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Exercise as it relates to Disease/Exercise motivation in young adult females

''' What is the background to this research? '''

Previous research has stated that up to 67 percent of children in general drop out of sports between the ages of 7 and 18 years old. F. Brady states that young girls participation in sports can be largely affected by the adults who run the competitions who are at times only interested in their own aim of winning, thus disregarding the cost this has on young athletes. Females in particular are subject to higher rates of discontinuing physical activity, once girls commence year 7 they are vulnerable to drastic drops in physical activity due to changes associated with body image and self esteem.

This paper includes a survey on weight stigma in females ages 18-23, past research in this age group has had data collected from obese individuals primarily, however this research consists of a variety of different BMI's from the participants. This research follows up on the effects of negative stigma on teenage girls competing in sports and attempts to discover why these trends continue in young adults.

''' Where is the research from? '''

Lenny R. Vartanian from Syracuse University (specialised in the psychology of eating and weight), and Jacqueline G. Shaprow from Yale university (psychology and law major, this paper is her thesis in the journal of health psychology), conducted a survey on undergraduate students at a university in North-East America.

''' What kind of research was this? '''

The study was a cross sectional study whereby 100 young women were asked at random about their motivation to exercise and their mental health regarding their weight.

''' What did the research involve? '''

The research involved 100 female participants ages 18-23 years old (M=20.1), who were randomly selected from 2 high-traffic areas on a university campus. The randomisation of the participants allowed for diverse results, however we must be aware that the type of people who agreed to the informed consent in the first place may have had an impact on the results. After being stopped and offered a lottery scratch ticket as compensation the participants filled out a survey which included:

 * The Stigmatizing Situations Inventory- A commonly used 50 question survey to determine an individual's experiences with weight stigma. These questions are sorted into 11 subscales some of which include, comments from strangers, children, family or doctors, being avoided or excluded and bias in employment. Each item is rated from 0-9 with 0 being never and 9 being daily.
 * The Rosenberg Self Esteem Scale- Determines the global self-worth of a person by measuring the positive and negative feelings about oneself on a four-point scale whereby 1 is strongly agree and 4 is strongly disagree
 * The Body Dissatisfaction subscale of the Eating Disorders Inventory - Is used as a measure of body dissatisfaction on a sale of 1 (never) to 6 (always) between 9 items.
 * The Exercise-Avoidance Motivation scale- Created for the purpose of this study, it has 8 questions relating to negative situations related to their weight, particularly exercise and weight-control behaviors. This scale was created from a mix of 2 others, the Coping Responses Inventory and the Restricted Activities Scale, along with some new questions. Each answer was rated on a scale of 1-7 from 'not at all true' to 'completely true' respectively.
 * lastly the participants reported the frequency and duration of mild, moderate and strenuous activity that they had completed in the last week. frequency was calculated on an eight-point scale (1 = None; 8 = seven times or more) and the average duration of exercise was recorded on a seven-point scale (1 = 0–15 mins; 7 = 91+ mins).

''' What were the basic results? '''

Unfortunately, 85% of the participants recorded experiencing weight stigma at some point in their lives, even though 75% of the group were considered healthy with a BMI under 25.

Psychological variables - There was a strong correlation between stigma instances and exercise avoidance motivation (P< .001). The largest correlations were that of, comments from family, and inappropriate comments from doctors, the smallest relationship was between job discrimination and being attacked. A linear regression analysis was completed with exercise avoidance motivation on stigma experiences, self-esteem, body dissatisfaction, age and BMI which elucidated 47% of deviation in exercise avoidance motivation.

Exercise behavior variables - Experiences with stigma were not found to be correlated with mild, moderate or strenuous exercise, this was not hypothesised. Conversely, moderate and strenuous activity were both negatively associated with exercise avoidance motivation, though mild activity was not (p = .57). Samples were then divided into BMI plus or minus 25, BMI's +25 (n=25) had the larger correlation between stigma experiences and avoidance motivation (p<.001), although the association between -25 BMI (n=75) participants was still statistically significant (p < .034). Finally links between avoidance motivation and exercise behavior did not change for participants of higher or lower BMI.

''' What conclusions can we take from this research? '''

 * People with more occurrences of weight stigma had increased dissatisfaction with their body and decreased motivation for exercise
 * Higher exercise-avoidance motivation predicted lower levels of moderate and strenuous exercise in participants.
 * It can be deduced that some efforts to be helpful to someone that would benefit from losing weight can actually be counterproductive, for example comments from doctors or family that may have the person's best interest at heart may be emotionally damaging, thus increasing weight stigma and therefore decreasing exercise motivation.
 * Other researches have also concluded that while encouraging comments from family or a spouse can be helpful, care must be taken when addressing this sensitive topic or else the effect may be reversed
 * The overarching feelings behind weight stigma are shame and embarrassment, these may alter behavior and cause individuals to avoid receiving negative attention when exercising in public or just withdraw from exercise altogether.

 Practical advice

The sample size was quite small for future research a much larger sample size would be ideal, however this reduces the practicality of the assessment and is likely why a low number of participants took part in this study. A more refined analysis, for example a day to day recount to capture those 'in the moment' effects of stigma on obese individuals could be informative.

Creating exercise environments that aren't as threatening for heavier individuals, such as being size-accepting and more importantly prioritising fitness and health over aesthetics could be a positive move for the future. If individuals can be ingrained with the ideology that exercise is more about health than the aesthetics and opinions of others then more people will be inclined to exercise in this increasingly more obese society.

 Further information/resources

The following link provides the information on this article and has a copy of the Rosenberg Self Esteem Scale that can be used if you are concerned about your own health

https://journals-sagepub-com.ezproxy.canberra.edu.au/doi/pdf/10.1177/1359105307084318

These links include websites to help inform women on getting active:

https://www.womenshealth.gov/getting-active

https://exerciseright.com.au/wp-content/uploads/2019/01/ESSA-Exercise-Womens-Health-eBook.pdf

 References


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Exercise as it relates to Disease/The association between physical activity and depression in adolescents

The following Wiki page is a critical analysis of the research paper Physical activity and depression in adolescents: cross-sectional findings from the ALSPAC cohort.

What is the background to this research?
Depression is a serious, very common illness negatively impacting a person's feelings, thoughts, and actions. The onset of depression generally occurs throughout a person's adolescent years, with youth suicide the leading cause of death for people aged 15-24 years.

Many research studies have found that there is a general association between increased physical activity and reduced depressive symptoms among adolescents, but few have examined the intensity of PA rather than a focus on total PA.

This study was undertaken to determine if there were associations between depressive symptoms in adolescents (aged 14 years) and objective measures of physical activity (both total time of PA and time spent in moderate-vigorous activities).

Where is the research from?
The research was conducted with a large group of adolescents, aged 14 years, based in the United Kingdom. The authors of this research are each professors at the University of Bristol.

The study was financed by the UK Medical Research Council, the Wellcome Trust, and the University of Bristol. It is unlikely that this created bias within the research study as these groups were not involved in the writing of the report nor did they gain anything form it.

What kind of research was this?
The research was a cross-sectional study. A cross-sectional study obtains data from one specific point in time and are often carried out to investigate associations between risk factors and the outcome of interest [4] – more specifically for this research, the association between physical activity and depression/depressive symptoms in adolescents. These types of studies are beneficial as they are less expensive and easy to conduct for a large cohort, but on the other hand only provide data for a single moment in time, meaning results could differ if a study was completed in a different timeframe.

The research used a self-report questionnaire, requiring participants to have the ability to recall their mood and feelings each day for the previous two weeks, which can impact the study’s validity and reliability. [1]

What did the research involve?
2,951 adolescents who were participating in the Avon Longitudinal Study of Parents and Children (ALSPAC) were used. For the purpose of this study, a self-report Mood and Feelings Questionnaire (MFQ) was used to determine depressive symptoms and an accelerometer was worn by each participant to measure levels of physical activity.

A self-report questionnaire limits the ability to acquire accurate and reliable data, children can become overwhelmed trying to recall their mood over the past 14 days and forget to include key details.

This study may also be limited by the use of accelerometers. While they have proven their validity for movements such as walking and running, they do not accurately measure physical activity for movements on elliptical trainers or bicycles.

What were the basic results?

 * In terms of depressive symptoms, the median score on the MFQ was a 4. Girls scored higher than boys with a median score of 4 and 3 respectively.

 * On average, participants engaged in 21 minutes of moderate-vigorous physical activity each day. Male participants were active for an average of 25 minutes per day, which was higher than female participants who were only physically active for an average of 17 minutes per day.
 * Adolescents who had higher daily average levels of physical activity had reduced odds of depression.

What conclusions can we take from this research?
The conclusions drawn by the authors of the research was that there was an association between the total amount of physical activity and depressive symptoms among adolescents, but time spent in moderate-vigorous PA was not. They inferred boys were more physically active than girls, and that they showed fewer depressive symptoms.

I agree that there are signs of a relationship between higher levels of physical activity and fewer depressive symptoms. However, I don’t believe the design of the study is able to provide sufficient evidence to suggest boys are always more active than girls and therefore show fewer depressive symptoms.

Results for this study aligned with other similar research, both conducted before and after this study was published. There was a general consensus that increased amounts in physical activity would reduce the number of depressive symptoms experienced among adolescents.

Practical Advice
Becoming more physically active will help to improve your mental health and decrease the likelihood of developing depressive symptoms. Whilst there is no benchmark level of physical activity set to achieve this, adolescents should be aiming for at least 60 minutes of moderate to vigorous intensity exercise each day, as recommended by the World Health Organisation (WHO).

Unsure of what types of exercise you should be doing or lacking motivation? Talk to an exercise physiologist or other qualified exercise professional to help develop a program suitable to your needs. This will help build motivation and build your support network.

As a parent with concerns for your child's well-being, seek out professional advice by consulting with a general practicioner, psychologist, or other medically qualified professional.

Further Information/Resources
The following resources are for those interested in looking at other research related to physical activity and its relationship with depression:

 * https://www.webmd.com/depression/guide/exercise-depression
 * https://www.betterhealth.vic.gov.au/health/conditionsandtreatments/depression-and-exercise

For those who are after more information or support, the following links can assist you or a loved one who may be suffering from depression:

 * https://kidshelpline.com.au
 * https://www.beyondblue.org.au
 * https://headspace.org.au
 * https://www.blackdoginstitute.org.au


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User:Akkuuaa/sandbox

What is the background to this research?
Asthma is a disease characterised by chronic airway inflammation, airway hypersensitivity to various irritants and airway obstruction. It is more common in children than in adults. Airway obstruction may be due to smooth muscle spasms of the bronchi and bronchioles, airway mucosal oedema, increased mucus secretion and/or damage to the airway epithelium.

Allergens are substances that trigger an allergic response. Common allergens that can trigger or aggravate asthma attacks include grass, pollen, animal fur, dust and certain food and drugs. Anxiety, stress, strenuous exercise (exacerbated by cold weather) and respiratory infections are among the most common variables .

The diagnosis of asthma during childhood is approximately 10-15% in the Netherlands; similar figures can be found in other countries within Europe and North America.

Asthma affects about 50-74% to nearly 90% of children, due to physical limitations they tend to avoid physical activity because of symptoms such as shortness of breath, also called exercise induced bronchoconstriction (EIB).

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Exercise as it relates to Disease/Can exercise be an alternative treatment for PTSD?

The following is a critique of the research article Exercise for PTSD in Women Veterans: A Proof-of-Concept Study published in Military Medicine, 2017

What is the Background to this research?
Post-traumatic stress disorder (PTSD) is a group of stress reactions that can develop after witnessing a traumatic event. Soldiers are at an increased risk for developing PTSD depending on the severity of combat exposure and whether they have a genetic predisposition for developing PTSD. Physical activity has been found to have a positive impact on mental health and psychological well-being. It has been found to have an impact on depression and anxiety and could potentially be used as a treatment alternative to pharmacotherapy.

Over the years there has been an increase in the number of women joining the defence. There has also been an increase in the number of roles in which women can work within the defence, with 88% of job categories open to women. The Australian defence force has a 14.2% participation of women in both permanent and reserve forces. Additionally, the number of women being deployed has increased, thus increasing the number of Female veterans with mental health diagnoses.

Where is the research from?
This study was conducted in America within the Dallas VA Medical Centres kinesiotherapy clinic. The research was published in the Journal of Military Medicine in 2017. The sample of female veterans that was used for this study were recruited through flyers and posters as well as clinical referrals. A selection and exclusion criteria were provided to select participants that matched requirements of the study. Numerous other studies have been conducted on the correlation between PTSD symptoms and physical exercise.

What kind of research was this?
This research is classified as an observational study as researchers did not intervene with participants, but made observations through subjective self-questionaries. This study is also a prospective study as it has a baseline collected at the beginning of the study and at various points over time during the study. This studies structure is used to determine the relationship between physical activity and PTSD.

What did the research involve?
The study intervention consisted of a 12-week aerobic exercise program, the exercise sessions took place at a kinesiotherapy clinic. Participants completed 30/40 min of brisk walking, 4 days a week for a total of 12-weeks. Each exercise session consisted of a 3-5 min warmup, before advancing into the walking pace. Participants completed 2 home-based sessions per week.

Participants were instructed to document their exercise duration and intensity in an exercise log, which was reviewed by a research staff weekly. Participants were also wearing pedometers during waking hours to monitor general activity level. Exercise intensity was measured using a subjective scale, the Borg Rating of Perceived Exertion (RPE) measure. Participants were asked to rate their level of exertion using RPE for each exercise session. At baseline, participants were administered the CAPS to confirm the diagnosis of PTSD and measure symptom severity. Participants were re-administered the CAPS, PCL, IDS-SR, Q-LES-Q, and pain measure one month after the 12-week exercise protocol.

What were the basic results?
The authors found that the exercise completers had significant improvement in their overall PTSD symptoms. The table below shows a summary of the PTSD symptoms throughout the 12-week exercise program:

Mean ± SEM (95% CI) for Secondary Clinical Outcomes in Exercise Completers Group (N = 16)
CAPS - Clinical administered PTSD Scale, PCL - PTSD Checklist, IDS-SR - Inventory of Depressive Symptomatology, Q-LES-Q  - Quality of Life Enjoyment and Satisfaction Questionnaire.

According to the results it would indicate that exercise had a significant impact on all PTSD symptoms. It was found that the depression symptoms of PTSD was most significantly impacted by the exercise program.

What conclusions can we take from this research?
Based on the evidence provided by the authors exercise has been found to be effective in the treatment of PTSD in female veterans. It has also shows that exercise had the most significant impact on the depression symptoms associated with PTSD. The results of this study found results similar to those achieved by others conducting studies into the effect of physical activity and PTSD.

Despite evidence that exercise reduces symptoms of PTSD, further investigation is needed to explore the efficacy of exercise in a larger and more generalisable study sample and in randomised controlled trials. Further research should also be conducted to investigate the optimal exercise activity for reducing PTSD symptoms.

Practical advice
Whilst the optimal exercise activity is unknown, any form of exercise within the current physical activity guidelines will likely be able to decrease PTSD symptoms. As PTSD has a broad range of symptoms it is often treated with a combination of psychological and physical treatments. The addition of exercise into PTSD treatment plans, is inexpensive and may help decrease the depressive symptoms associated with PTSD. It is important to develop an exercise program with the help of an exercise professional, in order to reduce the risk of injury.

If you or someone you know has served in the military and/or has been suffering from PTSD, there are many support services to provide the help needed. Talking to your GP can help create a treatment plan and begin to manage the symptoms of PTSD. Below are a couple of links to support service that can provide help to those that are suffering from PTSD.

Further information/resources

 * Post Traumatic Stress Disorder (PTSD)
 * Beyond Blue Women
 * Defence Mental Health
 * Defence Wellbeing Booklet


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Exercise as it relates to Disease/The effect of exercise training in improving motor performance and corticomotor excitability in people with early Parkinson’s

What is the background to this research?
This paper aims to understand the relationship between exercise and its effect on improving motor performance and corticomotor excitability in people with early Parkinson's. This is important as it can be used as a treatment in these people, to improve their quality of life and prevent the disease from rapidly intensifying.

Where is the research from?
This research was conducted in the USA. Most of the authors of this research have previous experience researching a relevant aspect included in this research (motor control, corticomotor excitability and/or Parkinson's disease). There are no organisational/sponsorship links that may be a conflict of interest/bias to the findings in this research.

What kind of research was this?
This study was in the form of a cohort (prospective) study. Within this cohort, a randomised controlled trial was conducted in order to gain valid results.

The results found in randomised controlled trial are acknowledged as the highest quality of research testing, this is due to participant and researcher bias.

What did the research involve?
With their eyes closed each participant chose a card grouping them into one of three groups (high intensity exercise, low intensity exercise and no exercise). The participants in the exercise groups received 24 exercise sessions to be completed over 8 weeks. The high intensity group aimed to walk on a treadmill at > 3.0 METS for 45 minutes, rest was permitted if necessary. The low intensity group consisted of 45 minute sessions, in each session there were six activities, these were; (1) passive ROM and stretching, (2) active ROM, (3) balance activities, (4) gait, (5) resistance training, and (6) practice of functional activities and transitional movements, the goal was to keep METS level at 3.0 or less. The zero intensity group participated in six 1 hour educational classes over the 8-week program. All participants were to keep an activity diary for exercise completed outside of the planned study sessions. I believe this methodology was the best approach in order to achieve valid results. Although, some limitations include the small sample size and a large variability in the severity of each participants disease and baseline motor performance.

What were the basic results?
The high intensity group exhibited improved gait parameters and kinematics of gait performance, however, this was not consistently replicated in the two other exercise groups. All of the participants across all of the exercise groups exhibited improvement in gait velocity. High intensity exercise group lengthened the cortical silent period (CSP), however this was also not replicated in the other exercise groups. Thus concluding that rather than exercise in general having an effect on the motor control and corticomotor excitability in persons suffering from early Parkinson's, the intensity of the exercise being performed is the main factor. The exercise must be performed at a high intensity for there to be a positive effect on the participant.

What conclusions can we take from this research?
Exercise does have an effect on motor performance and corticomotor excitability. However, in order for this effect to take place, the exercise has to be done at a high intensity - > 3.0 METS.

The results from this research are re-enforced by the findings of Xu, where stated that exercise can reduce the side effects of Parkinson's disease. They are also enhanced by Shu, where it is stated that the the evidence suggests aerobic exercise improves the motor performance of people suffering with Parkinson's disease. Thus concluding that the results found by this study are valid and align with the findings of other recent relevant studies.

Practical Advice
This research identifies high intensity exercise as a tool in improving motor control and corticomotor excitability in people suffering from early Parkinson's disease. In particular, walking on a treadmill. Reaching > 3.0 METS (high intensity), for 45 minutes, breaks can be taken if necessary for health and safety reasons. Even though the results of this research are encouraging, i would still advise consulting with an exercise physiologist to develop an exercise program appropriate for the health and safety of the individual.

Further information/resources
More information that the reader may benefit from may be found:

Parkinson's Disease

 * https://www.healthline.com/health/parkinsons
 * https://www.parkinson.org/understanding-parkinsons

Motor Control

 * https://exercise.trekeducation.org/principles/motor-control/
 * https://www.encyclopedia.com/sports/sports-fitness-recreation-and-leisure-magazines/motor-control

Corticomotor Excitability

 * https://www.frontiersin.org/articles/10.3389/fnhum.2020.00190/full
 * https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6363483/


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Exercise as it relates to Disease/Swimming training as a physical intervention for children with ADHD

The following is a critique on the scientific study Swimming training improves mental health parameters, cognition and motor coordination in children with Attention Deficit Hyperactivity Disorder published in the International journal of health Research in 2019.

What is the background to this research?
Attention deficit hyperactive disorder (ADHD) is a mental disorder effects approximately 7.2% or 129 million adolescents worldwide. This disorder impacts individuals in a wide range of areas including but not limited to their attention, executive function and motivation. As a result, individuals diagnosed with ADHD score significantly lower in attention and executive functioning tasks. The aim of this study was to analyse the effects of the exercise intervention of a swimming program on the mental health, cognition and motor coordination in adolescents diagnosed with ADHD. This study addresses the effects of chronic physical training on adolescents with ADHD. With the large percentage of adolescents diagnosed with ADHD, it is essential to develop easily implemented techniques that can minimise the impact of this disability on their development.

Where is the research from?
The fields of study amongst the authors were exercise psychophysiology, advanced aquatic exercise research group, exercise biochemistry in health, school of medicine, molecular iron metabolism, college of life science. Many of these same authors worked on a similar article using swimming as an intervention looking at mental health and functional autonomy for elderly diabetics.

The authors reported no conflict of interest; however, the study was funded from a scholarship where all the participants were students drawn from the same private catholic school in Brazil. Also, the authors thanked the undergrad students who participated from the local university funding this research, but their actual participation is unclear and undocumented.

What kind of research was this?
This study was a randomised control trial (RCT). An RCT is a type of scientific experiment where the participants are randomly divided into two groups, the experimental group will be administered the independent variable known as the intervention while the Control group will not be given the intervention. Both groups will be administered the dependent variable that will be used to determine the results.

In this study the participants were all adolescents between the ages of 11-14 years old and had been diagnosed with ADHD for more than 6 months. These participants were randomly assigned to either the trained (experimental) or untrained (control) groups. The study does not state what randomised allocation process was used for dividing the participants into the two groups. The dependent variable was the mental health, cognition, motor coordination and physical fitness tests. The independent variable was the intervention of the swimming program.

This level of evidence shows genuine correlations between exercise interventions on improving testing results for adolescents with ADHD. However, the statistical sample is small and this study is not representative of the global population due to all participants are from the same country and school, there is a noticeable gender imbalance within the study with 14/20 participants being male.

What did the research involve?
This study began with researchers first receiving consent from the parents of the participants. Next the researchers conducted a semi structured interview is accordance to the DSM-IV. The interview aimed to investigate the diagnosis of the adolescents ADHD, the parents and teachers also completed the Brazilian version of the questionnaire SNAP-IV(Mattos et al.). All of the participants were given a brief explanation of the study on the schools premises, then the participants undertook mental health, cognition, motor coordination and physical tests at the same time before and after 48hours of starting the program.

The adolescents in the intervention group participated in an 8 week swimming-learning program that ran two times a week for 45 minutes each, with a total of 16 sessions. The data from the tests conducted was recorded and present as means with standard deviations for error. It is unclear as to if the methodology used in this study was the best approach as it is not documented thoroughly enough for replication.

This study did not include a sample group of adolescents without ADHD to ensure that the results are related to those with ADHD. The study referred to their sample selection process as non-probability convenience sampling. This type of sampling is fast, cost-effective and is used for easy availability of the sample. Convenience sampling holds no consideration for sampling bias and is based solely on the subjective judgement of the researcher.

What were the basic results?
-       Significant increase in the trained (intervention) groups results when comparing the participants before and after testing scores in depression, stress, cognitive flexibility and selective attention.

-       There was no noticeable increase for either group for anxiety, balance and velocity tests.

-       Significant increase for trained (intervention) group in coordination tests of lower limb, lateral, flexibility and resistance abdominal tests.

The researchers interpreted these results as positive data indicating the swimming program as an effective intervention for adolescents with ADHD. The researchers highlighted the increases in testing results with little-to-no consideration to variables that might have swayed these figures. For example, the mean age was higher in the intervention group and the gender difference was very significant but not addressed at any point during this study. This study demonstrates the importance of physical activity for adolescents with ADHD but there is no exploration of any correlation suggesting that physical intervention wouldn’t show the same results for adolescents without ADHD.

What conclusions can we take from this research?
Physical activity interventions such as a swimming program does improve the mental health, cognition, motor coordination for adolescents with ADHD. There are many studies that outline the importance of physical activity for individuals with ADHD. A study conducted by Teresa Dail and Caroline Smith discusses the importance of swimming for children with disabilities such as ADHD. This Article highlights the benefits that swimming interventions have on the executive brain function, motor skills and physical fitness has on adolescents with ADHD.

Practical advice
Encouraging physical activity for adolescents with ADHD is important as it could improve their mental health, cognition and motor coordination. Physical activity has also shown to improve attention and focus which is essential for school age children. Exercise stimulates the production of dopamine to the body, this hormone assists with learning, memory, pleasurable sensations such as love and hope, and motor system function. People with ADHD present with a deficit of dopamine as their brain naturally doesn’t produce enough. A relatively simple way of acquiring dopamine is with a regular exercise routine as the brains dopamine levels can increase, assisting with motivation, etc within people diagnosed with ADHD.

Further information/resources
https://childmind.org/article/adhd-and-exercise/

https://www.mayoclinic.org/diseases-conditions/adhd/symptoms-causes/syc-20350889

https://www.cdc.gov/ncbddd/adhd/diagnosis.html


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World of Dinosaurs/Adaptation Exaptation

This page explores two frameworks for derivation in lineages of animals.
Generally, a population of animals includes individuals with a wide range of trait expressions.

 * When we learned in grade school about genes, we often compared eye color to our parents. Two parents with brown eyes can have a kid with blue eyes if each parent is carrying a recessive gene. They have a 1/4 chance of this occurring.
 * Most traits in animals are not so simple. While our DNA includes the information to build our bodies cell-by-cell, it includes a ton of information that isn't necessarily put to use in our body at any given time.
 * Gene expression is complex. Many different factors can influence how a body actually produces cells and structures day-to-day.
 * Thus, the traits that we see expressed in individuals are not a one-to-one match with the information for potential traits that their offspring will inherit.
 * Once offspring get their suite of DNA instructions, the actual execution of those instructions is subject to many factors influencing gene expression.
 * If each individual animal lives for many years, populations can include multiple generations of offspring and parents.

Genetic drift refers to shifts in the typical DNA pattern found within a population or group.

 * If one population splits into two, the typical gene coding and expression can shift in one of the groups.
 * If the animals rejoin a mingled population, they might re-mix their DNA and the genetic drift wouldn't have much impact.
 * If the animals do not rejoin into a mingled population, and they do not mix their DNA for some generations, then the typical genetic code in one population may become different enough from others that offspring are not possible, or are rare.

Many factors can lead to distinct populations.

 * Geographic barriers can arise within a population, or present opportunities for populations to split.
 * Habitat fragmentation can reduce mixing between individuals, creating sub-groups.
 * Environmental conditions like seasonality (how early the flowers bloom; how late it stays dark) or climate can alter the challenges animals face. Individuals that handle these challenges differently may find themselves mingling with only a sub-set of their broader population.
 * Animal behavior can also influence where, when, and how animals meet, court, and reproduce. This is a particularly powerful force in social animals that have complex cognitive behaviors associated with mating.

Traits that confer success can be reinforced in a population.

 * If a trait helps an individual survive, that animal is kept in the population. The individual's reproductive or behavior actions may affect the population.
 * If an individual expresses traits that aid reproduction, or that improves offspring survival, then ANY heritable trait the animal possesses may be passed to the next generation.
 * Behavior traits can be spread without direct sexual reproduction.
 * Gene expression can influence which traits are produced from a potential list within the DNA, and how traits interact with other physical and behavioral features.
 * "Survival of the fittest" is a phrase often attributed to Charles Darwin, but not actually from his work. Darwin speculated about "decent with modification" a hundred years before scientists discovered DNA as a mechanism for the process. He was correct about some speculations, and incorrect about others.
 * "Survival of the fittest" is an inadequate assessment of genetic and behavioral forces in evolution. It's also been used to justify cruel and inhumane slaughter of people and civilizations in recent history.
 * A phrase we prefer in this class, taken from Dr. Frank Corsetti, is "survival of the minimally fit". This makes it easier to understand the existence of pandas!

When populations separate, new species can arise.

 * For a new species to arise, a population needs to become distinct enough from its peers that they do not mingle their DNA.
 * The kind of distinction varies, as explained above. Animals can cease to intermingle their genetics due to behavior, gene expression in anatomy, and environmental influences.
 * The rate of this process differs with the kind of animal, behavioral complexity, habitat, geography, etc.

Natural Selection describes the processes by which specific traits are changed within populations.

 * A trait that aids survival or reproduction may increase its expression within individuals.
 * Hazards in an environment can remove traits from the population if the trait-holders die before reproducing, or cannot yield sufficient offspring.
 * Parasites, diseases, and microbial growths can remove individuals from populations.
 * An individual could have really awesome traits that are terrific for one environmental challenge, but could die or be removed from the reproductive cycle due to insufficient response to a different challenge.

We can observe natural selection influencing trait expression at a variety of scales over time and space. Natural selection is not always going to work in the same direction, on the same traits, or produce the same consequences.

Below we will learn about Adaptation and Exaptation.

 * Basically, if a trait is exaggerated (enlarged, increased frequency, etc.) in the context of a particular function, we call this set of changes adaptation.
 * A trait can also become exaggerated in the context of a totally new function, different from the context in which it first became valued. Think of this as the natural selective processes taking a sudden left-turn. This is called exaptation.

Adaptation
Some traits allow an animal to succeed in the context of a specific environmental challenge.

 * Example: seeds are hard to open. A finch with a strong beak can crack strong seeds.

That environmental challenge can become a source of natural selection if it increases, or decreases, associated trait expressions in an animal population.

 * Example: During a drought, birds that cannot open the tough seeds die. Birds that can open the seeds live. Strong beaks are more common in the hatchlings later that year.

Natural selection does not guarantee long-term change in a population.

 * Example: The next three years the weather is mild and wet. Birds with keen eyesight that spot small but nutritious seeds do well, and produce a few generations of offspring with generalized beak shape.

IF a trait increases to be present in all of the members of a species, and if that trait increases in expression in the context of a continued environmental challenge for which it presents an advantage, then this is adaptation.

Exaptation
Sometimes a trait increases in the context of a challenge very different from the context in which the trait arose. Example:

 * Maniraptorans (including Therazinosaurs, Oviraptors, and Utahraptor) have a half-moon shaped wrist bone that allows the hand to swivel differently than in other theropods.
 * A humming bird has very large hands that flip back and forth to generate lift on the backswing and forward swing. This takes advantage of the flexible wrist. But the wrist bones did not originally appear in the context of flight.
 * The wrist architecture was "hijacked" or "hacked" for a different function.


text:
WikidataMap user guide

Wikidata Map User Guide
This is the official user guide for the Android App Wikidata Map (Abbreviated: WDM) in the Google Play Store.

WikidataMap can be downloaded in the Google Play Store here.

Our Wikidata entry: Q63481239

"Our Motto: Your data belongs to you!"

Table of Contents

 * /What WDM can do for you/
 * /Getting started/
 * /Wikidata queries/
 * /Browser queries/
 * /Local search and edit in database/
 * /Export DB or Import XML file/
 * /Java functions/
 * /Requirements for Ankit/

title: WikidataMap user guide


text:
Wikijunior:Bird Alphabet/L

L is for Lark

title: Wikijunior:Bird Alphabet/L


text:
Carnatic Music/Sarali varisai

1. Ascent and descent 2. Focus on Ri and Ni 3. Focus on Ga and Dha 4. Focus on Ma and Pa 5. Focus on Pa and Ma 6. Focus on Dha and Ga
 * s r g m | p d | n S |
 * S n d p | m g | r s |
 * s r s r | s r | g m |
 * s r g m | p d | n S |
 * S n S n | S n | d p |
 * S n d p | m g | r s |
 * s r g m | s r | g m |
 * s r g m | p d | n S |
 * S n d p | S n | d p |
 * S n d p | m g | r s |
 * s r g m | p__ | p__ |
 * s r g m | p d | n S |
 * S n d p | m__ | m__ |
 * S n d p | m g | r s |
 * s r g m | p___|____ |
 * s r g m | p d | n S |
 * S n d p | m___|____ |
 * S n d p | m g | r s |
 * s r g m | p d | s r |
 * S n d p | m g | S n |

title: Carnatic Music/Sarali varisai


text:
Carnatic Music/Janta varisai

1. Ascent and descent
 * s s r r | g g | m m |
 * p p d d | n n | S S |
 * S S n n | d d | p p |
 * m m g g | r r | s s |

title: Carnatic Music/Janta varisai


text:
Template talk:Book is finished tag

This is for telling people that the book is finished. Please use this template when the book is finished. --Gffsgeys (discuss • contribs) 20:05, 14 September 2021 (UTC)

Style & Tautology
I'd like to preface this by saying that I think a tag like this may be helpful, at least for helping readers avoid severely incomplete books (Though I'd say "ready to read" vs "incomplete text" is a more applicable distinction for many books, rather then "Finished", as many Wikibooks will never be finished).
 * Preface

As it is, the current style clashes with many wikibooks. Would it be better to make this a infobox of sorts, a sidebox, or a simple machine readable tag?
 * Style

Wouldn't it generally be a Tautology for books with status rating of 100 to also have this tag?
 * Tautology

--Mbrickn (discuss • contribs) 02:29, 15 September 2021 (UTC)

title: Template talk:Book is finished tag


text:
World of Dinosaurs/Animals to Know/Pteranodon

Anatomy
Pteranodon is a large flying reptile with a wingspan over 7 meters.

Ecology
This is giant flying reptile ate fish


text:
World of Dinosaurs/Confuciusornis

Basics
Confuciusornis means "Confucius Bird".

Confuciusornis lived during the Cretaceous Period.

Anatomy
Confuciusornis is about the size of a crow.

Confuciusornis is an early bird, while also having some theropod traits.

It is the oldest known bird to have a beak.

Phylogeny
Confuciusornis is a theropod.

All theropods are dinosaurs.

All dinosaurs are amniotes and all dinosaurs are tetrapods.

Biomechanics
Confuciusornis is the first bird to have a beak.

Its leg posture was also more crouched than previous theropods.

Fossil Record
It is found in some beautiful specimens in China.

Ecology
The area Confuciusornis lived was a cool climate.

Reptiles such as crocodilians are not found.

Trees were prevalent.

Biogeography
There were frequent volcanic eruptions during this time.

There was also flooding at the time.

title: World of Dinosaurs/Confuciusornis


text:
World of Dinosaurs/Magpie

Name
Magpie

title: World of Dinosaurs/Magpie


text:
World of Dinosaurs/Archaeopteryx

Basics
Archaeopteryx means "old-wing".

Archaeopteryx lived during the late Jurassic period.

Anatomy
Archaeopteryx is the most basal bird found so far.

As the most basal bird, it has characteristics of both theropods and birds.

Phylogeny
Archaeopteryx is a bird and a theropod.

All theropods are dinosaurs.

All dinosaurs are amniotes and all dinosaurs are tetrapods.

Biomechanics
Using color pigmentation studies, paleontologists determined that Archaeopteryx probably had black feathers.

Fossil Record
Most of the fossils found of Archaeopteryx have been found in Bavaria, southern Germany

Ecology
Archaeopteryx is found in a layer of rocks with a multitude of insect fossils.

However, this same layer has relatively few fossils of trees preserved.

Biogeography
Rocks from the Jurassic period indicate hotter, wetter conditions than we experience on Earth today.

Rocks do not show signs of ice caps near the poles, of traveling ice-bergs, or other signs of "ice house" conditions.

title: World of Dinosaurs/Archaeopteryx


text: World of Dinosaurs/Utahraptor

title: World of Dinosaurs/Utahraptor


text: World of Dinosaurs/Hagryphus (Oviraptor)


text: World of Dinosaurs/Nothrychus

title: World of Dinosaurs/Nothrychus


text: World of Dinosaurs/Tyrannosaurus rex

title: World of Dinosaurs/Tyrannosaurus rex


text: World of Dinosaurs/Spinosaurus

title: World of Dinosaurs/Spinosaurus


text:
World of Dinosaurs/Coelophysis

Basics
Coelophysis means "Hollow Form".

Coelophysis lived during the Triassic Period.

Anatomy

 * Long slender skull
 * Stands on elongated toes
 * reduction in number of digits
 * Upright stance on rear legs
 * long neck and tail

Phylogeny
Coelophysis is a theropod.

All theropods are dinosaurs.

All dinosaurs are amniotes and all dinosaurs are tetrapods.

Biomechanics
Coelophysis jaws act much like a lever, making it more suited for a slashing motion.

Fossil Record
Coelophysis are mainly found in New Mexico.

Ecology
Coelophysis lived in an environment with fish, based on remains found in fossilized stomachs.

Grasses and flowers had not evolved yet.

Biogeography
Coelophysis most likely lived in a dry, desert-like environment.

title: World of Dinosaurs/Coelophysis


text: World of Dinosaurs/Plateosaurus

title: World of Dinosaurs/Plateosaurus


text:
World of Dinosaurs/Eoraptor

Basics
A basal dinosaur related to the last common ancestor of sauropods and theropods.

title: World of Dinosaurs/Eoraptor


text:
World of Dinosaurs/Barosaurus

Basics
Barosaurus means "Heavy Lizard".

Barosaurus lived during the Jurassic Period

Anatomy
Barosaurus is a large plant-eating dinosaur.

It had a long tail and a small head.

It was about 66-88 feet long.

Phylogeny
Barosaurus is a sauropod.

All sauropods are dinosaurs.

All dinosaurs are amniotes and all dinosaurs are tetrapods.

Biomechanics
Based on the way Barosaurus necks are constructed, they might not have raised them, but rather swept them around the ground.

Fossil Record
They are found in Utah and South Dakota.

Ecology
Ferns, shrubs, and trees would have been common, but flowering plants, fruit trees, or grass were NOT around yet!

Barosaurus co-existed with Allosaurus as well as other sauropods.

Biogeography
Rocks from the Jurassic period indicate hotter, wetter conditions than we experience on Earth today.

Rocks do not show signs of ice caps near the poles, of traveling ice-bergs, or other signs of "ice house" conditions.

Barosaurus lived in a semi-arid, seasonal floodplain. The super-continent Pangea was splitting up throughout the Jurassic Period, adding volcanic activity, particularly along the west coast, and warm, seasonally-variable habitats.

title: World of Dinosaurs/Barosaurus


text:
World of Dinosaurs/Diplodocus

Basics
Diplodocus means "Double Beam".

This refers to tail vertebrae having two chevrons on them.

Diplodocus lived during the Jurassic Period.

Anatomy
They are one of the longest dinosaurs ever.

They have very small heads (2 feet) compared to the 85 feet of its total body.

They had peg shaped teeth.

Phylogeny
Diplodocus are sauropods.

All sauropods are dinosaurs.

All dinosaurs are amniotes and all dinosaurs are tetrapods.

title: World of Dinosaurs/Diplodocus


text:
World of Dinosaurs/Camarasaurus

Basics
Camarasaurus means "Chambered Lizard".

Camarasaurus lived during the Jurassic Period.

Anatomy
They have quadrupedal posture.

Their leg bones are thick like the pillars of a suspension bridge.

It has hollow chambers in its vertebrae, hence the name "Chambered Lizard".

It had chisel shaped teeth that helped it eat plants.

Phylogeny
Camarasaurus is a sauropod.

All sauropods are dinosaurs.

All dinosaurs are amniotes and all dinosaurs are tetrapods.

Biomechanics
Camarasaurus had a much stronger bite force than earlier saurodomorphs such as Plateosaurus which helps illustrate that Camarasaurus is a derived sauropod.

It may have weighed up to 20 tons.

Fossil Record
Camarasaurus is found in Utah, New Mexico, and Nevada.

Ecology
Camarasaurus co-existed with Allosaurus, a meat-eating dinosaur.

Ferns, shrubs, and trees would have been common, but flowering plants, fruit trees, or grass were NOT around yet!

Biogeography
Rocks from the Jurassic period indicate hotter, wetter conditions than we experience on Earth today.

Rocks do not show signs of ice caps near the poles, of traveling ice-bergs, or other signs of "ice house" conditions.

The super-continent Pangea was splitting up throughout the Jurassic Period, adding volcanic activity, particularly along the west coast, and warm, seasonally-variable habitats.

title: World of Dinosaurs/Camarasaurus


text:
World of Dinosaurs/Brachiosaurus

Basics
Brachiosaurus means "Arm Lizard".

Brachiosaurus lived during the Jurassic Period.

Anatomy
Brachiosaurus is a large plant-eating dinosaur.

Brachiosaurus had its nostrils on the top of its head.

Unusually, Brachiosaurus had longer front legs than back legs, causing its body to incline.

It had spoon shaped teeth.

Phylogeny
Brachiosaurus is a sauropod.

All sauropods are dinosaurs.

All dinosaurs are amniotes and all dinosaurs are tetrapods.

Biomechanics
Unlike most other sauropods, Brachiosaurus had much longer front legs than back legs. This caused its body to incline upwards.

Fossil Record
Brachiosaurus can be found in Utah.

Ecology
Ferns, shrubs, and trees would have been common, but flowering plants, fruit trees, or grass were NOT around yet!

Brachiosaurus co-existed with Allosaurus as well as other sauropods.

Biogeography
Rocks from the Jurassic period indicate hotter, wetter conditions than we experience on Earth today.

Rocks do not show signs of ice caps near the poles, of traveling ice-bergs, or other signs of "ice house" conditions.

Brachiosaurus lived in a semi-arid, seasonal floodplain. The super-continent Pangea was splitting up throughout the Jurassic Period, adding volcanic activity, particularly along the west coast, and warm, seasonally-variable habitats.

title: World of Dinosaurs/Brachiosaurus


text: World of Dinosaurs/Fruitadens

title: World of Dinosaurs/Fruitadens


text:
World of Dinosaurs/Akainacephalus

Basics
Akainacephalus means "Spike Head".

It lived during the Cretaceous.

Anatomy
It walked on four legs.

It was covered in armor.

It had spikes and horns covering its skull.

It had a large club tail.

Phylogeny
Akainacephalus is an ankylosaurids.

All ankylosaurids are dinosaurs.

All dinosaurs are amniotes and all dinosaurs are tetrapods.

Biomechanics
Akainacephalus had a large club tail made of bone that it could have used to discourage predators.

It also had bony plates (osteoderms) covering it in protective armor.

Fossil Record
It was found in Utah, in the Grand Staircase-Escalante National Park.

Ecology
Flowering plants had evolved by this point.

Biogeography
At this time the continent was a large island continent.

title: World of Dinosaurs/Akainacephalus


text:
World of Dinosaurs/Scutelosaurus

Basics
Scutelosaurus is a small dinosaur with skin bones ("scutes"). It is a basal armored dinosaur.

Check out this AWESOME reconstruction image.

And the cartoon we use in this class.

Anatomy
Scutelosaurus was about the size of a german shepard dog, with a long narrow tail, a fairly long, narrow torso, and a small head.

Scutelosaurus had long hindlimbs and relatively short forelimbs, and many toes on each.

Scutelosaurus had several rows of skin bones ("scutes") along each side of its back. These are similar in appearance to the skin bones that grow on alligators and crocodiles today.

Scutelosaurus had a special pointy beak bone (a "predentary") at the front of the lower jaw. The lower jaw, aka "mandible" is made of "dentary" bones, which hold teeth. The predentary bone brings the jaw together at a point.

Phylogeny
Scutelosaurus is IN these clades:

 * Tetrapods
 * Diapsids
 * Dinosaurs
 * Thyreophora (armored dinosaurs)

Scutelosaurus is NOT IN these clades:

 * Synapsids
 * Theropods

Biomechanics
Based on its limb length in comparison to other dinosaurs, we think Scutelosaurus could walk quickly on its hindlegs, or could use all four legs to walk more slowly close to the ground.

Based on similarities to the scutes in modern alligators and crocodiles, we think the skin bones in Scutelosaurus would provide some protection against predators' claws or attacks.

The teeth would be suitable for eating plants or bugs, but didn't do a lot of chewing.

Fossil Record
Scutelosaurus fossils are known from the early part of the Dinosaur age, and are extremely rare. Recent research by University of Utah PhD student Benn Breeden shows the most up-to-date work on these animals.

Ecology
Check it out: new paper with pictures.

Biogeography
Fossils of these animals from North America show that they evolved in the part of Pangea that was splitting away

title: World of Dinosaurs/Scutelosaurus


text: World of Dinosaurs/Stegosaurus

title: World of Dinosaurs/Stegosaurus


text: World of Dinosaurs/Iguanadon

title: World of Dinosaurs/Iguanadon


text: World of Dinosaurs/Psittacosaurus

title: World of Dinosaurs/Psittacosaurus


text:
World of Dinosaurs/Parasaurolophus

Anatomy
This fun dino has a fancy little crest. It's an extension of its nasals. This means that an immense amount of air could be circulated through this large void.

title: World of Dinosaurs/Parasaurolophus


text:
World of Dinosaurs/What makes a Bird a Dinosaur

What makes a Bird a Dinosaur? To answer this question let's take a look at a timetree.

Timetrees are a great way to visually understand the evolution of animals and the formation of clades.


text:
World of Dinosaurs/Theropods

Theropods are a dinosaur clade with hollow bones and three-toed limbs.

title: World of Dinosaurs/Theropods


text:
World of Dinosaurs/Sauropods

These dinosaurs are famously known for their extremely long necks.

title: World of Dinosaurs/Sauropods


text:
World of Dinosaurs/Genosaurs

The clade of dinosaurs that had the derived trait of chewing were called Genosaurs.

Genosaurs
The name means "Cheek Lizards".

For more information on these, see Dinosaur Clades of Interest.
 * Genosaurs include almost all the most recognizable herbivores except for the long-necked sauropods.
 * Armored thyreophorans
 * Duck-billed ornithopods
 * Horned marginocephalians

title: World of Dinosaurs/Genosaurs


text:
World of Dinosaurs/Geoscience

Geoscience is the study of earth.

title: World of Dinosaurs/Geoscience


text:
World of Dinosaurs/Methods

How do scientists determine what's a bone and what's a rock? The answer lies within the tongue. Due to bone's porosity, it will stick to your tongue.

title: World of Dinosaurs/Methods


text:
Pokémon/Items/Careless Sash

The Careless Sash is an item in the Pokémon games. It is a variation of the Focus Sash. This item is a hypothetical item, meaning it has yet to appear in any officially released Pokémon games.

Effect
If the holder of the Careless Sash is at full HP prior to taking damage, the item allows the holder to survive an attack that would otherwise knock it out from full health. If an attack would cause the holder to faint, the holder will instead hang on with an amount of HP equal to the number of careless mistakes the human player of the game made during the previous X seconds, where X is the total HP of the affected Pokémon.

For example, suppose that you, the human user of the Nintendo console you are using to play the game, made 6 careless mistakes during the last 3 days (259,200 seconds). If your Pokémon has 259,200 HP and is at full health, no amount of damage will cause your Pokémon to faint from full health; instead, any attack that would normally KO it will instead leave it at 6 HP. In the Pokémon games, the HP bar displays two numbers separated by a slash, with the number on the right being the Pokémon’s total HP and the number on the left being the Pokémon’s current HP, so in our example, this will be denoted as “6/259200”. By default, a Pokémon is at full HP so the two numbers are the same. For example, Pokémon that hatch from eggs are born with full HP, and most Pokémon have eleven or twelve hit points at level one, so this is denoted “11/11” or “12/12”. These look like the dates November 11 and December 12, but in this context, the expressions are being used as fractions, not dates. The fraction 6/17 has a value of 6/17 = 0.35294117… so a Pokémon with a total HP of 17 that currently has six hit points remaining has 35.294% of its total HP.

The Careless Sash becomes increasingly more effective during time intervals that are clumsier than the average interval of like duration, as the floor number below which the Pokémon’s HP cannot fall is directly equal to the number of careless mistake seconds in the interval. However, in practice, the difference between 6 hit points and 10 hit points is negligible on the scale of thousands or millions, so trying to have clumsy intervals of time just so you can power up the item is highly discouraged.

title: Pokémon/Items/Careless Sash


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

Wikibooks Policies and Guidelines
G'day Guys

For the last three years I have spent much of my spare time working on a Wikibook: https://en.wikibooks.org/w/index.php?title=History_of_wireless_telegraphy_and_broadcasting_in_Australia The book now comprises thousands of subpages, with tens of thousands of transcribed articles and is a very comprehensive "one stop shop" for everything related to the topic. Until recently I was left largely in peace to develop the book, but now it is receiving unwanted scrutiny by other editors.

I really just want to get on with developing the book content, without having to spend a lot of time researching Wikibook policies and attempting to defend my style. But the changes being made by others are starting to get in the way of my content development, and while they seem to sit within Wikibook policies, they don't sit well with me.

Particular issues I am facing are as follows:

(1) INTERWIKI LINKS: I have developed over 500 individual potted biographies of persons with connection to the topic. A small percentage are sufficiently notable to have their own Wikipedia articles, but where I insert interWiki links, they are either declined by the editor or subsequently deleted. While I understand that Wikibooks has a policy/guideline that Wikibooks should essentially stand alone, I see no value in creating my own biography of the person, when a perfectly good biography already exists. Equally there is no value in importing the Wikipedia biography, because subsequent updates to the Wikipedia article (always a work in progress) will not be reflected in the Wikibook. Far, far better to simply allow an interWiki link to the Wikipedia article. In desperation I tried the Wikipedia template eg  (an ugly, ugly template), but even this has been bot-replaced by   which doesn't render at all. In general I don't understand this mindless guideline that a Wikibook should stand alone without links to other media, like a century old textbook. The vast majority of ebooks today are heavily populated with internal and external links and their richness is enhanced thereby.

(2) SAVING TEMPLATE TEXT IN COMMENTS: My memory is not what it used to be and I find it very useful to have comments at the start of each section such as  so that I can quickly cut & paste   for the next article transcription. A seasoned editor has been working through the Wikibook and progressively deleting all these aide-memoires. Yes, it will save a few megabyte of data to be downloaded, but I doubt this is an issue for any prospective reader of the Wikibook. If  could be added to the line of helps at the base of every editing page:   then I would have no need for the commented code at all, but I don't see that happening anytime soon. I have used the blockquote syntax several thousand times in the Wikibook, very important for me to have that code very handy for cut and paste.

(3) ABBREVIATING FULL URLs: My Wikibook style since inception has been to include the the full URL for each Wikibook section and page link, including the "b:" prefix so that it can be simply cut and pasted anywhere, including as references to Wikipedia articles. In the last few months, other editors have been extensively editing these URLs: Howden, Walter Francis Maxwell "Max" (only useful within the Wikibook) instead of History_of_wireless_telegraphy_and_broadcasting_in_Australia/Topical/Biographies/Walter_Francis_Maxwell_Howden (universally applicable) Certainly I accept that trimming the URLs saves a few megabytes, but for me the convenience and universality far outweighs the data savings.

Is there a compromise whereby I can continue developing an important reference book, or should I transfer the work to a Wikifarm and continue development there? Samuel.dellit (discuss • contribs) 23:33, 5 August 2021 (UTC)

 * I would have to think about this more before I can give a direct recommendation for a solution. However I can think of a mitigation. I too have worked on a large book (Though not quite as large or developed as yours!), and while my style appears to fall more in line with the Wikibooks standard, I can certainly understand your frustration. Internal consistency is extremely important when editing such books, and I think that if you make it clear what the structure of the book is, it will be easier to allow other editors to work on it more harmoniously. As an example, try editing any page on the Wikibook Roman Culture, and a notice will be appended to the edit page letting editors know the local standards. This is also used by featured book Muggles' Guide to Harry Potter to enforce British spellings, as well as by Introduction to Latina and Latino Literature to enforce their category system. Help:Editnotices explains this feature more. I recommend encouraging editors to read History of wireless telegraphy and broadcasting in Australia/Editing first, and then making that page more accessible to first time editors. This makes it clear that the formatting in that book is different from the rest of Wikibooks, and if you explain your rationale as you've done here, I don't think there would be too much objection to this. --Mbrickn (discuss • contribs) 01:27, 6 August 2021 (UTC)
 * Just to note, I'm the "seasoned editor" named in point (2). And to clarify any doubts, I've been removing  from some subpages of the book as it is getting way to big. (See w:Wikipedia:Article_size) Some pages are super long and removing the html tags that were commented out can and will significantly reduce the page size. As a work-around, I've added   to MediaWiki:Edittools to aid  and not disrupt their contribution. As for point (3), it is important to understand that some readers might be using legacy browsers or are on mobile when reading the content. As such, having a page at a staggering 1,000,000 bytes will cause a lot of problems. A suggestion will be to split the pages into more subpages. Having a large page can also cause rendering issues such as those stated at w:Wikipedia:Template limits. --Minorax (discuss • contribs) 04:03, 6 August 2021 (UTC)

Using Template:Graph:Chart
Is it possible to use w:Template:Graph:Chart on Wikibooks? --Mbrickn (discuss • contribs) 02:47, 6 August 2021 (UTC)

Call for Candidates for the Movement Charter Drafting Committee (Aug 2 - Sept 1, 2021)
The call for candidates for the Movement Charter Drafting Committee is now open. The full announcement is below. Xeno (WMF) (discuss • contribs) 14:31, 2 August 2021 (UTC)

 * Read in other languages

Movement Strategy announces the Call for Candidates for the Movement Charter Drafting Committee. The Call opens August 2, 2021 and closes September 1, 2021.

The Committee is expected to represent diversity in the Movement. Diversity includes gender, language, geography, and experience. This comprises participation in projects, affiliates, and the Wikimedia Foundation.

English fluency is not required to become a member. If needed, translation and interpretation support is provided. Members will receive an allowance to offset participation costs. It is US$100 every two months.

We are looking for people who have some of the following skills:

 * Know how to write collaboratively. (demonstrated experience is a plus)
 * Are ready to find compromises.
 * Focus on inclusion and diversity.
 * Have knowledge of community consultations.
 * Have intercultural communication experience.
 * Have governance or organization experience in non-profits or communities.
 * Have experience negotiating with different parties.

The Committee is expected to start with 15 people. If there are 20 or more candidates, a mixed election and selection process will happen. If there are 19 or fewer candidates, then the process of selection without election takes place.

Will you help move Wikimedia forward in this important role? Submit your candidacy here. Please contact strategy2030@undefinedwikimedia.org with questions.

Request for comment notification
Here is a link to a RFC on Meta concerning all Wikimedia projects. Lionel Scheepmans (discuss • contribs) 23:13, 16 August 2021 (UTC)

Problem adding citation template on la.wikibooks
I have been adding the citation template to la.wikibooks, which required:
 * la:Module:Citation/CS1
 * la:Module:Citation/CS1/Whitelist
 * la:Module:Citation/CS1/Date_validation
 * la:Module:Citation/CS1/Utilities
 * la:Module:Citation/CS1/Identifiers
 * la:Module:Citation/CS1/COinS

I have simply copy pasted these across from en.Wikipedia, but have hit the following error seen on this page: Lua error in Module:Citation/CS1/Identifiers at line 1594: bad argument #1 to 'ipairs' (table expected, got nil). Can anyone help me find what I have done wrong, or where else to go to get help? --JimKillock (discuss • contribs) 09:31, 28 August 2021 (UTC)

Re-direction of edit notifications
Hello. I created two wiki-books, catalogues actually, which require a lot of updating. Because of age I have passed responsibility for one of these catalogues to a colleague.

Wikibooks sends me email notifications whenever someone makes an edit to these catalogues. How do I have these notifications (for the one catalogue) re-directed to my replacement? Thank you.

Rick Stambaugh --https://en.wikibooks.org/wiki/User:Rickstambaugh 17:05, 29 August 2021 (UTC)
 * I think they would need to watch all of the relevant pages, and check their user email preferences in Special:Preferences#mw-prefsection-echo ? Maybe someone has a better way to help tho, for instance a bot that can let all the pages under a particular page be placed on a watchlist en masse? --JimKillock (discuss • contribs) 19:22, 29 August 2021 (UTC)
 * Thank you Jim. En masse would be better since there are thousands of pages. Rick Rickstambaugh (discuss • contribs) 20:12, 29 August 2021 (UTC)

Do we Translate Books?
Hi, I'm new here! I'm currently reading the Using Wikibooks book, and I was wondering if English books on Wikibooks are being translated to other languages. I'm fluent in Spanish and Catalan as well as English and thought I could help out if so. Thanks for your time! Qucchia (discuss • contribs) 13:58, 29 August 2021 (UTC)
 * I'm sure you could do this, that is very much the point of open content - it allows this to take place without permission. Nevertheless you may find content would diverge over time, either as the original got further updated, or the translation did? --JimKillock (discuss • contribs) 19:24, 29 August 2021 (UTC)

Is it worth making a Team Fortress 2 strategy guide?
Hello! I'm new to Wikibooks, but after seeing that video game strategy guides are allowed, I would be happy to make one. I was thinking about making one for Team Fortress 2. However, I read from the help section that a book shouldn't be redundant, and this makes me wonder if I should make one now. This is because of the Official Team Fortress 2 Wiki existing. It has a strategy section for each class, each mode and even each map, not to mention all the articles about hats, lore and more. On the other hand, it is a wiki and not a book, so perhaps it would be useful to put all the strategies in book form? Additionally, if I read its Terms of Use correctly (its possible that I didn't, English isn't my first language), the pages in there aren't Creative Commons or anything like that, so having similar info be actually free could be useful too. Should I make the guide or maybe do something else?--Maksutheam (discuss • contribs) 15:56, 20 August 2021 (UTC)
 * Hello, sorry for the delay! I think that would be wonderful if that's something you would like to do! I believe the redundancy thing applies mostly to Wikibooks internally, since most of the books on wikibooks cover subjects which are also covered by other books. --Mbrickn (discuss • contribs) 16:39, 27 August 2021 (UTC)


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User talk:U.bhoskins

Just letting you know that editing with two accounts is not permitted unless you disclose that they are operated by the same person. Based on what you are doing, it seems highly likely that you are also User:KRitterbush. QuiteUnusual (discuss • contribs) 09:51, 15 September 2021 (UTC)

 * I am not User:KRitterbush, I have been tasked to complete the World of Dinosaur pages. U.bhoskins (discuss • contribs) 17:11, 15 September 2021 (UTC)
 * What does "tasked" mean? Are you being paid to do this? If so, that's also a policy violation. QuiteUnusual (discuss • contribs) 08:28, 17 September 2021 (UTC)
 * No. I'm just helping to fill out the pages so that people can access them sooner rather than later. I'm not getting paid. U.bhoskins (discuss • contribs) 06:15, 20 September 2021 (UTC)
 * Hi QuiteUnusual, we are academics trying to create an online text book to use to teach our class at the University of Utah. We are not doing this to make money - quite the opposite. Rather than working with a publishing company to sell the knowledge, the goal is to make it publicly available as openly as possible. This avoids the students in my class needing to purchase a textbook. I originally posted over at fandom.com out of desperation during the early stages of the covid pandemic. But that platform is lousy with advertisements, so I'm trying to build a more robust and mature version of the online text book over here via the wiki system. Where the text is similar or the same, this is because I wrote it, and I am extending the open license - I prefer to publish everything CC-BY-NC but since I have to do share-alike to publish via wiki I am accepting this. Joining me in this effort are students at the public flagship University of Utah. We are uploading original material to wikimedia (photographs; custom vector and raster illustrations; 3D models), and creating pages of text and images here via this wikibook. Thank you for your patience and reminders of the rules and practices- we are learning fast but still very new at this. We have a HUGE volume of material that I have personally created from scratch explicitly to teach this course (increasingly online) over the last year. It's completely original and I am releasing it via CC. So thank you for helping us get this right. I am a tenure-track professor in the department of Geology & Geophysics, and the class enrolls hundreds of students each semester. I am trying to simultaneously create a textbook sufficient for this class, AND create a public resource written in plain language that explains and organizes the core concepts along with images, figures, etc. that we've created. While comprehensive info about everything Dinosaurs already exists over at wikipedia, it is far too nuanced and esoteric for an introductory college course for non-science majors. KRitterbush (discuss • contribs) 14:37, 20 September 2021 (UTC)

title: User talk:U.bhoskins


text:
Proto-Turkic/Vocabulary 2

Welcome to tenth lesson of Proto-Turkic! This is the second of vocabulary lesson and in this lesson we will improve our vocabulary.

Vocabulary
Let's start with a text.

"Yạrïn ōtagïmïŕnï buŕsa köčme(k) üčün ătïmïŕka olturtumuŕ. Teŋride küneĺ bār, bulut yōk erti. Eligimiŕ bi(r)le köŕümüŕni kapma(k)dan ālïmïŕnï körmese sǖrtümüŕ. Ïsïg erti. Yẹ̄miĺč ạlmïĺ ertimiŕ, biŕte bōlmagan sub erti. Kạrïnïmïŕ tōlï, tilimiŕ kūrïk erti. Kȫl tăpmasa ertimiŕ, ölür ertimiŕ. Teŋri sạkïdï."

Translation: "Today (morning) we mounted our horses to migrate while gathering our tents. There was sun in the sky, (but) there were no clouds. We couldn't see in front of us by covering our eyes with our hands. It (the weather) was hot. We took food (with us), what we didn't have was water. Our stomach was full (but) our tongue was dry. We would die if we didn't find a lake. God forbad." Since plurality is a controversial issue in Proto-Turkic, plural cases other than pronouns are written in singular in this text. There is no previously unprocessed grammar in the text. The body parts mentioned in the text are given below. Simple verbs come right after it. Words related to time will be explained in the next lesson.

Parts of body

The exception of the palatals
We've talked about this before. However, as we start to learn new words, we need to mention it again, as it is a situation that you will encounter more and more.

Contrast noun-verb
You may have noticed above. Aren't the word *köŕ and the word *kör- similar? Similar? Only when it is noun the r sound is palatal, when it is a verb it is not palatal.

Some words in Turkic have both noun and verb forms. For some reason, when the r sound, which is palatal in some words, is at the end, it lacks palatal in the verb form.

 * *köŕ (“eye”) but *kör- (“to see”)

 * *semiŕ (“fat”) but *semir- (“to fatten”)

 * *kūtuŕ (“mad, enraged”) but *kūtur- (“to become mad, rage”)

Contrast without suffix-with suffix
Some words with suffixes are without palatal. But when there is no suffix, it is palatal.

 * *sakïŕ (“gum, resin”) but *sakïrtka (“tick (animal)”) (The existence of an r-form in a Shaz language is sufficient to prove that the word belongs to the Proto-Turkic language. Because if there was a formation formed in Shaz Turkic, it would be sakïz+tka=sakïztka. But this word is not in that form because it was formed in the Proto period.)
 * *boguŕ (“throat”) but *bogurdak (“Adam's apple”)

Grammar
In an agglutinative language, suffixes form the structure of the language. There are two types of suffixes.

Inflectional suffixes
Inflectional suffixes are suffixes that do not change the structure. Suffixes such as plural suffixes, case suffixes, tense suffixes are inflectional suffixes.

Verbs can take tenses only once. If the latter is needed, it is provided with an auxiliary verb.

Derivational suffixes
Derivational suffixes are suffixes that change the structure. All suffixes in the seventh lesson are derivational suffixes. Verbals are also derivational suffixes (The meaning of if mentioned in the lesson verbals is not a derivational suffix.).

It is debatable whether the negative suffix is a derivational suffix. Next lesson: Equative, instrumental and imperatives

title: Proto-Turkic/Vocabulary 2


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Mechanics of Materials/Introduction to Mechanics of Materials

Author(s): Aaron D. Mazzeo

= 1. Introduction to Mechanics of Materials = Welcome to our undergraduate course on the mechanics of materials. The goal is to crowd-source all the information you would need to learn and understand the concepts taught in a standard university/college level course for mechanical or engineering undergraduates.

1.1 Background
This Wikibook is to provide living content for an undergraduate course in mechanics of materials or strength of materials. The material here will eventually be of sufficient quality and interest for self-learning or prescribed study by instructors/faculty members. One objective is that the material here would facilitate in-class discussions, group projects, or problem-solving that would leverage the instructors' expertise to enhance learning outcomes. Another objective is to facilitate students, instructors, professionals, and interested users adding/curating content to accommodate learning styles that might benefit from a spectrum of insights coming from learners and teachers with diverse backgrounds. The course will draw on material openly available with inspiration from key relevant texts. There is also a crowd-sourced mind map available (needs updating) on GitHub for this Wikibook on undergraduate mechanics of materials.

We are "Living in the Material World"
George Harrison acknowledged we are "living in the material world." And while he was referring to his journey toward enlightenment through his music, materials and structures surround us. Even the earth on which we stand supports us, and its reaction force against the pull of gravity on us is a form of equilibrium.

Raw Materials
Materials surround us and even in the natural environment, they are often structurally stacked before going from raw material to feedstock to mechanical structures.

Scalability
What if there were a set of characteristics associated with solids that could help us determine whether a material will break? Well, these material properties exist and have standardized units and defined metrics for their characterization. These parameters also apply across multiples scales of length. In fact, the material properties go beyond only determining the likelihood of failure, yielding, or breaking, but they also help us determine how much deflection/displacement we should expect at a range of scales.

The study of structural mechanics and materials allows us to predict with reasonable accuracy how much a structure will deflect and its safety against catastrophic failure. Indeed, it is a revolutionary concept to test a small sample of material to characterize its elasticity and strength that we can then relate to anticipated levels of stress and strain within an engineered structure. As our ability to characterize materials and predict invisible distributions of stress within structures has improved, our confidence in the predictions and accepted factors have decreased by an order of magnitude.

Small Structures
These materials properties are applicable to small structures at the micron scale (1/1000th of a millimeter). Engineering examples include a small micro chain created by engineers at Sandia National Labs. Material properties such as elastic modulus and strength would be relevant to potential yielding and deflection of these micro components. Nonetheless, characteristic material properties, such as those associated with silicone and silicon, can change from their bulk properties at larger sizes in significant fashion as the size of features approaches the micron scale.

Medium Structures
Examples of medium-sized structures might have the length, width, or thickness of a surfboard. In addition to needing support static loads that might be distributed or concentrated along its surfaces, a surfboard must also be able to withstand repetitive or cyclic loads that could lead to fatigue-based failure.

Large Structures
We might think about the loading -- forces and stresses -- acting on the columns of buildings in the Roman Forum. We might envision corrosion and its effects on decreasing the effective cross-sectional areas of structures and how the stresses could build up to lead to mechanical failure.

We can also think about the distribution of stress within the crust of the earth. While we have not introduced a formal definition of stress, you can begin to image that as pieces (e.g., plates) exert forces on each other, there is a buildup of internal loading on the material within these structures, which constitutes stress.

Safety
Content forthcoming

New Technologies
Content forthcoming

Sustainability
Content forthcoming

Wikibook
This Wikibook on Mechanics of Materials is the primary source for content and updates.

Mind Map
We have started to create MechMatMindMap on GitHub, which has a mind map created in Freeplane. This mind map should mirror the content on this Wikibook. This mind map lags the content here, and we welcome updates from the community.

PDFs
In the same GitHub project (MechMatMindMap), we will provide a PDF of this Mechanics of Materials Wikibook. The most current printable version/PDF of this Wikibook is available by clicking on the appropriate link on the Mechanics of Materials page.

PowerPoint Slides
Content forthcoming

YouTube
Content forthcoming

1.4 How to Use and Contribute Living Content
We aim to become a living source of content for undergraduate courses in mechanics of materials for independent study and meaningful learning sessions with peers and expert instructors. We invite instructors and students to work together with crowd-sourced content freely available on GitHub and Wikimedia sites using open-source platforms. We hope to create, assemble, and curate high-quality content, examples, problems, and videos to allow university-level mastery in an engaging format.

Students and instructors may use the material curated and created for the teaching and studying of Mechanics of Materials. This material is to provide living content for an undergraduate course in mechanics of materials or strength of materials. The material here will eventually be of sufficient quality and interest for self-learning or prescribed study by instructors/faculty members. One objective is that the material here would facilitate in-class discussions, group projects, or problem-solving that would leverage the instructors' expertise to enhance learning outcomes. Another objective is to facilitate students, instructors, professionals, and interested users adding/curating content to accommodate learning styles that might benefit from a spectrum of insights coming from learners and teachers with diverse backgrounds.

We also hope that students and instructors will contribute original problems or examples in whatever their form to this Wikibook or the GitHub project (MechMatMindMap) to be formatted and incorporated into this body of work.

1.5 Invitation to Contribute
We welcome contributions, as there is not a set cap on the number of illustrative examples/problems we include, nor do we care if the examples come from learners or instructors. We just ask that the problems be thoughtful and relevant. Contributors should also be open to a shuffling order or categorization of shown examples/problems.

1.6 Learning Objectives and Philosophy
The hope is that these problems will become part of in-class discussions, small-group learning, projects, or personal study. For classes in which instructors give graded exams, we encourage instructors to create original problems for the students to solve independently. After an exam, the instructors could make the problems available for others to study and add to open-source sites like this Wikibook. This pattern of teaching, learning, and assessment limits ethical concerns/temptations, strengthens the validity of course outcomes, and decreases the anxiety of honest learners who feel they go into exams at a disadvantage to others planning to refer to available databases of solved problems or real-time tutoring services. For engineering students, it also discourages rote memorization and an "arms race" to create an increasing number of "solutions manuals" that inevitably become public. No person or system is flawless or perfect, especially given the stresses and constraints on instructors and learners. Nonetheless, this open-source Wikibook aims to enhance open and transparent learning.

1.7 Illustrative Examples/Problems
Content Forthcoming


text:
Template:Learning anatomy:Accessory organs

Accessory organs _______________________________________________________________________
 * Liver
 * Biliary tract
 * Pancreas exocrine
 * Pancreas endocrine
 * Kidney


text:
History of video games/Platforms/iQuest

History
The iQuest was released by Leapfrog on December 17th, 2003 for $59.99.

Technology
Games were contained on removable cartridges.

The system used a monochrome screen. Like many systems of the time, it lacked a backlight.

The system sported a rear mono speaker, as well as a 3.5mm headphone jack.

The system supported voice controls, in addition to sporting a direction pad and a QWERTY keyboard.

The iQuest supported an additional accessory in the Leapfrog Mind Station.

Hardware
The system was powered by 4 AAA batteries.

The system coating was rubbery.

title: History of video games/Platforms/iQuest


text:
History of video games/Platforms/X68000

Development
Sharp announced the X68000 computer in 1986.

Launch
The Sharp X68000 was launched on March 28th of 1987.

Legacy
The platform was discontinued in 1993.

Technology
Early systems had 1 megabyte of RAM.

title: History of video games/Platforms/X68000


text:
History of video games/Platforms/Sharp X1

Launch
Sharp launched the X1 in 1982. The system was advertised with some colorful imagery.

Legacy
Sharp would later release an Android phone in 2017 bearing the same name. Press did not mention if this name was inspired by the original X1, meaning this choice of name may or may not have been a coincidence.

Technology
The system was powered by a Sharp Z80 A clocked at 4 Megahertz.


text:
History of video games/Platforms/Jupiter Ace

History
The Jupiter Ace was launched in 1983.

Technology
The Jupiter Ace was powered by a Zilog Z80A clocked at 3.25 megahertz.

Games
Despite the obscurity of the system, at least 19 games were made for it.


text:
History of video games/Platforms/Mattel Aquarius

History
RadioFin Electronics Far East developed and manufactured the Aquarius, with Mattel spearheading mass marketing and sales the system.

Mattel launched the Aquarius on June 1st of 1983 The system was later handled by Radiofin after Mattel abandoned.

Legacy
The system was discontinued by Mattel in October of 1983, a notably short time on the market. Notably this coincided with the peak of sales of the system on one chart. Radiofin continued the line for a short time afterwords. Followup systems saw a December 1983 roadmap announcement in the Aquarius II and Aquarius III. The Aquarius II had a roadmap release date of January 1984 which was later pushed back to a release target of September 1984. Some Aquarius II units were actually made and sold sold by Radiofin. The Aquarius III was initially planned for a July 1984 release, and is said to have not been released at all.

1985 is the latest date that any of the Aquarius line is suspected to have been marketed. Of course, secondhand sales would continue for some time. There was notable homebrew interest in the system as late as 2014.

Original Model
"Aquarius - System for the Seventies!"

Compute
The system was powered by a Zilog Z80A clocked at 3.5 megahertz.

Hardware
The system is noted for using a chicklet keyboard, with an unorthodox design including a reset button next to the 1 key.


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History of video games/Platforms/Coleco Adam

Development
$150 million was borrowed by Coleco, with a significant portion of that funding production facilities for the Coleco Adam.

CES 1983 Incident
A demonstration of the Colecovision cartridge for Donkey Kong created an initially small but history changing dispute between Atari and Nintendo over the rights to the game, leading to the two companies failing to sign a deal which would have made Atari responsible for distribution of key Nintendo products during the 1980's.

Launch
The Coleco Adam was launched in October 1983 at a cost of $750.

Immediate Aftermath
On January 2nd, 1985 Coleco would discontinue the Adam.

Community & ADAMCon
The Coleco Adam maintained a small but dedicated fanbase, with an active community hosting ADAMcon conventions long after the discontinuation of the system. The first ADAMCON occurred in Orlando, Florida from October 7th to 10th in 1989. A convention was held as recently as 2015, when AdamCon 27 was held in the state of Michigan, USA.

Compute
The system was powered by a Zilog Z80A CPU, which was clocked at 3.58 megahertz.

A then sizable 80 kilobytes of RAM was included, though just 64 kilobytes was accessible to the user. The 64 kilobytes of user accessible RAM was still comparable to other computers of the era, such as the Commodore 64, which has 64 kilobytes of RAM in total.

Printer
The external printer was an integral part of any functioning Adam computer, as it also housed the computer power supply. The printer is noted for being very loud in operation.

Power Supply
The system was well known for generating an electromagnetic pulse when it was powered on, leading to it corrupting or erasing nearby magnetic media.


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User talk:Wmpeter649

Booklet Vs. Book
Hello! Welcome to Wikibooks.

I noticed that the wikibook WikidataMap user guide is in booklet (Single Page) format.

If you would like, I can help transform it into a more traditional multi page format, with the option for single page viewing available as a "Printable" format. This can help with readability on slower connections, while preserving the advantages of the booklet format. Of course, for shorter books, a booklet format by itself is perfectly serviceable.

Thank you for your time, and let me know if I can assist. --Mbrickn (discuss • contribs) 06:15, 16 September 2021 (UTC)

 * Hi Mbrickn, your suggestion would be really great! Any hind & support on how to correctly switch is highly appreciated. i hope this is the right place to leave this message. Yours Peter Wmpeter649 (discuss • contribs) 10:48, 16 September 2021 (UTC)

Hi Mbrickn, your suggestion would be really great! Any hind & support on how to correctly switch is highly appreciated. i hope this is the right place to leave this message. Yours Peter
 * This is the correct place! I went ahead and made the changes. Let me know what you think, and if you need help with expansion, etc.--Mbrickn (discuss • contribs) 19:17, 16 September 2021 (UTC)

 * Hi Mbrickn, everything perfect ! Supercool :-) Best Regards Peter Wmpeter649 (discuss • contribs) 17:08, 17 September 2021 (UTC)

title: User talk:Wmpeter649


text:
Template:Learning anatomy:Cardiovascular system

Cardiovascular system _______________________________________________________________________
 * Heart
 * Artery
 * Arteriole
 * Capillary
 * Venule
 * Vein


text:
Learning anatomy/Bone

Anatomy
The parts of the bone are the periosteum, compact bone, and spongy bone.

Function
Bones help to support muscles, protect organs, and even hold your teeth. Bones help so that we wouldn't be 1 flat puddle on the ground.

title: Learning anatomy/Bone


text: Category:Learning anatomy templates

title: Category:Learning anatomy templates


text:
Levantine Arabic/Emotions

Many emotions can be described by a stative verb. They usually have a related adjective ending in (-ān), which acts like an active participle.

title: Levantine Arabic/Emotions