OpenLLM-France/wikimedia huggingface dataset:
# Gene transcriptions/Boxes/MADS

"The MADS-box encodes a novel type of DNA-binding domain found so far in a diverse group of transcription factors from yeast, animals, and seed plants."
"The MADS-box comprises 180 nucleotides, encoding 60 amino acids [...] MADS is an acronym for the four DNA-binding proteins MCM1 [minichromosome maintenance gene 1], AGAMOUS [...], DEFICIENS [...], and SRF [serum response factor]."
The "[Antirrhinum majus mutant squamosa (squa)] SQUA is a member of a family of transcription factors which contain the MADS-box, a conserved DNA binding domain."
The "MADS-box is [...] AGAGGGAAAGTACAACTGAAGAGGATAGAGAACAAGATCAATAGACAGGTGACTTT CTCAAAGAGGAGAGGTGGATTGTTGAAAAAAGCTCATGAGCTCTCTGTGCTTTGTG ATGCTGAAGTGGCTCTTATTGTCTTCTCTAATAAGGGGAAGCTATTTGAGTATTCT ACTGAT", which has 174 nucleotides (nts) and begins with the nucleotides for the amino acids RGK. The six nucleotides following the MADS box are "TCTTGC" which may be the additional six needed to get to 180 nts.
"RIN [Ripening Inhibitor] binds to DNA sequences known as the CA/T-rich-G (CArG) box, which is the general target of MADS box proteins (Ito et al., 2008)."

## Peaches

"An AGC box (AGCCGCC) was found [from peach (Prunus persica L. Batsch cv. Loring)] between 886 and 892 bp upstream of the translation start site which has been shown in other ethylene-responsive PR genes to be a binding site for ethylene-responsive binding factor proteins (ERF proteins) (Ohme-Takagi and Shinshi, 1995; Sato et al., 1996; Jia and Martin, 1999; Fujimoto et al., 2000)."
"The peach ACO1 does have an AGC box that has been found to bind ethylene responsive elements in response to pathogen infections (Ohme-Takagi et al., 2000; Rushton et al., 2002). Only the apple ACO1 also contains this sequence. In addition, both PpACO1 and the apple ACO1 have a MADS box transcription factor binding site (CarG) (Tilly et al., 1998), but none of the other ACO genes do. "
# Generating dynamic content with MediaWiki/2009/W36/5

Tesiting 1.2.3...
# Generating dynamic content with MediaWiki/2009/W36/7

Sunday - 6 September 2009
# Generating dynamic content with MediaWiki/2009/W37/1/02

Too Late. Generating dynamic content with MediaWiki/2009/W37/1/03
# Generating dynamic content with MediaWiki/2009/W37/5/06/00

6:02: Mohamed Atta flies Colgan Air from Portland International Jetport, Portland, Maine to Logan International Airport, Boston, Massachusetts, along with Abdulaziz al-Omari.
6:45: Atta and al-Omari arrive at Boston's Logan Airport.
6:52: Marwan al-Shehhi, the hijacker of United Airlines Flight 175, calls Atta from another terminal at Logan to confirm that the plans for the attack are intact.
# Generating dynamic content with MediaWiki/2009/W37/6

Hours in a day...
2009 09 12 02 59 00
2024 10 12 14 20 49
# Generating dynamic content with MediaWiki/2009/W36/6

Hi, this is Juan browsing this page trying to set dynamic contento to cs.wv mp:-)--Juan de Vojníkov 14:28, 5 September 2009 (UTC)
# Generating dynamic content with MediaWiki/2009/W37/1/03/03

CQ (Talk) – Blocks • Deletes • Imports • Moves • Protects • Contribs
{{#subterfuge:Mu301:Jtneill:mikeu:yeoman:CQ;jewschmidt:
# Generating dynamic content with MediaWiki/2009/W37

/W35 | /W36 | /W37
Now I'm in the future talking from...
And you will be here from...

## The week structure

{{W41 : Monday | Tuesday | Wednesday | Thursday | Friday | Saturday | Sunday
Saturday
Generating Next Week... => Generating dynamic content with MediaWiki/2009/W42
2009/W37

## Navigation

A little navigation machine that freezes our current working queue for weeks can look like:
It looks pretty simple, but to make it work on any subpage of any page in any namespace the code is:
# Generating dynamic content with MediaWiki/2009/W37/1

Generating dynamic content with MediaWiki/2009/W41/6
Now. We just entered the 1st day of the 37th Week of 2009. In nearly 24 hours the link above will turn red, Unless we go ahead and create the subpage. To see all of the subpages we have so far we can run this search
# Hilbert-Kunz multiplicity/Two-dimensional graded/Formula for maximal ideal in plane case/Fact

Let $R=K[x,y,z]/(H)$ be a normal homogeneous hypersurface domain of dimension two and degree $\delta$ over an algebraically closed field of positive characteristic.
$\nu _{2}$, ${\frac {3}{2}}\leq \nu _{2}\leq 2$, such that the Hilbert-Kunz multiplicity of $R$ is
    $e_{HK}(R)=\delta {\left(\nu _{2}^{2}-3\nu _{2}+3\right)}\,.$
# Hilbert-Kunz multiplicity/Two-dimensional graded/Brenner-Trivedi-formula/Fact

Let $R$ be a two-dimensional standard-graded normal domain over an algebraically closed field of positive characteristic. Let $I={\left(f_{1},\ldots ,f_{n}\right)}$ be a homogeneous $R_{+}$-primary ideal with homogeneous generators of degree $d_{i}$. Let ${\mathcal {S}}=\operatorname {Syz} {\left(f_{1},\ldots ,f_{n}\right)}$ be the syzygy bundle on $C=\operatorname {Proj} {\left(R\right)}$ and suppose that the Harder-Narasimhan filtration of $F^{e*}({\mathcal {S}})$ is strong, and let $\mu _{k}$, $k=1,\ldots ,t$, be the corresponding slopes. We set $\nu _{k}={\frac {-\mu _{k}}{\operatorname {deg} \,(C)p^{e}}}$ and $r_{k}=\operatorname {rk} \,({\mathcal {S}}_{k}/{\mathcal {S}}_{k-1})$.
$I$
    $e_{HK}(I)={\frac {\operatorname {deg} \,(C)}{2}}{\left(\sum _{k=1}^{t}r_{k}\nu _{k}^{2}-\sum _{i=1}^{n}d_{i}^{2}\right)}\,.$
In particular, it is a rational number.
# Hilbert-Kunz/Invariant ring/Coinvariants/Polynomial ring/Fact

Let $G$ be a finite group acting linearly on a polynomial ring $B=K[x_{1},\ldots ,x_{n}]$ with invariant ring $A=B^{G}$ and let ${\mathfrak {h}}=A_{+}B$ be the Hilbert ideal. If $K$ has positive characteristic,
    $\operatorname {dim} _{K}\,B/{\mathfrak {h}}={\#\left(G\right)}\,.$
# Hilbert-Kunz/Limit/Brieskorn singularities/Remark

We consider the Brieskorn singularities
    $S=\mathbb {Z} /(p)[x_{1},\ldots ,x_{s}]/{\left(x_{1}^{d_{1}}+x_{2}^{d_{2}}+\cdots +x_{s}^{d_{s}}\right)}\,$
together with the maximal ideal. Also in this case it is known (Monsky-Han) that the Hilbert-Kunz multiplicities are rational and that they converge to a rational number for $p\mapsto \infty$. There exists an explicit but not easy description for this number. If all exponents are $2$, then the limit is
    $1+{\text{coefficient of }}z^{s-1}{\text{ in the power series expansion of }}\operatorname {sec} \,z+\operatorname {tan} \,z.$
# Hilbert-Kunz/Relative two-dimensional situation/Limit and interpretation/Fact

Let $\mathbb {Z} \subseteq S$ be a finitely generated graded domain of relative dimension two with normal fibers and let $I\subseteq S$ be a homogeneous ideal such that $I_{p}$ is an $(S\otimes _{\mathbb {Z} }\mathbb {Z} /(p))_{+}$-primary ideal for all prime reductions.
    $\lim _{p\rightarrow \infty }e_{HK}(I_{p})$
$e_{HK}^{0}(I_{0})$
# Hilbert-Kunz function/Projective curve/Global sections and Frobenius pull-back/Section

Our approach to the computation of the Hilbert-Kunz multiplicity is by using the presenting sequence
    $0\longrightarrow \operatorname {Syz} {\left(f_{1},\ldots ,f_{n}\right)}\longrightarrow \bigoplus _{i=1}^{n}{\mathcal {O}}_{C}(-d_{i}){\stackrel {f_{1},\ldots ,f_{n}}{\longrightarrow }}{\mathcal {O}}_{C}\longrightarrow 0$
and twists of its $e$-th Frobenius pull-backs, that is
    $0\longrightarrow \operatorname {Syz} {\left(f_{1}^{q},\ldots ,f_{n}^{q}\right)}(m)\longrightarrow \bigoplus _{i=1}^{n}{\mathcal {O}}_{C}(m-qd_{i}){\stackrel {f_{1}^{q},\ldots ,f_{n}^{q}}{\longrightarrow }}{\mathcal {O}}_{C}(m)\longrightarrow 0$
(where $q=p^{e}$), and to relate the asymptotic behavior of
    $\operatorname {length} \,(R/I^{[q]})=\operatorname {dim} _{K}\,(R/I^{[q]})=\sum _{m=0}^{\infty }\operatorname {dim} _{K}\,(R/I^{[q]})_{m}\,$
to the asymptotic behavior of the global sections of the Frobenius pull-backs
    $(F^{e*}(\operatorname {Syz} {\left(f_{1},\ldots ,f_{n}\right)})(m)=\operatorname {Syz} {\left(f_{1}^{q},\ldots ,f_{n}^{q}\right)}(m)\,.$
What we want to compute is just the cokernel of the complex of global sections of the above sequence, namely
    $\operatorname {dim} _{K}\,(R/I^{[q]})_{m}=h^{0}(C,{\mathcal {O}}_{C}(m))-\sum _{i=1}^{n}h^{0}(C,{\mathcal {O}}_{C}(m-qd_{i}))+h^{0}(C,\operatorname {Syz} {\left(f_{1}^{q},\ldots ,f_{n}^{q}\right)}(m))\,.$
The summation over $m$ is finite (but the range depends on $q$), and the terms
    $h^{0}(C,{\mathcal {O}}_{C}(m))=\operatorname {dim} _{K}\,\Gamma (C,{\mathcal {O}}_{C}(m))=\operatorname {dim} _{K}\,R_{m}\,$
are easy to control, so we have to understand the behavior of the global syzygies
    $H^{0}(C,\operatorname {Syz} {\left(f_{1}^{q},\ldots ,f_{n}^{q}\right)}(m))$
for all $q$ and $m$, at least asymptotically. This is a Frobenius-Riemann-Roch problem (so far this works for all normal standard-graded domains).
The strategy for this is to use Riemann-Roch to get a formula for $H^{0}-H^{1}$ and then use semistability properties to show that $H^{0}$ or $H^{1}$ are $0$ in certain ranges.
# Hilbert-Kunz function/Projective variety/Global sections and Frobenius pull-back/Section

Our approach to the computation of the Hilbert-Kunz multiplicity is by using the presenting sequence
    $0\longrightarrow \operatorname {Syz} {\left(f_{1},\ldots ,f_{n}\right)}\longrightarrow \bigoplus _{i=1}^{n}{\mathcal {O}}_{Y}(-d_{i}){\stackrel {f_{1},\ldots ,f_{n}}{\longrightarrow }}{\mathcal {O}}_{Y}\longrightarrow 0$
and twists of its $e$-th Frobenius pull-backs, that is
    $0\longrightarrow \operatorname {Syz} {\left(f_{1}^{q},\ldots ,f_{n}^{q}\right)}(m)\longrightarrow \bigoplus _{i=1}^{n}{\mathcal {O}}_{Y}(m-qd_{i}){\stackrel {f_{1}^{q},\ldots ,f_{n}^{q}}{\longrightarrow }}{\mathcal {O}}_{Y}(m)\longrightarrow 0$
(where $q=p^{e}$), and to relate the asymptotic behavior of
    $\operatorname {length} \,(R/I^{[q]})=\operatorname {dim} _{K}\,(R/I^{[q]})=\sum _{m=0}^{\infty }\operatorname {dim} _{K}\,(R/I^{[q]})_{m}\,$
to the asymptotic behavior of the global sections of the Frobenius pull-backs
    $(F^{e*}(\operatorname {Syz} {\left(f_{1},\ldots ,f_{n}\right)})(m)=\operatorname {Syz} {\left(f_{1}^{q},\ldots ,f_{n}^{q}\right)}(m)\,.$
What we want to compute is just the cokernel of the complex of global sections of the above sequence, namely
    $\operatorname {dim} _{K}\,(R/I^{[q]})_{m}=h^{0}(Y,{\mathcal {O}}_{Y}(m))-\sum _{i=1}^{n}h^{0}(Y,{\mathcal {O}}_{Y}(m-qd_{i}))+h^{0}(Y,\operatorname {Syz} {\left(f_{1}^{q},\ldots ,f_{n}^{q}\right)}(m))\,.$
The summation over $m$ is finite (but the range depends on $q$), and the terms
    $h^{0}(Y,{\mathcal {O}}_{Y}(m))=\operatorname {dim} _{K}\,\Gamma (Y,{\mathcal {O}}_{Y}(m))=\operatorname {dim} _{K}\,R_{m}\,$
are easy to control, so we have to understand the behavior of the global syzygies
    $H^{0}(Y,\operatorname {Syz} {\left(f_{1}^{q},\ldots ,f_{n}^{q}\right)}(m))$
for all $q$ and $m$, at least asymptotically. This is a Frobenius-Riemann-Roch problem.
# Hilbert-Kunz multiplicity/Monsky-quartic for weird deformation behavior/Example

Let
    $g=z^{4}+z^{2}xy+z{\left(x^{3}+y^{3}\right)}+{\left(t+t^{2}\right)}x^{2}y^{2}\,.$
Consider
    $S={\mathbb {F} }_{2}[t,x,y,z]/(g)\,.$
Then Monsky proved the following results on the Hilbert-Kunz multiplicity of the maximal ideal $(x,y,z)$ in $S\otimes _{{\mathbb {F} }_{2}[t]}L$, $L$ a field:
    $e_{HK}(S\otimes _{\mathbb {F} _{2}[t]}L)={\begin{cases}3{\text{ for }}L={\mathbb {F} }_{2}(t)\\3+{\frac {1}{4^{d}}}{\text{ for }}L={\mathbb {F} }_{q}={\mathbb {F} }_{2}(\alpha ),\,(t\mapsto \alpha ,\,d=\deg(\alpha ))\,.\end{cases}}\,$
# Mapudungun language/Lesson 3: Ta Tüfey
## Note

This page uses the Unified Alphabet.

## Dialog

(A family goes to vacations)
Father: Deu akuiñ. Boy: ¿Ka chuchi ta yiñ ruka? Mother: Tiechi ruka chod ta yiñ ruka Girl: Chaw, chuchi ta tüfachi lewfü?
Father: Tüfey ta Maullín lewfü. Boy: Ka tiechi waria? Mother: Ta tüfey Frutillar

## Translation

Father: We just arrived.
Boy: Which one is the hut? Mother: That yellow hut is ours Girl: Dad, ¿which river is that?. Father: It is the Maullín River. Boy: And that town? Mother: That is Frutillar.

## Vocabulary

Tüfachi: This..., that..., these... Tüfey: That. Tiechi: it, that one, that. Waria: town, city. Ta tüfey: This is, that is, it is
Deu: Ya Akuiñ: [we] arrived Chuchi: Which?, Whom? Yiñ: Our, ours.
# Mappings/Applied mathematics/Motivation/Section

Suppose that a particle is moving in space. This process is described by assigning to every point in time $t\in \mathbb {R}$ the point in space $z(t)\in \mathbb {R} ^{3}$ where the particle is at that time. The running of a computer program that uses altogether $s$ memory units can be described by saying for every computing step (which means the execution of a program line) what the content of the memory units is. So to the number $n$ counting the computing steps, we assign the tuple
    $(b_{1}(n),\ldots ,b_{s}(n))\in \mathbb {N} ^{s}\,.$
In an election, every voter has to decide for exactly one party ( or for not voting). The temperature profile on the earth is described by assigning to every point in time and every point on the surface its temperature. Such and many other situations are captured by the concept of a mapping.
# Mapudungun language/Introduction

Welcome to the class of Mapudungun for English speakers. You'll learn an advanced level of the language, with some lessons with dialogues, grammatical explanations, vocabularies and sound files whenever it's possible. If you have any doubts, ask on the talk page. If you wanna help with the course, you're more than welcome! If this course is useful for you, tell other people so that they can also learn Mapudungun, the Mapuche language.
# Mapudungun language/Lesson 2: Chumül akuymi?
## Note

       This lesson uses the Mapudungun's Unified Alphabet.

## Dialog

(Andrés, a student, arrives his school)
Teacher: Mari mari kom pu che. Pichikeche: Mari mari Teacher. Teacher: Anümün. Fachiantü ta kiñe we kolekial müley. Iney pingeymi? Andrés: Iñche ta Andrés Huichalao pingen. Teacher: Tunten tripantü nieymi? Andrés: Aylla tripantü nien. Teacher: Chew tuwimi am? Andrés: Epul lof tuwün. Teacher: Chumül akuymi? Andrés: Wiya akun. Teacher: Feymew, fewla kake pichikeche müley mi kimael.

### Translation

Teacher: Good morning everybody. Niños: Good morning teacher. Teacher: Sit down. Today we have a new student. What's your name? Andrés: My name is Andrés Huichalao. Teacher: How old are you? Andrés: I'm nine. Teacher: Where are you from? Andrés: I come from the Epul community. Teacher: When did you arrive here? Andrés: Yesterday. Teacher: Well OK, now you have to meet the other children.

## Vocabulary

Kom pu che: Everybody, all people.
    kom: everything
    pu: plural form for animated nouns
    che: people
Anümün: Sit down. Fachiantü ta kiñe we kolekial müley: Today we have a new student.
    fachiantü: today (lit. this day)
    kiñe: one
    we: new
    kolekial: student, pupil
    müley: there is
Tunten tripantü nieymi?: How old are you?
    tunten: how (how many, most commonly)
    tripantü: year
    nieymi: (you) have/are
Aylla tripantü nien: I am nine.
    aylla: nine
    nien: I have / I am
Chew tuwimi am?: Where are you from?
    chew: where
    tuwimi: (you do) come
Epul lof tuwün: I come from the Epul community-
    lof: lof, Mapuche community
    tuwün: (I) come
Chumül akuymi?: When did you arrive here?
    chumül: when
    akuymi: arrive here
Wiya akun: I arrived yesterday.
    wiya: yesterday
    akun: arrived here
Feymew, fewla kake pichikeche müley mi kimael: Well OK, now you have to meet the other children
    feymew: then, well OK
    fewla: now
    kake: others
    pichikeche: children (lit. small people)
    müley mi kimael: (you) must meet (lit. you are to meet)
# Margin of error

This research resource is a "stub". Learn how you can help Wikiversity to develop it.
# Mapudungun language/Lesson 1: Mari mari
## Note

       This lesson uses Mapudungun's Unified Alphabet.

## Dialog

(On a street intersection, Rayén and Antonio are talking.)
* Rayen: Mari mari lamngen!
* Antonio: Mari mari lamngen!. Kümelkaleymi?.
* Rayen: May, kümelkalen. Eymi kay?
* Antonio: Iñche ka kümelkalen. Iñche ñi üy ta Antonio. Iney pingeymi am?
* Rayen: Iñche ta Rayen pingen. Ngillamean waria mew.
* Antonio: Amuayu may.
* Rayen: Feley may.

### Translation

* Rayen: Good morning brother!
* Antonio: Good morning sister!. How are you?.
* Rayen: I'm fine. And you?
* Antonio: I'm fine too. My name is Antonio, what's your name?
* Rayen: My name is Rayén, I'm going to the town to go shopping.
* Antonio: Let's go together then.
* Rayen: All right.

## Vocabulary

* Mari mari lamngen: Manner to salute between women or men with the same age.
    mari mari: Common way to salute on every time in the day.
    lamngen: Used as a friendly way to say "brother" or "sister".
* Kümelkaleymi? (synonym: kümelekaymi): How are you? (Lit.: Are you OK now?)
* May: Yes
* Kümelkalen: I'm OK.
* Eymi kay: And you?
    eymi: You.
    kay: Interrogative form to ask about something already said.
* Iñche: I.
* Ka: also, and.
* Iñche ñi üy ta...: My name is...
    iñche ñi: Me
    ñi: Me, their
    üy: Name.
    ta: Word to emphasize the meaning of a sentence.
* Iney pingeymi am?: What's your name?
    iney (syn. iñey): Who?
    pingeymi: You're named (Lit.: you're called, it is said [to you])
    am: Interrogative word. It is added at the end of the question to indicate there's interest in the question.

## Alternative forms

* Chumleymi?: How are you?
* Kümelen: I'm fine.
* Wedalen: I'm ill.
* Kütrankülen: I'm sick.
* Felen felen: So so.
# Excretion

Excretion is the way of removing waste products from your body. The liver filters wastes from the blood and converts them into urea. Urea is then carried to the kidneys for excretion. Each kidney contains Nephrons which help the kidney separate wastes from nutrients.

## Process of Excretion

* Blood enter the kidney through an artery and flows into capillaries
* Sugars, salts, water, urea, and other wastes move from the capillaries to tiny nephrons, which sort out wastes from the useful nutrients
* The nutrients return to the blood and flow back out through veins
* Urea and other wastes become urine, which flow threw the ureters and stored in the bladder until it flows through the sperm ducts to the penis.
# Exercise and metabolic disease

This site is used to accumulate student created resources relating to relationships between a number of chronic disease states and exercise/physical activity.
This unit aims to develop the clinical decision making processes, knowledge and skills necessary for effective assessment and treatment of patients with metabolic conditions. Students will evaluate the pathophysiology and functional consequences of metabolic conditions including obesity, dyslipidaemias, impaired glucose tolerance and diabetes mellitus. The unit will also consider cancers that can be modulated through exercise. Students will examine management strategies for the patient following typical interventions and the role of exercise in the prevention, management and treatment of these conditions will be scrutinised.

## Learning Objectives

At the completion of this unit you will be expected to:
* Be competent in assessment and interpretation, planning, implementation and evaluation of intervention skills required for the practice of exercise physiology in cancers and metabolic conditions
* Integrate these competencies into clinical exercise physiology treatment
* Demonstrate sound knowledge in primary and secondary prevention strategies for patients with these disorders.

## Topics

Being constructed with anticipated project completion rate of May 2012.

### Breast cancer related lymphoedema and exercise

Links to resources once created will appear above. Resources will include information on: The teaching principles behind the creation of these activities are described on Ben Rattray's page Pedagogy .
# Exercise and metabolic disease/Activity 1

You have been allocated a group, and the group allocated a metabolic condition. The ultimate goal is to create a well researched resource that you can use to assist in your professional life. Additionally, the resource is shared with the world, creating an open education resources and tool. The initial activity requires you to search for, evaluate and make judgements on the use of existing research. You will need to initially work as a team to make decisions about how to cover the relevant literature and complete the task of an annotated bibliography. Remember that the resource that you will need to create from the groups combined annotated bibliography is described in Activity 2.

## Task

* As a group, decide how you are going to cover the relevant literature so that you can create the resource in Activity 2. Each person in the group should be responsible for creating an annotated bibliography on 10-15 references (at least 75% of these should be original references).
* Each individual in the group creates an annotated bibliography on their references. The annotated bibliography will be shared with everyone in the unit as a future resource.

## Timeline

The activity will be introduced in week 2 and discussed in the tutorial. In week 3 we can discuss an example of an annotated bibliography of one reference from any students wanting to bring one in. **The activity should be complete by the end of week 4.**

## Resources
### What is an annotated bibliography?

* Video by Youtube user janiesantoy, 2009: Writing an Annotated Bibliography. 6:22 minutes.
This video provides a good first reference to what is in an annotated bibliography, there are a number of other references posted below. In the video annotated bibliographies are described formally, but you may choose to create a fairly informal version. For the purposes of this activity, you will need to include enough information so that the annotations can be understood by others in the unit, but you may choose to include dot points rather than formal sentences. You do need to include your own summary of the research and critique. You will probably find it useful to include annotations about how or where this may contribute to the resource created in Activity 2. See the assessment overview to gain further insight in to how this will be assessed.

### Bibliographic tools

Often its a good idea to use an electronic bibliographic tool/reference manager to keep your references and annotations. Examples include Endnote and Refworks. If you annotate directly into a tool such as this it is often easy to search for certain words and quickly format your references in a document. But this doesnt apply to formatting online documents (at present at least) and is not ideal for sharing annotations when it comes to creating the resource in Activity 2. So you may also want to consider using tools such as delicious, an electronic document, a wiki or even pen and paper.

### More links and resources

See Ben Rattray's bookmarks for website resources around annotated bibliographies

### The critique

* Tips for reading a research article
# Exercise and metabolic disease/BCRL

Much research over the past 2-3 years has challenged the recommendations for women with breast cancer related lymphoedema (BCRL) to rest and avoid physical activity. This resource has been created for use by exercise physiologists working with women who have breast cancer related lymphoedema. The aim is to provide information on the effects of exercise on BCRL and its ability to increase physical activity capabilities and quality of life. Exercise recommendations and prescription will also be discussed based on the current research on BCRL and guidelines for exercise prescription for cancer survivors. For more information on breast cancer itself click on wikipedia's breast cancer page.
* Diagnosis
* Prevalence
* Pathophysiology
* Medical and Clinical Considerations
* Exercise Prescription
* Exercise Training