers' which will display the tile numbers on a grid to help the players identify each tile

eg for the default game:

0    1     2     3      4     5     6     7   8     9    10    11     12    13    14    15  16    17    18    19     20    21    22    23  24    25    26    27     28    29    30    31

Create a new method in the class HexGrid to allow you to easily recall the size: Add the following lines to Playgame (just before loop):

Add the new subroutine:

Help Command
This question refers to the subroutine PlayGame.

Currently, the player can enter move, saw, dig, upgrade, or spawn as a command. The game is to be amended so that the player can enter a help command, which will show the list of commands they can enter. The help command should not impede the players commands. In other words, the player should be able to enter “help” and it should not be counted as one of the three commands the player enters.

Start with a grid of any even width
Create a new function to be called instead of default game or load game. This should allow the user to enter any even number and create a grid of that size. Each location in the grid should have a 25% chance of being a forest, 25% chance of being a peat bog and 50% chance of being a plain. The Barons should still start in the corners of the map as in the default game with a serf in an adjacent tile.

Add another command called teleport that allows any piece to move to any location, at a cost of three fuel
Describe the question here

Add another type of tile called ore (or other type of resource)
Currently there are 3 terrain types: field, peat bog, and forest. The new type of tile will have the $ symbol and there will be 1 ore for every 10 tiles. 1 ore is worth 2 fuel.

Save Option.
My best guess is a way of saving the game; currently you can load game1.txt, but you can't save a game that you are playing. The text file gives us the format to use, so I think this is quite likely.

Game Over Bug
With this version, a player can trap their own baron to end the game. While this kind of makes sense, it is possible that they could ask you to make it so that at least one of the pieces that are trapping a baron must belong to the other player.

Land Mine
Currently, if your baron gets trapped (if the game is over), you can see exactly what is going on. A land mine could be placed on a tile, and hidden from both players, so that if your opponent steps on that tile, they lose that piece.

New Piece Type
We have 4 piece types: baron, serf, LESS (Lumberjack), and PBDS (Peat digger). It is possible (especially if there are new terrains or resources), that they might ask you to create a new piece type.

New question
Question description

New question
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New question
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New question
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New question
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text:
A-level Computing/AQA/Paper 1/Skeleton program/AS2021

This is for the AQA AS Level Computer Science Specification.

This is where suggestions can be made about what some of the questions might be and how we can solve them.

Please be respectful and do not vandalise the page, as this would affect students' preparation for exams! Please do not discuss questions on this page. Instead use the discussion page.

Section C Predictions
The 2021 paper 1 will contain x questions worth y marks.
 * Question here.
 * Question here.
 * Question here.

Section D Predictions
Programming Questions on Skeleton Program
 * The 2020 paper 1 contained 4 questions: a 6 mark, an 8 mark question, a 11 mark question and one 12 mark question - these marks include the screen capture(s), so the likely marks for the coding will be 1-2 marks lower.
 * The 2019 paper 1 contained 4 questions: a 5 mark, an 8 mark question, a 9 mark question and one 13 mark question - these marks include the screen capture(s), so the marks for the coding will be 1-2 marks lower.
 * The 2018 paper 1 contained one 2 mark question, a 5 mark question, two 9 mark questions, and one 12 mark question - these marks include the screen capture(s).
 * The 2017 paper 1 contained a 5 mark question, three 6 mark questions, and one 12 mark question.

Current questions are speculation by contributors to this page.

Summary of question
Describe the question here

Summary of question
Describe the question here

Summary of question
Describe the question here

Summary of question
Describe the question here

Summary of question
Describe the question here


text:
Talk:A-level Computing/AQA/Paper 1/Skeleton program/AS2021

Discussion here please


text:
Talk:A-level Computing/AQA/Paper 1/Skeleton program/2021

questions and discussion here


text:
Exercise as it relates to Disease/Physical activities impact on depression

/Physical Activities Impact on Depression/

This is a review of the article Relationship Between Physical Activity and Depression and Anxiety Symptoms; A population study conducted by De Mello MT, Lemos VdA, Antunes HKM, Bittencourt L, Santos-Silva R, Tufik S

What is the Background to this research
Depression is a highly prevalent disease with every 1 in 16 Australian experiencing symptoms every year. Symptoms of depression vary from person to person and is often associated with anxiety. Symptoms are commonly characterised by sadness and depressed feelings for 2 weeks or more along with lack of sleep, lack of motivation, changes in weight, elevated drinking and/or drug abuse etc. Mental health, in particular, depression and anxiety is among the most prevalent chronic diseases effecting our society. Benefits of physical activity (PA) for the human body and psychological well-being has been heavily researched and well documented. There has been increasing evidence from studies suggesting physical inactivity negatively impacts our moods. Many studies have been conducted to investigate the impact of regular PA on the mood and symptoms of depressive and anxiety disorders, concluding that performing regular moderate intensity aerobic exercise has improved both mood and symptoms. Moreover, research has shown that those suffering from depression and anxiety are commonly more physically inactive with those that do not have depression and anxiety. However, regardless of this evidence many people do not partake in regular PA and prefer to live a more sedentary lifestyle. Additionally, prior to this study, very few had explored the association between PA practice and mood within a particular population sample. This aspect that has been lacking in other studies has been thought to reduce adherence to and acceptance of exercise propositions.

Where is the Research From
This study was conducted in Sao Paulo, Brazil between July and December 2007 and published in the Journal of Affective Disorders in July 2013. The cohort included 1042 male and female volunteers aged 41.9±14.4. The present study determined the most common symptoms of depression and anxiety in a population and their association with regularity of PA.

What kind of research was this
A cross sectional study design was performed involving a large sample size of 1042 volunteers inclusive of males and females. There were 3 stages to acquire participants. First stage consisted of selecting 96 districts from 4 regions of 1500 districts. Participants were required to complete questionnaires administered by trained psychologists. Questionnaires included; Brazilian version of the beck depression inventory (BDI), assessing anxiety levels rated on a Likert scale from 0-63; Self-report regular PA requiring the participant to answer two questions on the performance and frequency of PA; Brazil’s Economic Classification Criterion (BECC) which evaluates economic status of the participant via the quality of durable consumer goods that the family owns, number of rooms and bathrooms, and number of domestic employees on a monthly wage in the house, groups were categorised into upper, middle and lower. The research method made it difficult to estimate PA level due to subjectivity from self-reported questionnaires and decreased ability to determine associations of cause and effect from results. However, detection of relationships between regular PA and symptoms of depression and anxiety.

What were the basic results
Results from the present study depict an inverse relationship between PA and depression or anxiety symptoms. This supports the general idea that not practicing regular PA increases likelihood of experiencing depression and anxiety in comparison to those that partake in regular PA. Within Sao Paulo alone 63.2% claimed to not practice regular PA. Main results are as follows; 24.4% of the sample participated in regular PA equal to or greater than three times a week and 12.4% declared to complete two or less sessions of PA during the week. PA has been found to positively impact mental health in adults and elderly. Improvements have been associated with social, behavioural, psychological and physiological aspects. Hypotheses include enhanced serotonin release due to distribution alterations to its precursor, Tryptophan, common in aerobic exercise, and reduced imbalances in hypothalamic-pituitary-adrenal axis, postulated due to its ability to reduce the stress response. Interestingly, brain-derived neurotrophic factor has been identified as a major influence due to its role in neuroplasticity, neural transmission, neural modulation, cell proliferation and neurogenesis.

Predominant predictors of anxiety were lower socioeconomic status, obesity, lack of physical activity, specific age groups and being deemed overweight. An inverse correlation was found between age and anxiety; 35-49 year old are 12.3 times, 50-64 are 3.2 times and 65 years or older are 2.2 times more likely to exhibit symptoms. Attributed to the reduced responsiveness and psychological maturity common in older adults. Furthermore, the probability of anxiety was 1.5 times higher in non-physically active than regularly active volunteers.

Additionally, lower and middle socioeconomic classes displayed a higher prevalence of volunteers not participating in PA, revealing 7.3 and 4.1 higher prevalence of depression. Of the upper class, 28.8% did not practice regular PA. Volunteers with nine years of education indicated a higher prevalence of PA, 60.5%, while less than nine years of education with non-regular activity was lower at 39.5%. Interestingly, non-physically active women, lower socioeconomic groups and less education displayed a higher prevalence of depressive symptoms. Analysis of results showed a 1.4 times higher likelihood of depression for those that do not practice PA when compared to volunteers that are active for three days or more a week.

What conclusions can we take from this research
Conclusions we can draw from this study are PA has a positive association with mood, anxiety, depression and holistic well-being and this has been a general belief for years. Exercise has been described to induce an anxiolytic and anti-depressive state in healthy populations. Furthermore, overweight and obese individuals exhibit a greater chance to experience symptoms of anxiety, considered to be the cause of their lower levels of PA in comparison to eutrophic people. Volunteers of 65 years or older were less PA but did not show more anxiety, hypothesised to be a result of reduced responses to emotional stressors and psychological immunisation common with older adults. Additionally, lower and middle socioeconomic classes displayed a heightened likelihood for depression and anxiety symptoms to escalate.

Practical Advice
PA is a practical and effective way to improve symptoms of anxiety or depression for all. General guidelines indicate participants in 150 to 300 minutes (2.5–5 hours) of moderate intensity PA per week will improve health and lifestyle. Additionally, based on results from this study and others, moderate intensity aerobic exercise three days or more a week would promote the greatest health improvements. To increase adherence, ensure the form of exercise you are undertaking is enjoyable for you. Furthermore, exercise should not be used as the sole treatment for anxiety or depression due to the complexity of mental health and the need for further research.

Further Information and Resources
Further studies supported the notion of PA improving depression and anxiety by concluding that habitual PA reduced subsequent risk of developing depressive and anxiety disorders.

Below are website resources to support those interested to learn more or experiencing anxiety and depression:

 * Beyond Blue Depression and Anxiety Checklist
 * Black Dog Institute - Depression
 * Black Dog Institute - Anxiety
 * Beyond Blue - Supporting someone with Depression or Anxiety
 * Beyond Blue - Depression Facts
 * WHO Depression Facts
 * Australian Government Physical Activity Guidelines


text:
Exercise as it relates to Disease/Increasing physical activity and reducing sedentary time in children with developmental disabilities

This page is critiquing the article:Breaking tradition: Increasing physical activity and reducing sedentary time of children with developmental disabilities

What is the background to this research?
Developmental disabilities interfere with neurological functions affecting attention, memory, language, problem solving and social interaction. Developmental Disabilities are becoming more common affecting 1 in 6 children and thus decreasing their physical activity time. Having a development impairment can interfere with appropriate behaviour however, when Autistic children completed 15 minutes of vigorous exercise their behaviour improved immediately.

According to the US 2018 Physical Activity Guidelines all youth should be participating in 60 minutes of moderate-to-vigorous physical activity everyday of the week. Multiple data statistics in numerous countries have found children are not meeting the guidelines, especially children with developmental disabilities with up to 81-88% not meeting guidelines. People with developmental disabilities face barriers when it comes to activities such as physical limitations, negative social attitudes, accompanied with a lack of training for adults in how to accommodate everyone .There is a gap in research exploring strategies to increase physical activity and reduce sedentary time in children with developmental disabilities, this study investigates these strategies.

Where is the research from?
Keith Brazendale, Allison Brazendale, Jeanette M Garcia, Nicholas Leahy, Abigail A McDonald, Manya Kenney, Glenn Weaver and Michael W Beets conducted the study in the southeast region of the United States at a summer camp for children with developmental disabilities. The study was conducted in 2015 however the report was received in 2019. Allison Brazendale, Psy.D is the founder of Camp M.A.T.E.S and a clinical psychologist specialising in children developmental disorders she is married to Keith Brazendale, Ph.D who is an Exercise Scientist and co-founder of Camp M.A.T.E.S..

What kind of research was this?
The research conducted was a single group quasi-experimental study with children 4 to 21 years old. This puts the study under moderate quality for recommending treatment due to it not being randomised. A repeated measures counterbalance design was carried out to ensure the results have a smaller margin of error and improved efficiency. To be eligible for the study children had to meet the criteria to ensure the camp was able to accommodate to everyone's needs. Therefore, children who needed a one on one therapist were excluded.

What did the research involve?
The aim of camp MATES is to improve social skills, promote physical activity and educate about nutrition, reading and life lessons. The research was 2 days a week for 8 weeks, throughout the day 6 periods of activities where scheduled 2 of these being physical activity based. The activities where either soccer, relay races, kickball or free play with one being run as a traditional sport and the other was modified to the LET US Play principles and included a social narrative explanation video. The LET-US Play games modified the sports to include team running activities, shorter game time, decreasing numbers on teams and encouragement from adults to boost activity time in comparison to traditional games. Before each LET-US Play activity children watched a cartoon of how to play the game and appropriate behaviour expected compared to the traditional sport where the instructor verbally explains the rules and how to behave.

Accelerometers were given to the children to measure the physical activity levels which have high validity reliability of greater than 90% when walking or jogging therefore the results are accurate enough for this study.

52 participants between the ages of 4 and 21 took part in the study, 84% where male and 81% non-Hispanic white this can skew the findings of the data due to not having an even ratio of genders or cultures. The predominately male based study could have issues as it doesn't recognise gender as a limitation. Girls tend to have lower levels of motivation towards sports and are typically less involved in sports during physical activity classes. Investigating the statistics between the genders may show varied results for females as they typically need more motivation to participate.

What were the basic results?
The LET US Play sessions for soccer, relay races and kickball increased the time spent at a moderate to vigorous exercise level and decreased sedentary time. Although the free play in the traditional setting was more exercise inducing than the modified version. Therefore, using a social narrative and physical activity promotion strategies can increase physical activity in children with developmental disorders during sports but not free play.

The percent of time spent at different activity levels
 * MVPA= Moderate to Vigorous physical activity
 * TS= Traditional Sessions
 * LUP= LET-US Play sessions

Strengths
 * Innovative approach for promoting Physical Activity
 * Counterbalance design
 * Accelerometers for objective measures

The article acknowledges the weaknesses and does not over emphasise the results. The following are the weaknesses seen:

Weaknesses
 * Staff had to monitor children were not taking off accelerometers
 * Attendance varied across activities
 * Only 4 physical activities observed and may not generalise to others
 * Small sample size with mainly male participants

What conclusions can we take from this research?
Having a set social narrative explanation video and physical activity promotion strategies to encourage participation, can increase activity levels and reduce sedentary time in children with developmental disorders. Engaging children with developmental disorders in activities can be challenging, a modified approach to explaining the activity is excellent to engage them. Strategies such as smaller teams so the children don't have time to get distracted can boost participation along with having a trusted adult play alongside them. These findings can help further increase activity in children with disabilities creating a greater quality of life for them. Further research should be conducted separating the social narrative and LET-US Play strategies to observe if one strategy has a greater effect. Conducting additional research to find if an indoor or outdoor play space has an impact on activity levels would be encouraged. Taking into consideration the male dominated results of this study, having separate results for females and males or ensuring the genders are relatively even could be beneficial. Following increased exercise interventions other studies have found a decrease in aggression and an increase in good behaviour, thus it is important studies continue so an improved physical activity plan can be put in place for children with developmental disabilities. .

Practical advice
Starting a lesson with a social narrative video can overcome challenges such as inappropriate behaviours and problems understanding, which are normally seen by children with development disabilities. Actively encouraging children to join in activities and modifying traditional sports to include team-based activities, smaller groups and more water breaks in-between game time can increase physical activity participation. Informing coaches and practitioners in ways to increase activity in children especially with developmental disabilities can ultimately improve the overall activity levels and quality of life of these children.

Further information/resources
There are further articles for curious minds about physical activity and developmental disabilities:

 * Physical activity guideline compliance among children with various developmental disabilities

 * Physical activity improving physical fitness in children with developmental disabilities

To read further about Disabilities and physical inactivity:

 * Physical Activity in Individuals with Disabilities

 * Intellectual and Developmental Disabilities

If you are in need of support for your child with a developmental disability:

 * Raising Children

 * Developmental Disabilities support


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Exercise as it relates to Disease/Aquatic exercise as a therapy in the management in fibromyalgia symptoms

This is a critique of the original research: Effectiveness of aquatic therapy in the treatment of fibromyalgia syndrome: a randomized controlled open study. Open study

What is the background to this research?
When treating people with Fibromyalgia Syndrome (FMS), research showed that positive effects came from physical therapy.

In the treatment of Fibromyalgia symptoms, many studies have focused on proving the effectiveness of regular physical activities. For example, aerobic and land-based exercise programs. https://www.healthdirect.gov.au/fibromyalgia

It was found that, low-to-moderate-intensity aerobic exercises brought beneficial effects to the participants’ level of: The benefits observed in FMS, during the aerobic and land-based exercise programs, have served as the basics to develop other regimes such as group exercises in a pool or on land.
 * Pain management;
 * Psychological distress;
 * Sleep;
 * Physical capacity; and
 * Emotional wellbeing.

In clinical practice, it was observed that, when patients diagnosed with FMS were exposed to aquatic therapy, they experienced beneficial effects in:
 * physiological distress;
 * intensity of pain;
 * functional capacity; and
 * general wellbeing.

Some additional studies have shown greater benefits from aquatic aerobics when compared to home-based exercises.

The aim of this study was to investigate the positive effects of supervised aquatic therapy with non-supervised home-based exercises, and then compare, which had the greater benefits. Some evidence suggested that home-base exercise prescriptions are usually inadequate. This is because most exercises are based on methods designed for persons without FMS. Therefore, there can be a lack of consideration of the needs of each individual. Not all exercises are suitable for everybody. The participants’ incapacities to complete the exercises could distort the results of the research.

Where is the research from?
In Turkey’s capital city of Ankara, this research was undertaken in collaboration with both Kocatepe and Ufuk Universities’, Departments of Physical Rehabilitation Medicine, in 2008. The head author, Professor Deniz Evcik, works at the Ankara University, Department of Physical Medicine and Rehabilitation (Turkey), and in Guven Hospital’s Department of Physical Medicine and Rehabilitation. She has participated in 104 international medical publications, all of them in the fields of her expertise. These include:

 * Rheumatic Diseases and Rehabilitation;
 * Aquatic Therapy; and
 * Neuropathic pain.

No conflicts of interest were found between University authors.

What kind of research was this?
It was designed as a prospective, randomised, controlled open study (RCT).

Many forms of Fibromyalgia-related exercise-training has been studied through the use of high-quality RCTs. These have included, aquatic and land-based regimes that involve aerobic, strength, flexibility, and mixed format exercise interventions.

Over the past decade, there has also been further growth in the number of review articles, using RCT methodology. It has proven to be a tried and tested methodology to use in this area of research.

The absence of a placebo group and double-blind design were limitations of this investigation. Could this have an impact on the way the results are interpreted, particularly since cause and effect was determined between each of the groups?

What did the research involve?
This prospective study enrolled 63 FMS patients, mainly women and one male subject.

The criteria excluded patients who had:
 * Unstable Hypertension;
 * Severe CVD;
 * Cancer;
 * Osteoarthritis;
 * Medications – antidepressants, non-steroidal anti-inflammatory drugs
 * Habituated exercisers;
 * Heat intolerance; and
 * Pregnancy.

Two groups (mean age 43.4) were formed. Group I (n=33), received a supervised aquatic exercise program and Group II (n=30) received an unsupervised home-based exercise program. Programs consisted of 15 sessions of 60 minutes (i.e. five weeks of three sessions per week).

Patients were initially evaluated for:
 * Pain using the visual analogue scale (VAS);
 * Depression, using Beck depression inventory (BDI),
 * Number of tender points (NTP); and
 * Functional capacity, using the Fibromyalgia Impact Questionare (FIQ).

All markers were retaken in Weeks 4,12 and 24.

Patients in Group I received aquatic sessions in a 33-degree pool. The program consisted of 20 minutes of pool-side exercises, including warm-up, active-range-of-movement, and relaxation. It followed with 35 minutes of pool exercises, forward/backward walking warm-ups, jumping, jogging and active range of aerobic-conditioning-movements, stretches-of-extremities, supine-position-floating for relaxation and 5 minutes for cooling down. Group II received a home-based-exercise program, (warm-up, range-of-movement, aerobics, relaxation and cooling down) explained by a physiotherapist once. Written routines were provided.

Land-based and aquatic program, were being compared in their effectiveness in treating FMS; however, in reality, the aquatic program has a significant combination of both land and water, where one-third of the time allocation is pool-side, on land. Does this compromise the validity of the percentage-results in those who were in the aquatic-based program?

Another methodology concern is the trust ambiguity that is created with the unsupervised Group II. This too can warp this groups results because of the amount of trust there is, that the participant will be able to follow the exercises and intensity properly. FMS can have flare-ups and improvements at any given time. What if modifications are required? It was presumed that they did what they have said they would do. Group II may have bias.

What were the basic results?
Results showed:
 * For both groups, significant improvements in all markers (pain, depression, tender-points, and functional capacity), over the different time-checkpoints;
 * Greater score improvements for Group 1 (Aquatic), when compared with Group II (Land-based);
 * Levels of pain reduced by 40% in Group I and 21% in Group II.
 * Significant statistical improvements were maintained into week 12 for both groups; however, at Week 24’s follow-up, those improvements remained significant only for Group I.

I believe the presumptions about the aquatic group’s long-term results are limited in nature because there may be other variables at play. We do not know what other factors are at play in the lifestyles of the participants.
 * Did they continue the new routines? Did they stop? Was there a cessation of a flare-up? Were there new medications introduced? None of these factors were mentioned. Did they remain sedentary or engage in another physical activity or did another medical condition develop?
 * There is too much ambiguity about the circumstances of the participants, to make their presumptions. Did this cause bias to the results of Week 24 that seem to indicate that the improvements will automatically continue?

What conclusions can we take from this research?
Study results indicated greater scores for FBS patients exercising in water. However, there are concerns that scores may not be purely because of the aquatic exercises, given that some of the time was pool-side and their participants were in a supervised group.

It appears that the improvements made in water, continued after the twenty-four weeks were completed; however, there are some limitations to these presumptions as other factors may be at play.

Practical advice
Supervised, aquatic pain management therapy, facilitates long-term improvements being sustained.

Patients may benefit from those results, practitioners could pursue ‘Further Resources’, which also confirms these positive results.

Further information/resources
For further clarification of this topic, I advise further reading of this meta-analysis (2010).Open Meta-analysis

Other resources include:

https://www.healthdirect.gov.au/linking-to-us

https://painhealth.csse.uwa.edu.au/pain-module/fibromyalgia/

https://arthritisaustralia.com.au/types-of-arthritis/fibromyalgia/


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User talk:Doctorxgc

Please leave your message by clicking "add topic." Don't forget to sign your post.

Special:Diff/3965701
What was this for? --Minorax «¦talk¦» 00:47, 17 August 2021 (UTC)

 * Hello Minorax--I left you a message on your talk page apologizing for the unintended revert. Apologies again. I was in the midst of reading NYT articles for the annotations and I got muddled. Dr. X (discuss • contribs) 01:44, 17 August 2021 (UTC)

title: User talk:Doctorxgc


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User:Doctorxgc/sandbox/Digital Citizenship/requiredtexts

Required class texts

I. Texts that illustrate class concepts (we'll use them in lectures or as follow-up to lecture):

 * 1) Neil Postman, "Five things we need to know about technological change"
 * 2) Andrew Blum, "Discover the physical side of the internet"
 * 3) Lee LeFever, “World Wide Web in Plain English”
 * 4) Nurie Mohamed, "Why You Should Care About Net Neutrality"

II. Eight texts that everyone reads and writes 7Ws journals about and some of you will become experts on:

 * 1) Nicholas Carr, "Is Google making us stupid?"
 * 2) Sherry Turkle, "Connected, but alone?"
 * 3) Adam Alter, "Why our screens make us less happy"
 * 4) Eli Pariser, "Beware online filter bubbles"
 * 5) Scott Shane, “From Headline to Photograph, a Fake News Masterpiece”
 * 6) Tim Wu, “The Fourth Screen and the Mirror of Narcissus”
 * 7) Zeynep Tufekci, "We're building a dystopia just to make people click on ads"
 * 8) Carole Cadwalladr, "Facebook's role in Brexit — and the threat to democracy"

III. Choose any two texts out of this list to write the last two journal entries:

 * 1) Aaron Schwartz, "Guerrilla Open Access Manifesto"
 * 2) Clay Shirky, "How the Internet will (one day) transform government"
 * 3) Christopher Soghoian, "Your smartphone is a civil rights issue"
 * 4) Klint Finley, “The WIRED Guide to Net Neutrality”
 * 5) James Bridle, "The nightmare videos of children's YouTube — and what's wrong with the internet today"
 * 6) Finn Lützow-Holm Myrstad, “How tech companies deceive you into giving up your data and privacy”
 * 7) Kashmir Hill and Surya Mattu, "What Your Smart Devices Know and Share about You"
 * 8) Joy Buolamwini, "How I'm fighting bias in algorithms"
 * 9) Andreas Ekström, “Can We Solve For Bias In Tech?”
 * 10) Mikko Hypponen, “How the NSA Betrayed the World’s Trust”
 * 11) Jennifer Granick, “How the Government Spies on People Who Protest Including You”
 * 12) Kade Crockford, "What you need to know about face surveillance"
 * 13) Rachel Botsman, "Big data meets Big Brother as China moves to rate its citizens"


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User:Doctorxgc/sandbox/Digital Citizenship/secondarysources

Digital Literacy Topic and Readings

Neil Postman, "The Surrender of Culture to Technology"


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User:Doctorxgc/sandbox/Digital Citizenship/members

 * 1) User:Doctorxgc


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User talk:Dewitt Sciullo

Welcome
Welcome to Wikibooks, Dewitt Sciullo!

 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.
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 * 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!

-- Jules (Mrjulesd) 18:48, 2 September 2020 (UTC)

title: User talk:Dewitt Sciullo


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User talk:Nathan Schmidt P

Welcome
Welcome to Wikibooks, Nathan Schmidt P!

 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!

-- Jules (Mrjulesd) 18:49, 2 September 2020 (UTC)

title: User talk:Nathan Schmidt P


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The default link label is the mnemonic, with anything before the last colon removed (so, without any ASCII/ANSI/ECMA/ISO/EBCDIC prefix). This can be overridden by the optional second positional parameter, which should contain the desired link label wikitext.

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Meat

Principles of Cooking Meat

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Beef

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Veal

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Lamb

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Pork

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Poultry

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Game

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Fish and Shellfish

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Vegetables and Such

Vegetables

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Grains

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Pasta

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Dumplings

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Garde Manger

Salads and Salad Dressings

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Fruits

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The Bake Shop

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Dessert

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Chocolate and Cocoa

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Cakes and Frostings

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Custards and Creams

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Menus

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Healthy Cooking

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Bibliography

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User:Doctorxgc/sandbox/Isolation and Communityrequiredtexts

 Poetry

Emily Dickinson

 * 1) "I am nobody, who are you?"
 * 2) "I dwell in possibility"
 * 3) "To make a prairie"
 * 4) "The Show"
 * 5) "Much madness is divinest sense"
 * 6) "The Bustle in a House"
 * 7) "The Soul selects her own society"
 * 8) "I had been hungry all the years"
 * 9) I never hear the word "escape"
 * 10) "After great pain, a formal feeling comes"
 * 11) "Heart, not so heavy as mine"
 * 12) "It’s all I have to bring today"
 * 13) "This is my letter to the world"

Full list of Dickinson's poems

Langston Hughes

 * 1) "Song for a Dark Girl"
 * 2) "Harlem"
 * 3) "Let America Be America Again"
 * 4) "My People"

Edna St. Vincent Millay

 * 1) "What lips my lips have kissed, and where, and why"
 * 2) "Not on this chamber only at my birth"

Brian Bilston, "Refugees"

 Narrative

 * Julio Cortázar, "The Southern Thruway" and the original in Spanish: "La autopista del sur"
 * Ray Bradbury, "Night Call, Collect" (radio version)


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User:Doctorxgc/sandbox/Isolation and Community/requiredtexts

 * 1) Poetry

Billy Collins, “Introduction to Poetry”

Emily Dickinson

 * 1) "I am nobody, who are you?"
 * 2) "To make a prairie"
 * 3) I never hear the word "escape"
 * 4) "The Soul selects her own society"
 * 5) "The Show is not the Show"
 * 6) "Much madness is divinest sense"
 * 7) “‘Hope’ is the thing with feathers —”
 * 8) “They shut me up in Prose--”
 * 9) "I dwell in possibility"
 * 10) "The Bustle in a House"
 * 11) "After great pain, a formal feeling comes"
 * 12) “Pain — has an Element of Blank —”
 * 13) "Heart, not so heavy as mine"

Full list of Dickinson's poems  (in case you end up loving her)

Langston Hughes

 * 1) "Song for a Dark Girl"
 * 2) "Let America Be America Again"
 * 3) "Harlem"
 * 4) "My People"

Brian Bilston, "Refugees"

Ross Gay, “Catalogue of Unabashed Gratitude”

II. Narrative

 * Julio Cortázar, "The Southern Thruway" and the original in Spanish: "La autopista del sur"
 * Ray Bradbury, "Night Call, Collect" (radio version)

III. Drama

William Shakespeare, Much Ado about Nothing. Any version will do, but the No Fear Shakespeare  has side by side texts: Shakespeare’s original and a modernized version. I expect you to watch the 1993 movie version of the play. There is a copy at LaGuardia’s streaming service. You need to log in using your LaGuardia ID and search for it.


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