text:
Exercise as it relates to Disease/Physical activity interventions and high school female students

This is an analysis of the journal article "Implementation of a school environment intervention to increase physical activity in high school girls" by Epping, et al (2006).

What is the background to this research?
Physical inactivity is a major risk factor for disease in Australia and globally. Participating in physical activity is a significant buffer against obesity and being overweight, which worldwide, is a leading contributor to disease. Furthermore, physical inactivity is a large contributor to health outcomes such as type II diabetes, cardiovascular disease and some cancers, which are among some of the leading causes of mortality and morbidity in Australia.

Leading a physically active lifestyle is not only crucial in regards to preventing against disease however is also an important management and treatment strategy for disease improving mental wellbeing, thus increasing overall quality of life.

Physical inactivity is prevalent in adults which begin to decline in childhood and continue to deteriorate through adolescence. Levels of physical inactivity continue to increase among adolescence, with girls at all ages participating in less physical activity than boys. In addition, female high school students are less likely to participate in school sports teams and are less likely to elect to participate in physical education classes that are not mandatory as they generally report greater negative attitudes and beliefs towards physical education.

Around 95% of the young population attend schools in first world countries therefore, highlighting them as an ideal setting to develop and maintain a physically active lifestyle. This idea is investigated by Epping, et al in this article.

Where is the research from?
The research from this study was data collected from twenty four high schools across South Carolina and was undertaken by the following:

 * University of North Carolina
 * Department of Nutrition
 * University of South Carolina
 * Department of Health, Promotion, Education and Behaviour
 * College of Nursing
 * Department of Exercise Science

What kind of research is this?
This study is a comprehensive school-based intervention study which involved exposing one group, known as the 'intervention group' to a condition and a second group known as the 'control group' to no condition or intervention. This study also included the use of documentation, surveys as well as self-reporting data regarding the implementation of the "Lifestyle Education for Activity Program" (LEAP).

Intervention studies can be an effective way of identifying key true differences between the intervention and control groups. There are however, some limitations which include the length of time which could be reduced as time progresses. Thus, has potential misrepresent the impact and outcomes of the intervention.

What did the research involve?
Twenty-four high schools across the state of South Carolina were matched together based on their size and other contributing demographics. Twelve of the twenty four schools were randomly assigned to the intervention group and the remaining schools to the control group. Those schools in the intervention group were exposed to LEAP with the remaining receiving no intervention. The intervention was conducted over a period greater than two years across two different cohorts of ninth grade girls.

The intervention model took a facilitated model approach, rather than directed changes model in the participating schools, unlike most research in this area. The LEAP intervention focused on changing personal, social and environmental factors that could increase physical activity levels as well as including a program of physical activities set in gender-sensitive PE programs. The intervention involved providing educational information and different strategies to improve physical activity levels to teachers, families and female students.

LEAP staff were required to record data throughout the intervention which included orientation and training, communication information to classes and families, as well as PE activities and logs. An end of program evaluation was completed by teachers which reported their opinions on how well they believed their school implemented the intervention and to identify any barriers they experienced in the process. It is noteworthy this evaluation relies on recall accuracy and applies a subjective method of appraisal rather than a quantitative assessment However, due to the large scale of the intervention both in duration and size the surveys can be an effective way to collect extensive data from a range of participants.

What were the basic results?
Results across the twelve intervention groups include:

 * 83% made changes to ensure PE was more enjoyable and fun
 * 75% made changes to provide female only PE classes
 * 80% had an increase in participation in PE classes
 * All schools reported using multimedia messaging encouraging physical activity
 * 75% of the instructional elements of the LEAP were implemented

Due to the changes brought about by the implementation of LEAP the intervention was found to be successful. There was an increase in the female participation rate with an average of 1 or more 30-minute blocks of vigorous physical activity completed per day which increased to 45% in the intervention group compared to only 36% of girls in the control group. Only 50% of the schools in the study reported that they employed all the components of LEAP consistently therefore, indicating potential higher participation rates if all schools consistently employed the LEAP intervention strategies, creating a greater impact for female students overall.

What conclusions can we take from this research?
This research enhances our understanding of different instructional and environmental components that we can implement to successively increase our physical activity levels for this population group. It also further increases our understanding of the barriers that limit female students in reaching the necessary physical activity guidelines.

This study takes a facilitated and multi-faceted approach to the implementation of the program which was particularly successful in this study and is an effective health promotion strategy. It involves a collaboration of efforts working together to produce better health outcome and are more commonly implemented within health research and promotion. However, more research is needed to be able to compare if these approaches are more effective than traditional approaches such as a direct change model at increasing physical activity levels.

Lastly, there were compliance issues with the study with only 50% of schools implementing LEAP consistently throughout the entire study. This could be due to the numerous components which make it difficult to implement all strategies. Therefore, a simpler approach could improve the physical activity outcomes for more students.

Practical advice
According to the authors, alternating the structure of the typical PE classes is a crucial aspect to increasing physical activity levels in female high school students. It is important to specifically address the needs and interests of students when determining what physical activity they will engage in. Furthermore, including an option of female only PE classes is suggested by the authors.

When attempting to increase student physical activity levels, schools should take a multi-faceted approach, integrating multiple school components (e.g. families, PE classes, health education). Lastly, it is suggested that schools specifically address the barriers female students experienced to successively overcome these and increase physical activity within this specific population.

Further information and resources
For further information regarding this topic read below:

 * Physical activity for pre-teens and teenagers: https://raisingchildren.net.au/teens/healthy-lifestyle/physical-activity/physical-activity-teens
 * Parent's guide for active girls: https://www.betterhealth.vic.gov.au/health/healthyliving/parents-guide-for-active-girls
 * Considerations for program design for females: https://www.vichealth.vic.gov.au/~/media/ResourceCentre/PublicationsandResources/Physical%20activity/Female_participation_in_sport_Evidence_Aug15.pdf?la=en


text:
User:Jccsvq/sandbox/Worksheet 1

Mankind has used abacuses, of one kind or another, since the dawn of civilizations to meet their calculation and accounting needs. The modern version of the Eastern abacus, originated in China, is still used nowadays around the world to help children improve their numerical skills. This book is a guide to the use of this modern abacus. After studying it, the reader will know:
 * What is an abacus in a general sense.
 * What are the special characteristics of the eastern abacus.
 * How to use it effectively to perform the four basic arithmetic operations.

Table of contents

 * Basic concepts
 * Close-up of the eastern abacus
 * Addition and subtraction
 * Modern multiplication
 * Modern division

Possible extension of the book
This book, as an elementary guide to the use of the eastern abacus, can be considered complete since it teaches how to perform the four elementary arithmetic operations, but obviously it can be expanded in many ways, for example by adding chapters on:

 * Negative numbers
 * Special multiplication methods
 * Special division methods
 * Roots
 * etc.

Alternatively, it could be continued in a second book on advanced modern abacus methods.

Obsolete pages (stubs)
The following pages have been around for over a decade without any actual content and have now been superseded by the previous ones. They should be marked for deletion.

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

title: User:Jccsvq/sandbox/Worksheet 1


text:
Exercise as it relates to Disease/Aerobic exercise method effects on glycemic control, physical fitness and micro/macro vascular function in elderly type 2 diabetic patients

This page is a critical appraisal of the article "Continuous vs interval training on glycemic control and macro- and microvascular reactivity in type 2 diabetic patients" by Mitranun et al (2012).

What is the background to this research?
Diabetes currently effects 1 in every 11 adults worldwide. By 2050, it is estimated there will be 2 billion people ≥60 years old. With the increase in life expectancy and the rise in type II diabetes across the globe, it is important to aid these groups in managing exercise requirements to improve their quality of life (QOL). The American Diabetes Association currently advocates for the use of continuous aerobic exercise as the safest approach to meet exercise requirements.

This study looks at the physiological effects of different exercise modalities in elderly type II diabetic patients. The article is a continuation from prior research investigating the positive effects of interval training on patients with coronary artery disease and patients with coronary artery bypass surgery. It aims to evaluate the use of interval training to manage the health and wellbeing of people with various cardiovascular conditions.

Where is the research from?
The study was carried out at the King Chulalongkorn memorial hospital (KCMH) in Bangkok, Thailand. Participants were recruited from the Diabetes club of the KCMH hospital.

Author Backgrounds
The study was supported by the Thailand government and the Chulalongkorn University. There were no noted biases or conflicts of interest.

What kind of research was this?
This study was carried out as a randomised control trial (RCT) within a relatively small sample group (45 adults, 16 males and 29 females). The use of an RCT typically allows for the most reliable data collection when assessing models of difference, however the small sample size does limit the statistical power of the data collected.

What did the research involve?
Once passing the selection criteria, participants were allocated randomly into one of three groups.

 * Sedentary control group (SED) (n=16)
 * Interval aerobic training group (INT) (n=15)
 * Continuous aerobic training group (CON) (n=15)

Participants were required to exercise 3 times per week at the prescribed intensities. Total oxygen consumptions and duration of exercise sessions were matched for INT and CON groups to isolate the effects of intensity. Exercise intensities were increased over 3 phases across the twelve weeks to match the increase in fitness built by participants. SED group remained sedentary for the 12 weeks.

Weeks 7-12
 undefined

Measurements
All measurements were taken pre and post the 12-week program. Participants had blood samples taken day one at 7:00am after an 8 hour overnight fast. Post tests were taken under the same conditions (fasted, 7:00am) at the end of the 12 weeks. Health related physical fitness measures were measured 2 hours after breakfast. Vascular function was measured on day 2, then 48-72 hours after last exercise bout.

Subject Characteristics
Body mass index (BMI), body fat percentage, waist to hip ratio and resting heart rate all decreased with both INT and CON groups. Blood pressure only decreased with the INT group.

Physical Fitness
Leg extension strength increased with INT and CON groups however, knee flexion strength only increased in the INT group. Maximal oxygen consumption (VO2max) increased in both groups, with a larger magnitude of increase in the INT group.

Blood Biochemistry
Significant decreases in fasted glucose concentrations were seen in INT and CON groups. Significant decreases in haemoglobin A1c (a long term marker for glycemic control) levels were only achieved in the INT group. Both INT and CON groups displayed improved lipid profiles.

Vascular Reactivity
Flow mediated dilation reflecting the response of the vascular system increased in both INT and CON groups, with significantly larger increases in the INT group.

Researchers interpretation
A two way ANOVA analysis, followed by Tukey's multiple comparison, were used to determine significant differences in means ± standard error of the mean data.

When compared to their SED control group, both INT and CON groups displayed as effective methods to improve glycemic control, lipid profiles, aerobic strength, micro and macro-vascular reactivity in elderly patients with type II diabetes. These effects were significantly greater in the INT group, leading to the conclusion that while both training programs improve outcomes, interval training displayed larger effects and may be a safe and effective method of improving the vascular dysfunctions suffered by diabetics.

Limitations
The participant group was an old, sedentary group, on antihyperglycemic medications limiting the generalisability of the study. The Asian decent of the participant group was also noted as a factor that may limit generalisability. Analysis of the data may have been mis represented due to Tukey's multiple comparison test. The generous nature of the test is best applied to a large sample size to avoid statistical error of data. .

What conclusions can we take from this research?
Conclusions made by the researchers appear to be conservative considering the positive results stated. Both CON and INT are effective methods of improving glycemic control, physical fitness, and vascular function. However in this study, INT training was observed to improve these more than CON. The use of these methods in an older, diabetic population without injury or complication, further bolster a line of research into the effective use of interval training in health management.

Further studies including multiple meta-analysis, assessing interval training compared to continuous aerobic training across different populations, align with the findings found in this article.

Practical Advice

 * Interval training may be a safe and effective health intervention in management of certain health conditions.

 * Both interval and continuous aerobic training provide better health outcomes than sedentary behaviours.

 * Further research is needed on the mortality and morbidity of interval training in certain populations.

 * Always consider your patient/ clients requirements and limiting factors before exercise prescription is administered.

Further Information

 * Physical Activity/Exercise and Diabetes: A Position Statement of the American Diabetes Association. https://care.diabetesjournals.org/content/39/11/2065
 * Exercise and Sports Science Australia, Type II diabetes exercise prescription position statement. https://www.essa.org.au/wp-content/uploads/2015/10/ESSA_Diabetes-Position-Statement.pdf


text:
Wikibooks:Reading room/Archives/2021/July

Splitting Pages
Recently I've been splitting up old one page books into multiple sections, such as Oliver Twist/Story. I was just wanted to check that I've been doing this correctly? Thank you for your time! --Mbrickn (discuss • contribs) 18:05, 17 July 2021 (UTC)

Partial Import from unusual source
Hello,

I was rating the completion of some older books, and noticed that Commit Often, Perfect Later, Publish Once: Git Best Practices was an import from a finished book. The book is credited and the licence of the current version is CC BY-SA 3.0 or GNUFD 1.3 so I think that's ok? However I was wondering if it would be possible to finish this, and if so what best practices should be followed for a proper import.

Thank you for your time! --Mbrickn (discuss • contribs) 05:06, 30 July 2021 (UTC)

What can I do here?
Im scared to edit. I dont know what to do. Help, anyone? Thank you 😊. Unazcorp0 (discuss • contribs) 20:06, 29 June 2021 (UTC)

 * Hello, Unazcorp0, and welcome to Wikibooks. You may want to start reading books and start small, e. g. by correcting spelling or grammar mistakes. My very first edit here was also just that. Kai Burghardt (discuss • contribs) 10:56, 10 July 2021 (UTC)

WikiAsk
I ran across WikiAsk proposal recently. Some people oppose it with argument that the content fits in Wikibooks scope. So my question is, does Q&A fit in Wikibooks scope? Does any subset of Q&A, e.g. short HOWTOs, fit in Wikibooks scope? Is there any Q&A content already? I couldn't find any myself. HOWTOs occur only randomly as part of larger books. Policy seems to prohibit Q&A. HOWTOs could be argued to be instructional, but they are by no means textbooks. — Robert Važan (talk) 02:03, 10 July 2021 (UTC)

 * HOWTO materials aren't prohibited - after all, many of the more programming-oriented books and strategy guides are forms of "HOWTO". That being said, while we do have WB:RR, Wikibooks is not a replacement for StackOverflow, because the latter allows people to ask for questions to be answered, which is not the purpose of Wikibooks. MediaWiki in general is a poor choice for a Q/A style website - StackOverflow-style places are forum-first, not wiki-first, and something like Discourse would be a better choice. Leaderboard (discuss • contribs) 11:31, 10 July 2021 (UTC)

 * Wiki is a good platform for Q&A if it is used correctly. Notice that many answers on StackOverflow are "community wiki" already, which is a workaround for flaws of the standard StackOverflow page structure. But usability of wiki for Q&A is beside the point here. I am asking about inclusion criteria and site structure. Can there be standalone (short) HOWTOs on Wikibooks or should they be always a part of some book? And if someone creates a page that asks a question, i.e. it contains only a notice requesting someone to fill in the content, will the page get deleted? — Robert Važan (talk) 13:40, 10 July 2021 (UTC)
 * While there is some precedent of what you describe, in general no, because a FAQ in itself cannot comprise a book. As part of a book perhaps. And "someone creates a page that asks a question" will generally be speedily-deleted after a week as abandoned or out-of-scope.
 * A book that contains FAQs as a side would be OK, a book that's only a FAQ isn't because that's not a book. Leaderboard (discuss • contribs) 16:15, 10 July 2021 (UTC)

 * PS: Do FAQs belong in Wikibooks? Because Q&A site is essentially a giant shared FAQ. — Robert Važan (talk) 13:56, 10 July 2021 (UTC)
 * I don’t think so. Wikibooks is, hence its name, a site for books, you know, like textbooks. As such they are at some point “finished”, so you can, in theory, read them stem to stern. This will hardly be the case for a mere Q‘n’A‑“book”. Most users will simply duckduckgo their question and after it’s been solved [ideally] never consult the source again. IMO this is pretty similar to a dictionary. (Nonetheless, FAQs may still appear as part of books, but they rather have a “preemptive” character.) Kai Burghardt (discuss • contribs) 14:56, 10 July 2021 (UTC)

Clarification on WB:NFCC
I'm looking for some clarification on WB:NFCC. I'd like to use Phoenix Wright: Ace Attorney/Episode 2: Turnabout Sisters/Day 2 - Trial as an example page. This page (and the whole book associated with it) makes extensive use of non-free images, and I feel this contradicts a number of the Criteria. I believe 1a) is also not met on a number of pages, but not specifically on this one. -- Prod (discuss • contribs) 19:14, 13 July 2021 (UTC)
 * 1b) The images are used repeatedly for aesthetic purposes.
 * 4) StrategyWiki is not the original copyright holder for any of these images.

 * There's some pages with more images than that, but in the rationale for those images (still being kept to a minimum) it says that these images show what the characters and icons look like. 2005-Fan (discuss • contribs) 19:22, 13 July 2021 (UTC)
 * After the first interaction, the player should know who the character is without showing the same picture repeatedly. Having the image on the characters page should suffice. -- Prod (discuss • contribs) 19:41, 13 July 2021 (UTC)
 * This is a good point. It prob does violate 1b, although I figured the rationale stated that the image wasn't uploaded solely for aesthetic purpose, but is to illustrate someone in the guide. 2005-Fan (discuss • contribs) 19:45, 13 July 2021 (UTC)
 * To me (and this is just my opinion looking at the page, others can disagree), I don't think it contradicts the criteria. While is right in that other Wikimedia projects are unlikely to tolerate the use of these non-free images, this is Wikibooks and to me at least, I can imagine the quality of the page being diminished if these images are removed (citing rule 8). I would agree with  here. We certainly don't want to be as hard as Wikipedia with their irritating DatBot. Consider it as my thoughts under personal capacity. Leaderboard (discuss • contribs) 18:35, 14 July 2021 (UTC)
 * Do you guys feel that having the exact content from the game included on these pages falls under wikibooks fair use? -- Prod (discuss • contribs) 15:46, 14 July 2021 (UTC)
 * Linking to an over two hour video of gameplay footage without greater context, time stamps (I understand that since the YouTube shortlink is blocked on Wikimedia projects, this is a bit difficult to share natively), etc. makes it less likely to get a response, especially from general wikibooks users who aren't involved video game strategy guides (Since we are in the general section of the reading room). I think I get the gist of what you are saying though. At 1:09:18 (?t=4158) the Bellboy makes his testimony in the game. In the import from strategywiki at Phoenix_Wright:_Ace_Attorney/Episode_2:_Turnabout_Sisters/Day_2_-_Trial, this testimony is transcribed verbatim. I didn't scrub the video for other testimony scenes, but I understand you are saying that every testimony in this guide is transcribed in such an exact way, correct? Granted the proceeding and following conversations are not transcribed (Otherwise this guide would be substantially longer), but that is roughly a paragraph or so of direct quotations per testimony. I'm not knowledgeable enough about policy to comment on what exactly should be done though. Still I hope that this explanation helps other Wikibooks users make a decision. (Assuming I understood Prod correctly.) --Mbrickn (discuss • contribs) 16:01, 15 July 2021 (UTC)
 * Sorry, I thought i copy-pasted the timestamp. I've updated the link above (t=2386), which corresponds to this section. But yes, as you mentioned, these segments of the game are transcribed verbatim from the game into the guide. -- Prod (discuss • contribs) 18:23, 15 July 2021 (UTC)

Creating a new subject
I just noticed that there was no shelf for the Arabic language, but there was already a few books trying to use it, so I decided to add it. (There was also Levantine Arabic, which doesn't use it, but would fit) I made this subject, and just wanted to confirm that it worked OK, because when I tried to add Levantine Arabic to it, I got an error. Thanks! --Mbrickn (discuss • contribs) 21:39, 29 July 2021 (UTC)
 * Forgot to add a Shelf for the subject page. I fixed it. If someone could just confirm I did it right, that would be cool. Thanks! --Mbrickn (discuss • contribs) 21:45, 29 July 2021 (UTC)

Universal Code of Conduct News – Issue 2
 Universal Code of Conduct News Issue 2, July 2021 Read the full newsletter

Welcome to the second issue of Universal Code of Conduct News! This newsletter will help Wikimedians stay involved with the development of the new code and will distribute relevant news, research, and upcoming events related to the UCoC.

If you haven’t already, please remember to subscribe here if you would like to be notified about future editions of the newsletter, and also leave your username here if you’d like to be contacted to help with translations in the future.

 Thanks for reading - we welcome feedback about this newsletter. Xeno (WMF) (discuss • contribs) 02:53, 21 July 2021 (UTC)
 * Enforcement Draft Guidelines Review - Initial meetings of the drafting committee have helped to connect and align key topics on enforcement, while highlighting prior research around existing processes and gaps within our movement. (continue reading)
 * Targets of Harassment Research - To support the drafting committee, the Wikimedia Foundation has conducted a research project focused on experiences of harassment on Wikimedia projects. (continue reading)
 * Functionaries’ Consultation - Since June, Functionaries from across the various wikis have been meeting to discuss what the future will look like in a global context with the UCoC. (continue reading)
 * Roundtable Discussions - The UCoC facilitation team once again, hosted another roundtable discussion, this time for Korean-speaking community members and participants of other ESEAP projects to discuss the enforcement of the UCoC. (continue reading)
 * Early Adoption of UCoC by Communities - Since its ratification by the Board in February 2021, situations whereby UCoC is being adopted and applied within the Wikimedia community have grown. (continue reading)
 * New Timeline for the Interim Trust & Safety Case Review Committee - The CRC was originally expected to conclude by July 1. However, with the UCoC now expected to be in development until December, the timeline for the CRC has also changed. (continue reading)
 * Wikimania - The UCoC team is planning to hold a moderated discussion featuring representatives across the movement during Wikimania 2021. It also plans to have a presence at the conference’s Community Village. (continue reading)
 * Diff blogs - Check out the most recent publications about the UCoC on Wikimedia Diff blog. (continue reading)


text:
User:Valseptic

No one's home. Don't come close. I'm shy.

Currently editing:

 * A+ Certification

title: User:Valseptic


text:
A+ Certification/Exam Objectives/Mobile Devices

The first domain on the 220-1001 exam is Mobile Devices. While you might think of mobile devices in terms of smartphones or tablets, we are talking about pretty much any device you could carry around. From smart watches to laptops, anything is fair, and you should be able to work with these devices.

This domain is about 14% of the exam.

The objectives listed below will give you a general sense of what you need to know.

Given a scenario, install and configure laptop hardware and components.

 * Hardware/device replacement

Given a scenario, install components within the display of a laptop.

 * Types
 * WiFi antenna connector/placement
 * Webcam
 * Microphone
 * Inverter
 * Digitizer/touchscreen

Given a scenario, use appropriate laptop features.

 * Special function keys
 * Docking station
 * Port replicator
 * Physical lock and cable lock
 * Rotating/removing screens

Compare and contrast characteristics of various devices

 * Tablets
 * Smartphones
 * Wearable technology devices
 * E-readers
 * GPS

Given a scenario, connect and configure accessories and ports of other mobile devices

 * Connection types
 * Accessories

Given a scenario, configure basic mobile device network connectivity and application support

 * Wireless/cellular data network (enable/disable)
 * Bluetooth
 * Corporate and ISP email configuration
 * Integrated commercial provider email configuration
 * PRI/PRL/baseband updates
 * Radio firmware
 * IMEI vs. IMSI
 * VPN

Given a scenario, use methods to perform mobile device synchronisation

 * Synchronisation methods
 * Types of data to synchronise
 * Mutual authentication for multiple services
 * Software requirements to install the application on the PC
 * Connection types to enable synchronisation

 Navigation  ⇑ Home ⇑ | Networking ⇒


text:
Talk:A+ Certification/Exam Objectives/Mobile Devices

Continuation of this page
I think the best idea for this page for now would be to assign each item of every list its own page with a general description. If the item has no sub-categories, it could discuss the topic as well, while if it does, it should provide a list thereof. Valseptic (discuss • contribs) 10:05, 6 September 2021 (UTC)


text:
A+ Certification/Exam Objectives/Networking

The second domain on the 220-1001 exam is Networking. With networking, you have to be able to set up small office/home office (SOHO) networks, understand a variety of simple networks and know how to use a set of networking tools.

This domain is about 20% of the exam.

The objectives listed below will give you a general sense of what you need to know.

Compare and contrast TCP and UDP ports, protocols, and their purposes

 * Ports and protocols
 * TCP vs. UDP

Compare and contrast common networking hardware devices

 * Routers
 * Switches
 * Access points
 * Cloud-based network controller
 * Firewall
 * Network interface card
 * Repeater
 * Hub
 * Cable/DSL modem
 * Bridge
 * Patch panel
 * Power over Ethernet (PoE)
 * Ethernet over Power

Given a scenario, install and configure a basic wired/wireless SOHO network

 * Router/switch functionality
 * Access point settings
 * IP addressing
 * NIC configuration
 * End-user device configuration
 * IoT device configuration
 * Cable/DSL modem configuration
 * Firewall settings
 * QoS
 * Wireless settings

Compare and contrast wireless networking protocols

 * 802.11a
 * 802.11b
 * 802.11g
 * 802.11n
 * 802.11ac
 * Frequencies
 * Channels
 * Bluetooth
 * NFC
 * RFID
 * Zigbee
 * Z-Wave
 * 3G
 * 4G
 * 5G
 * LTE

Summarise the properties and purposes of services provided by networked hosts

 * Server roles
 * Internet appliance
 * Legacy/embedded systems

Explain common network configuration concepts

 * IP addressing
 * DNS
 * DHCP
 * IPv4 vs IPv6
 * Subnet mask
 * Gateway
 * VPN
 * VLAN
 * NAT

Compare and contrast Internet connection types, network types, and their features

 * Internet connection types
 * Network types

Given a scenario, use appropriate networking tools

 * Crimper
 * Cable stripper
 * Multimeter
 * Tone generator and probe
 * Cable tester
 * Loopback plug
 * Punchdown tool
 * WiFi analyzer

⇐ Mobile Devices | ⇑ Home ⇑ | Hardware ⇒


text:
Learning anatomy/Large bowel

Small bowel - Rectum and anus

Anatomy
The large bowel or large intestine is made up of the vermiform appendix, the cecum, and the colon. The colon is made up of the ascending colon, transverse colon, descending colon, and sigmoid colon. The large intestine connects the small intestine to the rectum.

Function
The cecum absorbs fluids and salts. The vermiform appendix is a storage for the gut bacteria that help with digestion. Gut bacteria is an example of a good bacteria. The colon absorbs water and electrolytes.

title: Learning anatomy/Large bowel


text:
Learning anatomy/Anorectum

Large bowel - Liver

Anatomy
The rectum and anus connect the large intestine to the external body. There is also an anal canal that goes between them.

Defecation
The function of the rectum and anus is defecation. In this section, you will learn about the defecation reflex. The rectum stores the feces that the colon made. The nerve signals then tell the brain that you need to go into the bathroom. Then the feces go into the anus. There are 2 sphincters. The first is the internal sphincter and we can't control it. The last one is the external sphincter and we control it. Babys can't control their external sphincter so they do it in their diapers.

title: Learning anatomy/Anorectum


text:
Learning anatomy/Liver

Rectum and anus - Biliary tract

Anatomy
The liver is made up of the left lobe, right lobe, caudate lobe, and quadrate lobe. The ligaments are the falciform ligament and the coronary ligament. They are not real ligaments. Instead, they are a piece of peritoneal membrane holding the liver. The lobes of the liver are divided into 8 segments.

Function
The liver has many functions and is a critical part of the digestive system. Did you know that the liver has more than 500 functions and can do 200 functions at the same time!? The liver makes bile, stores nutrients and performs metabolism. Bile is made by hepatocytes which are also called liver cells.

title: Learning anatomy/Liver


text:
Learning anatomy/Biliary tract

Liver - Pancreas exocrine

Anatomy
The biliary tract is made up of the liver, gallbladder, and bile ducts.

Function
The hepatocytes make bile. After that, the bile goes into the bile canaliculi and then the bile goes into the interlobular ducts and then the bile goes into the intrahepatic ducts and then the bile moves into the right and left hepatic ducts and then the bile moves into the common hepatic duct and then the bile goes into the cystic duct and then the bile goes into the gallbladder. The gallbladder stores bile until needed. When needed, cholecystokinin triggers the bile to go out of the gallbladder and then into the common bile duct. Then the bile moves into the duodenum where the bile emulsifies fat.

title: Learning anatomy/Biliary tract


text:
Proto-Turkic/Verbals

Welcome to eighth lesson of Proto-Turkic!

In the previous leasons, we learned about the verb tense suffixes like *-mIĺ, *-dI, or *-Ur, but in this lesson we will learn more verb suffixes.

*-mAk, *-mA
They exist so that we can use the verb in a noun clause.

 * I want to go - Bẹ barmaknï/barmanï kǖsedi.
 * Everbody wants to be loved - Bār kiĺi sebilmekni/sebilmeni kǖser.
 * Staying is harder than leaving - Kiālma(k), kē(y)tme(k)den kạtï.
 * Isn't it easy to get into a heart? - Köyŋilke kīrme(k) keŋes ermeŕ mi?

However, *-mA form is the same as *-mA- negation suffix, and since both are for verbs, sometimes the meaning distinction can only be made by reading the sentence or by hearing the accent (or tone). You can also use both at the same time. For example; sebmeme ("to not loving"), barmama ("to not going").

*-gAn
Indicates how through the verb.

 * dog who love me - bẹni sebgen it

 * falcon that snatches its hunt - ābïnï kapgan kïrguy
 * the fish that eaten by - yēngen bālïk

Usage notes
Sometimes verbal adjectives turn into an adjective pronoun and become stereotyped for one thing. For example; *sïč- (“to shit”) + -gan → *sïčgan (“(someone) who shit”) became stereotyped for rat, mouse; *tabïĺ- (“to run”) + -gan → *tabïĺgan (“(someone) who run”) became stereotyped for hare.

In some of modern Turkic languages, this suffix changed its meaning to past tenses (indefinite value, but also sometimes used as past participles).

*-dUk
Synonym of *-gAn.

See lesson: 12 to clear up confusion in usages.

*-sA

 * 1) This suffix gives the verb the meaning of "by ...ing, while ...ing".
 * 2) Gives the meaning of "if". (preposition)

In today's Turkic languages, the meaning of the verbal adverb has lost its existence by being overshadowed by the new suffixes. But the old Shaz Turkic inscriptions, Volga Bulgar inscriptions and Chuvash language prove that this meaning belongs to Proto-Turkic. Let's base it on a few examples of these uses. When the meaning of 'if' is meant, a Farsi word eger can be added to the beginning in modern languages.

*-mA-

 * 1) Negating the verb (as in "I don't come")

Like the section above, do not to be confused with *-mA in the sense of verbal nouns. Contrary to the rule that Proto-Turkic words were stressed in the last syllable, in many of Turkic languages, *-mA- are always unstressed while as the verbal noun are always stressed (i.e. sebme, "don't love (it)", sebme, "to love"). To make negation to other tenses, place this suffix between the verb's stem and the tense ending (sebmedi "(he) don't love (it)", sebmemiĺ "(he's) seems not love (it)").

However, when negating the present tense (-Ur), it becomes *-mAŕ, with irregular palatalization on final -r → -ŕ (it is already explained on the previous lesson 2: Basics). However, some languages featured alteration between Common Turkic -z (< -ŕ) : -r, as in Turkmen gelmerin "I don't come": gelmez "he doesn't come". This alteration is because the palatalization on final -r- affected by unstressed -ĭ, the third-person singular copula suffix for verbs (see section below), in early times: sebmér-ĭ → sebméŕĭ > sebméŕ.

Copula
Unlike the English verb be, Proto-Turkic has multiple copulas, but not conjugated as one suppletive verb. Bōlma(k) is the regular verb for "to be", while erme(k) is the auxiliary verb. However, the latter verb is defective, usually only exists in positive clear and unclear past tenses (erdi, ermiĺ), conditional (erse), negative present (ermeŕ) (this tense exists in languages such as Uzbek, Uyghur, Kazakh, Kyrgyz, Salar...) and the verbal adjective (ergen). However, the auxiliary one was likely fully conjugated in Old Turkic, as in the present form erür.

In addition to those verbs, we can use personal pronouns after the noun or adjective. Copulas can also left without overt marking (teŋiŕ kȫk "the sea is blue", note the absence of "is"), a rule of zero copula, which happens in many languages. Also in the third person singular, the verb form turur (< turma(k) "to stand") is also used for emphasis.

 * *it ben/bẹ
 * "I'm (a/the) dog"
 * *it sen/sẹ
 * "you're (sg.) (a/the) dog"
 * *it (ol), it turur
 * "he's (a/the) dog"
 * *it biŕ
 * "we're (a/the) dog"
 * *it siŕ
 * "you're (pl.) (a/the) dog"
 * *it olar (unclear)
 * "they're (a/the) dog"
 * }
 * "you're (pl.) (a/the) dog"
 * *it olar (unclear)
 * "they're (a/the) dog"
 * }
 * }

To negate nouns or adjectives, add ermeŕ into front of them, except as we said before this form only exists in some languages.

 * *it ermeŕ
 * "he's not (a/the) dog"
 * }

The another choice is using degül plus forms of erme(k) or bōlmak (for forms unfilled by former except present tense, negative forms of both verbs were excluded, however as we said before in Old Turkic the former verb was fully conjugated). It is found in all branches except Lir. Therefore, we cannot include it in the Proto-Turkic language, but Proto-Shaz-Turkic.

 * *it degül
 * "he's not a dog"
 * *it degül erti
 * "he was not a dog"
 * *it degül bōlmalïg/ermeli (discussed in the next lesson)
 * "he should not a dog"
 * }
 * "he should not a dog"
 * }

Verbal "copula"
Verbal copulas are inflections for number and person. It only exists in the clear past and conditional tenses, but because we have explained it in previous lessons in the case of past tense, it will not explained in this section.

Most tenses, however, are not inflected for person and number, it is again done by adding personal pronouns after verb forms as in above (kẹlür ben "I come"), except turur is not allowed in the third person singular, unlike nouns or adjectives.

However, certain tenses, including the tenses past seen, negative present, conditional, are inflected for person and numbers. Unlike other tenses, these tenses do not require pronouns after the verbs. The set of endings were initially similar to that of possessive ones, except there is no -sI allophony in the third person (he/she/it/they). Because of this, instead of expected forms **kẹlti ben and kẹlse ben you will found kẹltim and kẹlsem instead (however, the analytic alternative forms for kẹlsem, kẹlse ben is found in Old Turkic).

! Subject pronoun (English) ! Suffix Historically, the third person form ends in **-I, but later unmarked (-∅ meant being unmarked). However, this ending preserved in -mAŕ (negative present, plus the unstressed **-I) and -gAy (either future or optative tense, it will explained in future lessons). However, the latter suffix always requires pronouns and does not have synthetic inflection (there is no such expected **-gAm, **-gAŋ, **-gAmXŕ, ...), while the former one is added here due to Turkmen alteration in the section above (that is, the inflections were originally **-mArXm, **-mArXŋ, ..., note depalatalization of final -ŕ-).
 * I
 * -m
 * you
 * -ŋ
 * he/she/it/they
 * we
 * -mXŕ
 * you (plural)
 * -ŋXŕ
 * }
 * we
 * -mXŕ
 * you (plural)
 * -ŋXŕ
 * }
 * }

The first person plural ending in most languages, including the Oghuz, Karluk, Kipchak branches, however used the ending -k instead of -mXŕ.

Next lesson: Optatives, necessitatives and questions

title: Proto-Turkic/Verbals


text: User talk:182.2.133.132

title: User talk:182.2.133.132


text:
Learning anatomy/Pancreas exocrine

Biliary tract - Pancreas endocrine

Anatomy
Acinar cells in the pancreas.

Function
Acinar cells make digestive enzymes and bicarbonate. Bicarbonate neutralizes the hydrochloric acid from the stomach. Amylase breaks down starch. Lipase breaks down lipids. Trypsin breaks down proteins. Chymotrypsinogen is activated by trypsin to make chymotrypsin. Chymotrypsin breaks proteins in the chyme.

title: Learning anatomy/Pancreas exocrine


text:
User:Gffsgeys

_______________________________________________________________________

My talk page

My mail page

Books by Gffgeys

 * Learning anatomy
 * Human brain
 * Palate

Templates by Samuel

 * Big
 * Book is finished
 * Accessory organs
 * Cardiovascular system
 * Gffsgeys page
 * Highlighter

Project pages by Samuel

 * How to add previous and next to pages

title: User:Gffsgeys


text:
A+ Certification/Exam Objectives/Virtualization and Cloud Computing

The fourth domain on the 220-1002 exam is Virtualization and Cloud Computing. A completely new subject introduced with the emerging technology of off-loading computationally intensive tasks to server farms, as well as running your own virtual machines.

This domain is about 12% of the exam.

The objectives listed below will give you a general sense of what you need to know.

Compare and contrast cloud computing concepts

 * Common cloud models
 * Shared resources
 * Rapid elasticity
 * On-demand
 * Resource pooling
 * Measured services
 * Metered
 * Off-site email applications
 * Cloud file storage services
 * Virtual application streaming/cloud-based applications
 * Virtual desktop

Given a scenario, set up and configure client-side virtualization

 * Purpose of virtual machines
 * Resource requirements
 * Emulator requirements
 * Security requirements
 * Network requirements
 * Hypervisor

⇐ Hardware | ⇑ Home ⇑ | Hardware and Network Troubleshooting ⇒


text:
Learning anatomy/Pancreas endocrine

Pancreas exocrine - Spleen

Anatomy
Endocrine cells in the pancreas.

Function
Beta cells make insulin. Alpha cells make glucagon. Insulin is like a key for opening up the cells so that glucagon can get in.

title: Learning anatomy/Pancreas endocrine


text:
User talk:Ntwentle

It is very cold 😨😨😨

Movies
Did you watch Luca

title: User talk:Ntwentle


text:
Learning anatomy/Spleen

Pancreas endocrine - Heart

Anatomy
The red and white pulps.

Function
The spleen makes bilirubin which is sent to the liver to make bile. The spleen also fights off sickness.

title: Learning anatomy/Spleen


text:
User talk:Gffsgeys

Talk page: Do you have any questions? List them here.

Warning - you cannot impose editing restrictions on a book
I have changed your "rules" to "guidelines" in Learning anatomy/Learning anatomy crew. You are not allowed to control the content of books and you do not own them. If you attempt to "enforce" guidelines - e.g., by reverting good edits that you don't agree with - then you will likely find yourself blocked. It is very unlikely anyone else will edit the book anyway, but if they do, you must not attempt to force them to comply with your preferences. If you don't like this, then Wikibooks isn't the place for you. QuiteUnusual (discuss • contribs) 09:45, 8 September 2021 (UTC)

 * OK. Gffsgeys (discuss • contribs) 21:37, 11 September 2021 (UTC)
 * I have edited your user page to remove the links to main (book) space pages like "Books by Gffsgeys". This is an inappropriate link. At the same time I removed the warning to editors to not edit your user page. While most editors won't do this anyway, it is allowed. You will see on Wikipedia that even Jimbo's user page is edited by other people - to his encouragement. QuiteUnusual (discuss • contribs) 07:42, 29 September 2021 (UTC)
 * I have deleted What_is_anatomy. The Wikibooks namespace is for things like project pages, it is not for the books themselves. QuiteUnusual (discuss • contribs) 07:54, 4 October 2021 (UTC)
 * I moved my user page from User:Gffsgeys to User:Gffsgeys~enwikibooks. Gffsgeys (discuss • contribs) 17:36, 8 October 2021 (UTC)
 * Let’s make a new discussion. Gffsgeys (discuss • contribs) 19:52, 10 October 2021 (UTC)
 * I have reverted your "closing" of this discussion. You move of your userpage makes no sense and looks like an attempt at disruption. I have reverted it. QuiteUnusual (discuss • contribs) 08:20, 14 October 2021 (UTC)

Disruptive behavior
If you continue with your disruption, I will be compelled to block you.

 * 1) Do not override the title of your user page so that it looks like a different user - this is confusing to other editors
 * 2) Do not move your user page and user talk page to a different (non-existent) user name - this is highly disruptive
 * 3) Do not test edit on complex high-use templates and then, when you break them, leave them - revert your edits. Every page that transcluded the textbox template was broken because of your edits.

Judging by your pattern of behavior, you are either not competent to edit or deliberately being disruptive. I suggest you think more carefully about what you are doing to avoid the block. QuiteUnusual (discuss • contribs) 08:19, 14 October 2021 (UTC)
 * It seems you chose to ignore the warning, and therefore have been blocked for this edit and for moving, a highly used template, to a new name without discussion or consideration of the impact. You have either willfully ignored the Featured Book process or you simply don't understand what you are doing. Either way you have made a change again that impacts a large number of users of Wikibooks. You have been blocked for one week. When the block expires, you should come back to editing with caution and an attempt to understand how to edit here without disrupting hundreds of other readers. If you can't do this, you will likely end up permanently blocked. QuiteUnusual (discuss • contribs) 08:18, 25 October 2021 (UTC)

title: User talk:Gffsgeys


text:
User:Gffsgeys/Mail

Do you want to send me anything? It could be an external link, an internal link, a photo, or even a video! Replies come every Saturday. Remember to put the ~ when mails are sent.

_____________________________________________________________

title: User:Gffsgeys/Mail


text:
Canadian Refugee Procedure/Charter of Rights and Freedoms

Charter of Rights and Freedoms
Selected provisions of the Canadian Charter of Rights and Freedoms applicable to refugee procedure follow: The Canadian Charter of Rights and Freedoms

Whereas Canada is founded upon principles that recognize the supremacy of God and the rule of law:

Divisions of the IRB have the competency to determine matters related to the Charter of Rights and Freedoms
Divisions of the IRB are endowed with the power to decide questions of law, and accordingly have the authority to resolve constitutional questions that are inextricably linked to matters properly before them. See: Canadian Refugee Procedure/RPD Rule 66 - Notice of Constitutional Question. Guarantee of Rights and Freedoms 1. The Canadian Charter of Rights and Freedoms guarantees the rights and freedoms set out in it subject only to such reasonable limits prescribed by law as can be demonstrably justified in a free and democratic society.

Fundamental Freedoms 2. Everyone has the following fundamental freedoms: (a) freedom of conscience and religion; (b) freedom of thought, belief, opinion and expression, including freedom of the press and other media of communication; (c) freedom of peaceful assembly; and (d) freedom of association.

Section 6: Mobility Rights
Mobility Rights 6.(1) Every citizen of Canada has the right to enter, remain in and leave Canada. (2) Every citizen of Canada and every person who has the status of a permanent resident of Canada has the right (a) to move to and take up residence in any province; and (b) to pursue the gaining of a livelihood in any province. (3) The rights specified in subsection (2) are subject to (a) any laws or practices of general application in force in a province other than those that discriminate among persons primarily on the basis of province of present or previous residence; and (b) any laws providing for reasonable residency requirements as a qualification for the receipt of publicly provided social services. (4) Subsections (2) and (3) do not preclude any law, program or activity that has as its object the amelioration in a province of conditions of individuals in that province who are socially or economically disadvantaged if the rate of employment in that province is below the rate of employment in Canada.

Section 7: Legal Rights, including life, liberty and security of the person
Legal Rights 7. Everyone has the right to life, liberty and security of the person and the right not to be deprived thereof except in accordance with the principles of fundamental justice.

Deportation of a non-Citizen does not in and of itself infringe the right to liberty or security of the person
The deportation of a non-citizen does not in and of itself infringe the right to liberty guaranteed in section 7 of the Charter, because the liberty guaranteed in this section does not include "the freedom to be anywhere one wishes, regardless of the law." The answer is the same when security of the person is considered, as the Supreme Court of Canada held in Medovarsky v. Canada: "the most fundamental principle of immigration law is that non-citizens do not have an unqualified right to enter or remain in Canada...[and that]...deportation of a non-citizen in itself cannot implicate the liberty and security interests protected by s. 7 of the Canadian Charter of Rights and Freedoms". The answer to this may of course differ where an individual anticipates ill-treatment upon their return to their country of origin.

Deportation of a parent of a Canadian-born child does not violate the child's section 7 rights
The Federal Court of Appeal held in Langner v. Canada that "the deportation of the parents of Canadian-born children violated the section 7 rights of neither the parents nor their children." This was so as the separation of parents from their children was the result of the parents’ decision not to take their children with them when removed from Canada.

An individual is not facing deportation at the time of their hearing before the RPD or RAD
At times, applicants argue that a decision of a Division violates sections 7 of the Charter as they have a real and justifiable fear of torture or inhumane or degrading treatment upon return to their country. As the Federal Court held in Singh v. Canada, individuals before the RPD or RAD are not currently facing deportation, and so their arguments that deportation would violate the Charter are premature. Such arguments are best addressed at the stage of later proceedings where they can apply to stay their deportation.

This principle applies to exclusion and inadmissibility from the refugee regime as well. In the words of the Federal Court of Appeal, as the determination of exclusion or inadmissibility does not engage section 7, it necessarily follows that section 7 is not engaged by the denial of a section 96 risk assessment. A non-citizen is not legally entitled ‘to be recognized as a political refugee under either the common law or any international convention to which Canada has adhered’.

The right to liberty relates to the right to freedom of movement in the Refugee Convention
Section 7 of the Canadian Charter of Rights and Freedoms specifies that everyone has the right to liberty. Refugee Convention Article 31(1) states that "The Contracting States shall not impose penalties, on account of their illegal entry or presence, on refugees who, coming directly from a territory where their life or freedom was threatened in the sense of article 1, enter or are present in their territory without authorization, provided they present themselves without delay to the authorities and show good cause for their illegal entry or presence". The Refugee Convention then protects such refugees from restrictions on their freedom of movement ‘other than those which are necessary’, and only ‘until their status in the country is regularized or they obtain admission into another country’.

Section 8: Unreasonable search or seizure
8. Everyone has the right to be secure against unreasonable search or seizure.

Searches at the border
Many refugee claims make a claim at a port of entry, at which point a Canada Border Services Agency officer may search their person or belongings in some cases. The Supreme Court of Canada has held that routine searches under the Customs Act, such as searches of suitcases, do not require reasonable grounds and are consistent with section 8 of the Charter. More intrusive searches, such as strip searches, require reasonable grounds: R v Simmons. The Customs Act cannot be read to permit broad, suspicionless searches of electronic devices during routine border screening as an unlimited and suspicionless search of a device would breach the Charter. Similarly, while some provisions of the IRPA authorize searches at the time that an individual makes a refugee claim, searches solely to look for criminality are not permitted. See also: Canadian Refugee Procedure/140 - Seizure.

Section 9: Arbitrary detention or imprisonment
9. Everyone has the right not to be arbitrarily detained or imprisoned.

Section 10: Rights on arrest or detention
10. Everyone has the right on arrest or detention (a) to be informed promptly of the reasons therefor; (b) to retain and instruct counsel without delay and to be informed of that right; and (c) to have the validity of the detention determined by way of habeas corpus and to be released if the detention is not lawful.

Everyone has the right on arrest or detention to retain and instruct counsel without delay and to be informed of that right
See: Canadian Refugee Procedure/RPD Rules 14-16 - Counsel of Record.

Section 12: Cruel and unusual treatment or punishment
12. Everyone has the right not to be subjected to any cruel and unusual treatment or punishment.

An individual is not facing deportation at the time of their hearing before the RPD or RAD
At times appellants will argue that a failure to accept their claim means that the RPD or RAD's decision is in violation of section 12 of the Charter. For details on how such arguments have been treated, see: Canadian Refugee Procedure/Charter of Rights and Freedoms.

Section 13: Self-incrimination
13. A witness who testifies in any proceedings has the right not to have any incriminating evidence so given used to incriminate that witness in any other proceedings, except in a prosecution for perjury or for the giving of contradictory evidence.

Section 14: Right to the assistance of an interpreter
14. A party or witness in any proceedings who does not understand or speak the language in which the proceedings are conducted or who is deaf has the right to the assistance of an interpreter.

Commentary
For commentary, see the section below on sections 14 and 16-22 of the Charter.

Section 15: Equality rights
Equality Rights 15.(1) Every individual is equal before and under the law and has the right to the equal protection and equal benefit of the law without discrimination and, in particular, without discrimination based on race, national or ethnic origin, colour, religion, sex, age or mental or physical disability. (2) Subsection (1) does not preclude any law, program or activity that has as its object the amelioration of conditions of disadvantaged individuals or groups including those that are disadvantaged because of race, national or ethnic origin, colour, religion, sex, age or mental or physical disability.

It is generally the responsibility of the parties to raise section 15 Charter issues, not the tribunal
The Federal Court of Appeal has cautioned that an administrative tribunal should not raise a new section 15 Charter issue on its own initiative.

Section 15 grounds and the constitutionality of IRPA provisions
Many section 15 challenges have been advanced against particular provisions of the IRPA. One object of challenge has been the provisions in the IRPA which restrict appeals to those who entered Canada pursuant to exemptions to the Safe Third Country Agreement. In Rodriguez v. Canada, the court held that the applicant had not established that a refugee claimant’s choices with respect to his or her travel into Canada is a personal characteristic that is immutable or the basis of historical prejudices or stereotypes within the meaning of section 15. See: Canadian Refugee Procedure/110-111 - Appeal to Refugee Appeal Division.

Deportation of a permanent resident is not a breach of s. 15 based on citizenship
In Canada v Chiarelli, Sopinka J. held that deportation of a permanent resident was not a breach of s. 15 based on citizenship.

Sections 14 a that nd 16-22: Official Languages of Canada
14. A party or witness in any proceedings who does not understand or speak the language in which the proceedings are conducted or who is deaf has the right to the assistance of an interpreter.

Official Languages of Canada 16.(1) English and French are the official languages of Canada and have equality of status and equal rights and privileges as to their use in all institutions of the Parliament and government of Canada. (2) English and French are the official languages of New Brunswick and have equality of status and equal rights and privileges as to their use in all institutions of the legislature and government of New Brunswick. (3) Nothing in this Charter limits the authority of Parliament or a legislature to advance the equality of status or use of English and French. 16.1(1) The English linguistic community and the French linguistic community in New Brunswick have equality of status and equal rights and privileges, including the right to distinct educational institutions and such distinct cultural institutions as are necessary for the preservation and promotion of those communities. (2) The role of the legislature and government of New Brunswick to preserve and promote the status, rights and privileges referred to in subsection (1) is affirmed.

17.(1) Everyone has the right to use English or French in any debates and other proceedings of Parliament. (2) Everyone has the right to use English or French in any debates and other proceedings of the legislature of New Brunswick.

18.(1) The statutes, records and journals of Parliament shall be printed and published in English and French and both language versions are equally authoritative. (2) The statutes, records and journals of the legislature of New Brunswick shall be printed and published in English and French and both language versions are equally authoritative.

19.(1) Either English or French may be used by any person in, or in any pleading in or process issuing from, any court established by Parliament. (2) Either English or French may be used by any person in, or in any pleading in or process issuing from, any court of New Brunswick.

20.(1) Any member of the public in Canada has the right to communicate with, and to receive available services from, any head or central office of an institution of the Parliament or government of Canada in English or French, and has the same right with respect to any other office of any such institution where (a) there is a significant demand for communications with and services from that office in such language; or (b) due to the nature of the office, it is reasonable that communications with and services from that office be available in both English and French. (2) Any member of the public in New Brunswick has the right to communicate with, and to receive available services from, any office of an institution of the legislature or government of New Brunswick in English or French.

21. Nothing in sections 16 to 20 abrogates or derogates from any right, privilege or obligation with respect to the English and French languages, or either of them, that exists or is continued by virtue of any other provision of the Constitution of Canada.

22. Nothing in sections 16 to 20 abrogates or derogates from any legal or customary right or privilege acquired or enjoyed either before or after the coming into force of this Charter with respect to any language that is not English or French.

RPD Rules concerning language of proceedings, interpreters, and language of documents
For discussion of these provisions, see the commentary to RPD Rules 17 and 18, which concern language of proceedings (Canadian Refugee Procedure/Language of Proceedings), RPD Rule 19, which concerns interpreters (Canadian Refugee Procedure/Interpreters), and RPD Rule 32 which concerns language of documents (Canadian Refugee Procedure/Documents), and RPD Rule 67 and this commentary on the language of decisions (Canadian Refugee Procedure/Decisions).

Section 24: Enforcement
***

Enforcement 24.(1) Anyone whose rights or freedoms, as guaranteed by this Charter, have been infringed or denied may apply to a court of competent jurisdiction to obtain such remedy as the court considers appropriate and just in the circumstances. (2) Where, in proceedings under subsection (1), a court concludes that evidence was obtained in a manner that infringed or denied any rights or freedoms guaranteed by this Charter, the evidence shall be excluded if it is established that, having regard to all the circumstances, the admission of it in the proceedings would bring the administration of justice into disrepute.

General 25. The guarantee in this Charter of certain rights and freedoms shall not be construed so as to abrogate or derogate from any aboriginal, treaty or other rights or freedoms that pertain to the aboriginal peoples of Canada including (a) any rights or freedoms that have been recognized by the Royal Proclamation of October 7, 1763; and (b) any rights or freedoms that now exist by way of land claims agreements or may be so acquired. 26. The guarantee in this Charter of certain rights and freedoms shall not be construed as denying the existence of any other rights or freedoms that exist in Canada. 27. This Charter shall be interpreted in a manner consistent with the preservation and enhancement of the multicultural heritage of Canadians. 28. Notwithstanding anything in this Charter, the rights and freedoms referred to in it are guaranteed equally to male and female persons. 29. Nothing in this Charter abrogates or derogates from any rights or privileges guaranteed by or under the Constitution of Canada in respect of denominational, separate or dissentient schools. 30. A reference in this Charter to a province or to the legislative assembly or legislature of a province shall be deemed to include a reference to the Yukon Territory and the Northwest Territories, or to the appropriate legislative authority thereof, as the case may be. 31. Nothing in this Charter extends the legislative powers of any body or authority.

Application of Charter 32.(1) This Charter applies (a) to the Parliament and government of Canada in respect of all matters within the authority of Parliament including all matters relating to the Yukon Territory and Northwest Territories; and (b) to the legislature and government of each province in respect of all matters within the authority of the legislature of each province. (2) Notwithstanding subsection (1), section 15 shall not have effect until three years after this section comes into force. 33.(1) Parliament or the legislature of a province may expressly declare in an Act of Parliament or of the legislature, as the case may be, that the Act or a provision thereof shall operate notwithstanding a provision included in section 2 or sections 7 to 15 of this Charter. (2) An Act or a provision of an Act in respect of which a declaration made under this section is in effect shall have such operation as it would have but for the provision of this Charter referred to in the declaration. (3) A declaration made under subsection (1) shall cease to have effect five years after it comes into force or on such earlier date as may be specified in the declaration. (4) Parliament or a legislature of a province may re-enact a declaration made under subsection (1). (5) Subsection (3) applies in respect of a re-enactment made under subsection (4).

Citation 34. This Part may be cited as the Canadian Charter of Rights and Freedoms.


text: Category:User page stubs

title: Category:User page stubs


text:
Zelda franchise strategy guide/Gossip Stone

Gossip Stones, or Sheikah Stones, are recurring items in The Legend of Zelda series. Their appearance and use varies from one game to another.

Appearances
The Gossip Stones are first introduced in Ocarina of Time, and appear as gray standing stones, scattered about Hyrule and engraved with the symbol of the Sheikah, their original creators. When first encountered they are a mystery, serving no apparent purpose, but upon persistent experimentation they are found to contain many easter eggs, such as revealing the current in-game time when struck by Link's sword, cartoon-ish physical reactions when attacked with various other weapons, and revealing a wealth of interesting information regarding the game's plot, specific characters, or back-story, with occasional tidbits about the game itself. When struck by an exploding bomb, it will change color and beep as if in a countdown. Shortly after, it takes off like a rocket, and will continue until it is no longer visible. If there is a ceiling overhead, it will explode on the ceiling. These small pieces of gossip, usually taken from an overheard conversation, are only discovered when the Mask of Truth, the reward for a long, optional side quest, is worn.

The stones return with the same form and function in Majora's Mask.

In The Wind Waker, Gossip Stones return as small, rare pendants that can be used to communicate at a distance. These advanced Gossip Stones were created by Daphnes Nohansen Hyrule. Such a pendant is used by Tetra and The King of Red Lions to communicate with Link.

Gossip Stones make a reappearance in The Legend of Zelda: Twilight Princess as howling stones used to summon the Golden Wolf (also known as the Hero's Shade).


text:
Exercise as it relates to Disease/Resistance training effects on hip osteoarthritis

This is a critique of the journal article titled "Effects of high-velocity resistance training on muscle function, muscle properties, and physical performance in individuals with hip osteoarthritis: a randomised controlled trial" by Fukumoto Y, Tateuchi H, Ikezoe T, Tsukagoshi R, Akiyama H, So K, Kuroda Y and Ichihashi N.

What is the background to this research?
Hip osteoarthritis (HOA) is a common joint disorder also cited as a 'degenerative' joint disease. This condition is characterised by hyaline cartilage of the joint becoming damaged which results in modifications to the joint. The cause of HOA is unknown although there are multiple factors playing a role in the generation of this condition such as injury to the joint, ageing and being overweight. Exercise is a physical form of treatment to maintain HOA, and resistance training is recommended. Resistance training is cited in numerous studies, and Fukumoto's study is one of the first to look at the comparison between velocities and resistance training.

In Australia this condition is the primary cause of hip replacements. Many individuals may experience pain and discomfort, so being able to manage this is the priority of treatment along with increasing mobility. By maintaining and preventing HOA, it helps to assist in the reduction of developing additional chronic diseases arisen from physical inactivity.

Where is the research from?
The study was undertaken at the Graduate School of Medicine at Kyoto University in Japan and was ethically approved by the Kyoto Universities ethics committee. The paper was published in the Clinical Rehabilitation journal which is a highly ranked peer-reviewed journal.

The leading author Yoshihiro Fukumoto, is a professor at the Kobe Gakuin University in Japan in the Faculty of Rehabilitation. Fukumoto has published 37 research articles which are based around muscle diseases and rehabilitation. The number of publications shown by Fukumoto may imply that his reputation in the field is not on par with other authors in the field.

The preponderance of co-authors are from Kyoto University. These co-authors had an additional range of expertise from biomechanics and HOA. With the research, conflict of interest may be evident as the study was undertaken at the same university as majority of the co-authors, meaning that they may have participated to derive their own personal benefit.

What kind of research was this?
The research conducted was a randomised controlled trial. Randomised controlled trials allow for the variable in which is being studied to be controlled by the researchers, and neutralises the risk that confounding factors will influence the overall results. This form of study is evident through various research articles when conducting interventions, as in the hierarchy of methodologies, it is seen as an effective methodology to understand an intervention, and when certifying causality it is seen as the standard criterion.

The participants of the study were blinded to which group they were being allocated to being either high-velocity or low-velocity resistance training. Although, the physical therapists which intervened the programme and the assessors were not blinded. This may have lead to the results being biased as behaviour and responses can be altered towards the measure of the subjective outcome.

What did the research involve?
Over 8 weeks, the research examined a cohort of 46 women whom had HOA either unilaterally or bi-laterally. Only women were recruited for this study due to the decrease in both physical and muscle function seen in women. A home resistance training program was designed by a physical therapist. The participants were divided into a high-velocity training group (n = 23) and a low-velocity training group (n = 23) with both groups undertaking the same exercises at different velocities. The exercises consisted of:

 * Hip abduction in supine position
 * Hip extension in prone position
 * Hip flexion in sitting position
 * Knee extension in sitting position

A theraband was used for each exercise which indicated the resistance and load. The participants performed 10 repetitions with 2 sets each. During the concentric and eccentric phases of the exercises, the low-velocity group performed these in 3 seconds per phase, whereas the high-velocity group performed the concentric phase as fast as possible, followed by a 3 second eccentric phase.

A total of 7 participants withdrew from the study; 4 from the high-velocity group and 3 from the low-velocity group. With this came one of the major limitations of the study as the number of participants involved in the study was low. This small sample size increases the chance that a type II error could have occured with the overall conclusions, which results when the hypothesis is falsely rejected due to understating the results.

To gain 100% compliance of the training program the participants had to complete the full 8 weeks of training with 56 training days total. Although, as participants had to self record their exercise, this is can be an inclusive report as people can falsely record their training. The participants were only contacted by the physical therapist every two weeks which put emphasis on participants reliance which poses as a limitation. Research articles which study resistance training effects tend to partake the training with a trainer or assessor present to reduce this limitation.

What were the basic results?
The following were key results from the study :

 * There was a significant increase in the performance of the Timed Up and Go test in the high-velocity group by 45 seconds.
 * There was a decrease in echo intensity in the gluteus maximus evident in the high-velocity group.
 * Both training groups were equal in the improvements in muscle power.
 * Muscle properties and function, physical characteristics and clinical assessment scores showed no significant difference between the groups.

Due to the small sample size of the study, the author may be underestimating the effects of the intervention. The outcome of the high-velocity groups increase in physical performance is contradicted, as the increase in physical performance is expressed through the Timed Up and Go test and not other performance tests evaluated. This means that only partial of the hypothesis is supported.

What conclusions can we take from this research?
As the study conducted had a small number of participants, further study with a more extensive sample size is needed to evaluate the difference between velocities and resistance training. It is evident that participating in either high or low-velocity resistance training can assist in strengthening muscles of the upper leg, and both forms of training are seen to be advantageous towards an individual with HOA. Overall, there were no major differences between the two groups, although on the contrary to this, if the goal is to improve physical performance, than high-velocity training may be slightly more beneficial. The increase in this performance may be based around the changing of muscle composition which is supported by various studies which emphasise muscle composition and effects on physical function.

In contemporary studies, the findings from the study correspond with research regarding resistance training and osteoarthritis, and how it provides a physical treatment method.

Practical advice
As research supports the benefits of resistance training, this form of exercise is also important in the prevention of osteoarthritis. For those unfamiliar with the Australian strength exercise recommendations please refer to: [https://www.health.gov.au/health-topics/physical-activity-and-exercise/physical-activity-and-exercise-guidelines-for-all-australians#:~:text=At%20least%2030%20minutes%20of%20moderate,most%20(preferably%20all)%20days.&text=At%20least%202%20days%20a,%2C%20strength%2C%20balance%20and%20flexibility. Physical activity and exercise guidelines for Australians]

Resistance and strengthening exercises encouraged:

 * Sit to stand
 * Standing hip flexor stretch
 * One leg balance

Other forms of exercise encouraged

 * Aerobic exercises
 * Tai Chi

It is important to note that before undergoing physical exercise that you consult with a doctor and/or physical therapist to ensure safety and wellbeing.

Further information/resources
For further information on the topic of HOA and resistance training please refer to the following:

 * Australian Institute of Health and Welfare: Osteoarthritis
 * Osteoarthritis Hip Exercises
 * Benefits of strength training


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User:U3214267

university student, University of Canberra, Faculty of health

title: User:U3214267


text:
Exercise as it relates to Disease/Aerobic and resistance exercise on glycemic control in adults with type 1 diabetes

This is a critique of the article "Effect of Aerobic and Resistance Exercise on Glycemic Control in Adults with Type 1 Diabetes" by Reddy R, Wittenberg A, Castle J, Youssef J, Winters-Stone K, Gillingham M, Jacobs P. (2019)

This is created as an assignment for the unit Health, Disease and Exercise at the University of Canberra.

=What is the background to this research?= Type 1 diabetes (T1D) is an autoimmune condition where the immune system destroys the cells in the pancreas which produce insulin. Without the insulin the body will not be able to turn glucose into energy which in turn will cause the body to produce fat substitutes which chemical substrates into the blood stream which can be deadly if untreated. T1D is a disease that represent around 10% of all diabetes, and many people first diagnosed have trouble controlling their glucose levels, with this research it fills a gap around the existing physical activity guidelines with proper research and results. It is important for people with diabetes to understand their glucose levels and what it means to their body, as each person has a range of low and high blood glucose levels which are different in each person.

The purpose of this study was to assess whether aerobic and resistance exercise has an impact in the control of glycemic levels in adults with type one diabetes over a three-week period.

=Where is the research from?= The research was conducted in the United States of America, by the following authors and their institutions. OHSU - Oregon Health and Science University

 * Ravi Reddy, Peter G Jacobs and Joseph EI Youssef - Department of Biomedical Engineering, OHSU, Portland, OR
 * Amanda Wittenberg and Melanie Gillingham - Department of Molecular and Medical Genetics, OHSU, Portland, OR
 * Jessica R Castle and Joseph EI Youssef - Department of Medicine, Division of Endocrinology, Harold Schnitzer Diabetes Health Center, OHSU, Portland OR
 * Kerri Winters-Stone - School of Nursing, Human Performance Laboratory, OHSU, Portland, OR

=What kind of research was this?=

This research of a pilot study used a three-week randomised crossover trial of 10 physically fit adults (6 Females and 4 Males) with T1D ranging from the ages of 33-39.

In a randomised crossover trial, all participants will be exposed to the same exercise interventions throughout the length of the study. This allows the researchers to compare the results of the participants treatment A, and the same participants treatments B and C or vice versa. In the analysis of a crossover trial, it can be evident that a 'carry over' between the treatments may be present, which leads to not being able to rule out a type II error. This means that the results of these trials may not be as accurate compared to a randomised control trial. =What did the research involve?= Before the intervention took place each participant was sent to complete visits consisting of a VO2max test, a dual X-ray absorptiometry scan, as well as a one week run in period. Safety precautions were set so the continuous glucose monitor would send an alert if their glucose levels pass 3.1 mmol/L and 16.67 mmol/L.

10 physically fit adults were assigned to two in-clinic exercise session lasting 45 minutes for 3 weeks of intervention involving: 1 week of aerobic exercise (AE), 1 week of resistance training (RT), and 1 week of no exercise (the control). The order in which these were completed was randomised between each participant. In the RT session, each participant completed a brief warmup, and three sets of 8–12 repetitions at 60-80% of 1-RM of different upper and lower body exercises (leg press, bench press, leg extension, leg flexion and seated row). With the AE the participants completed a treadmill based exercise with the results of the VO2max test the speed and grade of the treadmill was adjusted to keep the participants at a work-rate of 60% VO2max.

A limitation of this study includes the small sample size as only 10 people participated in this study this may not be seen as enough data to be seen as reliable.

=What were the basic results?= The results were described in two sections based on the method, first the in-clinic training results on their glycaemic control and second a 24 hour period after the exercise was completed.

Within the in-clinic exercise sessions differences were found with the participants glycemic levels. Aerobic exercise caused a dangerous reduction on glucose levels with a reduction of 3.94 ± 2.67 mmol/L, while the reduction of glucose was smaller in the resistance exercise intervention with a mean reduction of 1.33 ± 1.78 mmol/L.

An adjusted table of results for the 24-hour post exercise glucose levels can be seen below: Based on the table the mean percentage range for the 24 hours post exercise was significantly greater in the resistance exercise during the control period (70.3% vs. 55.7%, p=0.013) but no so much in post aerobic exercise (60.5% vs. 55.7%).

=What conclusions can we take from this research?= Resistance exercise is shown to have a positive effect on the glycemic control in adults with T1D. As this is the case, The resistance training may result in differences in the mean glucose and the time in range if time was extended past a 24-hour cut off, or different training hours were done. Both types of exercise are recommended for people with T1D, but the positive effect of the aerobic exercise could be due to the food intake in pre and post exercise meals.

This study aligned with another study in 2011 where a similar exercise intervention was taken and showed similar results concluding that exercise does help with the glycemic control in adults with type 1 diabetes.

= Practical Advice = Within the aspects of ability to exercise each participant/patient should complete an Adult Pre exercise Screening System (APSS) tool prior to starting the exercise. The ESSA screening tool lets the exercise conductors know whether one has any underling health issue that need to be cleared before exercise. As these participants all have T1D, they would need to seek approval from a GP to start the exercise if this were to be used.

As walking, dancing, swimming, doing sit ups and squats are all recommended forms of physical activity for people suffering from diabetes, It is always a good idea to tell someone when you are exercising just in case of a medical episode during your exercise. Checking on heart rate and blood sugar levels during exercise is recommended and keeping some necessary sugars and hard carbohydrates close by to prevent a diabetic episode and over exertion.

=Further information/resources= Further information relating to diabetes can be found in the following links:

 * Diabetes Australia: https://www.diabetesaustralia.com.au/about-diabetes/type-1-diabetes/
 * World Health Organisation: https://www.who.int/news-room/fact-sheets/detail/diabetes

Anyone suffering from diabetes, their family members or careers need support the NDSS helpline can be found here or by calling the helpline on 1800 637 700.
 * Diabetes fact sheets: https://diabetesnsw.com.au/diabetes-information-sheets/

=References=


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Exercise as it relates to Disease/Effect of resistance training on physical disability in chronic heart failure

This is a critique of the research article: Savage, Patrick A et al, "Effect of resistance training on training on disability in chronic heart failure." Medicine and science in sports and exercise vol. 43, 8 (2011): 1379-86. doi:10.1249/MSS.0b013e31820eeea1

What is the Background of this Research?
Heart failure (HF) is characterized by the heart's inability to pump an adequate supply of blood to the body. HF is a collection of symptoms that weaken the heart. When diagnosed as chronic, the symptoms are continuous and do not improve over time.

Patients with chronic heart failure (CHF) report high rates of physical disability based on their ability to perform activities of daily living. This can lead to a reduction in quality of life and an increase in health care costs.

Prior to publication, there is little research on assessing disability in CHF patients, by directly measuring performance in a range of common activities of daily living. Furthermore, there is limited evidence on the effects resistance training alone on CHF patients. Past studies have shown the benefits of aerobic training on exercise capacity, walking endurance and clinical status in CHF patients. Majority of common daily activities (lifting objects, rising from a seat, etc) are strongly dependent on muscle strength highlighting its importance for physical function.

The first aim of the study being critiqued was to compare performance in activities of daily living in CHF patients and healthy controls to evaluate the extent of physical disability and its relationship to muscle strength. The second aim was to determine the effects of 18 weeks or resistance training on muscle strength and performance on activities of daily living.

Where is the research from?
The research article being critiqued was published in the journal of Medicine & Science in Sports & Exercise (MSSE). MSSE is a leading peer-reviewed multidisciplinary journal featuring investigations, clinical studies and comprehensive reviews on topics in sports medicine and exercise science.

A total of seven authors contributed to the article whom were all associated with the University of Vermont (College of Medicine), in departments of medicine, and molecular physiology and biophysics.

The lead Author, Patrick Savage, is associated with 100+ publications and has expertise in health and disease topics such as physical activity and cardiovascular.

What kind of research was this?
The method of research is a quasi-experimental design, as the aim of the study is to identify and compare the impact of the resistance training intervention on the patient and control groups. This type of method is effective for estimating the effects of an intervention, when there limited possibility to randomize. To increase accuracy the control group is constructed as similar as possible to the treatment group.

A limitation of this study design is the increased need for assumptions to be made about the control group. Without randomisation, it can be difficult to verify that all confounding variables have been accounted for. This method of approach also requires a larger number of subjects in both groups in comparison to experimental. This has not been demonstrated in this study.

What did the research involve?
Patients and controls were assessed for performance in activities of daily living, self-reported physical function, peak aerobic capacity and muscle strength before and after an 18 week resistance training program.

The resistance program occurred 3 x per week with gradual progression of volume and intensity. The physical function performance test-10 (PFP-10) was used to assess functional ability on ordinary activities of daily life. PFP-10 has been validated over past studies on assessing physical performance in older cardiac patients. The Medical Outcomes Study Short-Form-36 (MOS SF-36) was used to assess self reported physical function and quality of life. This method has also been validated for CHF patients.

The CHF patients and control participants that completed the trial were recruited each following a independent criteria. The control group was constructed to display similar activity levels as the CHF patients to limit any confounding effects of the several disease related factors. Participant recruitment followed a rigorous selection criteria that although lowered the number of participants, which can be seen as a limitation, allowed the reduction of confounding factors.

What were the basic results?
Major findings:

 * Resistance training resulted in significant improvement in composite 1 RM for both groups. CHF patients displayed a greater increase in fat free mass suggesting increased muscle growth.
 * Total PFP-10 score improved in both training groups as a result of improvements in upper and lower body strength.
 * There was also minor improvements in overall self reported physical function.

Baseline results showed that CHF patients and control participants had similar levels of muscular strength. Although, CHF patients displayed significantly lower physical performance and function scores demonstrating the impaired physiological capacity to perform activities of daily living.

What conclusions can we take from this research?
This study has effectively proven that resistance training is an effective intervention for the enhancement of muscle strength and performance in activities of daily living. Improvements in PFP-10 and MOS SF-36 scores demonstrates the relationship between muscle weakness and physical disability in CHF patients.

These findings are similar to recent studies on resistance training for CHF patients, suggesting that when done safe and effectively, is an effective intervention for reversing muscle mass and improving overall quality of life.

Practical advice
For clinical perspective results suggest that further interventions designed to lessen physical disability in CHF patients should consider improving muscle strength. Although, this research fails to provide recommendations on safe and effective training. Further information and resources may need to be examined for practical advice on health and safety guidance. Additionally, new evidence suggests that this type of training is to be supplemented with aerobic exercise for maximum physical function improvements.

Further information/resources

 * Exercise and Chronic Heart Failure
 * Living Well with Heart Failure
 * Resistance Exercise Guidelines for Persons With Physical Disabilities
 * Resistance Versus Aerobic Exercise Training in Chronic Heart Failure
 * Resistance Exercise Training in Patients with Heart Failure


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User:RDBury/sandbox

Here are tables summarizing all the artilces

title: User:RDBury/sandbox


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User:Rroconnor

My name is Rebecca O'Connor. I am a third year Bachelors of Health Science (Human Movement) student at the University of Canberra.

Background:

I have special interests within the Physiotherapy industry. Specifically regarding the treatment of dancers and individuals in group setttings.

I completed my 120h internship at Southside Physiotherapy (Woden) in 2021, and look forward to postgraduate study in the Master of Physiotherapy at the University of Canberra in 2022.

Interests:

Health industry. Predominantly focussing on the physiotherapy industry, with some foundational knowledge in nutrition and psychology.

Wikibooks projects:

I am currently conducting a critical reflection project focussing on, the effect of the GlA:D program for individuals with hip or knee osteoarthritis.

title: User:Rroconnor


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Talk:Card Games/Multi-person Patience

This page is an odd one and I'm inclined to rewrite it. It's got a few problems:

Hawthornbunny (discuss • contribs) 09:05, 7 September 2021 (UTC)
 * The page "Patience" redirects here. Patience is a generic name for card solitaire, which is basically a catch-all for all single-player card games. Redirecting it to this multi-person variant makes no sense.
 * I've never actually heard of this variant. I tried searching for it under various names but couldn't find anything. It's not clear to me if the game really exists or if the original poster just made it up. With the inclusion of penalty mechanics and rule-changing, it sounds much more like ../Mao than anything else, making me suspect that this is a variant or fork of that game.
 * The rules as written are somewhat unclear, and the given examples tend to add more confusion than explanation. I'd rewrite them, but since I couldn't find any information on this game anywhere else, I have no reference.

title: Talk:Card Games/Multi-person Patience


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Learning anatomy/Heart

Spleen - Artery

Anatomy
The heart is inside the chest. The heart consists of the right atrium, left atrium, right ventricle, and left ventricle.

Function
The heart pumps blood through the body. The blue deoxygenated blood moves through the right atrium and then into the right ventricle and then into the lungs. This is where it mixes with the oxygen and it turns the blood red. The red blood travels all over the body. Then the oxygen has been used so it travels back to the heart and the cycle repeats.

title: Learning anatomy/Heart


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User talk:49.224.195.240

Your recent edits were reverted. Please make constructive edits.--ЗAНИA talk 10:41, 7 September 2021 (UTC)

title: User talk:49.224.195.240


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User talk:C3BATE

Welcome, C3BATE!

If you have any questions, you can ask in the assistance reading room or possibly contact me personally.

--ЗAНИA talk 10:42, 7 September 2021 (UTC)

title: User talk:C3BATE


title: User:SHB2000/Editnotice


title: Flora of New York/iMap