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Radiation Oncology/Leukemia/ALL

Acute Lymphoblastic Leukemia

Risk of Relapse

 * Clinical
 * Age
 * WBC count
 * Biological
 * Histology/immunophenotype
 * Cytogenetics
 * Gene identification
 * Response based
 * Morphology (BM Bx/aspirate)
 * Minimal Residual Disease
 * Lymphomatous presentation (PMID 1855175)

Risk groups:
 * Low - age 2-9 inclusive, WBC < 10,000; no L2 morphology and boys with plts < 100,000
 * Intermediate - all others; includes pts who are low risk but have L2 morphology or boys with plts < 100,000
 * High - WBC > 50,000; pts who are intermediate risk but have L2 morphology

Adults with ALL:
 * High risk: age > 35, WBC > 30,000, null cell phenotype, Ph+, remission after more than 4 weeks of intensive chemo
 * Have a 18-28% chance of continuous CR at 5 yrs
 * Regular risk
 * 60% 5-yr DFS

CNS disease
See also: Radiation Oncology/CNS/CSF involvement

CNS 1 - Negative cytology (no blasts) CNS 2 - +cytology, < 5 WBC/microliter CNS 3 - +cytology, >=5 WBC/microliter, or any CN lesion

 * Gilchrist 1994

CNS involvement at diagnosis in 3% of children with ALL. CNS involvment is more common in ALL, rare in AML (except for the variant acute myelomonocytic leukemia, AMML), and rare in CML and CLL. Risk in AMML is 20%. 5-10% risk in adults with ALL.

Roles for Radiation

 * CNS prophylaxis
 * CNS Therapy (active disease)
 * TBI
 * Testis prophylaxis(sanctuary sites)
 * Palliation

BMT
Indications for allogeneic hematopoietic stem cell transplantation (HSCT):
 * Relapse, unfavorable cytogenetics, induction failure.
 * High risk patients (relapsed or t(9;22) (Philadelphia) may benefit from BMT

Conditioning regimens prior to HSCT: purpose is to prevent graft rejection and eliminate leukemic cells. Regimen may consist of chemotherapy alone or chemotherapy + TBI. There is a suggestion of improved outcomes with TBI.

TBI - Socio et al, Blood 2001
 * ''Please see the TBI page for technical details

CNS prophylaxis
Indications:
 * Overt CNS involvement at time of diagnosis
 * High risk disease
 * <1 yo, >10 yo
 * WBC > 50,000
 * T-cell ALL
 * Philadelphia chromosome (bcr-abl translocation)

 * PCI for CNS prophylaxis as frontline treatment for patients with ALL led to an increase in survival in the 1960s.
 * However, toxicity from PCI is significant, particularly with early trials using 24 Gy
 * Dose can be reduced to 12-18 Gy or eliminated entirely if appropriate systemic and intrathecal chemotherapy is used, with lower toxicity
 * DFCI Consortium protocol: cranial RT 12 Gy indications (per PMID 17971588): T-cell phenotype, CNS-3 status at diagnosis, or residual disease after induction
 * COG AALL0232 protocol (High risk B-precursor ALL)
 * Prophylactic 12 Gy cranial RT
 * Slow early responders (day 15 BMBx shows M2/M3 disease, or day 29 BMBx shows MRD)
 * MLL rearrangement
 * Patients pre-treated with steroids (e.g. for bronchiolitis symptoms)
 * Therapeutic 18 Gy cranial RT
 * CNS 3 disease
 * Therapeutic 24 Gy testicular RT
 * Initial testicular involvement, and continued evidence of testicular involvement at the end of Induction
 * Dose overview:
 * Standard risk, CNS 1-2: chemotherapy
 * Standard risk, CNS 3: WBRT 18 Gy
 * High risk, CNS 1-2: WBRT 12 Gy
 * High risk, CNS 3: WBRT 18 Gy
 * Overt disease (CN palsy or by MRI): WBRT 24 Gy first, then chemo

Treatment of CNS disease

 * See also: Radiation Oncology/CNS/CSF involvement

Therapeutic Cranial Irradiation -5% of those on initial presentation -CNS failure

See appropriate protocol for chemotherapy regimen, individual risk-adapted, and response criteria to stratify by risk category.

 * Dose
 * Varies on protocol
 * 24 Gy in past, no longer used.
 * 18 Gy (standard dose) associated with decreased risk of CNS complications
 * PMID 11443604 - Waber DP, Shapiro BL, Carpentieri SC, et al.: Excellent therapeutic efficacy and minimal late neurotoxicity in children treated with 18 grays of cranial radiation therapy for high-risk acute lymphoblastic leukemia: a 7-year follow-up study of the Dana-Farber Cancer Institute Consortium Protocol 87-01. Cancer 92 (1): 15-22, 2001.
 * 12 Gy has been used more recently in European trials
 * PMID 10828010 - Schrappe M, Reiter A, Ludwig WD, et al.: Improved outcome in childhood acute lymphoblastic leukemia despite reduced use of anthracyclines and cranial radiotherapy: results of trial ALL-BFM 90. German-Austrian-Swiss ALL-BFM Study Group. Blood 95 (11): 3310-22, 2000.

 * Fraction size
 * Usually 180
 * Sometimes 160 (thought to be lower neurocognitive effects)

 * Volume
 * Cranial radiation only (no spinal irradiation)
 * (Sanctuary Therapy: A Randomized Trial of 724 Children with Previously Untreated Acute Lymphoblastic Leukemia A Report from Childrens Cancer Study Group Nesbit et al. CANCER RESEARCH 42. 674-680, February 1982)
 * Areas to watch
 * Cribiform plate (reported site of failure for medulloblastoma)
 * Temporal lobes

Treatments: CCG trials from 1971-78 used cranial RT + intrathecal MTX but no spinal RT. CSI was found to be more effective than cranial RT in treating pts with CNS relapse. (Willougby, MRC, PMID 816410, 1976) CCG trials from 1978-83 used 24 Gy cranial + 12 Gy spinal given during consolidation phase along with systemic and intrathecal chemo.
 * CNS disease at diagnosis was not an independent prognostic factor, thereby indicating the effectiveness of CNS treatment regimens used.

CCG trials from 1983-89 used more intensive chemotherapy. Reduced spinal dose to 6 Gy in those treated with intensive consolidation phase in order to limit hematopoietic toxicity.

 * Children's Cancer Group, CCG, 1996 (1983-89) - PMID 8823255 — "Craniospinal irradiation for acute lymphoblastic leukemia with central nervous system disease at diagnosis: a report from the Children's Cancer Group." Chewlow JM et al. Int J Radiat Oncol Biol Phys. 1996 Aug 1;36(1):19-27.
 * Prospective. 53 pts with CNS disease on 4 trials for children > 1 yr -- CCG-104(low-risk), CCG-105 (int-risk), CCG-106 (high-risk), CCG-123 (lymphomatous presentation). Pts with CNS disease received CSI and intrathecal chemo. Pts with CNS disease treated with intensive consolidation chemo received 24 Gy cranial RT + 6 Gy spinal (each at 2 Gy/fx). Pts not treated with intensive consolidation received 24 Gy / 12 Gy. All received intrathecal MTX and/or Ara-C.
 * Median f/u 74 mo. 5-yr EFS for all CNS+ pts was 69%, compared to 67% for those who were CNS-. 5-yr freedom from isolated CNS relapse was 90% vs 94%. No difference between 6 Gy and 12 Gy group.
 * Conclusion: CNS disease at diagnosis is not a poor prognostic factor for children treated with intensive chemo + craniospinal RT + intrathecal chemo. 6 Gy of spinal RT + 24 Gy cranial RT is appropriate.

 * Meta-analysis, 2003 PMID 12721257 -- "CNS-directed therapy for childhood acute lymphoblastic leukemia: Childhood ALL Collaborative Group overview of 43 randomized trials." (Clarke M, J Clin Oncol. 2003 May 1;21(9):1798-809.)
 * Individual data on 2848 patients randomly assigned to CNS-directed therapy prior 1993
 * 10-year EFS: RT + IT-chemo 64% vs. high-dose IT-chemo 63% (NS)
 * Conclusion: "Radiotherapy can be replaced by long-term intrathecal therapy. Intravenous methotrexate gives some additional benefit by reducing non-CNS relapses."

CCG trials

 * High Risk
 * CCG-106
 * 1993 PMID 8229139 — "Improved therapy for children with acute lymphoblastic leukemia and unfavorable presenting features: a follow-up report of the Childrens Cancer Group Study CCG-106." Gaynon PS et al. J Clin Oncol. 1993 Nov;11(11):2234-42.
 * Lymphomatous Presentation
 * CCG-123
 * 1993 PMID 8262820 — "The role of radiation therapy in the treatment of acute lymphoblastic leukemia with lymphomatous presentation: a report from the Childrens Cancer Group." Cherlow JM et al. Int J Radiat Oncol Biol Phys. 1993 Dec 1;27(5):1001-9.
 * Intermediate Risk
 * CNS RT not standard part of protocols
 * Isolated CNS relapse rate is <5%, though it accounts for 25-30% of all failures
 * Testicular relapse rate is <1%

 * CCG-1991
 * Comparison of single delayed intensification and double delayed intensification within dexamethasone-based regimen

 * CCG-1952
 * 2006 PMID 16609069 -- "Intrathecal triple therapy decreases central nervous system relapse but fails to improve event-free survival when compared with intrathecal methotrexate: results of the Children's Cancer Group (CCG) 1952 study for standard-risk acute lymphoblastic leukemia, reported by the Children's Oncology Group." (Matloub Y, Blood. 2006 Aug 15;108(4):1165-73.)
 * Randomized. 1018 patients to intrathecal MTX or intrathecal MTX+cytarabine+hydrocortisone after induction.
 * 6-year EFS: IT-MTX 83% vs. IT-Triple 81% (NS). More testicle and BM failures with IT-Triple
 * CNS failure: IT-MTX 5.9% vs. IT-Triple 3.4%.
 * Conclusion: IT-Triple improves CNS failure, but no OS difference due to more testicle/BM failures

 * CCG-1922 (children 1-10 y/o, WBC <50K)
 * 2003 PMID 12531809 -- "Dexamethasone versus prednisone and daily oral versus weekly intravenous mercaptopurine for patients with standard-risk acute lymphoblastic leukemia: a report from the Children's Cancer Group." (Bostrom BC, Blood. 2003 May 15;101(10):3809-17.)
 * Randomized. 1060 patients randomized to dexamethasone vs. prednisone (standard arm). Second randomization oral vs. IV 6-mercaptopurine. CNS therapy IT-MTX
 * 6-year EFS: dexamethaseon 85% vs. prednisone 77% (SS). No difference for 6-MP. OS 93% vs. 91% (NS)
 * Isolated CNS failure: dexamethasone 3.7% (25% of all failures) vs. prednisone 7.1% (31%) (SS)
 * Testicular failure: dexamethasone 0.2% vs. prednisone 0.5%
 * Conclusion: dexamethasone-based regimen superior over prednisone

 * CCG-1891 (children 1-10 y/o, WBC <50K)
 * 2002 PMID 11806983 -- "Double-delayed intensification improves event-free survival for children with intermediate-risk acute lymphoblastic leukemia: a report from the Children's Cancer Group. (Lange BJ, Blood. 2002 Feb 1;99(3):825-33.)
 * Successor study to CCG-105. Young (<10) patients with intermediate-risk ALL. Randomized 1204 patients to single delayed intensification phase (DI), double DI, or DI + vincristine/prednisone pulsing. No RT CNS prophylaxis
 * 6-year outcome: EFS 79% (double DI best at 83%), OS 89% (no difference)
 * Isolated CNS failure: DI 7.9% (36% of all failures), double DI 6.7% (35%), DI+VP 4.8%(35%)
 * Testicular failure: DI 2%, double DI 1%, DI+VP 2%
 * Conclusion: double delayed-intensification phase improves EFS

 * CCG-191P
 * Randomized. 181 patients. VHD-MTX vs. CRT + intrathecal methotrexate
 * Equivalent survival. However, patients treated with CRT had poorer performance on neurocognitive testing over time.

 * CCG-105
 * 1993 PMID 8445428 — "Improved outcome with delayed intensification for children with acute lymphoblastic leukemia and intermediate presenting features: a Childrens Cancer Group phase III trial." Tubergen DG et al. J Clin Oncol. 1993 Mar;11(3):527-37.
 * 1993 PMID 8445427 — "Prevention of CNS disease in intermediate-risk acute lymphoblastic leukemia: comparison of cranial radiation and intrathecal methotrexate and the importance of systemic therapy: a Childrens Cancer Group report." Tubergen DG et al. J Clin Oncol. 1993 Mar;11(3):520-6.

 * CCG-141
 * PMID 7033075 (1981), PMID 6336986 (1983)

 * Low Risk
 * CCG-104

 * Unclassified
 * CCG-101 (1972-1974)
 * 1982 PMID 7034927 -- "Sanctuary therapy: a randomized trial of 724 children with previously untreated acute lymphoblastic leukemia: A Report from Children's Cancer Study Group." (Nesbit ME, Cancer Res. 1982 Feb;42(2):674-80.)
 * Randomized. 724 children. 4 methods of prophylactic sanctuary therapies: 1) 24 Gy CSI + 12 Gy extended field RT to liver, spleen, kidneys, lower abdomen, gonads, 2) 24 Gy CSI, 3) 24 Gy PCI + IT-MTX, and 4) IT-MTX alone
 * 8-year OS: 56%, EFS 52%
 * The 3 arms containing RT comparable at preventing CNS relapse, and superior to IT-MTX alone. If WBC >20K, best arm was PCI + IT-MTX
 * PCI 24 Gy vs. 18 Gy = similar rates or relapse
 * Conclusion: CSI not necessary

BFM Trials

 * BFM Review, 2000 (1981-1995) PMID 11187912 -- "Long-term results of four consecutive trials in childhood ALL performed by the ALL-BFM study group from 1981 to 1995. Berlin-Frankfurt-Munster." (Schrappe M, Leukemia. 2000 Dec;14(12):2205-22.)
 * Four consecutive trials (ALL-BFM 81, 83, 86, 90). 4440 children.
 * 8-year EFS: BFM-81 66% improved to BFM-90 76%. If good early response (~90% patients), then 8-year EFS 80%
 * Isolated CNS relapse: BMF-81 5.3% improved to BFM-90 1.1%
 * Major findings:
 * 1) Re-intensification is crucial part of treatment, even for low risk patients
 * 2) Cranial RT can be reduced to 12 Gy, or even eliminated if replaced by intensive systemic therapy and IT-MTX
 * 3) Maintenance for 24 months better than 18 months
 * 4) Inadequate response to initial prednisone defines ~10% high risk patients
 * High risk patients: Poor prednisone response, hyperleukocytosis, age <1 year, Philadelphia chromosome

St. Jude's Trials

 * SJ Total Therapy XV (2000-2007)
 * 2009 PMID 19553647 -- "Treating childhood acute lymphoblastic leukemia without cranial irradiation." (Pui CH, N Engl J Med. 2009 Jun 25;360(26):2730-41.)
 * Prospective. 498 consecutive patients with ALL. No PCI. Low risk (age 1-10, WBC <50K, DNA index >1.16, t(12;21)); high risk (t(9;22)). Final risk status determined by level of MRD (>1% after induction was high risk). Treatment individualized.
 * Outcome: 5-year EFS 86%, OS 93%. 5-year risk of isolated CNS relapse 2.7%, any CNS relapse 3.9%
 * Predictors for CNS relapse: t(1;19), CNS involvement at diagnosis, T-cell immunophenotype
 * Conclusion: Prophylactic cranial irradiation can be safely omitted from treatment of childhood ALL

 * SJCRH XIII (1991-1994)
 * 1998 PMID 9657739 -- "Early intensification of intrathecal chemotherapy virtually eliminates central nervous system relapse in children with acute lymphoblastic leukemia." (Pui CH, Blood. 1998 Jul 15;92(2):411-5.)
 * Prospective. 165 patients. Intensified intrathecal chemo (MTX+hydrocortisone+Ara-C) for better CNS control.
 * RT (22%): PCI 18 Gy only for high risk (B-cell >100K, T-cell >50K or Ph+, 18%); PCI 24 Gy only for CNS leukemia (CNS-3, 4%)
 * 5-year isolated CNS failure: low risk 2 failures (1%), high risk 0 failures
 * 5-year EFS: 80%
 * Conclusion: Early intensification of intrathecal chemo reduces risk of CNS relapse, with PCI reserved only for high risk patients

 * SJCRH XII (1988-1991)
 * RT same as XI (High risk or CNS leukemia: PCI 18 Gy, otherwise no RT)

 * SJCRH XI (1984-1988)
 * High risk or CNS leukemia: PCI 18 Gy, otherwise no RT

 * SJCRH X (1979-1983)
 * Standard risk: PCI 18 Gy + IT MTX vs. high-dose MTX; high risk: PCI 24 Gy
 * Lower CNS failure in PCI group
 * Higher testis and BM failure rate in PCI arm
 * Stratified by WBC (>25k), increase risk of CNS failure in HDMTX arm

 * SJCRH IX (1976-1979)
 * RT PCI 24 Gy + some IT-MTX

 * SJCRH VIII (1972-1975)
 * Everyone RT PCI 24 Gy + IT-MTX. Maintenance randomized to 4 different regimens: 1) IV-MTX, 2) oral MTX + 6-MP, 3) #2 + cyclophosphamide, 4) #3 + ara-C
 * CNS relapse least in oral MTX + 6-MP arm
 * Significant leukoencephalopathy (lethargy, SZ, spasticity, paresis, ataxia) in IV-MTX concurrent with PCI arm

 * SJCRH VII
 * 1981 PMID 6115282 -- "Leukaemia remission and survival." (Simone JV, Lancet. 1981 Sep 5;2(8245):531.)
 * Randomized to CSI 24 Gy vs. PCI 24 Gy + IT-MTX
 * No difference in outcomes
 * Conclusion: No need for CSI if IT-MTX given for spinal control

 * SJCRH VI
 * 1978 PMID 102418 -- "Preventive central nervous system irradiation in children with acute nonlymphocytic leukemia." (Dahl GV, Cancer. 1978 Nov;42(5):2187-92.)
 * Randomized to +/- CSI 24 Gy
 * CSI to 24 Gy in 15/16 fxs reduced isolated CNS relapse from 67% to 4%
 * No change in overall survival due to significant and persistent BM failures
 * Dose reduction to 12 Gy not possible with chemo of that time

 * SJCRH V
 * 1973 PMID 4516522 -- "Comparison of two methods of preventing central nervous system leukemia." (Aur RJ, Blood. 1973 Sep;42(3):349-57.)
 * All patients given CNS RT 24 Gy
 * Addition of craniospinal radiation significantly improved outcomes over previous studies (I-IV)

 * SJCRH I-IV (1962-1966)
 * 1972 PMID 4509105 -- ""Total therapy" studies of acute lymphocytic leukemia in children. Current results and prospects for cure." (Simone J, Cancer. 1972 Dec;30(6):1488-94.)
 * No CNS RT given
 * Conclusion: 1) combination chemo is superior to sequential administration of single agents, 2) full-dose is superior to half-dose chemotherapy

DFCI Consortium Trials

 * DFCI Consortium 95-01 (1996-2000)
 * Multiple randomizations. 491 patients with ALL; 272 standard risk (B-cell, WBC <50K, Age 1-10, no CNS lymphoblasts, no mediastinal mass, no Philadelphia chromosome), 219 high risk.
 * Standard risk: 1) triple IT chemo vs. double IT chemo + Cranial RT 18 Gy BID, 2) Erwinia vs. Escherichia coli asparaginase.
 * High risk: 1) doxorubicin vs. doxorubicin + dexrazoxane, 2) Hyperfractionated (0.9 Gy BID to 18 Gy) versus daily RT (1.8 Gy daily to 18 Gy)
 * 2007 PMID 17003366 -- "Results of the Dana-Farber Cancer Institute ALL Consortium Protocol 95-01 for children with acute lymphoblastic leukemia." (Moghrabi A, Blood. 2007 Feb 1;109(3):896-904. Epub 2006 Sep 26.). Median F/U 5.7 years
 * Outcome: Standard risk: no difference between triple IT chemo and double IT chemo with cranial RT; Erwinia asparaginase worse EFS. High risk: 1) dexrazoxane no benefit
 * Conclusion: Intensive (triple) intrathecal chemo as effective as cranial RT in standard risk patients

Other Trials

 * Odense, 1995 (Denmark) PMID 7895752 -- "Prolonged intrathecal chemotherapy replacing cranial irradiation in high-risk acute lymphatic leukaemia: long-term follow up with cerebral computed tomography scans and endocrinological studies." (Hasle H, Eur J Pediatr. 1995 Jan;154(1):24-9.)
 * Prospective. 21 children with high-risk ALL. Treated with prolonged intrathecal triple therapy (MTX, hydrocortisone, Ara-C)
 * 5-year EFS: 79%
 * CNS relapses: none
 * Side effects: 1 child with cortical atrophy, 5 children with delayed bone age, no hormonal abnormalities
 * Conclusion: Extended IT-chemo may provide effective protection with low risk

RT Toxicity

 * DFCI Consortium Trial 95-01
 * Randomized. See above for full protocol information. Subset 164 patients with standard-risk ALL treated with Arm 1) 18 Gy CRT + double IT chemo vs. Arm 2) triple IT chemo
 * 2007 PMID 17971588 -- "Neuropsychological outcomes from a randomized trial of triple intrathecal chemotherapy compared with 18 Gy cranial radiation as CNS treatment in acute lymphoblastic leukemia: findings from Dana-Farber Cancer Institute ALL Consortium Protocol 95-01." (Waber DP, J Clin Oncol. 2007 Nov 1;25(31):4914-21.). Neuropsychological testing at median 6 years
 * Outcome: cognitive function for both groups in average range (median IQ ~100), prevalence of children in special ed comparable. Significant difference in speed of information processing
 * Conclusion: minimal difference between cranial RT and intrathecal chemo alone. Preferable to avoid CRT, but if necessary, CRT 18 Gy may not add risk for neurotoxicity

 * Toronto, 2006 PMID 16921038 -- "Comparison of long-term neurocognitive outcomes in young children with acute lymphoblastic leukemia treated with cranial radiation or high-dose or very high-dose intravenous methotrexate." (Spiegler BJ, J Clin Oncol. 2006 Aug 20;24(24):3858-64.)
 * Retrospective review. 79 patients with high-risk ALL treated on protocols. CNS prophylaxis either CRT 18 Gy, or high-dose MTX, or very-high dose MTX. Neurocognitive assessment done in mean 10.5 years after Dx (5-20 years)
 * Outcome: no difference between either MTX dose and population mean; CRT did ~1 STD worse (clinically significant, since many require special academic accommodations)
 * Conclusion: "Treatment strategies for young children with ALL that avoid CRT are associated with good long-term neurocognitive outcomes."

 * St. Jude's, 2003 (1962-1992) PMID 12917300 -- "Extended follow-up of long-term survivors of childhood acute lymphoblastic leukemia." (Pui CH, N Engl J Med. 2003 Aug 14;349(7):640-9.)
 * Retrospective. 856 patients with no recurrence treated on 13 consecutive clinical trials (out of 2069 treated). Min F/U 10 years
 * 2nd neoplasms: 41/44 RT-related (cumulative risk at 20 years RT 21% vs. no RT 1%)
 * Death rate: standardized mortality ratio to US population - RT 1.9 (SS) vs. no RT 1.7 (NS)
 * Unemployment: men RT 15% vs. no RT 5%; women RT 35% vs. no RT 5%
 * Conclusion: children with ALL who did not receive RT can expect normal life; RT is associated with risk of second neoplasms, slight excess mortality, and unemployment

 * NCI, 1994 PMID 7933424 -- "Educational attainment in long-term survivors of childhood acute lymphoblastic leukemia." (Haupt R, JAMA. 1994 Nov 9;272(18):1427-32.)
 * Retrospective. 593 adult survivors of ALL, 409 sibling controls treated in 23 CCG centers
 * More likely to enter special education, RR 3.4 (SS) or learning disability, RR 3.6 (SS). Risk increased with increasing dose of cranial RT
 * Same probability of finishing high school, or earning bachelor's degree
 * CNS RT 24 Gy or age <6: less likely to enter college (RR 0.67)
 * Conclusion: "This large study demonstrates that childhood acute lymphoblastic leukemia survivors have a greater likelihood of being placed in special education or learning disabled programs than their siblings, but that most are able to overcome these problems. Dose of cranial radiotherapy and age at diagnosis are the most important education-related risk factors."

Refs to Add

 * POG 7420
 * Gilchrist 1994
 * Krull 2013 (JCO Vol 31, Number 35, December 10, 2013, pp. 4407-4415)

Review articles

 * CNS treatment: PMID 12525506 — "Toward optimal central nervous system-directed treatment in childhood acute lymphoblastic leukemia." Pui CH et al. J Clin Oncol. 2003 Jan 15;21(2):179-81.
 * CNS treatment: PMID 16215818, 2005 — "Leukemic and lymphomatous meningitis: incidence, prognosis and treatment." Chamberlain MC et al. J Neurooncol. 2005 Oct;75(1):71-83.
 * ALL treamtent: PMID 16407512 — "Treatment of Acute Lymphoblastic Leukemia." Pui CH et al. NEJM. 2006 Jan 12;354(2):166-178.

Keywords: ALL, radiotherapy, radiation

title: Radiation Oncology/Leukemia/ALL


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Foundations and Current Issues of Early Childhood Education/Chapter 2

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Foundations and Current Issues of Early Childhood Education/Foreword

This is the first edition of a textbook created and edited as part of an education course, ESSE 474/574, at Old Dominion University in Norfolk, VA. The book's primary contributors have been graduate and undergraduate, preservice and present teachers.

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Foundations and Current Issues of Early Childhood Education/Chapter 1/1.1

The Achievement Gap
Jocelyn Dudley Old Dominion University

The achievement gap between black and white students is a key measure of our country's failure to achieve true equality. The gap between the achievement of black students and that of white students is one of the most intense problems affecting education today. The achievement gap is a phenomenon that has been widely ignored for a long time. There is a limited amount of research concerning this topic. It is believed that the reason for this lack of knowledge and awareness is due to the fact that the achievement gap is looked at as a problem with no solution. The reason society feels that the achievement gap cannot be solved is because they feel that poverty and race do not cause the achievement gap. This however is not true, after all, it is clear that there is nothing intrinsic about "blackness" or "whiteness" that can be the cause of the gap. There are no genetic or other immutable traits that could conceivably be the cause of the gap. Thus the problem is manifestly one that can and should be solved. There is tons of research on the differences between race and poor and middle class students, yet it presents its self as a surprise when these differences show themselves in school achievement. Because of this denial, the educational system continues to move around the achievement gap and continues to address a variety of other concerns that ultimately lead them back to the same place, the achievement gap.

When addressing the issue of the achievement gap, it is imperative to look at the causal factors. What is causing the success rate to be so significantly different among students of different races and socioeconomic backgrounds? Current research has chosen to address four main areas of concern. All of these gaps working together to create the achievement gap in school. The first and perhaps the most important difference is the reading gap. The fact of the matter is that, children of educated parents read to their children more than parents with no education. Children of educated parents are also encouraged to read to themselves and read for fun more often than children of parents with no education. Also, white children are more likely to be read to then black children. Reading is such an important part in preparation for school and all aspects of school, that these facts alone shows us why there is such differences in the achievement of back students v. white students and students with parents who are educated v. parents who did not receive an adequate education. The second gap is the conversation gap. Conversation helps vocabulary and communication which is extremely important in school and ultimately in life. Without proper communication skills students will miss out on valuable opportunities in school and in the work force. So students with improper communication skills are ultimately at a disadvantage in life. The difference in conversation is also different in homes of educated parents and middle class parents. These parents are more likely to engage in more conversation with their children and at a much earlier age. They often participate in pretend conversations with their children. Not only is it important to talk with your children more, but its important to participate in meaningful conversation. For example, educated and middle class parents give indirect instructions and give their children choices, where non-educated parent’s conversation is very direct. These factors are so important because research has shown that the achievement continues to affect students after school. Research showed that there were significant trends in racial and ethnic achievement gap in SAT scores.

The role model gap is also a factor to look at when addressing the achievement gap in school. Student who are exposed to more positive role models are more likely to be successful.

Middle class parent are more likely to associate with other middle class professionals, exposing them to their children. These role models act as resources to children. Whereas a child whose parents are living in poverty is less likely to associate with professional, therefore their children have less role models. Role models are important to children because they give them hope and expose them to different jobs. Last but certainty not least is the health and housing gap. This gap doesn’t appear that it would have an affect on school, however that is the total opposite. The social and economic conditions of children highly influence their success in school. Lower income children have poorer health, which make them less physically and mentally ready to go into the classroom and be ready to learn. Also due to lack of money and resources poor children are more likely to miss school because of medical reasons.

In conclusion, the achievement gap has been proven to be one of, if not the most important educational challenge at this time. As a nation if we cannot successfully equally educate our children than we have without a doubt failed. Yes it is true that the achievement gap starts at home and is controlled by such things that teachers are believed to have no control over. However, how can we even begin to try to address this issue if we don’t even believe that it exists? The first step is to get out of denial, just as race and class play a huge role in the job market and society as a whole, we have to open our minds and recognize that it is present in our schools. Everyone in the school system has to bring this issue to the forefront in America and let this country know these are the changes that need to be made for our children. No politicians or organization is going to address this issue, teachers, administrators and even students have to fight for the future. We must begin to ask these questions, How can we not only stress the importance of parents reading to their children, but how do we show a mother with no education and two jobs how to take time to set with their child and read? How do we make sure that our students do not come to class hungry? The education system cannot solve these problems; however they can begin to put the pressure on those who can. Lastly, this solution will take a lot more research, one goal should be to define the problem more clearly and develop research-based classrooms.

Quiz
1) The achievement gap looks at the difference between poor and middle class families and

a)	black and white students b)	elementary and middle school c)	special education d)	male and female students

2) With regards to the conversation gap, research shows that middle class parents participate in more of a …

a)	direct conversation b)	indirect conversation c)	conversational style d)	both b and c.

3) With regards to the health and housing gap, lower class children have poorer

a)	oral hygiene b)	lead poisoning c)	asthma d)	poor nutrition e)	all of the above

4) Recent research regarding the long term effects of the achievement gap show significant difference between racial and ethnic scores have been found in

a)	SAT scores b)	SOL scores c)	VAAP scores d)	Standardized test scores

5) With regards to a solution for the achievement gap, which of the following is the best statement?

a)	the achievement gap can only be solved by an effort from teachers b)	the achievement gap can only be narrowed only when school improvement is combined with social and economic reform. c)	the achievement gap can only be narrowed with social reform d)	the achievement gap can only be narrowed by raising more money for schools.

Essay Question
What can parents and teacher do to help narrow the achievement gap?

Reading is the most important component of education. Parents and teachers should make time to read to children and much as possible. At home parents should try to set a side a special time each day to read to their children and then let their children read to them. However, it is not enough to just read, parents should engage in meaningful conversations about the books by asking questions. In the classroom, teachers should also read to their students as well as letting the students read out loud. Parents and teachers should make it a priority to provide children with lots and lots of books of different varieties. The books should be easily accessible. Children should also be encouraged to read on their own for fun. Reading is not just for school, but it can be a form of entertainment, children should be encouraged to use their imagination. Last but least, both parents and teachers have to start by being role models first. They can do this by showing children that reading is fun by letting them see them reading all the time.

Resources
Burris, C., and Welner, K., (2005) A SPECIAL SECTION ON THE ACHIEVEMENT GAP - Closing the Achievement Gap by Detracking. Phi Delta Kappan. Vol. 86.

Lee, Jaekyung., (2003) Racial and Ethnic Achievement Gap Trends: Reversing the Progress Toward Equity? Educational Researcher.

Rothstein, R., (2004) Class and Classroom: Even the best schools can’t close the race achievement gap. Early Childhood Education Annual Edition, 2006/2007, 18,19.

Singham, M., (1998) The Canary in the Mine: The Achievement Gap between Black and White Students. Phi Delta Kappan. Vol. 80.

Singham, M., (2003) A Special Section on the Achievement Gap: The Achievement Gap Myths and Reality. Phi Delta Kappan. Vol. 84


text:
Wikibooks talk:Game Books

I'm for this policy, but I'm afraid that "Young Children's Games" section leaves a backdoor for books about completely new board games. --Derbeth talk 18:20, 11 March 2007 (UTC)

 * Yeah, I had started writing specifically about VGs and RPGs, but then started to think about other kinds of games too. For example, we recently deleted a book stub on "Beer pong", and I can imagine new books on the latest Parker BrosTM games appearing as well. The young childrens games I had in mind were more of the "duck, duck, goose!" variety... perhaps a single book about such games would be appropriate for teachers and parents, since young children sometimes like to reinvent the rules so that they always "win" ;-). We've really got very little content here on early childhood education, but since most of the games and activities taught to the very young are passed down through oral tradition, this might be a great project for us! -- SB_Johnny | talk 18:43, 11 March 2007 (UTC)

Removing comments about Jimbo
Well, first of all, he is no longer the chairman of the Wikimedia Foundation. Indeed, I havn't even really seen him get involved with much of anything related to Wikimedia projects, except in the case of the fiasco with w:User:Essjay, and that had a direct tie with what Jimbo has been doing lately with Wikia.

In addition, Jimbo's comments were very divisive, and incomplete as well. I'm not going to turn this into a critical comment about Jimbo here, but it is very much his style to stir up the pot a little bit, suggest there might be a problem, and then be vague about the possible solution. The video game books are but one example of this. In addition, if you look at w:User:Jimbo Wales and look at "You can edit this page right now", he openly encourages people to challenge what is currently policy and that you should be able to propose significant changes.

On the other hand, even Jimbo acknowledged that "Any changes to the software must be gradual and reversible." This includes project policies. One of the huge complaints I had about what happened with the video game books was that the changes were of a very permanent nature.

Most importantly, I would hope that in terms of official policies that we here on Wikibooks can think for ourselves. Even if at the time Jimbo wanted to encourage a critical review about video game books, and questioned their validity as educational content, we shouldn't be treating his words here as holy scripture. He is a good man, but it is just the opinion of that one individual. One of the things I like how the Foundation has been going lately is that this "god-king" role is simply not there any more. Certainly Brad Patrick and Anthere get huge respect, but they aren't quite the same thing here.

Let's just deal with the policy here and keep in this case the historical perspetives in the talk pages. While there may be strong historical reasons for culling video game books, that doesn't mean it has to be this way. We certainly can change that policy if there is concensus here to do so. Or to go in completely different directions. What really needs to happen is for the Wikibooks community to lay to rest for once and all what happened here, and debate policy on the merits of the ideas, and not because "Jimbo said" something.

Is there anybody realistically saying that Wikibooks will be shut down by the WMF because we are including video game books? Where was that said? If admins decide to keep these books, are they going to be desysoped (baring that official policy developed by the community has not banned them yet)? Let's get rid of this very direct personal attack and instead deal with the ideas about improving the quality of Wikibooks in general... and to answer critcism by reviewers and educators that Wikibooks is nothing more than a bunch of video game cheat books. --Rob Horning 20:44, 11 March 2007 (UTC)

 * Personal attack? (I really have no idea what you mean.) Whether or not Jimbo is currently the chairman -- and was he still chairman when he made those comments? -- He generally only speaks at the behest of and/or for the benefit of his fellow foundation members. -- SB_Johnny | talk 22:00, 11 March 2007 (UTC)

 * There are a good many things that are worth saying at this point, but in interests of brevity, I will try to focus on some of the most important. First and foremost, even if Jimbo is just "one man", and is no longer the head of the foundation, he is still highly influential and successful. His input, while certainly not the only reason for it, was a major factor in the explosive growth of wikipedia, and the entire wikimedia culture. Jimbo is just one man, but is input and his comments should be given the utmost consideration and respect. Our project would likely stand to benefit from a more "hands-on" interaction with Jimbo or any of the other board members.
 * Second, videogame guides simply and undeniably are not textbooks and therefore don't belong here. It's not a matter of the WMF reprimanding us if we don't follow our mission, it's a matter of us failing to make our project a better, more valuable resource. When we decide to include things that aren't textbooks, we are failing the project, and we are making Wikibooks less then it could be. We could include all sorts of stuff here, Videogame guides, fiction, essays, etc, but then wikibooks would be reduced to an unfocused mishmash of all sorts of written nonsense. The fear of punishment should not be our primary motivator, and it should likely not be a motivation at all. The betterment and promotion of the Wikibooks project should be our ultimate goal here, and that goal is not served by the inclusion of non-textbook materials. People can argue about this all day long, but when the dust settles there is one obvious, "right" thing to do here, and we should be bound to follow that path. --Whiteknight (talk) (projects) 00:20, 12 March 2007 (UTC)

 * There is not one "right" thing to do, because the inclusion or non-inclusion of video game guides is not an ethical choice. The inclusion or non-inclusion of video game guides solely depends upon one's own opinion about the constituants of an "education." And, frankly, I see little merit to the claim that an "education" may only consist of academically rigorous "textbooks", "annotated texts", "how-to guides", and texts directly related to "sports....card games, board games....[and] young children's games."
 * To consider Jimbo's words as dogmatic is silly; they are not dogmatic nor should they ever be regarded as dogmatic. Jimbo did help start the Wikimedia Foundation and did help start Wikipedia, but he was never invovled in Wikibooks: he has only made 52 contributions to the project, with only approximately 20 edits to functional or policy-related pages dealing with his intent to rid Wikibooks of video game guides; and a few letters in the mailing list in the first two months and then in June/July 2006. We have been left to do what we can ourselves with policy texts poorly adapted from Wikipedia (go around to the original archives and see how many are "adapted from wikipedi --mav" or something like that) and an inspirational mission to write and give away free textbooks to the world with no promise of profit. That is amazing. But to exclude a whole class of books which, in our modern world, are becoming increasingly necessary, based on the assertion that they are "non-textbook," "written nonsense," or "simply and undeniably [not] textbooks," is to deny free (as in freedom) texts to a rapidly modernizing world. Why? What is the point? Because some educators might shy away simply because they deem these texts "not educational"? That is the nonsense we are adhering to if we outrightly ban video game-related texts. That should not happen. --Iamunknown 03:21, 12 March 2007 (UTC)

 * Where is that "right thing to do here"? What exactly is that line?  And why are we really removing video game books from this project?
 * If the reason for removing video game books is because they are discussing a commercial product, then all Wikibooks which are about commercial products, not just video games, should be removed as well.
 * If the reason for removing video game books is because they don't "appear" as a textbook... well, name a Wikibook that does for that matter. That gives us Organic Chemistry and what else?  About 10 other Wikibooks perhaps.  Let's say goodbye to the How-to books and Wikijunior as well using this criteria.
 * And even throughout this whole process, it was the video game walkthroughs that were the real issue here... or perhaps to be more clear, "cheat guides" for video games. I don't think those do belong here on Wikibooks... I will conceed that.  But what is being expressed here is that video game books based upon the title alone are subject to deletion, regardless of the kind or quality of the content.  It is that point I objected to right in the beginning, and what I'm still arguing about here.  And that these books are being speedy deleted (at least originally... without even so much as a VfD) on the presumed authority of Jimbo and the Wikimedia Foundation when such a pronoucement was never given in the first place.  Jimbo himself said as much directly to me.  It is that point especially that I have objected to above all.
 * There never was community concensus achieved before this content was removed, and that is why I'm making such a fuss about it now when the opposite is being claimed. --Rob Horning 07:59, 12 March 2007 (UTC)

 * I did not say to treat Jimbo's words as being dogmatic, I certainly don't view it that way. However, I see Jimbo as being experienced in the wiki-world, and highly successful at that. We certainly don't need to agree with Jimbo, or any of the other board members if we choose not to, but it is foolhardy of us to think that outside opinions (especially those of jimbo or the other board members) do not matter and do not warrant our full consideration.
 * The inclusion or exclusion of videogame guides is not an ethical choice, I never said that either. Only one of those two options, however, is in alignment with our stated mission: "Wikibooks is a collection of open-content textbooks". That page does not say that "Wikibooks is a collection of all sorts of non-fiction books", or "Wikibooks contains a bunch of books, guides, and pamphlets for instruction on all subjects imaginable." Videogame guides serve no educational value by any standard, they cannot and never will be used to teach classes, and they are simply not textbooks. It isn't an issue of whether we like them or not. It isn't a question of whether they might bring more traffic to our project.
 * The Wikimania proceedings did not belong here and you, Rob, fought tooth and nail to have them removed. Wikiversity did not belong here, and it was excised (slowly and painfully). Lots of other content is removed regularly, both via VFD and speedy deletion. My point here is that we do not, nor have we ever, been inclusionary. We do not champion free speach, we do not stand against censorship, and we do not host all manner of written material here. There are strict (albeit vague) inclusion criteria that all material on wikibooks must satisfy. We do a disservice to the project by choosing to ignore these criteria, or to bend them for one particular category of content. It is a mistake to assume that wikibooks is some kind of moral crusade for freedom of speach or freedom of the press. We are a textbook authoring community, and things that do not fit in with that purpose are censored and deleted regularly.
 * Even without these guides we still have hundreds of appropriate books, on multiple bookshelves, and an almost infinite pool of subjects on which new books can be written. The removal of videogame guides is not a practical limitation in terms of our content, our contributorship, or our potential. --Whiteknight (talk) (projects) 13:05, 12 March 2007 (UTC)

 * I will note that in regards to the Wikimania pages, even the people organizing the content openly mentioned on many places that the content needed to be moved eventually. And it was permitted to remain on Wikibooks until well after Wikimania was over.  I didn't even really make waves about moving it until it had already been about halfway started in being moved over, so I decided to finish the job, only to have all of my edits (and deletions) reverted by Brion Vibber and direct threats against me by both e-mail, my personal talk page, phone calls, IRC, an finally on the Staff Lounge, where I insisted the discussion had to occur.  That the main organizer of the Wikimania proceedings decided to step completely out of the normal process of filing a complaint on Votes for undeletion and instead got Brion Vibber to undelete the content, and got both Angela and Anthere on my case is also testament to the fact that something was seriously wrong.  I stood up to them.  Thank goodness (in this case) the rest of the Wikibooks communty was behind me on this issue.  Otherwise I'm sure I would have been blocked and banned.  The personal attacks in that episode against me were simply unreal, and what is currently seen on the Staff Lounge archives only hints at what was said.  --Rob Horning 04:37, 16 March 2007 (UTC)

Bringing back older discussion points
There is a myopic view that this whole issue about hosting video game books was something that was initiated by Jimbo Wales. That is hardly the case, and to prove this point, I'm restoring an earlier discussion that went into detail about pros and cons of allowing video game books on Wikibooks. These points and counter points were made in several places, but I think this does the absolute best job of showing the stronger arguments on both sides of the debate.

Unfortunately, this page is buried in the ancient archives of Wikibooks, and it is for this reason that I'm sweeping the dust off for this document that was last edited on December 2005 (a couple of months before the infamous letter by Jimbo about this topic). --Rob Horning 08:44, 12 March 2007 (UTC)

Wikibooks will either permit or reject game manuals such as the ones on Games bookshelf and Computer and video games bookshelf. Discuss at Wikibooks talk:Game manual guidelines.
 * If it permits game manuals, then this page will be guidelines for them.
 * If it rejects game manuals, then it would change What is Wikibooks so that the rejection is enforced policy. This page will be guidelines for how to move game manuals away from Wikibooks.

In addition to using the talk page, you can now edit the sections below, which contain arguments for and against game guides at Wikibooks.

For (Wikibooks should include game guides)

 * Game strategy guides qualify as how-to guides, and Wikibooks includes those.
 * Wikibooks should include instructional material, including game guides, even if it can only be read outside of school.
 * Wikicities is not a sister project of Wikibooks, so it is incorrect to imply that because Wikicities exists, we should move game guides from Wikibooks to Wikicities.
 * Related to the above point, there is no other Wikimedia sister project other than Wikibooks that would be able to host game guide content, baring the possibility of creating a whole new Wikimedia sister project exclusively for this sort of content.
 * Potential contributors can use the guides to become familiar with how to edit Wikibooks. Some contributors might be less afraid of damaging a game guide, rather than the calculus textbook.
 * The game guides can attract readers to Wikibooks who might become contributors to other parts of Wikibooks.
 * Some games are studied in schools, especially Chess. Also, schools for video game developers study existing video games.
 * College major areas of study include video game theory and game design in some Universities. Some Game Design courses include:
 * UAT bachelors degree in Video Game design
 * Full Sail Game Design Major (BTW, 1st major univserity to offer game design major)
 * History of Computer Game Design at Standford University
 * University of Wales Computer Game Design Major
 * Discussion of a Master's Degree in Video Game Design at Southern Methodist University
 * Video Game Design Curriculum at Cornell University
 * Wikibooks should include sports because many schools have sports teams.
 * Many schools have extracurricular activities for groups of gamers. Some student government associations recognise these gaming groups.
 * Wikipedia includes games, so Wikibooks should too. If a Wikipedia article exists, it ought to be reasonable to make a NPOV Wikibook on the same subject, given enough source material to work with to add enough content for a full book-length project.
 * Students want to learn games. Wikibooks should include game guides so that these readers are satisfied.
 * Game guides will help in the future the growth of Wikibooks. (Including game guides simply makes Wikibooks larger.)
 * It would be difficult to remove or transwiki a potential of 2 bookshelves, Games Bookshelf  and  Computer and video games bookshelf
 * German Wikibooks chose de:Go as book of the month. Other games at Wikibooks in other languages:
 * fr:Solution, truc et astuce de jeu vidéo video games
 * de:Regal Diverse games
 * de:Regal Sport sport de-WB changed subjects -- Juetho 09:25, 5 February 2015 (UTC)
 * de:Regal:Spiele games
 * Bandwidth issues for hosting and serving Game Guide content really is trivial and elimination of all game guides is not going to make much of an impact on server performance for any Wikimedia project.
 * Gaming guides and Wikijunior are two relatively isolated development groups so there is not going to be any real impact on Wikijunior regardless of what decision is made on gaming guides. Besides, future directions of Wikijunior are going to open up a seperate domain like http://www.wikijunior.org that is already live.  It is more likely that kids are going to start on Wikijunior and then discover the gaming guides later, especially given the limited content on Wikijunior at the moment.
 * The actual transwiki (if it takes place) would be a minor inconveniance compared to the backlash of the readers and editors when they find out they are no longer welcome here.

Against (Wikibooks should exclude game guides)

 * Game guides are random guides on a subject that someone likes (see WB:WIW) so they are not allowed at Wikibooks.
 * It doesn't matter if the games themselves are on Wikipedia. That is an encyclopaedia, this is not. The most editing article on WP is George W. Bush. Do we need a Wikibook on how to become the U.S. President? There is an article on Ann Coulter. Do we need a Wikibook on How to Talk to a Liberal (If you Must)? Just because something is germane to WP does not make it germane for WB.
 * Yes, classes may be offered on video game design, but a textbook for those classes would not include multiple complete walkthroughs and cheat codes. Maybe one or two examples within a larger video game design book, but not one for every game available.
 * Entertainment is not academic. Because game guides instruct the reader in how to entertain oneself, they cannot qualify as academic, which makes them less useful for Wikibooks. (Instructing the reader to entertain others might be academic. Game development instead of game strategy.)
 * The game guides waste bandwith. Excluding them would reduce the stress on the Wikimedia servers.
 * Game guides harm Wikijunior because children may read them instead of Wikijunior.
 * There is no school class for videogame strategy anywhere. So Wikibooks cannot allow video game guides, even if its allows other game guides.
 * Game guides reduce the standard of Wikibooks. Removing all game guides would reduce the scope of material on Wikibooks, which would have several benefits. Wikipedia would be discouraged from moving material to Wikibooks during "articles for deletion". Contributors would have more interest in Wikibooks because Wikibooks would be more academic.
 * Moving game guides to Wikicities would help Google ads fund Wikicities. Though Wikicities is not a Wikimedia project, some Wikibooks contributors are also Wikicities contributors who support both Wikibooks and Wikicities.
 * There are other places to go if you want to find video game guides.
 * Just because something is easy, does not make it right. People claim the sheer difficulty of transwikiing an entire bookshelf should stop it from being done. Cleaning up after vandals is hard, should we just stop doing that too? Also, one can use Special:Export and Special:Import to help in transwiki.

Double-edge Arguments (Arguments that can be viewed to support either side)
Here is a quote of User:Aya on Wikibooks talk:Policies and guidelines. One could argue that this is the appropriate location for game guides, or that they should be moved to yet another wiki.

''It all started with the project now hosted at en.wikipedia.org. The idea being to collaboratively create a generalized encyclopedia with no (apparent) limitation on its scope. ... At some point, someone (perhaps Jimbo?) decided this was going to get in the way of creating an encyclopedia, so a number of other Wikimedia projects were set up, in the hopes that this data could be transferred to a more appropriate location. ... Over time, some content was transferred, while some was not. Since each project had its own 'what is/isn't' page, users changed its scope over time as well. The endless cycle continues today:''

 * 1) Create a new wiki
 * 2) Create a badly-defined scope
 * 3) Fill it with inappropriate content
 * 4) When it becomes unmanagable, goto 1

Alternate wikis

 * Even if Wikibooks accepts game manuals, a good alternate wiki for game manuals might be wikicities:c:gameinfo.
 * Encyclopedia articles about games are found at Wikipedia, for example Go and Super Mario Bros..

title: Wikibooks talk:Game Books


text:
Ethnomedicine/Disease Prevention Practices

Disease Prevention Practices

 * /Disease Prevention Practices A-C/
 * /Disease Prevention Practices D-F/
 * /Disease Prevention Practices G-J/
 * /Disease Prevention Practices K-L/
 * /Disease Prevention Practices M-P/
 * /Disease Prevention Practices Q-S/
 * /Disease Prevention Practices T-Z/


text:
Talk:Data Structures/Trees

page layout
Can we break up the code blocks at the end of this section or move them somewhere else?

balance
"A balanced binary search tree according to the following specification: The height difference between any two sibling nodes must not exceed one."

Shouldn't this rather be:

"A balanced binary search tree according to the following specification: The height difference between any two leaf nodes must not exceed one."

Note that any two sibling nodes always have the same parent and are on the same level, so the height difference between them will never exceed zero.

 * YES! I think you are right! Anyone revise it? I am a newbie. Visame (talk) 19:59, 3 May 2008 (UTC)

 * Are you talking about AVL trees in particular, or balanced binary search trees in general?

 * Alas, this module's definition of "height" and "depth" seem confusing.

 * The sentence you quoted above was the old definition of an AVL tree on this page.
 * Today I changed the AVL definition on this page to:

 * '' AVL: A balanced binary search tree according to the following specification: the heights of the two child subtrees of any node differ by at most one.

 * (I copied that sentence from AVL tree).
 * Does the following technically qualify as a "balanced" AVL tree, even though it has leaves on 3 different levels?

 * The letter is the value stored in the node; the number is the "height" of that node.
 * Leaves always have a height of 0, right?
 * I'm assuming that the "height of the left subtree of a node" that doesn't have a left child is "-1".
 * Is there a name for the kind of binary trees where every level is full of nodes, except possibly the "deepest" level? --DavidCary (talk) 21:33, 2 September 2008 (UTC)

Red black section
The red / black tree section is deeply unclear. I would suggest it needs rewriting. Or at least some clarification. August2011

title: Talk:Data Structures/Trees


text:
User:Yunaresuka

Welcome to my incredibly mundane and non-exciting userpage! Basically, all I know how to do on Wikipedia is edit pages. Not create them. I know how to fix links and correct grammar, and put words in italics. WOW!

Basically, I roam around various articles and make sure they are looking alright, and don't have horrible lies written all over them, which sadly I have seen too often. So, this userpage is rather basic and boring about my life on Wikipedia, and the few things I decided to add.

=Background=

Here's some lame background about me. I'm a senior in highschool at a boarding school in the middle of Nowhere, Western Mass. OK, so everyone tells me that the city I'm next to is awesome, but apparently that's only if you're old enough to drink and go to nightclubs, and, well, I'm not. So its pretty lame. I grew up right ouside of Boston, so even moving to the other side of the state ruins my life. I hate my roommate, and since I don't think she'll ever find this page, I'll come out and say it. During studyhall, I'm not allowed to listen to music to distract myself from the very obnoxious noises she makes, and phone calls she's not supposed to be making (or answering), so I try to find the one page my school's internet server hasn't blocked. And, Wikipedia is it. Well, they didn't block Amazon or Ebay either, but I really have nothing to buy, and I'm way too poor. So, that is how I landed on Wikipedia and started my trail of edits and freakish obsession with Userboxes.

Origin of "Yunaresuka"
The name "Yunaresuka" comes from the character Yunalesca from Final Fantasy X. I liked the character's name, but not how it was spelled, so I opted for the Japanese pronunciation (of ユウナレスカ). However, the name has nothing to do with Yunalesca at all, and after awhile it has just become username I like to have. However, in an attempt to avoid copyright laws later in life, I sometimes use the name My Sushi Harakiri, which has a whole nother origin.

=Interests=

Some of my interests, in case you'd like to bond with me, are Japanese, guitar, video games (especially RPGs like Zelda and Kindgom Hearts, and others like Guitar Hero), food, comic books, music, movies, Pimp My Ride, CSI, and My Chemical Romance. Right now I'm reading Absolute Boyfriend which is freakishly awesome, and the third book really won't come out soon enough. I'm also reading the Gossip Girl books, and I've lost track of which book is coming out next. I can't wait for the next Spiderman movie to come out, as well at Ghost Rider. The Superman movies are among my top favorites (both the Christopher Reeves and Brandon Routh movies), I still have to see the Punisher movie, but I'm wearing the sweatshirt my brother gave me to keep the faith.

If you want to start up a conversation, the things I know most about are comic books, video games, and My Chemical Romance. Growing up with two brothers and a weird sister makes you very much a tomboy, so comics and video games ruled my life. And MCR because, well, I'm obsessed. There's really no other way to put it other than I'm obsessed.

=Articles=

So far I haven't edited any Wikibooks yet, as I spend most of my time in the main Wikipedia articles.

title: User:Yunaresuka


text:
A-level Physics/Forces, Fields and Energy/Electromagnetism

Magnetic Force on a Current
The formula below calculates the force being undergone by a current in a magnetic field.

$$F = BIL\sin(\theta)$$

F is the force being undergone by the current - measured in Newtons(N).

B is the magnetic field strength (or flux density) of the field the charge is in (I.e The number of magnetic field lines per unit area) - measured in Teslas (T).

I is current of the current - measured in amperes (A).

L is the length of conductor in the magnetic field - measured in meters (m)

θ is the angle the current makes with the magnetic field - measured in either radians or degrees (° or C)

The force undergone by the current is at its maximum magnitude when the current vector is perpendicular to the magnetic field vector (ie. Force is maximum when θ = 90°) as Sin(90°) = 1. However the force undergone by the current is at a magnitude of 0 N when the current vector is parallel to the magnetic field vector (ie. Force is 0 N when θ = 0°) as Sin(0°) = 0.

The direction of the Force may be found by application of the Right-hand rule rule as follows:

 * 1) The index finger points in the direction of the velocity vector, v.
 * 2) The middle finger points in the direction of the magnetic field vector B.
 * 3) The thumb points in the direction of the cross product of v and B, which is equal to the force vector, F.

For example, for a positively charged particle moving to the north, in a region where the magnetic field points west, the resultant force points up.

Magnetic Force on a moving charge
F = BqV

F is the force being undergone by the charge - measured in Newtons (N)

B is the magnetic field strength (or flux density) of the field the charge is in (I.e No. of magnetic lines of force from magnet per unit area) - measured in Teslas (T)

q is the charge of the charge - measured in Coulombs (C).

v is the velocity of the charge - measured in meters per second (ms-1)

The direction of the Force may be determined using the Right-hand rule.

Orbiting charges
As stated by the Right-hand rule, the direction of the force experienced by a charge entering a magnetic field (assuming the direction of magnetic field vector and the velocity vector of the charge are not the same) would be perpendicular to the plane of the direction of the velocity and magnetic field vectors.

Due to this, as the charge particle's velocity changes due to the force, the force vector also changes. This causes a circular motion of the charge particle inside the magnetic field. Due to this, the charge's path has a radius and a centripetal force. These are described by:

$$r=\frac{mv}{Bq}$$

r is the radius of the charge's path - measured in metres (m)

m is the mass of the charge - measured in kilograms (kg)

v is the velocity of the charge - measured in meters per second (ms-1)

B is the magnetic field strength (or flux density) of the field the charge is in (I.e No. of magnetic lines of force from magnet per unit area) - measured in Teslas (T)

q is the charge of the charge - measured in Coulombs (C).

$$F = \frac{mv^2}{r}$$

F is the centripetal force being undergone by the charge - measured in Newtons (N)

m is the mass of the charge - measured in kilograms (kg)

v is the velocity of the charge - measured in meters per second (ms-1)

r is the radius of the charge's path - measured in metres (m)

Parallel Current Carrying Conductors
F/l=k (I1 I2)/d

Where F = Force; Newtons N

l = Length of the current carrying conductors parallel to each other.

k = constant; mu0/2p = 2 x 10-7 SI Units

I1 and I2 are current carrying conductors respectively

d = distance between the current carrying conductors (mm)

Quick note
Radius is large for more massive, faster particles. Radius is smaller when the magnetic field strength is large


text:
A-level Biology/Mammalian Physiology and Behavior

Mammalian physiology and behaviour is the module which is chosen by the student (usually the school) at A2, and assumes that you have completed central concepts.

Contents

 * /Mammalian Nutrition/
 * /The Liver/
 * /Support and Locomotion/
 * /The Nervous System/
 * /Sense organs and the reception of stimuli/
 * /Behavior/


text:
User talk:67.182.127.242

Your newly created book about 'Cartoon Network' has been deleted. Wikibooks is for the creation of books which can be used in a classroom and your article is more suited to Wikipedia which already has such an article Cartoon Network

title: User talk:67.182.127.242


text:
A-level Biology/Mammalian Physiology and Behavior/The Liver

Blood Supply
There are two different blood vessels arriving at the liver - the hepatic artery and the hepatic portal vein. The hepatic artery supplies the liver with oxygen and comes from the aorta. The hepatic portal vein leads from the small intestine with blood rich in absorbed nutrients. Blood coming from the small intestine is at a much lower pressure than in the hepatic artery and is de-oxygenated. The hepatic vein carries blood away from the liver to the vena cava which transports it back to the heart.

See external link for image of liver and associated organs:

Study of liver tissue
The human liver can contain up to 100 000 lobules. A lobule is a small division of the liver defined at the histological scale - between them lie the branches of the hepatic artery and the hepatic portal vein, with blood flowing through the lobules and then into the branch of the hepatic vein.

The lobules are composed of hepatocytes, which make up 70-80% of the mass of the liver.These cells are involved in protein synthesis, protein storage and transformation of carbohydrates, synthesis of cholesterol, bile salts and phospholipids, and detoxification. The cells are arranged in rows that come out from the hepatic vein which is the centre the rows of hepatocytes are thin - never more than two cells thick so that blood is in close contact with the hepatocyte cells. Channels between these cells carrying blood are called sinusoids, and some channels called bile cannaliculi. Bile coming from the bile cannaliculi enters the bile duct.

Large, phagocytic macrophages called Kupffer cells line the sinusoids, and their role is to destroy bacterium that have made it into the liver, quickly killing via phagocytosis any bacterium.

Please see external image for illustration of the above:

Carbohydrates
The liver closely works with the pancreas and adrenal glands to control blood glucose levels. Insulin, glucagon and adrenaline, the first two of which are secreted by the pancreas and the last secreted by the adrenal glands affect the way the liver metabolises carbohydrates.

Glucose, a monosaccharide is our way of transporting carbohydrates in the blood. Glucose serves as a main respiratory substrate, but is not suitable for storage. The polysaccharide glycogen is a much more appropriate storage sugar and thus when there is more glucose in the blood than required (for example, just after eating), it is converted to glycogen and stored in a number of places.

When blood glucose levels fall (for example, during exercise), α (alpha) cells in the islets of Langerhans (cells in the pancreas) secret glucagon. Glucagon binds to the glycoprotein receptors on each hepatocyte cell in the liver lobules and starts a process called glycogenolysis. This process simply means 'breaking down glycogen' and the resulting glucose passes out of the hepatocyte, into the blood in the sinusoids and helps raise blood glucose levels back to normal.

When blood glucose levels are too high, β (beta) cells in the islets of Langerhans perform what is essentially the reverse of the above process. They secrete insulin, a hormone that acts on hepatocytes, muscle and fat-containing cells in adipose tissue and stimulates them to convert glucose into glycogen. This lowers the blood glucose levels back to normal.

As a side note, the hormone adrenaline, usually released during times of danger, has many other uses but in the liver it breaks down glycogen to provide glucose to the muscles - to help the person escape whatever danger they are in.

Conversion of other substances to glucose
The liver can also convert a variety of other substances to glucose, during periods of low glucose levels in the blood, creating additional energy for the body, in a process called gluconeogenesis. This process occurs (in normal circumstances) when all supplies of glycogen have been converted to glucose (i.e. in the beginning stages of starvation). It starts by converting amino acids to glucose, deaminating them first (See section: Protein Metabolism) and excreting the nitrogen containing section of the amino acid in urea and the rest is converted to pyruvate which is used to be converted to glucose.

During exercise, anaerobic respiration may start to occur as the muscles require more oxygen than the blood can supply it with - this produces lactate which is taken in by the hepatocytes, and again converted to pyruvate and then glucose. Glycerol, a key part of lipids can also be converted to glucose.

Lipids
Lipids are stored in cells that make up adipose tissue - lipids are an important energy-storage compound. Fats can be used to synthesise ATP, an important energy source in humans - even whilst glucose levels in the blood are high, and it may surprise you to learn that most tissues (except nervous tissue and red blood cells - these cells must use glucose) will utilise fatty acids as their primary respiratory substrate. Fatty acids are used more and more if glucose is in short supply.

In the liver, triglyceride molecules are split into glycerol and fatty acids, the latter of which is converted into acetyl coenzyme A - used in the Krebs cycle to produce ATP. The less glucose available, the more this happens - and any excess acetyl coenzyme A can be converted to acetoacetate and released into the blood, since the liver cannot use it, but many other cells in the body can - they convert it to acetyl coenzyme A and feed it into the Krebs cycle.

Above, we discussed breaking down fat to utilise as an energy source - but the synthesis of triglycerides is also performed by the liver - excess sugars and proteins are converted to fat. Once this has happened, they are combined with protein to form lipoproteins, which can be transported to other parts of the body. Lipids are insolouble (cannot be transported in the blood), and the protein of the lipoprotein consists of a shell of polar lipids and proteins. Importantly, lipoproteins can be either high or low density - the importance of which becomes clear in the next section.

The liver also makes cholesterol. This is an extremely important molecule in the body - don't believe all the bad press it gets! Not only is it an essential part of cell membranes (stability, fluidity and relative impermeability to hydrophilic substances), but it also is involved in the synthesis of steroid hormones, and is deposited in the skin to waterproof it. Vitamin D is synthesised from cholesterol, stimulated by UV light from the sun. All this, and it makes bile salts.

The liver also regulates levels of cholesterol, which is present in meat, eggs & dairy products (dietary cholesterol intake). When we receive this cholesterol intake, the liver decreases the rate at which it synthesis cholesterol. This happens as a result of the dietary cholesterol reducing the activity of one of the enzymes that catalyses the synthesis of cholesterol from acetyl coenzyme A. Saturated fats cause the liver to increase the rate at which it converts those to cholesterol, which is why people are told to keep saturated fat levels in the diet to a low level.

Just as with triglycerides, cholesterol must be transported as a lipoprotein. High density lipoproteins and low density lipoproteins can be formed, but it has been observed that is the proportion of HDL to LDL that has a far greater effect on health - LDLs are the bad guys here, causing deposition of cholesterol on blood vessel walls as plaques (causing high blood pressure, heart attacks), whilst HDLs have been shown to remove plaques and protect against them in the first place.

Bile Production
Most of the cholesterol synthesised by the liver in the processes above is used by the hepatocyte cells to make bile. This is then secreted into the bile canaliculi which then carries some bile into the bile duct (which secretes into the duodenum. The rest of the bile is carried into the gall bladder where it is stored and concentrated before being released.

Whilst water makes up a lot of bile, another major component is bile salts, made from cholesterol. These emulsify fats, make it easier for them to be hydrolysed by the lipases and thus absorbed in the smal intestine. Bile also contains cholesterol, which under normal circumstances combines with bile salts to form water-soluble particles but sometimes it may precipitate out and form gallstones. Gallstones are a serious medical condition which can prevent bile from flowing into the small intestine, causing problems with the digestion of fats. Gallstones can be removed by ultrasound treatment or by surgery.

Bile also contains breakdown products from red blood cells which are broken down in the spleen. The haem group is spilt into iron and bilirubin whilst the globin part is hydrolysed to individual amino acids.

Protein Metabolism/Synthesis
Protein metabolism is performed in the hepatocytes, converting and deaminating amino acids. The liver also makes proteins - including important blood proteins such as albumin, globulins and fibrinogen.

Transamination
This is the conversion of one amino acid to another. The essential amino acids - the ones we can only obtain from our diet cannot be formed in this way but the remainder of the 20 can be converted to another if our diet does not match our body's requirements.

Deamination
Liver cells are able to turn excess amino acids into carbohydrates and fats by removing the nitrogen containing part of the molecule, in a process called deamination. This nitrogen containing part is ammonia which, with energy from ATP is combined with carbon dioxide to form urea in the ornithine cycle. The remainder, the carbon-containing part can be converted into carbohydrates or fats, respired or stored.

Synthesis of Plasma Proteins
Blood contains many proteins dissolved in blood plasma - all of which are obviously soluble proteins. These are the plasma proteins and are nearly all made in the liver. Two important plasma proteins are fibrinogen and prothrombin - these proteins are used in blood clotting.

When blood vessels are damaged, the collagen fibres in the walls are exposed and this activates platlets and causes the conversion of prothrombin (an inactive protein) to an active enzyme called thrombin. Thrombin catalyses the removal of amino acids from fibronogen molecules, which in turn converts it to a polymerise (a form inwhich many molecules can link together), forming fibrin, an insoluble long chain that tangles up and forms a mesh to trap red blood cells - preventing blood from escaping and stopping the entry of pathogens from the outside world.

Globulin, which is the term for most of the golbluar proteins in the blood plasma, some are antibodies but these are made by the cells of the immune system. The other globulins are made by the liver and many of them are transport molecules combining with other molecules for transport - for hormones such as insulin.

Albumin is abundantly available in blood plasma and it's job is to stop too much water leaving the blood and entering tissues. It is too large to pass through the walls of most capillaries.

Formation of tissue fluid
The rate at which tissue fluid is formed is determined by two things. Firstly, relative hydrostatic pressure in the capillary and tissue fluid, which the capillary pressure always being greater, so that the difference tends to push water out of the capillary and into the tissue fluid. The opposing force to this is the solute potential gradient between the blood and tissue fluid. This is where albumin comes in - since it is too large to pass through the walls of capillarys, it maintains a lower solute potential for the blood, making water move from the tissue fluid to the blood. If not for albumin, the solute potential gradient would be overwhelmed by the hydrostatic pressure gradient, and water would build up in the tissue fluid. This is a condition known as oedema and is responsible for the swollen belly of a child suffering from kwashiorkor (a protein deficiency disease).

Detoxification
Many things we ingest are potentially dangerous to our body but the liver breaks them down before they harm us - some excreted in the bile, some broken down into harmless substances. The majority of this process occurs on the smooth endoplasmic reticulum in the hepatocyte cells.

Metabolism of Ethanol
Ethanol molecules are small, lipid-soluble and toxic - meaning it can easily diffuse across membranes and enter cells, and it is the livers job to break it down and make it harmless. Ethanol is first converted to ethanal by the enzyme alcohol dehydrogenase, and then to ethanoate by aldehyde dehydrogenase. This can then enter the Krebs cycle and be metabolised to produce ATP - providing a source of energy.

However, if large quantities of alcohol are consumed regularly then the tissues within the liver become damaged. This is due to the breakdown of ethanol producing reduced NAD, reducing the likelihood of reactions needing oxidised NAD occurring. Reactions like this include oxidation of fatty acids, meaning they will accumulate, being stored in the hepatocytes, severely affecting their efficiency at carrying out their function. This is known as a 'fatty liver'.

These effects, combined with the direct toxicity of alcohol on liver cells leads to a condition known as cirrhosis in the liver, where liver cells are just destroyed by ethanol, and while replaced, the cells that replace them have far too much fibrorous tissue (scar tissue) and lose proper blood supply structure. This leads to blood bypassing the filtering process and going on with toxins (and possibly bacteria) in it. All the liver's functions are impaired, for example converting ammonia to urea fails to be as efficient as before, causing ammonia to build up in the blood and cause damage to the central nervous system, which can be fatal.

Breakdown of other substances
Hormones are released from various places in the body and although not directly harmful, they must be broken down by the liver to prevent them causing their effects indefinitely (which could be harmful). Examples of these would include testosterone, thyroxine and oestrogen. Also, medicinal drugs must be broken down for the same reason. The breakdown products of these substances is eliminated via the kidneys in filtration. The liver converts lipid soluble molecules to water soluble ones so that they can stay in the nephron fluid and be carried to the bladder and be lost.


text: Category:Book:Miskito

title: Category:Book:Miskito


text:
User:Imarcuso

I'm a licensed amateur radio radio operator and have been for approximately 5.5 years. I'm working on the amateur radio wikibook as amateur radio is what prepared me for my university degree.

Todo

 * 1) Categorize graphs of current.

title: User:Imarcuso


text: Template:Persian/Exercises

title: Template:Persian/Exercises


text:
Amateur Radio Manual/Sinusoidal Waveforms

As mentioned in the previous chapter, an alternating current is a current that changes with time. A specific class of current, and voltage for that matter, is the sinusoidal waveform. Sinusoidal waveforms are fundamental to radio. A Morse code signal, for example, is generated from a sinusoidal waveform. Sinusoidal waveforms are the basis behind AM, FM, and television signals as well.

Basic Characteristics of Sinusoidal Waveforms
There are three basic characteristics of sinusoidal waveforms (hereafter sinusoids): amplitude, frequency, and phase.

As shown in the diagram, the amplitude is the difference between the high value and the low value. The waveform may have different units, depending upon what the waveform is. If the waveform is measuring a voltage as a function of time, then the amplitude will be in Volts; if it were current as a function of time, amplitude would be in Amps. The frequency is equal to $$\frac{1}{\lambda}$$ and is a measure of how quickly the waveform cycles. If the waveform is a function of time, then frequency will usually be measured in Hertz (Hz). Since frequency is a measure of how rapidly the waveform cycles, frequency is sometimes (usually in older texts) given as cycles. One cycle is equal to one Hertz. λ is the inverse of frequency and is referred to as the period (usually a "T" is used to indicate the period.) Phase is a measure of how "offset" the signal is from some reference signal. Phase only makes sense when comparing signal of the same frequency, as otherwise phase will change as a function of time. In the second plot, red is a sine wave and green is a cosine wave. As can be seen, these waveforms are identical save that one is a shifted version of the other. Notice how the cosine function reaches a peak at 0, while the sine function reaches a peak at $$\frac{\pi}{2}.$$ The cosine function reaches the peak sooner and is said to lead the sine function by $$\frac{\pi}{2},$$ or 90°.


text:
Talk:Homeopathy

In order to improve this book it was decided that suitable warnings should be posted on these pages to alert users to possibly inaccurate or controversial information.

Xania talk 23:20, 11 March 2007 (UTC)

title: Talk:Homeopathy


text:
History of Islam/Modern period

Many people in Islamic countries also see a broader and positive role for Islam in Politics. Political Islam is powerful in all Muslim-majority countries. Islamic parties in Turkey, Pakistan and Algeria have taken power at local, provincial and even Federal level.

 * /Afghanistan//
 * /Albania/
 * /Algeria/
 * /Azerbaijan/
 * /Bahrain/
 * /Bangladesh/
 * /Bosnia and Herzegovina/
 * /Burkina Faso/
 * /Brunei/
 * /Chad/
 * /Comoros/
 * /Djibouti/
 * /Eritrea/
 * /Egypt/
 * /The Gambia/
 * /Guinea/
 * /Indonesia/
 * /Pakistan/
 * /Saudi Arabia/
 * /Nuclear capabilities/
 * /Conflicts with Israel/
 * /Recent history/
 * /Political Fault Lines/

title: History of Islam/Modern period


text:
Wikibooks:Problem users/Archive1

This user left me a pretty threatening message on my user-page. I would have banned him outright, except his contribution history has some good stuff as well. -- 02:39, 12 December 2005 (UTC)

 * This diff suggests that 203.166.96.239 was responsible. The Special:Contributions/203.166.96.239 suggests that several different users occasionally use this IP. --Kernigh 04:40, 20 February 2006 (UTC)

He wrote An Anarcho-Primitivist's Guide To Sabotage, a new Wikibook that is a recreation of some previous books like Causing Havoc. This is just a thing to watch very closely, perhaps with users like this who want to keep adding books like this to Wikibooks with repeated VfDs coming down to remove this sort of content. --Rob Horning 08:19, 8 February 2006 (UTC)

His user page says it all. Just somebody to keep an eye on. --Rob Horning 01:47, 24 March 2006 (UTC)

Spammer. ManuelGR 22:26, 28 June 2006 (UTC)

 * I've blocked this user. there have been at least 2 other instances of similar linkspamming in less then an hour, and I have reason to suspect that they are all related (sockpuppets, I assume). All similar offenses, as far as i am concerned, should be considered sockpuppets or repeats, and are blockable. --Whiteknight (talk) (projects) 22:30, 28 June 2006 (UTC)

title: Wikibooks:Problem users/Archive1


text:
Advanced Interactive Media/Using Wikibooks.org and Facebook.com As Tools For This Class

'''This Advanced Class is designed to represent the way interactive designers commonly work in their industry. '''

1. Three production teams (interactive, audio/video, design) teach each other software with my guidance. This way they encounter 12 products instead of 4 as in previous years. 20% of their team grade is based on their teaching/presenting success.

2. The goal for this class is the production of a recruiting team product for the Fall 07 College Weekend.

3. Most media for the project is moved through the internet, usually during non-class hours.

4. Students are writing their own text as a WIKIbook, a technique that has proven potential for exceptional learning.

5. Informal writing moves from Facebook to the "Advanced Interactive Media" WIKIbook where thoughts are formalized in a text outlined by the teacher.

6. The majority of project communication takes place via social networking software (Facebook.com) which requires that every student blog daily. It is relatively simple for teachers to track the quantity and quality of communications over any period of time.

Guidelines and rules for the use of Facebook and WIKIbooks as a social networking tool are as follows:

1. Every student is required to communicate via Facebook at least four times per week and much more often when team activities require it.

2. The discussion board in Facebook is limited to topics for three teams (Interactive, Audio/Video, Design), the project director, the teacher and each person in the class. No new "Topics" can be added without permission from the project director or teacher in order to make the long-term tracking of all communications manageable by students and the teacher. A history of all communications based on these identities is easy to access, review and grade,

3. New chapters cannot be added to the WIKIbook by students in the class - only the teacher and project manager can do this. The editing and contribution of all other content including photo uploads, URL links, etc. is expected.

4. Students are responsible to read Facebook messages from their team leader for their individual group, Mr. Eland, Jenny, and wall postings.

5. Students are expected to target their Facebook blogs towards intended individuals and team leaders. On rare occasions it will be appropriate to message every class member.

_________________

College students have been conditioned by at least eleven years of conventional instruction. They normally expect to receive lectures, detailed instructions, tests and then a final grade intended to indicate what they can remember about their learning experience. Self-instruction, team work and technology-based communication is as great a challenge for students as it is for the instructor, but well worth the effort if they are to be prepared for future job opportunities in the development of interactive media.

What is Facebook?
Facebook is the second largest social network on the web, and continues to grow. The growing phenomenon has been dubbed one of the leading companies of the new millennium. Young people from all over the world have logged on and continue to log on.It is a good application for messaging. Want to learn more? Check out a complete biography

http://mashable.com/2006/08/25/facebook-profile/

Marketing and Interaction Means
Facebook group set-up for Potential MMI students. Simply search for "Interested in MMI? Well You should be, Here's why!" This may be the : http://oru.facebook.com/group.php?gid=2328492759&ref=share Also a Myspace has been created. www.myspace.com/orummi. Please see Ai Class blog regarding all login and password info.


text:
User talk:H3nry7h3h3n

...

title: User talk:H3nry7h3h3n


text:
User:H3nry7h3h3n

...

title: User:H3nry7h3h3n


text: Field Guide/Birds/Cardinalidae

title: Field Guide/Birds/Cardinalidae


text:
User talk:Fedetchkine 00780856

Image Copyright
Thanks for uploading images on Wikibooks. However, the images may soon be deleted unless we can determine the copyright holder and copyright status. The Wikimedia Foundation is very careful about the images included in Wikibooks because of copyright law (see Wikibooks' Copyright policy).

The copyright holder is usually the creator, the creator's employer, or the last person who was transferred ownership rights. Copyright information on images is signified using copyright templates. The three basic license types on Wikibooks are open content, public domain, and fair use. Find the appropriate template in Image copyright tags and place it on the image page like this:.

Please signify the copyright information on all images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, ask them at the Staff lounge. Thank you. Az1568(Talk) 02:00, 12 March 2007 (UTC)

 * Note that I've removed Image:TAI CHI.jpg from Ethnomedicine. Without a source, we cannot verify the copyright status. Even if it is being used without permission of the copyright holder, there are plenty of appropriate images at commons:Category:Tai Chi Chuan. You may add images from Wikimedia Commons to pages on Wikibooks in the same manner that you would add an image that you upload to Wikibooks. You will likely be able to find most images that you need there. Thank you. --Iamunknown 03:32, 12 March 2007 (UTC)

 * For images of Kombucha tea, see commons:Category:Kombucha --Iamunknown 03:45, 12 March 2007 (UTC)

title: User talk:Fedetchkine 00780856


text:
Field Guide/Birds/Baeolophus bicolor

/Birds

title: Field Guide/Birds/Baeolophus bicolor


text:
Field Guide/Birds/Anas acuta

/Transcluded Modules

title: Field Guide/Birds/Anas acuta


text:
Serial Programming/USB/Type B USB

The Type B USB connectors are usually used in connecting Printers, Scanners and External Hard Drives.

title: Serial Programming/USB/Type B USB


text:
User talk:Walker-Higgins 00752389

Image copyright problem with Image:Vitamin C.jpg
Thanks for uploading Image:Vitamin C.jpg. However, the image may soon be deleted unless we can determine the copyright holder and copyright status. The Wikimedia Foundation is very careful about the images included in Wikibooks because of copyright law (see Wikibooks' Copyright policy).

The copyright holder is usually the creator, the creator's employer, or the last person who was transferred ownership rights. Copyright information on images is signified using copyright templates. The three basic license types on Wikibooks are open content, public domain, and fair use. Find the appropriate template in Image copyright tags and place it on the image page like this:.

Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask them at the Study help desk. Thank you. Az1568(Talk) 03:08, 12 March 2007 (UTC)

 * Also, Image:Post060731 d70 requiem mask.jpg and Image:Toothbrush.jpg --Iamunknown 05:19, 12 March 2007 (UTC)

title: User talk:Walker-Higgins 00752389


text:
User talk:Allanjessica87

Image copyright problem with Image:BooBoo-lion-cut-3.jpg
Thanks for uploading Image:BooBoo-lion-cut-3.jpg. However, the image may soon be deleted unless we can determine the copyright holder and copyright status. The Wikimedia Foundation is very careful about the images included in Wikibooks because of copyright law (see Wikibooks' Copyright policy).

The copyright holder is usually the creator, the creator's employer, or the last person who was transferred ownership rights. Copyright information on images is signified using copyright templates. The three basic license types on Wikibooks are open content, public domain, and fair use. Find the appropriate template in Image copyright tags and place it on the image page like this:.

Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask them at the Study help desk. Thank you. Iamunknown 03:34, 12 March 2007 (UTC)

 * Note that I've removed Image:BooBoo-lion-cut-3.jpg from Ethnomedicine. Without a source, we cannot verify the copyright status. Even if it is being used without permission of the copyright holder, there are plenty of appropriate images at commons:Category:Felis silvestris catus. You may add images from Wikimedia Commons to pages on Wikibooks in the same manner that you would add an image that you upload to Wikibooks. You will likely be able to find most images that you need there. Thank you. --Iamunknown 03:36, 12 March 2007 (UTC)

title: User talk:Allanjessica87


text:
Wireless Mesh Networks/Acknowledgements

Several people have been instrumental in allowing this project to be completed. We would like to thank the following people for contributing to this book:

 * 1) Kgrr.jpg   Initial outline

(please feel free to contribute and add yourself here)

title: Wireless Mesh Networks/Acknowledgements


text:
User talk:Eb264

Image copyright problem with Image:Softbodytut.gif
Thanks for uploading Image:Softbodytut.gif. However, the image may soon be deleted unless we can determine the copyright holder and copyright status. The Wikimedia Foundation is very careful about the images included in Wikibooks because of copyright law (see Wikibooks' Copyright policy).

The copyright holder is usually the creator, the creator's employer, or the last person who was transferred ownership rights. Copyright information on images is signified using copyright templates. The three basic license types on Wikibooks are open content, public domain, and fair use. Find the appropriate template in Image copyright tags and place it on the image page like this:.

Please signify the copyright information on any other images you have uploaded or will upload. Remember that images without this important information or giving false information can be deleted by an administrator. If you have any questions, feel free to contact me, or ask them at the Study help desk. Thank you. Iamunknown 05:18, 12 March 2007 (UTC)

title: User talk:Eb264


text:
Talk:MySQL/Optimization

Merge from MySQL/Table types
G'day, it has been suggested that this module MySQL/Table types be merged into MySQL/Optimization. I'd recommend keeping it separate, as discussions of optimisation take into account more aspects of database design and configuration than simply the engine type, and conversely, engine type differences account for more than just differences in performance. Additionally, it is useful to show comparative features and pros/cons between different engine types, even for readers not (yet) interested in optimisation. Webaware talk 06:47, 12 March 2007 (UTC)

 * What page is suggested to be merged with MySQL/Optimization? (this is MySQL/Optimization here ;)) Beuc 21:11, 14 March 2007 (UTC)

 * Duh! My bad, I clicked the (discuss) link on the merge tag on MySQL/Table types and didn't notice that it brought me here. I've changed the section name.
 * Someone has tagged /Table types with a mergeto, but I think it should sit separately. Optimisation takes in selecting engine type, but engine type affects more than performance. Webaware talk 21:51, 14 March 2007 (UTC)

 * I agree with Webaware for the reasons he already explained.
 * --Sante Caserio (talk) 19:07, 31 March 2009 (UTC)

title: Talk:MySQL/Optimization


text:
Advanced Interactive Media/Design Team/Job Descriptions

Task Breakdown
The Design Director is responsible for the overall look and feel for the class project. This person is not responsible to create all graphics but must find ways to collect ideas from class members and, if necessary, make final decision regarding design commitments.
 * Natalie Sullivan2007:
 * PutNewDesignDirector'sNameHere2008:

 * Communication to all Groups
 * Develop Design Strategy
 * Design Cohesiveness
 * Visual Effects
 * Color Scheme
 * Design Screen Templates
 * Design Marketing Materials

 * Jonathan Coussens2007:
 * Visual Effects
 * Color Scheme
 * Design Screen Templates
 * Design Marketing Materials
 * Shooting VR's

 * Nichole Beacham2007:
 * Forming Focus Groups
 * Writing for Marketing Materials
 * Photography
 * Design for Marketing Materials

 * Natasha Johnson2007:
 * Marketing Campaign
 * Focus Group
 * Alternative Advertising
 * Target Market Research
 * Production of Materials
 * Search for Locations