text:
Wikibooks:Requests for deletion/Movie making directory

Movie making directory
(and subpages) This doesn't look like a textbook to me - it's just a directory of companies. Seems like the same idea as Freeware.  – Mike.lifeguard  | talk 02:57, 17 July 2007 (UTC)
 * Delete - an attempt to do what http://dmoz.org/Arts/Movies/Filmmaking/ does rather well already. Webaware talk 03:47, 17 July 2007 (UTC)
 * Merge into Movie Making Manual - The MMM has some problems (more than one) with WB:NP, and this is but one of those situations. Yes, I do agree that the ODP does it much better than what we could ever possibly do here on Wikibooks, but this information does have some value in terms of an appendix that gives some additional information about filmmaking.  As something completely independent as a separate Wikibook, this is not something which should remain.  --Rob Horning 12:00, 17 July 2007 (UTC)
 * Delete - I usually avoid the topic given the absence of policy on spamvertising but this page (& a few others) say "Please come and place some links here that will be out of date in due course and pointless to readers". Dmoz is the very obvious answer (that is assuming folk can't use google or whatever) - the blender tutorial page is horrendous, the idea that this could "help" anyone is laughable -- Herby  talk thyme 12:39, 17 July 2007 (UTC)
 * Delete. DMOZ is not GFDL, and so we should not be making decisions to keep or delete content here based on the contents of that website. However, this is certainly not wikibooks-material, and so I think it should be deleted. --Whiteknight (Page) (Talk) 14:17, 17 July 2007 (UTC)
 * Delete Though I agree the information is valuable, I think that a simple link to even a non-GFDL website isn't a bad thing by any means, especially if that website is devoted to keeping a larger, better-maintained repository of exactly this information. IMO the textbook medium isn't the best for rapidly-changing information, this is one actual legitimate reason that textbook publishers need to make so many editions of some books (besides a wish to make money by shuffling question order, lets not go there). Mattb112885 (talk to me) 13:32, 28 July 2007 (UTC)
 * Merge into Movie Making Manual - Books like the MMM will often have a directory like this in an appendix --Cspurrier 21:36, 14 August 2007 (UTC)


text:
Wikibooks:Requests for deletion/Peewee dance

Peewee dance
This looks like utter garbage to me with zero educational value. For reference, this is step-by-step instructions to performing a "dance" from one episode of a discontinued television show. The performer of this dance was neither known for his dancing nor choreography abilities, which makes me doubt that there is any value to this material. --Whiteknight (Page) (Talk) 18:17, 24 July 2007 (UTC)

 * Delete - pointless, it's not like it's the Fish Slapping Dance. Webaware talk 00:39, 25 July 2007 (UTC)

 * Delete - worthless  – Mike.lifeguard  | talk 02:09, 27 July 2007 (UTC)

 * Weak Delete - While this page (it is hard to even call this a stub of a book) is an interesting example of ASCII art, there really isn't much substance here at all. The last meaningful edit was in April 2006... and even that could be considered a dubious edit as it was just one relatively line of text.  The only defense I have of this book is that it isn't "zero educational value", as this does depict some popular culture.  Crazy dances like this do get created from time to time, and it may be of some value to preserve even the idea that stuff like this does happen.  I just don't think this is necessarily the best way to preserve this sort of knowledge... as a small page stub that will likely never be read except during a VfD discussion.  --Rob Horning 13:10, 28 July 2007 (UTC)

 * Delete - practically useless Urbane   (Talk)   (Contributions)  10:30, 4 August 2007 (UTC)

 * Delete - What is it? Xania [[Image:Flag_of_Italy.svg|15px]]talk 22:08, 8 August 2007 (UTC)

 * Delete - Nonsense --Salvor 16:35, 9 August 2007 (UTC) [[Image:Flag_of_Iceland.svg|15px]]

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


text: Wikibooks:Requests for deletion/Category:Civ


text:
User talk:72.9.100.146

You have been blocked from editing Wikibooks  as a result of your .  Please note that page blanking, addition of random text or spam, deliberate misinformation, privacy violations, personal attacks; and repeated, blatant violations of our neutral point of view policy are considered vandalism. If you wish to make useful contributions, you are welcome to come back after the block expires.  – Mike.lifeguard  | talk 16:49, 31 August 2007 (UTC)

title: User talk:72.9.100.146


text:
SwisTrack/Interfacing SwisTrack

SwisTrack acts as a TCP server (default port: 3000) and can therefore easily be connected to other programs for further processing of the results. The text-based NMEA 0183 protocol (with optional checksum) is used to encode the data.

Testing the Connection on Linux or Mac OS X
If you have netcat installed on your system, type nc HOSTNAME 3000 to open a TCP connection to SwisTrack. Netcat will print messages from SwisTrack on your terminal, and send everything you type back to SwisTrack. (You could use telnet as well, although telnet does more than just opening a TCP connection.)

If you are using a recent version of bash, you can also type cat < /dev/tcp/HOSTNAME/3000 on your bash shell to read all messages from SwisTrack. Note that this just prints messages from SwisTrack on your terminal, but doesn't send what you type.

Testing the Connection on Windows
To connect to SwisTrack, launch HyperTerminal and select "TCP / IP Winsock" in the "Connect To" dialog. Set the host address to "localhost", or the hostname / IP address of the computer SwisTrack is running on, and port number to 3000. When you click OK, HyperTerminal will establish a connection to SwisTrack. (Note that SwisTrack currently doesn't show whether a connection is open or not.)

If you are connecting from another computer, you may have to configure the firewall on the computer SwisTrack is running on to allow incoming connections on port 3000.

If you perform a step in SwisTrack now, with at least one output component (e.g. the Output Particles component) active, you will see a couple of lines appearing in the HyperTerminal window.

Message Format
SwisTrack uses NMEA 0183 messages to exchange data with other programs. (Note that NMEA 0183 is more than just a message format, but SwisTrack does not use the other parts of the protocol.) Such messages look as follows:

$MESSAGE_TYPE,FIELD1,FIELD2,...FIELDn*XX

where XX denotes the checksum, obtained by xor'ing all bytes between $ and *, and writing the result as two-digit hex number. SwisTrack always adds a checksum to outgoing messages, but doesn't require a checksum on incoming messages. Messages without a checksum or with a correct checksum are accepted, while messages with an incorrect checksum are discarded.

All messages start with a $ sign, and end with a  (char 13 or 0xD, followed by char 10 or 0xA). The data fields are comma separated, and fractional numbers are written with a dot. The message type is a case-insensitive string of any length (as opposed to the standard which limits it to 5 characters).

Sample Code
Sample code for parsing NMEA messages in various programming languages is available in the Examples/OutputProcessing folder of the SwisTrack SVN tree.

Message Types
Output components are free to define their own message types. The documentation of these types is available on the corresponding output component description.

Additionally, SwisTrack provides some built-in message types:

 * SUBSCRIBE
 * Tells SwisTrack to only send messages of a certain type, instead of all messages. For example, to receive only STEP_START and STEP_STOP messages, send the following message to SwisTrack:
 * $SUBSCRIBE,STEP_START,STEP_STOP
 * To receive all messages again, send
 * $SUBSCRIBE

 * STEP
 * Executes a step, as if you had clicked on the Step button in the toolbar. Example:
 * $STEP

 * RUN
 * Sets the running mode. Examples:
 * $RUN,true         or          $RUN,false

 * START
 * Starts the pipeline in testing or production mode mode. Examples
 * $START         or          $START,production

 * STOP
 * Stops the pipeline. Example:
 * $STOP

 * RELOADCONFIGURATION
 * Reloads the configuration. Example:
 * $RELOADCONFIGURATION

 * BROADCAST
 * Broadcasts a message to all SwisTrack clients. The first argument becomes the message type of the broadcasted message. This is useful if you want to insert information (e.g. state information) from another program. For example, your main experiment control program may broadcast the start of an experiment with
 * $BROADCAST,EXPERIMENT_START,some_parameters

Interfacing SwisTrack from Linux or Mac OS X
The simplest way to log or process data from SwisTrack is to pipe the output into a Perl or a Python script (or any other script language you like). If your version of bash supports /dev/tcp, then you could write ./my-filter-script.pl < /dev/tcp/HOSTNAME/3000 You can use netcat as well: nc HOSTNAME 3000 | ./my-filter-script.pl Sometimes, it is useful to write all data into a log file at the same time. To do this, you can sqeeze in tee: nc HOSTNAME 3000 | tee mylogfile.txt | ./my-filter-script.pl

If you also need to send commands to SwisTrack, then you have to open your own TCP connection from your script.

Sample scripts are available in the Examples/OutputProcessing folder of the SwisTrack SVN tree.

Interfacing SwisTrack from Windows
On Windows, you have to write a dedicated program which opens a TCP connection to SwisTrack. Sample code for parsing NMEA messages is available in the Examples/OutputProcessing folder of the SwisTrack SVN tree.

title: SwisTrack/Interfacing SwisTrack


text:
User:Heuler06

hi guys

i'm from the german wikibooks, so please don't be upset when i don't understand you or you don't understand me :)

 * /monobook.css/
 * /monobook.js/

de:Benutzer:heuler06

title: User:Heuler06


text:
User talk:Jomegat

I watch talk pages where I have recently left messages. Please reply in the same section to make discussion easier to follow.

If you leave a message on this page, I'll reply to it here.

Archives

Cry for help answered
Yeah that looks great on the honor of marine invertabrates. I went through the honor and simplified some of the answers.

Counter vandalism bots
Dear Jomegat, This is just a quick follow up from the folks working with the The_Devonshire_Manuscript. We were so glad of your help before, and are hoping you will point us in the right direction. We are hoping to ensure the longevity of the book and are looking for a way to keep on top of vandalism. We are all in favour of contributions and amendments to the text, but want to keep an eye out for destructive changes (ie wholesale deletions, profanity, and the like). One of our team members, user:Cultures4, has been looking into using bots -- do you have any advice on which ones we should consult and the kind of admin status we would need to use them? Cultures92 (discuss • contribs) 16:58, 22 November 2013 (UTC)
 * This would be better to post in a general discussion board, simply because I am not an expert on bots (and there are those here who are). You can run a bot without any special permissions, but it is best to make small test runs first.  There is a bot flag which requires community approval, but all that does is flag the edit as having been made by a bot, and some people (many?) suppress bot edits when they view the recent changes page.  That said, it's probably not necessary to run your bot.  The people who patrol recent changes are almost certain to notice the kinds of vandalism you describe and revert it manually.  --Jomegat (discuss • contribs) 21:26, 22 November 2013 (UTC)

Help with article about Pathfinder
Hello Jomegat, okay? I request your help to adjust and correct the entry "Pathfinders (Seventh-day Adventist)" of the English Wikipedia. Looking for your help, because you have declared "Master Guide" in Pathfinder, and the great work what you accomplished here at Wikibooks. I am also a "Master Guide" on Pathfinder, but I am Brazilian and I have little knowledge of English, which makes my job that entry. I thank you. Hallel (discuss • contribs) 01:43, 19 March 2014 (UTC)
 * The last time I looked at that article, it needed some very serious help. I will consider working on it if I can find some time. --Jomegat (discuss • contribs) 01:34, 20 March 2014 (UTC)
 * Umeteyn nm ett Nbb
 * emowowe turn up, Mamma❤, Joe, Dödligheten, no 169.224.86.155 (discuss) 20:43, 26 February 2024 (UTC)

:(
I was very surprised to see you nominate the book for deletion on WB. I understand the rationale behind the decision, and I hope the project will continue to be a success in its new home. Will you stay after the deletion of the book? (I hope you will!) Kayau (talk · contribs) 05:29, 23 July 2015 (UTC)

 * Thank you for the kinds words. I will probably check in every now and then, but not very often.  I have not made many edits at all in the past couple of years anyhow, so my presence here has been all but invisible.  The project is doing very nicely at its new home, and it was very gratifying when it was adopted as the "official" answer book.  That was the payoff for eight years of hard work.  It is now being translated into Spanish, and we have the hooks in place for other translations (all we need is translators).  Having the insignia images is a huge boon, and the automated indexing is nothing short of awesome.  The big problem we face there now is that most people still come here.  I don't know how many times I have been asked why we don't have such-and-such on the wiki when we do - they're just looking in the wrong place.  --Jomegat (discuss • contribs) 00:54, 24 July 2015 (UTC)

Widget workaround
Hi there, I saw www.mediawiki.org/wiki/Topic:U4k1icff0yfhpayl your issue on mediawiki that you worked around. I'm having www.mediawiki.org/wiki/Topic:U81pve3jr4izda5i the same issue, if you had a moment, if you could elaborate on how you worked around this it'd be much appreciated! Deku-shrub (discuss • contribs) 15:31, 27 February 2018 (UTC)

title: User talk:Jomegat


text: MediaWiki:Grouppage-bureaucrat

title: MediaWiki:Grouppage-bureaucrat


text:
Cookbook:Chili Colorado

Ingredients

 * 9 New Mexico dry chiles, washed, with stems and seeds removed
 * 3 cups water
 * 5 pounds boneless beef chuck roast, trimmed of fat
 * ½ cup all-purpose flour
 * 1 tablespoon kosher salt
 * 1 tablespoon black pepper
 * 3 tablespoons olive oil
 * 1 large yellow onion, chopped
 * 2 cups beef stock or water

Procedure

 * 1) Place chiles and 3 cups water into a medium stockpot, and bring to a boil. Remove from heat and steep for 30 minutes to soften. Strain into a bowl, reserving the cooking liquid.
 * 2) Place the chiles and some of the liquid into a blender, and purée until smooth. Add more liquid as necessary to form a smooth sauce. Pass sauce through a fine mesh strainer to remove any seeds and the tough skins; set aside.
 * 3) Cut the beef into 1–2-inch chunks. In a medium bowl, combine flour, salt, and pepper. Dredge the beef chunks in the seasoned flour; set aside.
 * 4) Heat olive oil in a large pot over medium heat. Sauté onion until tender and translucent, about 5 minutes. Add beef chunks a few at a time, so as not to overcrowd the pot, and cook until evenly brown. Remove cooked meat, and continue browning remaining meat.
 * 5) Return reserved cooked meat to the pot. Stir in pureed chile mixture. Add beef stock to just cover beef chunks, or to personal preference. Bring to a boil over medium heat.
 * 6) Reduce heat to lowest setting, and simmer for 3 hours, or until meat is tender. If necessary, adjust with more stock during cooking.

title: Cookbook:Chili Colorado


text:
User talk:64.39.127.132

Edits to Spanish/Exercise/Possessive Adjectives
Please stop adding nonsense to Wikibooks. It is considered vandalism. If you would like to experiment, use the sandbox. Thank you. Urbane  (Talk)   (Contributions)  19:26, 31 August 2007 (UTC)

title: User talk:64.39.127.132


text: Template:Subjects

title: Template:Subjects


text:
User:Franknans01

A former way to introduce myself,am FRANK UZOH E.The Director of Foreign Affairs.for the NATIONAL ASSOCAITION OF NIGERIAN STUDENTS.UNDER THE PRESIDENT OF COM.YINKA DADA.SO I WANT TO MAKE MORE FRIENDS ALL THE WORLD FOR MORE STUDENT EXCHANGE IN MY COUNTRY.I WILL BE HAPPY IF THIS LITTLE INTRODUCTION WILL BE NOTED UNDER THIS SITE.THANK YOU.COM.FRANK UZOH E.for NANS.

title: User:Franknans01


text:
CIW Certification

=ProSoft CIW Certification Exam Study=

Welcome to the ProSoft Certified Internet Webmaster Certification School. Here you will find resources that will help you to pass the ProSoft CIW exam. The ProSoft CIW certification school provides an online access to the resources necessary to become CIW certified. All resources and study material are free to CIW Certification candidates.

CIW Certification Home Page Certified Internet Web Professional (CIW) is the world's largest Web design certification program with over 84,000 CIW issued certificates. Get started now in Web design, project management, e-business and more.

CIW Candidate Information Center : Register or Login If you have never taken a CIW exam before, you will be prompted to enter identifying information that will be used to create your personalized CIW ID number and account. Once you have logged in, you will be able to:
 * Update contact information.
 * View personal CIW exam and certification history.
 * View CIW certification progress.
 * Forward validated CIW certification credentials to a third party.
 * Download CIW certification logos.
 * Check the delivery status of a CIW certificate.

CIW Certificate and Exam Information

CIW Forums

 * CertGuard
 * CertForums
 * The Antique Gique

/Study Guides/ : Study Guide Index (Under Construction)

CIW Certification Exam Resources

CIW Certification Results on ProProfs WebSchool

CIW Certification Results on ProProfs QuizSchool

CIW Certification Results on ProProfs Flashcards

CIW Certification Books on Amazon

/Acronyms/ : A glossary of CIW Related Acronyms

Additional Resources
W3C World Wide Web Consortium - The World Wide Web Consortium (W3C) is an international consortium where Member organizations, a full-time staff, and the public work together to develop Web standards. Internet Society - The mission of the Internet Society (ISOC) is to promote the open development, evolution, and use of the Internet for the benefit of all people throughout the world. Internet Architecture Board - The IAB is chartered both as a committee of the Internet Engineering Task Force (IETF) and as an advisory body of the Internet Society (ISOC). The Internet Engineering Task Force - The Internet Engineering Task Force (IETF) is a large open international community of network designers, operators, vendors, and researchers concerned with the evolution of the Internet architecture and the smooth operation of the Internet. Internet Research Task Force - The IRTF Mission is to promote research of importance to the evolution of the future Internet by creating focused, long-term and small Research Groups working on topics related to Internet protocols, applications, architecture and technology. Internet Corporation for Assigned Names and Numbers - ICANN is responsible for the global coordination of the Internet's system of unique identifiers.

title: CIW Certification


text:
CAT-Tools/Wordfast

/Conversions/

title: CAT-Tools/Wordfast


text:
More C++ Idioms/Inner Class

= Inner Class =

Intent

 * Implementing multiple interfaces without multiple inheritance and yet provide natural looking up-casting.
 * Provide multiple implementations of the same interface in a single abstraction.

Motivation
Signature of a virtual function in two independent interfaces provided by two independent class libraries may collide. It is a problem especially when a single class has to implement both the colliding functions in different ways depending upon the interface you consider. For example,

The inner class idiom can help solve this problem.

Solution and Sample Code
Leaving the interface classes, Base1 and Base2 unchanged we can implement the Derived class as follows. Note the use of conversion operators in class Derived. (Derived class is really not a derived class!) The conversion operators allow conversion of Derived to Base1 even though they don't share inheritance relationship themselves! Use of member objects base1_obj and base2_obj eliminates the concern of object lifetime. Lifetime of member objects is same as that of the Derived object.

Related Idioms

 * Interface Class
 * Capability Query

title: More C++ Idioms/Inner Class


text:
CAT-Tools/Wordfast/Conversions

How to convert a Trados translation memory for use with WordFast:

 * 1) From Workbench, select File - Export then OK and enter a target file name.
 * 2) Select one of the tmx format options under Save as type.
 * 3) In the WordFast Translation Memory tab, TM sub-tab, click "Select TM".
 * 4) Under "Files of type", select All files (top option).
 * 5) WordFast will automatically reorganize and save as a txt file.

title: CAT-Tools/Wordfast/Conversions


text:
CIW Certification/Study Guides

Welcome to the ProSoft CIW Certification Study Guide Index. Here you can find various study guides and notes helpful in completing the CIW Certification track. This page is still a work in progress and is open to any contributions you may wish to add.

Available Guides

 * Foundations Exam
 * /Internet Business Foundations/
 * /Site Development Foundations/
 * /Network Technology Foundations/
 * /Site Designer Exam/
 * /E-Commerce Designer Exam/
 * /Server Administrator Exam/
 * /Internetworking Professional Exam/
 * /Security Professional Exam/
 * /JavaScript Fundamentals Exam/
 * /Perl Fundamentals Exam/
 * /Application Developer Exam/
 * /Sun Certified Programmer for Java 2 Sun Exam/
 * /Database Specialist Exam/
 * /Enterprise Specialist Exam/

title: CIW Certification/Study Guides


text:
User talk:87.193.3.80

Welcome!
Welcome to Wikibooks, a collection of open-content textbooks! You don't have to log in to read or edit articles on Wikibooks, but creating an account is quick, free and non-intrusive, requires no personal information, and gives you many benefits, including:
 * The use of a username of your choice
 * The ability to view all your contributions via a "My contributions" link
 * Your own user page
 * Your own talk page which, if you choose, also allows users to send you messages without knowing your e-mail address
 * The use of your own personal watchlist to which you can add articles that interest you
 * The ability to rename pages.
 * The ability to upload images
 * The ability to customize the appearance and behavior of the website
 * The eligibility to become an administrator
 * The right to be heard in votes and elections
 * Your IP address will no longer be visible to other users.

We hope that you choose to become a Wikibookian and create an account. Feel free to ask me any questions you may have on my talk page. By the way, make sure to sign your posts and comments with four tildes (~~~~), which will let others know who left it.

 – Mike.lifeguard  | talk 02:12, 1 September 2007 (UTC)

title: User talk:87.193.3.80


text:
CIW Certification/Study Guides/Internet Business Foundations

Internet Business Foundations
SKILLS MEASURED

Foundations skills are not product- or system-specific. They are a combination of minimal technical and non-technical skills and knowledge required for those interested in developing specific Internet skills as a designer, developer or administrator. The exam also requires a basic understanding of essential business practices that relate directly to Internet technologies. The 1D0-510 Domain 1.0 tests the following topics:

Identify job roles
Identify job roles in the Information Technology (IT) industry, including the responsibilities, tasks and skills they require.

May include the following:

 * Web Site Designer
 * Web Architect
 * Web Application Developer
 * Web Site Analyst
 * Web Site Manager
 * Database Administrator
 * Server Administrator
 * Network Engineer
 * Security Manager
 * PC Technician
 * Help Desk Technician

Additional information may be found at:

 * CompTIA Job Roles
 * BrainBench Job Role Descriptions

Identify Internet infrastructures
Identify the infrastructure required to access the Internet, including hardware and software components.

 * Backbone - The primary Internet structure consisting of high-speed WAN connections, servers, and ISPs.
 * Network Access Point (NAP) - These are service providers with major Internet connection points. Most NAPs are divisions of communication companies.
 * Internet Service Provider (ISP) - High speed connection points that provide dial-up and leased-line access to the Internet.

Define important Internet protocols
Define important Internet communications protocols and their roles in delivering basic Internet services.

 * HTTP (Hypertext Transfer Protocol) - HTTP defines how messages are formatted and transmitted, and what actions Web servers and browsers should take in response to commands. Uses TCP Port: 80
 * HTTPS (Hypertext Transfer Protocol over Secure Socket Layer) - HTTPS is a Web protocol that encrypts and decrypts page requests and pages returned by the server. Uses TCP Port: 443
 * FTP - Control (File Transfer Protocol ) - FTP Control is used to open a connection to the FTP server. Uses TCP Port: 21
 * FTP - Data (File Transfer Protocol) - FTP Data is used to transfer data from a server or transfer data to a server (e.g., uploading a Web page file to a server). Uses TCP Port: 20
 * POP3 (Post Office Protocol 3) - POP3 is a protocol used to retrieve e-mail from a mail server. Uses TCP Port: 110
 * SMTP (Simple Mail Transfer Protocol) - SMTP is a protocol used for sending e-mail messages between servers. Uses Port: 25
 * NNTP (Network News Transfer Protocol) - Used to post, distribute, and retrieve USENET messages. Uses TCP Port: 119
 * LPR (Line Printer Protocol) - Used primarily on Unix and Windows NT to send commands to network printers.
 * LDAP (Lightweight Directory Access Protocol) - Used for requesting names, locations, phone numbers, and e-mail addresses from network directories.
 * Telnet - A terminal emulation program to remotely control Web servers. Uses TCP Port: 23
 * Gopher - A system for organizing and displaying files on Internet servers. Uses TCP Port: 70

Identify basic DNS principles
Identify the basic principles of the Domain Name System (DNS).

Domain Name Services (DNS) is a network service that associates and translates an alphanumeric host name with the dotted decimal TCP/IP address of a particular Internet host.

Identify basic web browser principles
Identify the functions of Web browsers, and use them to access the World Wide Web and other computer resources.

A Web browser, also called a Web client, is a software application used for submitting requests for internet content to a Web server. These requests are submitted using Hypertext Transfer Protocol (HTTP).

All HTML files can be opened with a Web browser. Appearances may vary depending on the preferences set by the user. Browsers are limited in the number of colors and graphic formats displayed accurately. Browsers will display two text styles consistently: plain text (courier) and the browser default, usually Times Roman, but any default font can be specified in the preferences. Fonts can be scaled in HTML, but users can also select the base size at which fonts are displayed.

The most popular browsers currently in use include Netscape Navigator, Microsoft Internet Explorer, Mozilla Firefox, and Opera. They're basically the same technology, and have the following similar features:

 * A browser window is used to display the text and graphics of a Web page.
 * An Address or Locator bar that displays the URL of the current Web page and allows users to request an URL.
 * A menu bar and customizable toolbar at the top of the screen.
 * Icons on the toolbar that permit the user to return to a pre-selected "Home" page, return to a recently viewed Web page, stop a page from loading, or open a search function.
 * Arrow buttons for forward or backward movement through a series of Web pages.
 * Scroll bars for moving the screen vertically and horizontally are located on the right side and bottom of the browser window.
 * A status bar at the bottom of the screen provides information about the Web page that is loading.
 * Web pages can be saved as Bookmarks or Favorites to be revisited later.
 * Browser commands display information about the source of a Web page (raw HTML), URLs of the hyperlinks on a page, and the date of publication.
 * File management and editing tools, such as printing, saving, and cut and paste are included in the browser toolbar.
 * Email composition, transmission and management are supported.

Identify basic email principals
Use e-mail clients to send simple messages and files to other Internet users.

Internet e-mail clients are software applications used to communicate with SMTP servers. E-mail clients send mail using the SMTP protocol and download e-mail using theTCP/IP protocols, POP3, POP4, or IMAP.

Standard features of e-mail clients include the following:

 * Inbox - Holds all incoming e-mail
 * Outbox - Holds all e-mail waiting to be sent to the server
 * Sent items - Holds duplicate copies of e-mail that has been sent
 * Address book - A database of frequently used e-mail addresses

Define additional services
Define and use additional networking and Internet services.

 * E-mail Services - A system for storing and forwarding messages across electronic communication systems based upon SMTP (Simple Mail Transfer Protocol).
 * Authentication Services - Used for privilege authorization, privacy, and non-repudiation. Users login to an authentication server and receive cryptographic tokens which are used to verify identity. Authentication services use Kerberos, passwords, and public key encryption as authentication algorithms.
 * Directory Services (DS) - Software applications used to store and organize user and resource information of a network. User access is managed by an administrator.
 * Domain Name System (DNS) - A system that associates and translates human-readable hostnames into IP addresses and stores lists of mail exchange servers for specific domains.
 * Dynamic Host Configuration Protocol (DHCP) - A protocol used by communication devices to obtain a unique IP address, subnet mask, and default gateway from a DHCP server.

Demonstrate use of Internet technologies
Demonstrate ways to communicate effectively using Internet technology.

 * Netiquette Guidelines - RFC 1855
 * Ethics and the Internet - RFC 1087
 * Avoiding Harassment
 * Protection from Internet predators can be as easy as knowing how to spot and handle a situation with a potential predator.
 * Helpful tips for using chat, email, and instant messaging are:
 * Never give anyone your password.
 * Use screen names that do not suggest gender or age.
 * Block Instant Messenger users that are not in your contact list.
 * Never give out information about name, age, or address.

Domain 1.9
Identify and configure user customization features in Web browsers, including: preferences, caching, cookies.

Domain 1.10
Identify security issues related to Internet clients (e.g., Web browsers, e-mail, instant messaging) in the workplace, including: certificates, malware, illicit servers, viruses.

Domain 1.11
Use different types of Web search engines effectively.

Domain 1.12
Identify and use principles of Personal Information Management (PIM), including: common applications.

Domain 1.13
Efficiently transmit text and binary files using popular Internet services.

Domain 1.14
Identify security-related ethical and legal issues faced by IT professionals.

Domain 1.15
Relate project management concepts and terms to the IT profession.

Domain 1.16
Recognize essential database concepts.


text:
User talk:68.165.77.15

Welcome!
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text:
Guitar/Scale Theory

The Invention Of Notation
By the ninth century Western music had become standardized into a notational form called nuemes which were shapes that represented notes. One line was used to indicate the middle pitch with nuemes above the line being higher in pitch and the nuemes below the line being lower in pitch. This primitive notational system was more of a memory aid rather than a complete notational system showing exact pitch and duration. To read nuemes you needed to be familiar with the piece of music beforehand. In the tenth century Guido d'Arezzo, a Benedictine monk and Choir Master, extended the one line to four lines and set the exact pitch of each note. This new invention of the stave allowed music to be notated more precisely. Guido d'Arezzo also devised the solfeggio system where a different syllable is sung to each note of an ascending scale:

Do - Re - Mi - Fa - Sol - La - Ti

Today a scholarly approach has been applied to the music of the past in relation to ensuring that the notation is interpreted correctly. An example is baroque music where modern research into the instruments, techniques and approach of this period has led today's musicians to revise their interpretation and performance of Baroque notation.

During the Renaissance Italian composers tried to recreate the plays of Ancient Greece and their experiments led to the invention of Opera. Musicians have always mined the music of the past for ideas and maybe some clue as to the roots of contemporary musical practices. From a musicologist point of view we are living in a Golden Age simply from the fact that mankind for the first time has the ability to record sound. Though we take recorded sound for granted today; it must be said that the future musicologist will find a rich legacy of sound recordings from which to base their research. We can never hear the music of Ancient Greece or the Medieval period; we can only attempt to recreate it. The importance of notation as the only mechanism we had for preserving the music of the past becomes self-evident.

The Church Modes
The music up to the baroque period was created from a form of scales known as the Church Modes which took their names from the tribes of Ancient Greece.

 * Ionian - the Greeks who settled on the coast of modern day Turkey.

 * Dorian - the Greeks who settled on Crete, Sparta and Corinth.

 * Phrygian - the Greeks who moved further inland in Turkey to settle Anatolia.

 * Lydian - a Greek tribe also from the Anatolia region of Turkey.

 * Mixolydian - the Mixolydian mode was invented by Sappho, the 7th century B.C. poet and musician.

 * Aeolian - originally Greeks from Thessaly who spread to the Greek islands and Asia-minor.

 * Locrian - inhabitants of the ancient region of Locris in Central Greece.

The Ancient Greeks laid the foundation for the study of music and intervals in a way that has defined Western music ever since. They investigated intervals using mathematics and used ratios to describe these intervals. The Church Modes are not scales from Ancient Greece. The Ancient Greeks used a scale system based on the idea of tetrachords. However the debt that the Medieval period owes to the Ancient Greeks is reflected in the naming of the Church Modes. The Ancient Greeks also described their modes as Dorian, Lydian, etc. However this shows a continuity of music nomenclature rather than practice and the Ancient Greeks used their modes in an entirely different manner to the Medieval musician. Here is Aristotle's view of the modes:

"'The musical modes differ essentially from one another, and those who hear them are differently affected by each. Some of them make men sad and grave, like the so-called Mixolydian; others enfeeble the mind, like the relaxed modes; another again, produces a moderate and settled temper, which appears to be the peculiar effect of the Dorian; the Phrygian inspires enthusiasm'"

The quote above is from Aristotle's Politics which is a work about government and society and the individual's role in both. This Aristotelian analysis of music influenced the early Church fathers who sought to lay the foundations for the liturgy of the Christian mass which had always contained musical elements.

The Church Modes derive from Gregorian Chant which is a body of liturgical vocal music named in honor of Pope Gregory (590CE to 604CE) who set others to collect all the earlier Christian plainsong for codification. Pope Gregory instigated the revision of the existing liturgical music into a coherent whole and in doing so defined the musical practices of the early Christian faith. With regards to secular (non-religious) music there is not much contemporary information available for the modern reader. The church filling the vacuum left by the demise of the Roman empire became the main conduit of information and therefore the earliest substantial musical literature we have available to study is primarily to do with the musical practices of the Christian church.

As instruments and forms evolved, some of the Church Modes became redundant as musicians found that those modes did not suffice for their musical needs. A few of the Church Modes went on to form the basis of our "major-minor" system and it is from these modes that baroque musicians created the harmonic theory that has dominated music right up to the twentieth century. The earlier Ionian mode is now called the Major scale.

The Piano Keyboard
The keyboard layout of the harpsichord and organ became standardized in the 15th century and the invention of the keyboard played a large part in laying down the foundation of modern tuning practices and theory. Tempered-tuning was adopted as a direct result of these inventions. The earlier system of mean-tuning meant that the errors introduced by the problem of the Pythagorean Comma allowed only a few keys to be played. If a piano was mean-tuned to C major then the player would find that keys further away from this C major center would be unusable. The guitarist can hear this by tuning the guitar in the first position (first four frets) so that a C major chord is in tune with itself. You will find that the chords in the first position are usable but as you further progress up the neck the chords start to sound out of tune. Tempered-tuning spreads the errors introduced by the Pythagorean Comma evenly across the entire range of an instrument. By the time the piano was invented in the 17th century, the tempered C major scale had become the foundation for teaching music theory.

Since the keyboard has been such a dominating force in music, a complete study of scale theory must make some reference to it. Thus, it is best to first look at the piano keyboard and then compare it to the guitar fretboard.

Before you begin it is good idea to familiarise yourself with the notes of the C major scale. Roman numerals are used to label the scale degrees.

If you play each key on a keyboard ascending from the middle C (diagram on the right), you will have played the 12 tone chromatic scale. These are all the notes available in Western music. The keyboard of a piano is laid out so that when you play the C major scale, you use only the white keys. The C major scale has no sharps (#'s) or flats (b's) which means that no black keys are used. Only the C major and its relative minor have no sharps or flats; all other scales will have a sharp or flat in their notation.

It is important to recognize that on the keyboard the distance between two adjacent keys is always a semitone. On the guitar the same applies to adjacent frets. Looking at the keyboard diagram you will see that between the C and D is a black key which is a semitone above the C and a semitone below the D. Between E and F there is no black key but it is still notated as a semitone interval. There is also no black key between B and C so they are also semitone neighbours. The 12 tone chromatic scale consists of 12 sounds which are all a semitone apart. The C major scale has seven notes which are represented by all the white keys. At this point it is best to remember that adjacent keys are a semitone apart and that a tone describes keys two semitones apart. Therefore C to D is a tone because there are two semitones - C to C# and C# to D. E to F# is also a tone.

The C major scale has no sharps of flats so that the chords are formed using only the white keys. The most basic chord you can play is a triad which consists of three notes. The piano student will be asked by their tutor to play the seven triads in the key of C major almost immediately. Once the piano student has formed the shape of the C major triad (C-E-G) it is only a case of moving that shape up through the scale degrees while naming the chords. A beginner on the piano will learn the chords in the key of C major within minutes.

The guitar exercise below will allow you to quickly learn the chords of the C Major scale. For the Dm triad and Bdim triad use your little finger for the lowest note and for the lowest note of the last triad (C major octave) use your third finger.

Structure of the Major Scale
The major scale (or Ionian mode) is the main scale currently used in music. It is made up of seven notes plus an eighth which duplicates the first an octave higher. The Italian music system "solfeggio" where each note is sung using a syllable - "Do, Re, Mi, Fa, Sol, La, Ti, (Do)" - may help in illustrating this concept.

The interval pattern for any major scale is: 2-2-1-2-2-2-1

meaning that the difference from the first note to the second is 2 frets, from the second to the third is 1 fret, etc.

The difference in notes can also be called steps, 2 notes being a whole step, and 1 note being a half step. This pattern in steps can be written as:

w-w-h-w-w-w-h

It can also be represented as:

t-t-s-t-t-t-s

with "t" meaning "tone" and "s" meaning "semitone". The choice is yours as to which of the three descriptors you choose to use.

The scale below uses the "tone-semitone" method:

Please note that there is a distinction in terminology between American English and UK English. It is common to find the word "tone" used in American English to describe notes whereas in UK English the word "tone" is never used.

For example:

American English: "The leading-tone is always a semitone below the octave in a major scale"

UK English: "The leading-note is always a semitone below the octave in a major scale"

Major scale in the key of C

C - D - E - F - G - A - B - C

Two Octaves Of C Major:

This shape is moveable, and the fingering is shown below

7th e:---x---|---x---|---|---| B:---|---x---|---|---x---| G:---x---|---|---x---|---x---| D:---x---|---|---x---|---x---| A:---x---|---x---|---|---x---| E:---|---x---|---|---x---|

Natural minor
The natural minor scale (or Aeolian mode) is one of the diatonic scales along with the major scale. The word "diatonic" in a modern sense refers only to the major and natural minor scales. In the key of A minor, the harmonic form would be called "non-diatonic" because the seventh note is sharpened.

TIP: Any natural minor scale can be changed into a harmonic minor scale by sharpening the seventh note.

The natural minor scales are all "diatonic" because they consist of the notes from the key they are derived from without any changes. The harmonic and melodic form both contain changes to the original natural minor scale and are therefore "non-diatonic".

Natural minor scales can be created for any key using the formula:

w-h-w-w-h-w-w

Below is the Am natural (or relative) scale with tones and semitones shown:

Minor scale (diatonic) in the key of C:

C - D - Eb - F - G - Ab - Bb - C

Two Octaves Of C Minor:

This shape is moveable, and the fingering is shown below

7th e:---|---x---|---|---|---| B:---|---x---|---x---|---|---x---| G:---x---|---x---|---|---x---|---| D:---|---x---|---|---x---|---| A:---|---x---|---|---x---|---x---| E:---|---x---|---|---x---|---x---|

title: Guitar/Scale Theory


text: Template:Radiation Oncology/Uterus/TOC

title: Template:Radiation Oncology/Uterus/TOC


text:
Radiation Oncology/Endometrium/Randomized

Endometrial Cancer: Randomized Evidence

Surgery

 * The Netherlands -- total abdominal hysterectomy vs total laparoscopic hysterectomy
 * Randomized. 283 patients, 21 hospitals, Stage I endometrioid CA or complex atypical hyperplasia. Arm 1) total laparoscopic hysterectomy (TLH) vs Arm 2) total abdominal hysterectomy (TAH). Primary outcome major complication rate
 * 2010 PMID 20638901 -- "Safety of laparoscopy versus laparotomy in early-stage endometrial cancer: a randomised trial." (Mourits MJ, Lancet Oncol. 2010 Aug;11(8):763-71. Epub 2010 Jul 16.)
 * Outcome: major complications TLH 15% vs TAH 15% (NS); minor complications 13% vs 12% (NS). Conversion to laparotomy 11%. TLH significantly less blood loss, pain medication use, hospital LOS and faster recovery; however, procedure took longer
 * Conclusion: No difference in complication rate, less pain and better resumption of daily activities with TLH

 * ILIADE Study, Italy (1998-2004) -- extrafascial hysterectomy vs modified radical hysterectomy
 * Randomized. 520 patients, clinical Stage I endometrial CA. Arm 1) Standard extrafascial (Class I) hysterectomy vs Arm 2) Modified radical (Class II) hysterectomy. Adjuvant therapy risk adapted: if low risk, observation; if intermediate risk (IC and no PLND, IIIA cytology) +/- EBRT +/- BT; if high risk (IIB, IIIA adnexal mets) doxorubicin/cisplatin + EBRT. No difference in adjuvant therapies between arms. Primary endpoint OS
 * 2009 PMID 19834767 -- "Modified Radical Hysterectomy Versus Extrafascial Hysterectomy in the Treatment of Stage I Endometrial Cancer: Results From the ILIADE Randomized Study." (Signorelli M, Ann Surg Oncol. 2009 Oct 16. [Epub ahead of print]) Median F/U 5.8 years
 * Outcome: Median length of vagina removed standard 5mm vs. modified radical 15mm (SS); length of parametria 15mm vs 20mm (SS). OR time and blood loss higher for modified radical. 5-year DFS 88% vs. 90% (NS); 5-year OS 89% vs. 92% (NS). Vaginal cuff recurrence 1% vs. 1% (NS), pelvic recurrence 4% vs. 4% (NS), distant recurrence 5% vs. 5% (NS)
 * Conclusion: Class II hysterectomy didn't improve LRC or survival for clinical Stage I patients. However, if adequate cuff transection not feasible with Class I, recommend modified radical hysterectomy

Preop BT vs Preop EBRT

 * St. Louis/Peoria, Illinois (1968-1975) -- Intrauterine BT vs EBRT
 * Randomized. 105 patients, adenocarcinoma, FIGO clinical Stage I. Arm 1) Single implant Cs-137 with Heyman capsules and/or T&O 6000-6500 mg-hrs vs Arm 2) EBRT 40/20
 * 1984 PMID 6360334 -- "Preoperative radiation therapy in Stage I endometrial adenocarcinoma. II. Final report of a clinical trial." (Weigensberg IJ, Cancer. 1984 Jan 15;53(2):242-7.)
 * Outcome: 5-year DFS BT 80% vs EBRT 70%; 10-year DFS 67% vs 59%. Half recurrences in pelvis
 * Toxicity: BT 46% vs EBRT 24%
 * Conclusion: Intracavitary radiation is superior to EBRT

Surgery +/- Pelvic EBRT

 * PORTEC (The Netherlands)(1990-1997)
 * Randomized. 715 patients with Stage IB (G2-3) or IC (G1-2), specifically no IC G3. TAH/BSO with washings, not allowed to have lymphadenectomy. Allowed adenocarcinoma and variants (including papillary serous and clear cell).
 * Randomized to postoperative EBRT 46 Gy vs no further therapy. Fields: superior border at L5/S1.
 * 5-years, 2000 PMID 10791524 — "Surgery and postoperative radiotherapy versus surgery alone for patients with stage-1 endometrial carcinoma: multicentre randomised trial. PORTEC Study Group. Post Operative Radiation Therapy in Endometrial Carcinoma." Creutzberg CL et al. Lancet. 2000 Apr 22;355(9213):1404-11. Median F/U 4.3 years
 * 5-year outcome: LRF: 4% vs 14% (SS); 73% of recurrences in vagina. DM unaffected (7%). OS same (80% vs 84%, NS) with ~50% deaths due to other causes
 * Salvage: Most LR salvaged, which may explain why the survival is similar in both arms despite a difference in LR. 3-year OS after vaginal relapse 69% vs. 13% for pelvic or DM.
 * Toxicity: RT 25% vs. 6% (SS); excess of secondary cancers of the GI tract, which is associated with endometrial cancer.
 * Prognostic: Age >60, G3, IC predictive for LR; If 2 of 3 criteria, LR 23% vs. 4% (SS)
 * Conclusion: EBRT reduces LR but has no impact on survival. Don't recommend if <60 or if IB G2
 * Side effects, 2001 PMID 11728684 -- "The morbidity of treatment for patients with Stage I endometrial cancer: results from a randomized trial." (Creutzberg CL, Int J Radiat Oncol Biol Phys. 2001 Dec 1;51(5):1246-55.) Median F/U 5 years
 * Late complications: RT 26% vs. control 4% (SS). Most grade I (65%). Grade 3-4 complications 3% vs. 0%
 * By site: GI 20% (3% severe); GU 8% (no severe); bone 2% (no severe); vagina 1% (no severe)
 * Time course: ~50% Grade 1-2 resolved over time (2-3 years), but not in Grade 3-4 complications
 * Technique: 4F box lower risk; 4F 21% vs. AP/PA 30% vs. 3F 36% (p=0.06)
 * Conclusion: Severe complications 3%, mild complications 20%. RT use requires careful consideration, since no survival benefit
 * Comment: Reporting done differently between the 2 arms, special form for acute RT toxicity. Also, surgeons don't report large midline scar as a complication while transient erythema is one
 * 8-years, 2003 PMID 12713981 Full Text — "Survival after relapse in patients with endometrial cancer: results from a randomized trial." (Creutzberg CL et al. Gynecol Oncol. 2003 May;89(2):201-9.) Median F/U 6.1 years
 * 8-year outcome: LRF: RT 4% vs. control 15% (SS), majority failures after surgery only in vagina; DM 10% vs. 6% (NS); OS RT 71% vs. control 77% (NS)
 * Salvage: 3-year OS: after vaginal relapse 73%, after pelvic relapse 8%, after DM relapse 65%.
 * Vaginal salvage: 5-year OS: control group better 65% vs. RT group 43% (SS).
 * Conclusion: Limit pelvic RT to only if >15% risk of recurrence
 * Stage IC G3, 2004 PMID 15051771 — "Outcome of high-risk stage IC, grade 3, compared with stage I endometrial carcinoma patients: the Postoperative Radiation Therapy in Endometrial Carcinoma Trial." Creutzberg CL et al. J Clin Oncol. 2004 Apr 1;22(7):1234-41.
 * Analysis of 99 IC G3 registered but ineligible patients, treated per same protocol. Median F/U 6.9 years
 * 5-year outcome: OS: IB-C G1-2 83-85%, IB G3 74%, IC G3 58%; DM rate 3-8%, 20%, and 31%
 * Conclusion: IC G3 at high risk of DM and cancer-related death
 * 10-years, 2005 PMID 15927414 -- "Postoperative radiotherapy for Stage 1 endometrial carcinoma: long-term outcome of the randomized PORTEC trial with central pathology review." (Scholten AN, Int J Radiat Oncol Biol Phys. 2005 Nov 1;63(3):834-8.)
 * Central pathology review for 569 patients (80%). Poor reproducibility for G1 vs. G2
 * 10-year outcome: LR: 5% vs. 14% (SS); OS 66% vs. 73% (p=0.09), cancer-related deaths 11% vs. 9% (NS)
 * Poor prognosis for LR: age >60, Stage IC, Grade 3. LVI poor prognosis for DM
 * Conclusion: In view of significant LR control benefit, RT indicated if high-risk features (2 of 3: age >60, G3, IC)
 * Comment : Since ~50% deaths due to competing causes, overall survival not a good metric. Number of events even less than GOG-99, since high risk IC G3 disallowed. Trial not really powered to show survival difference.

 * GOG 99 (1987-1995)
 * 392 pts randomized to postoperative XRT vs no further therapy. Fields: superior border at L4/L5, lateral borders 1cm beyond pelvis, posterior border at posterior border of S3, ant border at symphysis pubis. Dose: 50.4 Gy. No brachytherapy
 * Originally included "intermediate risk" -- stages IB, IC, and II (occult), any grade, with negative LN. Revised during the course of study to enroll only "high intermediate risk" group: 1) >70 yrs old with only 1 other risk factor (Grade 2 or 3 tumor; lymphovascular invasion; outer third myometrial invasion), 2) >50 yrs old with 2 risk factors; 3) any age with 3 risk factors.  All pts had TAH/BSO, selective bilateral pelvic and para-aortic lymphadenectomy.
 * 4-years, 2004 PMID 14984936 — "A phase III trial of surgery with or without adjunctive external pelvic radiation therapy in intermediate risk endometrial adenocarcinoma: a Gynecologic Oncology Group study." Keys HM et al. Gynecol Oncol. 2004 Mar;92(3):744-51.
 * 2-yr recurrence rate: 3% vs 12%. 2-yr LR 1.6% vs 7.4%.  4-year OS 92% vs 86% (NS). In HIR subgroup: 2-yr recurrence, 6% vs 26%.
 * Conclusion: limit RT to high intermediate risk group.
 * Comment : OS not primary survival, not powered for it. Primary end-point DFS, which was significantly better with RT

Surgery and Vaginal BT +/- EBRT

 * Norwegian Radium Hospital, 1980
 * 9-years, 1980 (1968-1974) - PMID 6999399 — "Postoperative external irradiation and prognostic parameters in stage I endometrial carcinoma: clinical and histopathologic study of 540 patients." Aalders J et al. Obstet Gynecol. 1980 Oct;56(4):419-27.
 * Randomized. 540 patients with surgical Stage I. All patients had TAH/BSO (no lymphadenectomy) + postoperative brachytherapy 60 Gy to the surface of the vagina (~40 Gy LDR @ 0.5cm and ~ 24 Gy HDR @ 0.5 cm). Then randomized to no further treatment vs pelvic RT 40 Gy (central shielding after 20 Gy)
 * 9-year outcome: OS BT alone 90% vs BT+EBRT 87% (NS). RT decreased LR (7% vs 2%) but there were more distant mets (5% vs 10%, borderline SS). Similar recurrence rate in both groups, but more deaths in XRT group.
 * Subset analysis: Improved OS for BT+EBRT in IC Grade 3 (82% vs. 72%); probably due to improved local control (LR 5% vs. 20%) with comparable DM (14% vs. 15%). IC G1-2 had no difference in OS, LR, and DM.
 * Poor prognosis: Age >60, Stage IC, Grade 3, LVI+
 * Conclusion: No benefit for EBRT after vaginal BT, except for Stage IC G3 patients

Surgery + Pelvic EBRT vs. Vaginal BT

 * PORTEC 2 (2002-2006) -- Pelvic EBRT 46/23 vs. vaginal BT 21/3
 * Randomized. 427 patients, intermediate-high risk endometrial CA. Eligible if: (1) age greater than 60 years and stage 1C grade 1 or 2 disease, or stage 1B grade 3 disease; and (2) stage 2A disease, any age (apart from grade 3 with greater than 50% myometrial invasion). TAH/BSO, PLND not allowed. Excluded papillary serous and clear cell. Arm 1) EBRT 46/23 vs. Arm 2) HDR 21/3 or LDR 30/1. Primary endpoint vaginal relapse.
 * 2008 ASCO Abstract -- "Vaginal brachytherapy versus external beam pelvic radiotherapy for high-intermediate risk endometrial cancer: Results of the randomized PORTEC-2 trial." (Nout RA, Clin Oncol 26: 2008 (May 20 suppl; abstr LBA5503)) Median F/U 2.8 years
 * Outcome: 3-year vaginal relapse EBRT 2.0% vs. VBT 0.9% (NS), pelvic relapse 0.7% vs. 3.6% (SS), OS 90% vs. 91% (NS)
 * Toxicity: Significantly higher rate of diarrhea, persisted >2 years in EBRT group
 * Conclusion: Vaginal BT effective in preventing vaginal recurrences, with slightly higher pelvic failure rate, but no impact on RFS or OS. Quality of life better, so should be considered standard for these patients
 * Comment: Oncolink at UPenn
 * QoL; 2009 PMID 19546404 -- "Quality of life after pelvic radiotherapy or vaginal brachytherapy for endometrial cancer: first results of the randomized PORTEC-2 trial." (Nout RA, J Clin Oncol. 2009 Jul 20;27(21):3547-56. Epub 2009 Jun 22.)
 * QoL evaluated by EORTC QoL-C30, PR-25, and OV-28 questionnaires. 348 patients (81%) evaluable for QoL. Median F/U 2 years
 * Outcome: VBT better social functioning (SS), and significantly improved diarrhea, fecal leakage, need to stay close to the toilet, and limitation of daily activities due to bowel symptoms (SS). No difference in sexual functioning (~40%)
 * Conclusion: EBRT patients significantly worse diarrhea and bowel symptoms, and worse social functioning
 * 2010 PMID 20206777 -- "Vaginal brachytherapy versus pelvic external beam radiotherapy for patients with endometrial cancer of high-intermediate risk (PORTEC-2): an open-label, non-inferiority, randomised trial." (Nout RA, Lancet. 2010 Mar 6;375(9717):816-23.) Median F/U 3.75 years
 * Outcome: 5-year vaginal recurrence VBT 1.8% vs EBRT 1.6% (NS); 5-year loco-regional relapse 5.1% vs 2.1% (NS); isolated pelvic recurrence 1.5% vs 0.5% (NS); DM 8.3% vs 5.7% (NS). 5-year OS 85% vs 80% (NS).
 * Toxicity: Acute G1-2 at completion of RT VBT 13% vs EBRT 54%
 * Conclusion: VBT is effective, with fewer toxic effects
 * Editorial (PMID 20206759): Agree that VBT should be the standard of care for these patients

Surgery + Pelvic EBRT vs. Chemo-RT

 * Finland (1992-1996) -- adjuvant EBRT vs. interdigitated chemo-RT
 * Randomized. 156 patients with Stage IA-B G3 (n=28) or Stage IC-IIIA (n=128), who underwent TAH/BSO. 80% had at least PLND. Arm 1) Pelvic EBRT split course 56 Gy (28 Gy x2 with 3 week break) vs. Arm 2) Interdigitated chemo-RT, given as chemo - RT 28 Gy - chemo - RT 28 Gy - chemo. Chemo was cisplatin 50 mg/m2, epirubicin 60 mg/m2, cyclophosphamide 500 mg/m2 x3 courses. Brachytherapy not mentioned (not given?)
 * 2008 PMID 18534669 -- "Surgically staged high-risk endometrial cancer: Randomized study of adjuvant radiotherapy alone vs. sequential chemo-radiotherapy." (Kuoppala T, Gynecol Oncol. 2008 Jun 3. [Epub ahead of print])
 * Outcome: 5-year DFS RT 85% vs. chemo-RT 82% (NS). LRR 3% in both arms; DM 14% vs. 20%
 * Toxicity: Grade 3 bowel toxicity RT 3% vs. chemo-RT 9%
 * Conclusion: Adjuvant interdigitated chemo-RT failed to improve OS or lower recurrence rate over EBRT alone

Surgery + Pelvic EBRT vs. Chemo

 * JGOG 2033 (1994-2000) -- adjuvant EBRT vs. adjuvant CAP
 * Randomized. 103 institutions. 385 patients with Stage IC-IIIC and >50% myometrial invasion (Stage II-III with <50% invasion ineligible). IC 61%, II 14%, IIIA 13%, IIIC 12%. Age <75. S/P TAH/BSO and surgical staging (96% PLND, 29% PALND). Arm 1) RT AP/PA 45-50 Gy. BT boost in only 6 patients (3%). Arm 2) CAP (cyclophosphamide (333 mg/m2), doxorubicin (40 mg/m2) and cisplatin (50 mg/m2) x3+ courses
 * 5-years; 2007 PMID 17996926 -- "Randomized phase III trial of pelvic radiotherapy versus cisplatin-based combined chemotherapy in patients with intermediate- and high-risk endometrial cancer: A Japanese Gynecologic Oncology Group study." (Susumu N, Gynecol Oncol. 2007 Nov 8). Median F/U
 * Outcome: 5-year PFS 83% vs 82% (NS); OS 85% vs. 87% (NS)
 * By risk: No difference in low/intermediate risk patients. High risk (IC and >70, IC G3, II, IIIA) PFS RT 66% vs. chemo 84% (SS), OS 74% vs. 90% (SS)
 * Toxicity: No difference
 * Conclusion: Adjuvant chemo useful alternative, especially in higher risk patients

 * Italy (1990-1997) -- adjuvant EBRT vs. adjuvant CAP
 * Randomized. 345 patients. High-risk endometrial (IC G3, II G3 and >50% invasion, III). Arm 1) EBRT 45-50 Gy vs. Arm 2) cisplatin 50 mg/m2 + doxorubicin 45 mg/m2 + cyclophosphamide 600 mg/m2. Primary endpoint OS and PFS
 * 2006 PMID 16868539 -- "Adjuvant chemotherapy vs radiotherapy in high-risk endometrial carcinoma: results of a randomised trial." (Maggi R, Br J Cancer. 2006 Aug 7;95(3):266-71. Epub 2006 Jul 25.) Median F/U 8.0 years
 * Outcome: 5-year OS RT 69% vs. chemo 66% (NS); 5-year PFS 63% vs. 63% (NS). RT delayed local relapse, CT delayed DM
 * Toxicity: both well tolerated
 * Conclusion: No difference between adjuvant RT and adjuvant chemo

Vaginal Brachytherapy Dose

 * Oreboro; Sweden (1989-2003)
 * Randomized. 290 low-risk (endometrioid, Stage IA-B, Grade 1-2, <50% myometrial infiltration, diploid DNA, pLN-, washings-), Stage IA 62%, Stage IB 38%. Vaginal cylinders 20-30 mm, dose prescription 5mm depth. All received 6 fractions in 8 days, randomized to Arm 1) 2.5 Gy/fractions (total 15 Gy) or Arm 2) 5.0 Gy/fx (total 30 Gy). Colpometric measurements of vaginal shortening pretreatment and at 5 years
 * 2005 PMID 16029797 -- "Intravaginal high-dose-rate brachytherapy for stage I endometrial cancer: a randomized study of two dose-per-fraction levels." (Sorbe B, Int J Radiat Oncol Biol Phys. 2005 Aug 1;62(5):1385-9.)
 * Outcome: CSS 98.5% (NS), OS 95.3% (NS), no distant mets. Recurrence 1.4% (NS), 0.7% pelvic (NS) and 0.7% vaginal (NS)
 * Toxicity: no vaginal shortening for 2.5 Gy/fx group (pre vs. post) compared with 25% vaginal shortening (mean 2.1 cm) for 5.0 Gy/fx group. Also more vaginal atrophy and mucosal bleeding in 5.0 Gy/fx group
 * Conclusion: Recommend six fractions of 2.5 Gy/fx in low-risk endometrial Ca

Surgery + Pelvic EBRT vs. Chemo-RT

 * Finland (1992-1996) -- adjuvant EBRT vs. interdigitated chemo-RT
 * Randomized. 156 patients with Stage IA-B G3 (n=28) or Stage IC-IIIA (n=128), who underwent TAH/BSO. 80% had at least PLND. Arm 1) Pelvic EBRT split course 56 Gy (28 Gy x2 with 3 week break) vs. Arm 2) Interdigitated chemo-RT, given as chemo - RT 28 Gy - chemo - RT 28 Gy - chemo. Chemo was cisplatin 50 mg/m2, epirubicin 60 mg/m2, cyclophosphamide 500 mg/m2 x3 courses. Brachytherapy not mentioned (not given?)
 * 2008 PMID 18534669 -- "Surgically staged high-risk endometrial cancer: Randomized study of adjuvant radiotherapy alone vs. sequential chemo-radiotherapy." (Kuoppala T, Gynecol Oncol. 2008 Jun 3. [Epub ahead of print])
 * Outcome: 5-year DFS RT 85% vs. chemo-RT 82% (NS). LRR 3% in both arms; DM 14% vs. 20%
 * Toxicity: Grade 3 bowel toxicity RT 3% vs. chemo-RT 9%
 * Conclusion: Adjuvant interdigitated chemo-RT failed to improve OS or lower recurrence rate over EBRT alone

Surgery + Pelvic EBRT vs. Chemo

 * JGOG 2033 (1994-2000) -- adjuvant CAP vs adjuvant pelvic RT
 * Randomized. 103 institutions. 385 patients with Stage IC-IIIC and >50% myometrial invasion (Stage II-III with <50% invasion ineligible). IC 61%, II 14%, IIIA 13%, IIIC 12%. Age <75. S/P TAH/BSO and surgical staging (96% PLND, 29% PALND). Arm 1) RT AP/PA 45-50 Gy. BT boost in only 6 patients (3%). Arm 2) CAP (cyclophosphamide (333 mg/m2), doxorubicin (40 mg/m2) and cisplatin (50 mg/m2) x3+ courses
 * 5-years; 2007 PMID 17996926 -- "Randomized phase III trial of pelvic radiotherapy versus cisplatin-based combined chemotherapy in patients with intermediate- and high-risk endometrial cancer: A Japanese Gynecologic Oncology Group study." (Susumu N, Gynecol Oncol. 2007 Nov 8). Median F/U
 * Outcome: 5-year PFS 83% vs 82% (NS); OS 85% vs. 87% (NS)
 * By risk: No difference in low/intermediate risk patients. High risk (IC and >70, IC G3, II, IIIA) PFS RT 66% vs. chemo 84% (SS), OS 74% vs. 90% (SS)
 * Toxicity: No difference
 * Conclusion: Adjuvant chemo useful alternative, especially in higher risk patients

 * Italy (1990-1997) -- adjuvant CAP vs adjuvant pelvic RT
 * Randomized. 345 patients, high risk endometrial carcinoma (ICG3 in 26%, IIG3 and myometrial invasion >50% in ~10%, III in 65%), excluded clear cell or UPSC. TAH/BSO with selective pelvic/PA LN sampling. Arm 1) adjuvant chemotherapy (cyclophosphamide 600 mg/m2, doxorubicin 40 mg/m2, cisplatin 50 mg/m2) x5 cycles vs Arm 2) Pelvic RT 45-50 Gy, upper border at L5, if PA LN+ then PA field 45/25, upper border at L1. Primary endpoint PFS and OS
 * 7-years; 2006 PMID 16868539 -- "Adjuvant chemotherapy vs radiotherapy in high-risk endometrial carcinoma: results of a randomised trial." (Maggi R, Br J Cancer. 2006 Aug 7;95(3):266-71. Epub 2006 Jul 25.) Median F/U 8 years
 * Outcome: 5-year OS chemo 66% vs RT 69% (NS), 7-year OS 62% vs 62% (NS). No difference in PFS. RT delayed local relapse, chemo delayed mets, but neither (SS).
 * Conclusion: No difference between adjuvant chemotherapy and adjuvant RT. Different patterns of failure

Surgery + Whole abdominal RT vs. Chemo

 * GOG 122 (1992-2000) -- WAI vs. AP
 * 388 pts. Stage III-IV, all histologies. Required TAH/BSO, surgical staging, and <2cm residual tumor. Para-aortic LN allowed but no mets to chest or SCLV. Randomized to WAI (30 Gy, 20 fx, AP/PA plus boost to pelvic +/- para-aortic LN 15 Gy in 8 fx) vs chemotherapy (AP; doxorubicin + cisplatin q3w x 8 cycles).
 * 2006 PMID 16330675 — "Randomized Phase III Trial of Whole-Abdominal Irradiation Versus Doxorubicin and Cisplatin Chemotherapy in Advanced Endometrial Carcinoma: A Gynecologic Oncology Group Study." Randall ME et al. J Clin Oncol. 2006 Jan 1;24(1). Median F/U 6.2 years
 * 5-year outcome: PFS raw RT 38% vs. chemo 42% (p not given), stage-adjusted 38% vs. 50% (SS); raw OS RT 42% vs. chemo 53% (p not given), stage-adjusted (despite it being ranomized trial) 42% vs. 52% (SS)
 * Recurrence locations: WAI: recurrence in 54% (pelvic in 13%, abdomen in 16%, distant 22%). For chemo: 50% recurrence (18%,14%,18%)
 * Grade 3-4 Toxicity: hematologic RT 14% vs. chemo 88%, GI 13% vs. 20%, cardiac 15% vs. 0%, neurologic 7% vs. 1%
 * Conclusion: chemotherapy improves PFS and OS for advanced disease, compared with whole abdomen RT, though with significant toxicity
 * Comment: Despite this being a randomized trial, the chemo arm was stage-adjusted during analysis. Argument was that it had worse prognosis patients (presumably the Stage IIIC, however, LN+ was not a prognostic variable in the study itself). The whole abdomen arm also had bad prognosis patients (IIIA with serosal/adnexal mets). The raw OS result are still significantly better for the chemo arm, but raw PFS was comparable in the two arms (38% vs. 42%). The statistical rationale is not justified, and thus questionable

Uterine Sarcoma and Carcinosarcoma

 * EORTC 55874 (1987-2000) -- observation vs. pelvic RT
 * Randomized. 224 patients with high grade uterine sarcoma (leiomyosarcoma 46%, carcinosarcoma 41%, endometrial stromal sarcoma 13%), Stage I-II, treated with TAH/BSO + washings (75%), nodal sampling optional (25%). Arm 1) observation vs. Arm 2) pelvic RT 50.4/28 Field: top border L4/L5, lower border lower margin of obturator foramina, posterior border S2/S3
 * 2008 PMID 18378136 -- "Phase III randomised study to evaluate the role of adjuvant pelvic radiotherapy in the treatment of uterine sarcomas stages I and II: An European Organisation for Research and Treatment of Cancer Gynaecological Cancer Group Study (protocol 55874)." (Reed NS, Eur J Cancer. 2008 Mar 28 [Epub ahead of print])
 * Outcome: LRR only observation 18% vs. RT 3%, LRR at any time 40% vs. 21% (SS); no impact on PFS or OS
 * By subset: No benefit for LMS, improved local control for CS
 * Conclusion: Pelvic RT improves local control but not PFS or OS for carcinosarcoma, there is no benefit in leiomyosarcoma


text:
Guitar/Movable Chords

Because of the relative tuning of the strings on a guitar, it is very easy to play a variety of chords that can be moved up and down the neck. The most basic types of movable chords are the power chord and barre chord. This section deals with chords that, in general, do not use open strings. Once the shape of the chord is memorised, it can be played anywhere on the fretboard.

Major and Minor shapes
Movable chords often use the general shapes of open chords. However, not all open chords are easy to play as a movable chord. Note that C major and G major is absent. This is because the shape of the chords, particularly G major, demands of the guitarist an advanced technique. Classical guitarists use a foot-stool and adopt a specific playing posture and hand position when they play and this allows them to form these chords with relative ease. The classical guitar also has nylon strings and these offer hardly any resistance to fretting. That is not to say that the C major and G major shape cannot be played on a steel-string acoustic; its just more difficult because of the string tension. They are slightly easier to play on the electric guitar. After mastering the easier shapes, try learning the C major and G shapes. The D major shape and D minor movable chords (as shown below) are usable but tend not to be used regularly due to the shape being slightly awkward to hold and move to other chords. The easiest shapes to learn are the E major and A minor chords shape. Tip: the more difficult shapes can be broken down into smaller units and they also make ideal arpeggio studies where you can approach them more as a succession of notes in a riff without the need for forming the full chord.

"Artist" Chords
Although these guitarists certainly did not invent the chords, they made them popular by using them in many of their songs. More often than not, a player will first encounter them trying to learn a famous song. These are loose categorizations, and are easily applicable to more than one artist, so please keep that in mind.

7#9 (Hendrix Chords)
No chord reminds people more of Jimi Hendrix than the 7#9. These are also used widely by Prince. The voicing for this shape is 1-3-7-#9.

7/9 and 7/9/13 (James Brown Chords)
These chords are essential for getting a funk sound. The voicing for this 7/9 shape is 1-3-7-9-5.

title: Guitar/Movable Chords


text:
Talk:The Computer Revolution/Programming/The Six Phases of System Analysis and Design

Testing should be a Phase in its own right
Although this breakdown of Analysis and Design includes testing (under development) I think Testing is a separate phase in its own right - and including it in development is asking for trouble. Unit test is part of development (programming), as is (probably) link testing, but any further testing should be considered separately! --Benny 09:57, 1 September 2007 (UTC)


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Iranian History/Alexander's Campaign and the Macedonian Conquest of Persia

At the accession of Darius III, Persia was gripped by turmoil. Her empire might have been the largest in the whole world, however, Darius III appeared unequal to the task of governing it. As a rresult, the Empire crumbled rapidly, its downfall hastened by the invasion of a monarch from a small province of Greece called Macedonia called Alexander III, who became famous in history as Alexander the Great.

Origin of The Macedonian Empire
Macedonia was a small principality located in the northern part of modern-day Greece. The Macedonian kingdom had been in existence since the 9th century BC, its first king being Karanus who ruled upto 778 BC. However, the first king of any note was Philip II who, during the 23 years that he ruled (from 359 BC to 336 BC) conquered the whole of Greece and the Southern Balkans and converted the kingdom into an Empire. During the later years of his reign, he carried his arms into Thrace and was elected to lead an invasion of Persia. But a few months before the supposed invasion was to begin, Philip was assassinated and Greece was gripped by civil war.

Alexander III
On the death of Philip `II, a war of succession broke out amongst his sons. Alexander, a son of Philip emerged victorious and grabbed the throne crowning himself Alexander III. Soon after his accession, Alexander completed the conquest of Byzantium. He had also to deal with the widespread rebellion in Greece and the Southern Balkans which he put down with a firm hand. Having resolved internal problems and disputes in his Empire, Alexander started upon his career of conquests.

Alexander first conquered the Northern Balkans pushing back the Syths and other Northern barbarians and pushing back the frontier. Having secured his northern frontiers, Alexander crossed the Byzantium into Asia with an army of 42,000 and started upon his great Eastern campaign.

Battle of the Granicus
Alexander reached up to Lydia virtually unmolested. The Persians gave battle on the banks of the Granicus river. The Greek Light cavalry and infantry charged at the centre of the Persian line. The centre was made of Persian nobles all of whom were killed in the ensuing battle. The Persian cavalry rushed to the aid of the centre thereby allowing the Greeks to enact a breach. The Persians were massacred in large numbers. Total casualties for the Macedonians were between 300 and 400. The Persians had 2,000 infantry captured, which were of the Greek mercenaries who decided to fight on after the Persian retreat; roughly 1,000 cavalry and 3,000 infantry were killed, mostly in the rout.


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Chess Opening Theory/1. e4/1...e6/2. d4/2...d5/3. e5/3...c5/4. c3/4...Nc6

=French Defence: Advance Variation=

Here White usually decides to overprotect their center-pawns by playing 5.Nf3. In a few games, and for the same purpose, White players have also tried 5.Be3 and 5.f4.

Theory table
.

1.e4 e6 2.d4 d5 3.e5 c5 4.c3 Nc6


text:
Chess Opening Theory/1. e4/1...e6/2. d4/2...d5/3. e5/3...c5/4. c3/4...Nc6/5. Nf3

=French Defence: Advance Variation=

This is the main line for White, sometimes called the Paulsen Attack. Of Black's several responses, the main line is 5...Qb6, adding pressure to White's d4 pawn and continuing development.

5...Bd7, the Euwe Variation, is a good alternative move that has some strong proponents.

=Theory Table= .

'''1.e4 e6 2.d4 d5 3.e5 c5 4. c3 Nc6 5. Nf3'''


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User talk:24.22.214.92

Please stop vandalizing, your IP may be banned. Wikinger 11:22, 1 September 2007 (UTC)

title: User talk:24.22.214.92


text:
Chess Opening Theory/1. e4/1...e6/2. d4/2...d5/3. e5/3...c5/4. c3/4...Nc6/5. Nf3/5...Qb6

=French Defence: Advance Variation= Here Black has built up quite some pressure on White's d4-pawn, luckily there are still enough defenders. White has several options. They can:
 * 1) Prepare a gambit by playing 6.Bd3.
 * 2) Develop their pieces, but without the intention of sacrificing a pawn (6.Be2)
 * 3) Prepare an expansion on the queenside (6.a3).

Theory table
.

1.e4 e6 2.d4 d5 3.e5 c5 4.c3 Nc6 5.Nf3 Qb6


text:
Chess Opening Theory/1. e4/1...e6/2. d4/2...d5/3. e5/3...c5/4. c3/4...Nc6/5. Nf3/5...Qb6/6. Bd3/6...cxd4

=French Defence: Advance Variation=

Black trades the pawn on c5 for white's d4 pawn. Black appears to be able to win the pawn but 7.cxd4 Nxd4? 8.Nxd4 Qxd4?? 9.Bb5+ would win the Black queen, so 7...Bd7! is the main move after 7.cxd4. 7.O-O is a modern gambit, sacrificing a pawn for quick development and an attack.

Theory table
.

1.e4 e6 2.d4 d5 3.e5 c5 4.c3 Nc6 5.Nf3 Qb6 6.Bd3 cxd4


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CIW Certification/Study Guides/Site Development Foundations

Site Development Foundations
SKILLS MEASURED

Foundations skills are not product- or system-specific. They are a combination of minimal technical and non-technical skills and knowledge required for those interested in developing specific Internet skills as a designer, developer or administrator. The exam also requires a basic understanding of essential business practices that relate directly to Internet technologies. The 1D0-510 Domain 2.0 tests the following topics:

Demonstrate knowledge required to create web pages
HTML documents are ASCII text files with special characters called tags, that are used to indicate how the document and content are formatted.

The basic HTML document consists of the following elements:

 * Declaration of document type - a DOCTYPE statement indicating the HTML specification used.
 * Example: <!DOCTYPE HTML PUBLIC "//W3C//DTD HTML 3.2 Final//EN">
 *   - An opening tag to indicate the beginning of an HTML document.
 *   - The opening tag for header information. Header information may include scripting code and is not displayed in the browser window.
 *   - The opening and closing tags for the title of your document. These tags and the accompanying title are located within the header information. The title is displayed in your browser's caption.
 *   - The closing tag for header information.
 *   - The opening and closing tags for the content that will be displayed in your browser.
 *   - A closing tag to indicate the end of an HTML document.

Images and graphical formats
The introduction of graphic images into web pages requires considerable thought. They can make a lasting positive first impression to a new visitor or they can discourage traffic from returning to the site. Using the wrong type or too large a graphic can cause a page to load at an unbearably slow pace.

The following graphic file formats are commonly used in web design:

 * GIF (Graphics Interchange Format)
 * JPEG (Joint Photographic Experts Group)
 * PNG (Portable Network Graphics)
 * SVG (Scalable Vector Graphics)

Design and color principles
Effective Web design often implements a layout style known as "inverted pyramid". Pages are arranged with the most significant content to the front or top of the publication and the least significant content following. A well structured layout should be consistent throughout the site and may include several of the following components:

 * Margins - Controls whitespace between content and the edge of browser windows.
 * Borders - Provide HTML table and frame borders.
 * Whitespace - Eliminates clutter and separates content.
 * Color - Can be used to define organization.
 * Headings - Organizes content into outline format.
 * Paragraphs - Used to group blocks of text into sections.
 * Divisions - Divides content into large sections.
 * Framesets - Allow the display of multiple pages at once.
 * Rules - Used to divide content.
 * Tables - Presents data in tabular format and positions elements.
 * Lists - Presents content in a list format.
 * Navigation - Assists user movement through a Web site.
 * Images - Attracts attention or used for navigation.

Forms that accepts user input
HTML forms are a series of user interface elements designed to permit the entry of data by the user. An HTML form may include the following tags:

 *   - Opening form tag. Defines the attributes of an HTML form.
 *   - Input field tag. Defines the attributes of a field designed for user input.
 *   - Button tag. Defines the attributes of a user activated push button.
 *   - Selectable list tag. Defines the attributes of a drop-down selection box.
 *   - Option tag. Defines the options in a drop-down selection box.
 *   - Closing form tag. Indicates the end of an HTML form element.

Define XML and identify its features and appropriate use
Extensible Markup Language (XML) - a general-purpose markup language used to share data on different systems across the Internet. XML allows the use of user-defined markup tags and is recognized as an open standard by the World Wide Web Consortium (W3C).

A subset of the Standard Generalized Markup Language (SGML), XML is sometimes used as a specification language for other application languages including XHTML, RSS, MathML, GraphML, Scalable Vector Graphics, MusicXML, etc.

Domain 2.16
Define electronic commerce (e-commerce) and related technologies and concepts necessary to develop a secure, useful interface (i.e., storefront).


text:
User talk:StuRat

Hi StuRat,

Thank you for your comments. While I'm very new to this whole wiki thing - I did notice that not much had been done with this topic and so I started boldly editing, not even knowing if previous contributors were planning on ever being active again. I noted that the very first sentence of the page declared that the book was for teachers and parents. Yet, eventually, I came to the realization that much of the work that had already been done on this topic (at wikibooks) was meant to teach math. In my opinion, parents and educators are not interested in a book that re-teaches math. If they don't know the math their students/children are learning, they can learn it from the very texts that the children are useing. And a book that teaches elementary/primary mathematical concepts to actual children would have an even smaller audience. In my career as a grade school math educator, I have yet to meet any grade school age children who were motivated to learn math independently, much less who could parse the language used to teach the subject presented in an on-line format. Regardless, a book that teaches how to teach math needs to be presented in a much different manner - with entirely different language, even for non-professional educators such as home-schoolers. So essentially I have had a copy of this topic moved to wikiversity for the express purpose of using it as a template for teaching adults how to teach math to the primary grades. Please read the title page to get a sense of the direction I am taking with the "course". I think you will agree that I am taking it in a very different direction than the one here at wiki books. Because I am currently enrolled in a Education of Mathematics (k-8) Master's program, I plan to combine my classroom teaching experience with my formal learning into this course. In this sense, I expect it to take a few years as I become more aware from my own studies of the pedegogical considerations that apply to each mathematical discipline.

I currently have no intentions of further editing these pages at Wikibooks, so please feel free to revert any work I have done. I apologize for some of the bolder deletions that I have made.

Over time, I plan to change the format of the "copy" that I am working on at Wikiversity (for instance, I plan to expand the section on connections and manipulatives/modes to separate pages), and possibly change the title of the course as well. It occurs to me that links to the the wikibooks pages would be appropriate for readers who need more specific help with topics, which means people need to do a lot of work on this end as well. I invite you to edit and contribute to the pages at wikiversity if you are interested. Even the occasional comment sent to my disscusion page or posted on the discussion page of each section would be appreciated. I don't log into Wikibooks nearly as much as I do Wikiversity, but my name (Leightwing) is the same there. Regards, Leightwing 13:36, 1 September 2007 (UTC)

Link to new location and other stuff
StuRat,

I think I put a link in my last missive to you. Check out the word "copy". Anyways, the URL is: http://en.wikiversity.org/wiki/School:Mathematics/Primary_School_Mathematics. While I'm not sure it belongs in the Mathematics School, I think there should be certainly be links from that school. I'm thinking the portal should be more aligned with the Education School. But for now it's a work in progress and I need to learn more about wikiversity before I bother the higherups by changing my mind too many times.

Yeah, I'm still trying to streamline the editing process. On the one hand, I always like to write things in Word. But on the other hand, creating links, equations, images and testing them is much easier if I write right into the Wiki editing box. One of the drawbacks of this is that I tend to save the page often to see if these things are working.. but then the process of documenting my work with edit summaries becomes cumbersome. Nonetheless, I'm making an effort to summarize anything that I think might be significant. Because a lot of material already on the pages is remedially oriented (I'm talking about the course, not the book), I am trying to delete it as I replace it with material that is more suited to objectives of the project. I'll start making a habit of cutting and pasteing from these pages back into Word to check spelling with each near completion of the segments I'm working on.

I can see that it might be very important and advantageous for these two projects to be linked quite a bit. Probably with more links from the course to the book than from the book to the course. I'm thinking that if (for example) the parent looking over the child's shoulder doesn't understand something even after visiting the course, a link from each section to the corresponding page in the wikibook will serve to even more deeply cover the basic skills needed to help them to understand what's going on.

If this is the goal, then it makes sense for the writers and editors of each of these entities to be aware of what's going on in the corresponding sister pages. Especially the writers of the wikibook, because those pages will often be reached via someone who is having trouble understanding something from the course.

Though I said I wasn't planning on writing any more material for the wikibook, it occurs to me that in many cases, as I write material for the course and link it to the book, it might make sense for me to explain in more detail these concepts (in the book). If I do this, I will make a point of not deleting additional material that already resides there.

I hope this makes sense. Thanks again for your thoughts, Leightwing 16:46, 1 September 2007 (UTC)

Hi,

"I noticed that the 3 pluses in the answer for the last illustration are not in an oval like the first two; does this have any meaning ?"

No, I just forgot to put it there - I don't think it's that critical - unless you think it might be. If you want, you can import it into your favorite editor and fix it if you like.

In the course, my explanation of integer tiles starts with may seem like a simple equation, but there are even simpler equations that perhaps should be used to introduce the model on your end. For instance, those requiring no zero-sum fields. Don't forget, in the wikiversity course, I will have covered the more complex equation. 2 + (-3) under the assumption that the reader already knows how to add negative numbers. They just need to see the model used to teach it, so I provide them with one that has several layers of lessons behind it, but I will also provide a link to your work for those who don't quite understand it. May I suggest that you consider starting with even more simple equations, like -4 + -3, where no zero-sum fields need to be found.. Starting with the graphic I have provided will be very confusing for those who have never seen integer tiles and are just learning how to add negative numbers.

Also, I notice that the homepage of the wikibook you are working on has a big notice on top (This Page has been Moved). It was there even before I began editing it. You may want to make sure it is not scheduled for deletion and have someone take care of the notice. Also, our two projects have the same name. This is bound to cause confusion. I suppose I need to change the one on my end. ;-(

Thanks for your suggestions. I am using the Show Preview button more and I already use most of the keyboard shortcuts. I will check out your crosslinks soon. Leightwing 18:09, 1 September 2007 (UTC)

Welcome
Hey Sturat I think I recognize you from the mathematics reference desk. I am certainly glad to see you here, I would just like to point you to our Naming policy for the subpages of books on the project, we have adopted a naming convention in subpages are named like this:

basepagename/subpagename, for example Calculus/Functions. This makes it so that links back to the main page will automatically show up on the top of the page, and keeps everything consistent across the project (the cookbook is an exception since it has its own namespace).

I've also seen that you've been doing some edits to a wikiversity course on the wikibooks site. The wikiversity pages on this site are outdated because all of the information on them has been moved to its own project (see the wikiversity home page), so if you are interested in contributing to the wikiversity project, I suggest that you make your edits there! Wikiversity is mostly for lecture outlines, syllabi, and other things that are addenda for classes, as far as I can tell, whereas wikibooks is intended mostly for textbooks (see the page that defines the Wikibooks project goals).

If you have any questions about the wikibooks project itself, feel free to ask me. Thank you for your contributions! Mattb112885 (talk to me) 22:56, 18 September 2007 (UTC)

 * 1) Thanks, can you give me an example of how I should have named my pages differently ?

 * 2) We've recently created a content fork between Wikibooks Basic Math (now written for students, whether adult or children) and Wikiversity Basic Math (now written for parents and teachers). I've tried to add links back and forth where a comparable lesson exists in the other area.  My interest is mainly in writing directly for students (mainly adults), so I primarily contribute to Wikibooks Basic Math. StuRat 03:16, 19 September 2007 (UTC)

 * I can give you an example, if you dont mind me butting into the conversation. On the page Primary mathematics:Introduction to significant digits, for instance, you use a colon ":" to separate the name of the book from the name of the page. Instead, you should use a forward-slash "/" to separate them. For example: "Primary mathematics/Introduction to significant digits". Both the colon ":" and the forward-slash "/" are "special characters", in that they both perform special tasks. The colon is used in link-prefixes, such as a namespace or an interwiki link, while the slash is used to separate pages. I hope this helps. --Whiteknight (Page) (Talk) 03:28, 19 September 2007 (UTC)

 * Ouch, that will require a lot of work to fix. I just copied the format of the existing lessons, like .  How did they get so messed up ?  Were they copied from Wikiversity (which I'm guessing uses a different convention) ? StuRat 02:37, 21 September 2007 (UTC)

 * I've fixed the pages names. And no actually, Wikiversity use to be part of Wikibooks before it became a separate project entirely and Wikibooks use to use a different convention. I also removed that misunderstanding from Primary mathematics which was the result of my renaming School of Mathematics:Primary School Mathematics, because Wikiversity had already imported that page, Wikibooks doesn't have schools and it was being used as a table of contents for the book. --dark lama  18:02, 23 September 2007 (UTC)

 * OK, thanks, I'll try to stick with that naming convention. StuRat 18:30, 23 September 2007 (UTC)

title: User talk:StuRat


text:
CIW Certification/Study Guides/Network Technology Foundations

Network Technology Foundations
SKILLS MEASURED

Foundations skills are not product- or system-specific. They are a combination of minimal technical and non-technical skills and knowledge required for those interested in developing specific Internet skills as a designer, developer or administrator. The exam also requires a basic understanding of essential business practices that relate directly to Internet technologies. The 1D0-510 Domain 3 tests the following topics:

Demonstrate knowledge of basic data communications components, and demonstrate technical knowledge of the Internet
The majority of users access the Internet through Internet Service Providers (ISPs). Internet connection points can be established through dial-up service, DSL (Digital Subscriber Line), cable modem, proxy service, or dedicated lines (ISDN, T1, etc.). The speed at which you connect determines how fast the website appears.

Internet Service Providers access the Internet through Network Access Points (NAPs). These NAPs are major Communications Providers connected together by a high speed Wide Area Network (WAN) known as the Internet backbone. These WANs are usually constructed of a high speed fiber optic cable and can handle speeds from 100Mbit/s to 1Gbit/s.

Identify the role of networking hardware, and configure common hardware for operation
A network may consist of two or more computers and can be classified into two main types:

 * LAN (Local Area Network) - Limited to a specific geographical area and often divided into small groups called workgroups.
 * WAN (Wide Area Network) - Crosses much larger geographical boundaries including metropolitan, regional, or national.

Networks are composed of various components, each designed to perform a different function. The following components are likely to be utilized as part of a network:

 * Workstation - Any computer connected to a network and used for a specific purpose.
 * Server - A somewhat more powerful computer used to control specific functions of the network.
 * NIC (Network Interface Card) - An adapter in the computer that provides the physical and electrical connection to the network. May be an expansion board or built into the motherboard. NICs are network specific, Token Ring and Ethernet, and will not inter-communicate between each other.
 * Network Cable - The cabling connecting the network components. In most cases will include any of the following types:
 * Coaxial - Construction includes a copper center conductor with a plastic jacket, surrounded by a braided shield, and covered with a PVC or Teflon outer jacket. Teflon jackets are referred to as [i]plenum-rated[/i]. They do not produce toxic gases when burned and are rated for use within breathable air plenums.
 * Thin Ethernet
 * Thick Ethernet
 * Twisted-pair
 * UTP - Unshielded twisted pair, rated in the following categories:
 * Category 1
 * Category 2
 * Category 3
 * Category 4
 * Category 5
 * Category 6
 * STP - Shielded twisted pair, commonly used for Token Ring installations.
 * Fiber-optic
 * Hub - A central connection point for network devices. Also called a concentrator, a hub will receive input in one port and transmit that information to all other ports.
 * Switch
 * Bridge - Separates a single network into two segments.
 * Router
 * Firewall
 * Modem
 * Gateway

Identify the functions and components of servers commonly used on the Internet
Often used for specific purposes, servers may include the following:
 * Web server - Holds and distributes Web content.
 * File server - Holds and distributes files.
 * Print server - Controls and manages one or more network printers.
 * Mail server - Holds and distributes e-mail.
 * Fax server - Sends and receives faxes.
 * Proxy server - Performs functions on behalf of other computers.
 * Telephony server - Performs call center and call routing functions.
 * Remote access server - Hosts modems designed for inbound connections to the network.


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CIW Certification/Study Guides/Site Designer Exam

Site Designer Exam
SKILLS MEASURED

CIW Site Designer skills objectives are not product-specific or system-specific. The skills objectives are a combination of basic technical and non-technical skills and knowledge required for those interested in Web site development and design. The CIW v5 Site Designer exam 1D0-520 tests the following common core of Internet skills:

Site Development Essentials

 * Identify and manage elements of the Web site development process.
 * Meet customer expectations with Web site project and design.
 * Identify ethical and legal issues relevant to Web development and design.

Web Design Elements

 * Use web design principles to evaluate and develop a site's aesthetic qualities and its ability to enhance viewer experience.
 * Use web design principles to enable navigation, usability and accessibility.

Basic Web Technologies

 * Use basic HTML and XHTML (X/HTML) to develop a series of Web pages.
 * Use X/HTML and extended technologies to enhance Web page structure, format and usability.
 * Create image files, and use images in X/HTML pages and site design.
 * Create Web sites using GUI site development applications.
 * Publish and maintain a production Web site.

Advanced Web Technologies

 * Use multimedia and plug-in technologies to enhance a Web site.
 * Use client-side and server-side programming to enhance Web site functionality.
 * Connect Web pages to a database


text:
CIW Certification/Study Guides/E-Commerce Designer Exam

E-Commerce Designer Exam
SKILLS MEASURED

A CIW E-Commerce Designer focuses on standards, technologies and practices for both business-to-business and business-to-consumer e-commerce models. This individual understands and facilitates relationships among marketing, promotion, customer service, user interaction, purchasing methods, and secure transactions by using SSL and SET, payment gateways, inventory control, shipping and order information and site performance testing and evaluation. The CIW v5 E-Commerce Designer exam 1D0-525 tests the following common core of Internet skills:

E-Commerce Site Development

 * Evaluate an e-commerce site to maximize audience usability.
 * Develop and host an e-commerce site using instant storefront services and stand-alone e-commerce software.
 * Implement e-commerce-based learning solutions.
 * Implement inventory and fulfillment strategies for an e-commerce site.
 * Implement payment-processing services for an e-commerce site.
 * Develop a knowledge base.

E-Commerce Technology and Security

 * Define and use standards, initiatives and e-commerce frameworks that support supplier transactions.
 * Configure Web server software for an e-commerce site.
 * Analyze and improve e-commerce site performance.
 * Secure e-commerce transactions.
 * Secure an e-commerce site.

E-Commerce Business, Marketing and Legal Issues

 * Identify the effects of e-commerce on business operations and revenue generation.
 * Identify legal and governmental issues in e-commerce.
 * Implement effective marketing for an e-commerce site.
 * Implement strategies for effective customer service and manage customer relationships in e-commerce operations.