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User:Whiteknight/Catalog

This page will serve as a general catalog for me so that I can index related pages in the books that I am working on. Material here is not necesssarily intended to be a part of any particular book, and information here may be removed or altered without warning. Unauthorized edits to this page may be reverted without notice.

Laplace Transform

 * Circuit Theory/Laplace Transform
 * Control Systems/Transforms
 * Engineering Tables/Laplace Transform Table
 * Transwiki:Laplace transform

Fourier Transform

 * Circuit Theory/Fourier Transform
 * Signals and Systems/Aperiodic Signals
 * Control Systems/Transforms
 * Digital Signal Processing/Continuous-Time Fourier Transform
 * Signals and Systems/Table of Fourier Transforms
 * Modern Physics:Math:Fourier Transforms

Z-Transform

 * Digital Signal Processing/Z Transform

Assembly Language Programming

 * Reverse Engineering/Assemblers
 * Embedded Systems/Assembly Language

Theory of Partial Fractions

 * HSE Partial Fractions
 * Calculus/Integration techniques

Phasors (Complex Numbers)

 * Electronics/Phasors
 * HSE Complex number
 * Complex Analysis/Complex Numbers
 * Circuit Theory/Phasors
 * Circuit Theory/Phasor Analysis
 * Circuit Theory/Phasor Arithmetic

Sampling

 * http://commons.wikimedia.org/wiki/Signal

3-Phase Systems

 * http://commons.wikimedia.org/wiki/Image:Delta_Star_transformation.png
 * http://commons.wikimedia.org/wiki/Image:Theoreme_de_kennelly.png

Block Diagrams

 * http://commons.wikimedia.org/wiki/Category:Cybernetics
 * Image:AdaptiveFilter C.png (commons)

Bode Plots

 * http://commons.wikimedia.org/wiki/Image:Bode-pt1.png
 * Image:Bode-pt2-var.png
 * Image:Bode-pt2.png
 * http://commons.wikimedia.org/wiki/Bode_plot

Nyquist Plots

 * Image:Nyquist-pt2-var.png
 * Image:Nyquist-pt2.png

Step Response

 * Image:Step-pt2-var.png
 * http://commons.wikimedia.org/wiki/Image:Step-pt2.png

title: User:Whiteknight/Catalog


text:
Futurology/Axioms

American Declaration of Independence
"We hold these truths to be Self-evident that all men are created equal."

Latin proverb
"Homo homini lupus."

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

title: Futurology/Axioms


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Ancient History/Americas/Mayan Empire

 * 1) /Origins/
 * 2) /Decline of the Maya/
 * 3) /Spanish conquest of the Mayas/

title: Ancient History/Americas/Mayan Empire


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Ancient History/Americas/Toltec Empire

 * 1) /Sacking of Teotihuacan/ (ca. 750).
 * 2) /The Cult of Quetzalcoatl/

title: Ancient History/Americas/Toltec Empire


text:
Ancient History/Introduction

What is Ancient History?
"Ancient" history is a rather vague term, but its generally accepted denotation is the period of history preceding the birth and beginnings of modern civilisation, in the first few centuries after the fall of Rome.

However, historians like to argue about what constitutes a historical period, and "ancient history" is understandably vast. The dawn of time and the Early Middle Ages are separated by a very large gap in time.

Some would argue that history refers to the development of human society. In this case, ancient history actually begins with the Paleolithic Era, from about 4.5 million years before the present until ten thousand years ago. This places the development of early hominids into modern-style humans within the compass of ancient history. Others believe that the origins of agriculture really mark the beginning of ancient history, with the domestication of the first food and fiber crops; this process began about 12,000 years before the present, near the end of the last Ice Age. Yet another school argues that the invention of writing and arithmetic, in Mesopotamia and China, around 4500 BC marks the beginnings of true ancient history.

A number of ending points may also be considered. In the western world, the end of the Roman Empire, traditionally dated to 476 CE, has often been declared a cut-off. However, this relegates all of world history between 475 CE and 1500 CE to a period usually called medieval history. The rise of Islam and the early development of science fall within this medieval period, but both are outgrowths of the work of the preceding millennia.

Start of the Book
By our measurements, this textbook began at 04:23, 1 January 2005 by User:24.18.206.57 as a redirect from the Modern History page. This page was one year later made into a book by being filed at template:new and soon after being marked at the Humanities bookshelf.

Themes
So far, no themes questions have been asked and none have been answered. The themes of the book have been modeled after those of the Modern History page.
 * Population [P] refers to groups of persons, such as ethnic or social groups.

In the ancient world, questions of population involve the movements of large numbers of people over great distances. The appearance of Neanderthal Man in many parts of Europe is one such type of movement; the Germanic invasions of western Europe in the early fifth century CE are another. When possible this will identify a people's conjectured point of origin, and attempt to track its movements both geographically and physically.

Population is often closely tied in western Europe and the Mediterranean littoral with questions of citizenship and eligibility to participate in the political system. One of the principal themes of Roman history, for example, is the way in which certain social classes and peoples were either included or excluded from the political process in Rome. During the Hellenistic Age, the idea of who was Greek expanded far beyond the genetic questions of who had come from the geographical region of Greece.

 * Governance [G] refers to rule over a population or populations. Many empires expanded in ancient history until many were sacked.

Governance deals with how a population ruled itself, and the nature of a population's laws and political customs. Many modern English words for governmental types—monarchy, dictatorship, oligarchy, democracy, republic, syndicalism and tyranny—actually come to us from Greek and Latin, since these nations experimented with all these types of government, with written and unwritten law, and with written and unwritten constitutions.

Governance is often ruled by internal and external considerations. Governments usually possess domestic policies, which determine how a nation's leadership acts towards people living within its borders. They also attempt to guide and direct relationships with other nations and people, through treaties and foreign policy.

 * Invention [I] refers especially to new or recovered technology.

Invention and Innovation may be equally appropriate terms here. In the modern world, many nations are aware of the same technologies, even if developing nations can not afford these technologies. Many people know what airplanes do, even if they have never flown in one. However, in the ancient world, in which factories were rare or non-existent, and most artisans labored to create objects in small workshops or at home, innovations took time to spread across cultural lines.

Historians of ancient history often use two terms to describe the process by which inventions pass from culture to culture. The first term is Independent Invention, meaning that two cultures developed a specific idea or technology, but did not learn of that technology from one another. Each culture invented that technology without knowing of the other culture's technological advance. For example, both China and Egypt invented paper of a sort; Egyptian papyrus was invented around 3000 BCE by pounding strips of a marsh reed into a flat surface, while Chinese paper was produced on screens from a mash of mulberry leaves or rice husks around 100 BCE. China knew nothing of Egyptian papyrus paper, so it independently invented paper, even though Egyptian examples already existed.

The other type of innovation is termed Cultural Diffusion, meaning that a culture invents a given technology and then that technology is passed hand to hand and mind to mind through teaching, learning, and borrowing, until it is accepted by another culture in a different geographical region. For example, the spinning wheel was invented in northern China in the fourth century CE, but it did not make an appearance in European households until the twelfth century CE. This advance in thread-making technology advanced year by year along the trade routes from China to Europe, making slow progress but infiltrating each house and culture it passed on the way.

 * Combat [C] refers to wars, battles, and other destructive competition. In ancient history, it is hard to say what was the deadliest war.

Combat in ancient times was conducted largely without the use of anything more elaborate than hand-to-hand weapons: swords, shields, armor, spears, and personal valor were the principal tools of battle. Weapons such as catapults often had to be invented first, before they could be put into use. Horses and camels trained for battle provided cavalry services to many armies, but the expense of maintaining animals for battle kept these forces small relative to the size of infantry forces.

In addition, prior to 1500 CE few nations or countries were able to maintain state monopolies on the use of military force. Arms and armor were relatively inexpensive, and private armies and navies existed even if they were not particularly common. Because of the nature of government, a charismatic leader in many places and times could raise a private army and go into the business of conquering a nation, or starting one of his own.

 * Trade [T] refers to any exchange of goods or services, from the exchange of some money for a slice of bread to the many camels crossing the Arabian Desert.

Compared to the present day, where masses of statistical data and reams of financial information are available, ancient times had little in the way of accurate economic information. Most production of goods occurred at the level of a workshop or household's cottage industry, rather than at the level of a factory or multi-national corporation. While some mercantile companies of a sort did exist, most trade at the international level was conducted by adventurous individuals or families, and it often occurred in a haphazard way.

At the level of local production in the ancient world, numerous types of commerce existed. The first type was barter in which goods are evaluated by the trading partners, and rough estimates of value are assigned to commodities; the commodities themselves are then exchanged, without the use of money. In medium of exchange commercial systems, buyer and seller agree on a value for a commonly available product, such as salt in ancient China or olive oil in ancient Greece, and other products' values are assessed in terms of measured units of that common substance. In specie commerce, a rare product such as gold or silver or precious stone which is small and relatively easily transported, becomes the valuation system. Specie systems often led in the ancient world to the creation of coinage in which coins of indefinite or nominal specie value become the medium of exchange. The most advanced system of trade, credit, did exist in the ancient world, but tended to be rare and reserved for financial transactions of stupendous size.

title: Ancient History/Introduction


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Purported Ancient Worlds/Astral Spheres

In astronomy, the geocentric model (in Greek: geo = earth and kentron = center) of the universe is the theory that the Earth is at the center of the universe and the Sun and other celestial objects go around it.

Belief in this system was common in ancient Greece. It was embraced by both Aristotle and Ptolemy, and most Greek philosophers assumed that the Sun, Moon, stars, and naked eye planets circle the Earth. Aristarchus of Samos proposed a heliocentric model of the solar system, but he was clearly in the minority in believing that the Earth was not central.

title: Purported Ancient Worlds/Astral Spheres


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Ancient History/Americas/Ancient Cuba

The archeological record and evidence from mitochondrial DNA studies indicate that Cuba and the Antilles have been inhabited by peoples ancestral to the indigenous inhabitants for at least several thousand years. Some studies ascribe a role to these original inhabitants in the disappearance of the islands' megafauna, including condors, giant owls and eventually groundsloths.

Before 1492, Cuba was populated by at least two distinct indigenous peoples: Taíno and Ciboney (or Siboney) (some consider these populations to be neo-Taíno nations). These two groups were prehistoric cultures in a time period during which humans created tools from stone, yet they were familiar with gold (caona) and copper alloys (guanín) Copper Age. The Taíno agriculturalist and the Ciboney were a self-sufficient society, although their development was not limited to fishing and hunting, farming and production of wooden structures. Taínos and Ciboney took part in similar customs and beliefs, one being the sacred ritual practiced using, often nasally inhaled, narcotized tobacco vapors and particulates called cohoba, is known in English as smoking.

The Taino (Island Arawak) were part of a cultural group commonly called the Arawak, which extends far into South America. The wide diffusion of this culture is witnessed even today by names of places in the New World; for example localities or rivers called Guama (the Taino name for Lonchocarpus domingens, a leguminous tree, the designation of a chief (as in Guamá a famous Taino who fought the Spanish) are found in Cuba, Venezuela and Brazil.

The Arawaks incorporated readily into the successive invading groups and acculturated almost to the point of disappearance. Residues of their poetry, songs, sculpture, and art are found today throughout the major Antilles. The Arawak and other such cultural groups are responsible for the development of perhaps 60% of crops in common use today and some major industrial materials such as rubber. The Europeans were shown by the Native Cubans how to nurture tobacco and consume it in the form of cigars.

Approximately 16 to 60,000, Bartolome de las Casas estimated 200,000,(not clear due to improper numerals) natives belonging to the Taino and Ciboney nations inhabited Cuba before colonization. The Native Cuban Indian population, including the Ciboney and the Taíno, were forced in to reservations during the Spanish subjugation of the island of Cuba. Many Natives were put in reservations. One famous reservation was known as Guanabacoa, today a suburb of Havana. Many indigenous Cuban Indians died due to the brutality of Spanish conquistadores and the diseases they brought with them, such as the measles and smallpox, which were previously unknown to Indians. On the other hand the introduction of smoking and most probably syphilis into Europe as a result of this contact caused uncounted deaths in Europe. Shakespeare's character Caliban is taken by many to represent a Caribbean Shaman. Sir Walter Raleigh's execution is said witnessed by his Caribbean servant. By 1550, many tribes were eradicated. Many of the Conquistadors intermarried with Native Cuban Indians. Their children were called mestizos, but the Native Cubans called them Guajiro, which translates as "one of us". Today, the descendants are maintaining their heritage.

The Taíno agriculturalist and the Ciboney were a self-sufficient society, although their development was not limited to fishing and hunting, farming and production of wooden structures. Taínos and Ciboney took part in similar customs and beliefs, one being the sacred ritual practiced using, often nasally inhaled, narcotized tobacco vapors and particulates called cohoba, is known in English as smoking.

The Taino (Island Arawak) were part of a cultural group commonly called the Arawak, which extends far into South America. The wide diffusion of this culture is witnessed even today by names of places in the New World; for example localities or rivers called Guama (the Taino name for Lonchocarpus domingens, a leguminous tree, the designation of a chief (as in Guamá a famous Taino who fought the Spanish) are found in Cuba, Venezuela and Brazil.

The Arawaks incorporated readily into the successive invading groups and acculturated almost to the point of disappearance. Residues of their poetry, songs, sculpture, and art are found today throughout the major Antilles. The Arawak and other such cultural groups are responsible for the development of perhaps 60% of crops in common use today and some major industrial materials such as rubber. The Europeans were shown by the Native Cubans how to nurture tobacco and consume it in the form of cigars.

Approximately 16 to 60,000, Bartolome de las Casas estimated 200,000, natives belonging to the Taino and Ciboney nations inhabited Cuba before colonization. The Native Cuban Indian population, including the Ciboney and the Taíno, were forced in to reservations during the Spanish subjugation of the island of Cuba. Many Natives were put in reservations. One famous reservation was known as Guanabacoa, today a suburb of Havana. Many indigenous Cuban Indians died due to the brutality of Spanish conquistadores and the diseases they brought with them, such as the measles and smallpox, which were previously unknown to Indians. On the other hand the introduction of smoking and most probably syphilis into Europe as a result of this contact caused uncounted deaths in Europe. Shakespeare's character Caliban is taken by many to represent a Caribbean shaman. Sir Walter Raleigh's execution is said witnessed by his Caribbean servant. By 1550, many tribes were eradicated. Many of the Conquistadors intermarried with Native Cuban Indians. Their children were called mestizos, but the Native Cubans called them Guajiro, which translates as "one of us". Today, the descendants are maintaining their heritage.

title: Ancient History/Americas/Ancient Cuba


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Cookbook:Cinnamon Bun

| Desserts

A cinnamon bun (or a cinnamon roll) is a type of pastry made with cinnamon, sugar and butter.

Pastry

 * 1) Combine flour, baking powder and salt.
 * 2) Cut in the shortening.
 * 3) Add the milk, stirring with a knife until the dough is soft and slightly sticky.
 * 4) Knead the dough until it "springs back" when you push your finger into it.
 * 5) Roll the dough into a 9 x 13-inch (23 x 30 cm) rectangle. Use a 9 x 13-inch (23 x 30 cm) baking pan as a mould for the size.

Filling

 * 1) Brush butter over the dough, leaving about ¼ inch (0.75 cm) around the edges clear.
 * 2) Combine brown sugar, white sugar, cinnamon and salt. Sprinkle over the buttered dough, leaving about ¼ inch around the edges clear.
 * 3) Press the sugar mixture down. Roll the dough up lengthwise into a log, as tight as you can.
 * 4) Trim the edges, then cut into 8 pieces.
 * 5) Arrange the buns in a small pan, so that all the buns are touching.
 * 6) Bake at 425°F (210°C) for 15–20 minutes.
 * 7) Let cool.

Topping

 * 1) Combine icing sugar and liquid. Whisk together to make an icing.
 * 2) Spread topping on buns after they have cooled.

Conversion otes
Kochbuch/ Zimtschnecken Kokboken/Recept/Kanelbulle

title: Cookbook:Cinnamon Bun


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Umbraco/Templating

 * Templates

title: Umbraco/Templating


text:
Umbraco/Templating/Templates

Templates in Umbraco defines the general layout of the public website, the template combined with a document, outputs a webpage – by ensuring that content and presentation is separated in different layers of the application, it’s guaranteed that you can change one layer without compromising the other. Umbraco itself does not generate any HTML, the webpages of the public website, are 100% generated from the HTML in the templates and data from the documents (for some webpages, a subset of the HTML comes from macros – more on that subject later).

This means that the web developer is 100% in charge of what kind of the HTML output that is served when a user visits the website.

title: Umbraco/Templating/Templates


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User talk:Leparker

Welcome
Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * Check out our help page if you need additional help.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Take a look at Naming policy
 * See list of templates which can save your time
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page.

Good luck! --Derbeth talk 21:08, 9 May 2006 (UTC)

Image Copyright Problem: Image:CationPiBond3.GIF
Thanks for uploading Image:CationPiBond3.GIF. The Wikimedia Foundation is very careful about the images included in Wikibooks because of copyright law. We need you to specify two things on the image description page:
 * The copyright holder, and
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The copyright holder is usually the creator. If the creator was paid to make this image, then their employer may be the copyright holder. If several people collaborated, then there may be more than one copyright holder. If you created this image, then you are the copyright holder.

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There are 2 basic ways to licence an image on Wikibooks:
 * 1) An open content licence
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 * The copyright holder gets the best protection of his work by licencing their work under an open content license like the Creative Commons Attribution-ShareAlike licence. If you have the express permission of the copyright holder to licence their work under the above licence, use the image copyright tag: cc-by-sa-2.5.  The GNU Free Documentation License is another choice for licencing one's work.  Again, if you have the express permission of the copyright holder, use the tag: GFDL.

 * The copyright holder can also release his work into the public domain, see here for images released into the public domain.
 * Images from certain sources are automatically release into the Public Domain. This is true for most governments like the federal United States government. However not all governments release their work into the public domain, such as the UK government .  Non-free licence governments are listed here.

For any other sources of for more information see Image copyright tags. Please remember that if you don't tag your images, they will be deleted.

 * P.S. If you have uploaded other images without including copyright tags, please go back and tag them.  Also, please tag all images that you upload in the future.

If you have any questions, just leave a message on my talk page. Thanks again. Derbeth talk 21:08, 9 May 2006 (UTC)

title: User talk:Leparker


text:
User talk:Tendiin

Greetings Tendiin. Thanks for the help so far on the EQ wikibook. keep up the speed, I'll try to match yours :) --Kajolus 21:19, 9 May 2006 (UTC)
 * and by the way, in case you want to get in touch, you can also PM me on Alla - same alias. I just hope we'll get the access issue sorted somehow...--Kajolus 12:46, 11 May 2006 (UTC)

title: User talk:Tendiin


text: Ancient History/Rome/Republican Economy

title: Ancient History/Rome/Republican Economy


text:
User talk:DorianGray

What language is that in?--216.7.248.254 21:26, 9 May 2006 (UTC)

Movie making process
How's the Call of Cthulhu/"Lots-of-short-stories-from-same-author" project going? Athox 24 September, 2006

title: User talk:DorianGray


text:
Purported Ancient Worlds/Welch Indians

Madoc (Madog or Madawg) ap Owain Gwynedd was a Welsh prince who, according to legend, discovered America in 1170, over three hundred years before Christopher Columbus's voyage in 1492. Madoc has been the subject of much historical speculation, but most scholars doubt that Madoc ever made a trip to North America, and some doubt the prince existed at all.

A later development in the legend claimed the settlers were absorbed by groups of Native Americans, and their descendants remained somewhere on the American frontier for hundreds of years. The first to report an encounter with a Welsh-speaking Indian was the Reverend Morgan Jones, who was captured in 1669 by a tribe of Tuscaroras called the Doeg. The chief spared his life, however, when he heard Jones speak Welsh, a tongue he understood. Jones lived with the Doeg for several months preaching the Gospel in Welsh, and returned to the British Colonies where he recorded his adventure in 1686.

A number of later travellers claimed to have found the Welsh Indians, and one even claimed the tribe he visited venerated a copy of the Gospel written in Welsh. Stories of Cymric Indians became popular enough that even Lewis and Clark were ordered to look out for them, and folklore has long claimed that Louisville, Kentucky was once home to a colony of Welsh-speaking Indians. 18th century Missouri River explorer John Evans of Waunfawr, Wales took up his journey in part to find the Welsh-descended "Padoucas" or "Madogwys" tribes. The legend was not apparently restricted to whites; in 1810, John Sevier, the first governor of Tennessee, wrote to his friend Major Amos Stoddard about a conversation he had had with the old Cherokee chief Oconostota concerning ancient fortifications built along the Alabama River. The Chief said the forts were built by the white people who had once lived in the area as protection against the ancestors of the Cherokee. They were called "Welsh" and their leader was "Modok". How much of the original conversation, which was supposed to have occurred in 1782, was accurately related in Sevier's letter in 1810 is of course debatable.

In the early tales, the white Indians' specific European language ranged from Irish to Portuguese, and the tribe's name varied from teller to teller (often, the name was unattested elsewhere), but later versions settled on Welsh and the Mandan people, who differed strikingly from their neighbors in culture, language, and appearance. The painter George Catlin suggested the Mandans as descendants of Madoc and his fellow voyagers in North American Indians (1841); he found the round Mandan Bull Boat similar to the Welsh coracle, and thought the advanced architecture of Mandan villages must have been learned from Europeans (advanced North American societies such as the Mississippian and Hopewell cultures were not well known in Catlin's time). Supporters of this theory have drawn links between Madoc and the Mandan mythological figure Lone Man, who, according to one tale, provided his people with homes during and after a great deluge.

title: Purported Ancient Worlds/Welch Indians


text:
Purported Ancient Worlds/Previous Universe

In physical cosmology, the Big Bang is the scientific theory that the universe emerged from an enormously dense and hot state about 13.7 billion years ago. The Big Bang theory is based on the observed Hubble's law redshift of distant galaxies that when taken together with the cosmological principle indicate that space is expanding according to the Friedmann-Lemaître model of general relativity. Extrapolated into the past, these observations show that the universe has expanded from a state in which all the matter and energy in the universe was at an immense temperature and density. Physicists do not widely agree on what happened before this, although general relativity predicts a gravitational singularity (for reporting on some of the more notable speculation on this issue, see cosmogony).

The term Big Bang is used both in a narrow sense to refer to a point in time when the observed expansion of the universe (Hubble's law) began — calculated to be 13.7 billion (1.37 × 1010) years ago (±2%) — and in a more general sense to refer to the prevailing cosmological paradigm explaining the origin and expansion of the universe, as well as the composition of primordial matter through nucleosynthesis as predicted by the Alpher-Bethe-Gamow theory.


text:
Talk:Calculus/Series

Doesn't the ratio test require the absolute value of $$\frac{a_{n+1}}{a_n}$$? 216.47.133.160 22:16, 9 May 2006 (UTC)

The module states the ratio test for series with terms “all positive”, so absolute value would be redundant. If a series is not “all positive”, consider the series of the absolute values of its terms. The ratio test would then show absolute convergence implying convergence of the original series. Many texts do not require “all positive” in the premise, do include the absolute value under the limit, and thus conclude absolute convergence.

title: Talk:Calculus/Series


text:
Ordinary Differential Equations/Existence

Existence and uniqueness
So, does this mean that if we have an initial condition we will always have 1 and only 1 solution? Well, not exactly. Its still possible in some circumstances to have either none or infinitely many solutions.

We will restrict our attention to a particular rectangle for the differential equation $$y'=f(x,y)$$ where the solution goes through the center of the rectangle. Let the height of the rectangle be h, and the width of the rectangle be w. Now, let M be the upper bound of the absolute value of f(x,y) in the rectangle. Define b to be the smaller of w and h/M to ensure that the function stays within the rectangle.

 * Existence Theorem: If we have an initial value problem $$y'=f(x,y),y(a)=b$$, we are guaranteed a solution will exist if f(x,y) is bounded on some rectangle I surrounding the point (a,b).

Basically this means that so long as there is no discontinuity at point (a,b), there is at least 1 solution to the problem at that point. There can still be more than 1 solution, though.

 * Uniqueness Theorem: If the following Lipschitz condition is satisfied as well

For all x in the rectangle, then for two points $$(x,y_1)$$ and $$(x,y_2)$$, then $$|f(x,y_1)-f(x,y_2)|<K|y_2-y_1|$$ for some constant $$K$$,

then the solution is unique on some interval $$J$$ containing x=a.

So if the Lipschitz condition is satisfied, and, and $$f(x,y)$$ is bounded, there is a solution and the solution is unique. If the Lipschitz condition is not satisfied, there is at least 1 other solution. This solution is usually a trivial solution $$y(x)=k$$ where k is a constant.

We will use two different methods for proving these theorems. The first method is the Method of Successive Approximations and the second method is the Cauchy Lipschitz Method.

Lets try a few examples.

Example 9

 * $$y'=ky, y(10)=500$$

Is the equation $$f(x,y)=ky$$ continuous? Yes.

Is the equation $$\frac{\partial {f} }{\partial {y} }=k$$ continuous? Yes.

So the solution exists and is unique.

Example 10

 * $$y'=\frac{1}{x}, y(0)=5$$

Is the equation $$f(x,y)=\frac{1}{x}$$ continuous? No. There is a discontinuity at x=0. If we used any other point it would exist.

So the solution does not exist.

Example 11

 * $$y'=\sqrt{y-1}, y(1)=1$$

Is the expression $$f(x,y)=\sqrt{y-1}$$ continuous? Yes.

Is the expression $$\frac{\partial {y} }{\partial {x} }=\frac{1}{2(y-1)^{\frac{1}{2}}}$$ continuous for y(1)=1? No. It is discontinuous at y=1 (that is, it is not defined at $$y=1$$ and is unbounded as $$y\to 1$$), but continuous for all x.

Lifschitz condition is not satisfied, though the existence condition is satisfied. Hence, the solution exists but need not be unique.

The first solution is $$ y(x) = \frac{(x - 1)^2}{4} + 1, x \ge 1$$.

The other solution happens to be the trivial one, $$y(x)=1$$.


text:
Ordinary Differential Equations/Exact 1

First Order Differential Equations

This page details a method for trying to find solutions to equations of the form
 * $$P(x,y)+Q(x,y)y'=0,$$

This is often written as a differential form
 * $$Pdx+Qdy=0$$.

Subsequently, we will refer to this expression as ODE. Differential forms frequently come up in multivariable calculus while studying line integrals.

Exact Differential Equations
Before we begin identifying and solving exact differential equation it helps to make a few observations. We will begin reminding ourselves of the chain rule from multivariable calculus. Which states how to compute the derivative of a composition of two or more functions. Suppose that $$\psi(u,v)$$ is a function of two real variables, and we are given functions $$g(t)$$ and $$h(t)$$ which are functions of a single real variable. Then the function $$f(t)=\psi(g(t),h(t))$$ is simply a function of $$t$$, with $$g$$ and $$h$$ being plugged into $$f$$ as $$u$$ and $$v$$. The chain rule from multivariable calculus tells us how to calculate the derivative of $$f(t)$$. It states that:
 * $$f'(t)=\frac{\partial \psi}{\partial u}\frac{dg}{dt}+\frac{\partial\psi}{\partial v}\frac{dh}{dt}$$

If we slightly abuse the notation and call the two functions $$u(t)$$ and $$v(t)$$ (instead of $$g(t)$$ and $$h(t)$$) then we can write the chain rule as
 * $$f'(t)=\frac{\partial \psi}{\partial u}\frac{du}{dt}+\frac{\partial\psi}{\partial v}\frac{dv}{dt}$$

As an example we could let $$f(u,v)=u^2+v^2$$ and we could let $$u(t)=\cos(t)$$ and $$v(t)=\sin(t)$$. Then according to the chain rule
 * $$f'(t)=(2u)(-\sin(t))+(2v)(\cos(t))=-2\cos(t)\sin(t)+2\sin(t)\cos(t)=0\,$$

Of course this would have been seen more directly by substituting for $$u$$ and $$v$$ to discover that $$f(t)=1$$, but this simply gives us a verification that we took the derivative correctly.

We will use this theory to evaluate:
 * $$\begin{align}\frac{d}{dx}\psi(x,y(x))&=\frac{\partial\psi}{\partial x}\frac{d}{dx}(x)+\frac{\partial\psi}{\partial y}\frac{d}{dx}(y)\\

&=\frac{\partial\psi}{\partial x}+\frac{\partial\psi}{\partial y}y'.\end{align}$$

If we examine this expression carefully it looks equal to the left hand side of our ODE above. Specifically if $$\tfrac{\partial\psi}{\partial x}(x,y)=P(x,y)$$ and $$\tfrac{\partial\psi}{\partial y}(x,y)=Q(x,y)$$ then our ODE is:
 * $$\frac{d}{dx}\Big(\psi\big(x,y(x)\big)\Big)=0$$

This type of equation is especially easy to solve. The only functions whose derivatives are 0 are constant functions or simple constants. Thus the solution to our ODE, i.e. integrating it, will be given by
 * $$\psi(x,y)=C.\,$$

Now consider the following example, applying what we have just figured out.
 * $$y-x^2+xy'=0\,$$

In this example $$P(x,y)=y-x^2$$, $$Q(x,y)=x$$, and $$y'=y'$$. Notice that if $$\psi(x,y)=xy-\frac{x^3}{3}$$ then $$\psi_x'=y-x^2=P$$ and $$\psi_y'=x=Q$$. By the way, if you ever wanted to check for yourself what we are doing here and your calculus is a bit rusty, get maxima (http://maxima.sourceforge.net or prepackaged for your favorite Linux distribution or for Android). The derivation of $$\psi(x,y)$$ we have just made can easily be replayed in maxima, like so,
 * (%i1) psi:x*y-(x^3/3);

and
 * (%i2) diff(psi,x);

yielding
 * (%o1) y - x^2.

Or going from $$\psi_x'$$ to $$\psi(x,y)$$,
 * (%i1) psi_prime:y-x^2;

and
 * (%i2) integrate(psi_prime,x);

yielding
 * (%o1) x*y-(x^3/3)

Turning back to our problem, by our observations above the solution of this equation should be given by $$\psi(x,y)=C$$, or in other words:
 * $$xy-\frac{x^3}{3}=C\qquad\text{ or }y=\frac{x^2}{3}+\frac{C}{x}$$

This particular equation is linear so we may easily verify that the solution obtained in this way is correct. When there is a function $$\psi$$ so that $$\psi_x'=P$$ and $$\psi_y'=Q$$ then the equation is called exact. Unfortunately not every differential equation of the form $$P(x,y)+Q(x,y)y'$$ is exact. In order for this to be an effective method for solving differential equation we need a way to distinguish if a differential equation is exact, and what the function $$\psi(x,y)$$ is if the function is exact.

In order to see that $$P$$ and $$Q$$ could not be arbitrary, remember form multivariable calculus that $$\psi_{xy}'=\psi_{yx}'$$ (read: the order of the partial derivatives of $$\psi$$ is exchangeable) whenever the derivatives exist and are continuous. Since $$\psi_{x}'=P$$, then $$\psi_{xy}'=P_y$$, similarly $$\psi_{yx}'=Q_x$$. Hence, if the equation is exact we would definitely need
 * $$P_y=Q_x$$

or the same stated differently
 * $$\frac{\partial P}{\partial y}=\frac{\partial Q}{\partial x}$$

This can be put into a theorem.

Note that when this is the case, Pdx+Qdy and $${\partial u \over \partial x}dx+{\partial u \over \partial y}dy$$ must be the same, meaning that $$P={\partial u \over \partial x}$$ and $$Q={\partial u \over \partial y}$$. This implies that $${\partial P \over \partial y}={\partial Q \over \partial x}$$. We will now prove that this is also a sufficient condition when the mixed derivative $${\partial u^2 \over \partial x \partial y}$$ is continuous.

Proof:

First, take the integral

$$u=\int_{x_0}^x Pdx + \Phi (y)$$

This obviously satisfies the condition that P=$${\partial u \over \partial x}$$.

In order for it to satisfy the other condition, Q(x,y)=$${\partial u \over \partial y}$$ meaning that

$$Q(x,y)=\int_{x_0}^x {\partial P \over \partial y}dx + \Phi\prime(y)$$

$$=\int_{x_0}^x {\partial Q \over \partial x}dx + \Phi\prime(y)$$

$$=Q(x,y)-Q(x_0,y)+\Phi\prime(y)$$

Canceling Q(x,y) from both sides, we get $$\Phi(y)=\int_{y_0}^y Q(x_0,y) dy$$.

This proves that the equation is exact and that

$$u=\int_{x_0}^x Pdx + \int_{y_0}^y Q(x_0,y) dy = C$$ is an integral of the differential equation.

Note that only C is the arbitrary constant. Changing $$y_0$$ only changes the integral by a constant value, which is absorbed by the C. Changing $$x_0$$ will also only change it by a constant because of the fact that $${\partial P \over \partial y}={\partial Q \over \partial x}$$.

Example
Consider the following DE:

 * $$(y-x^2)dx+xdy=0$$

Note that:

$${\partial (y-x^2) \over \partial y} = {\partial x \over \partial x} = 1$$ and 1 is a continuous function so this equation is exact by what has been proven above.

Therefore, the integral is

$$u=\int_{x_0}^x Pdx + \int_{y_0}^y Q(x_0,y) dy = C$$

Take $$x_0=0$$ and $$y_0=0$$

Which is $$u = \bigg[{xy-\frac{x^3}{3}}\bigg]_{x=0}^{x=x} + \bigg[{x_0 y}\bigg]_{y=0}^{y=y}= xy-\frac{x^3}{3}=C$$

Integrating Factors for an Ordinary Linear Differential Equation of the First Order
Consider an equation of the form

 * $$\frac{dy}{dx}+P(x)y=Q(x),$$

where P(x), Q(x) and y are all functions of x. This is a first-order linear differential equation as discussed previously. For this to work this form must be closely adhered to - the derivative must be by itself.

In general these equations are not exact. They can, however, be made exact by multiplying through by an integrating factor, I(x), another function of x as we have done previously.

Multiply our original equation by I(x):

 * (1):$$I(x)\frac{dy}{dx}+I(x)P(x)y=I(x)Q(x)$$

This will be our new, solvable, DE. Now consider the derivative of the product below:

 * (2):$$\frac{d}{dx}\left( I(x)\cdot y \right)=I(x)\frac{dy}{dx}+I^{\prime}(x)y$$

Now, if we make the RHS of (1) equal to the LHS of (2), then

 * (3):$$I(x)Q(x)=\frac{d}{dx}\left( I(x)\cdot y \right)$$

Which, by the other halves of the equations, makes:

 * (4):$$I(x)\frac{dy}{dx}+I(x)P(x)y=I(x)\frac{dy}{dx}+I^{\prime}(x)y$$

Which simplifies to:

 * (5):$$I(x)P(x)=I^{\prime}(x)$$

By equating the equations to get (3) forces multiplying by I(x) to produce a derivative of a product on the RHS of (1), i.e.

 * (6):$$I(x)\frac{dy}{dx}+I(x)P(x)y=\frac{d}{dx}\left( I(x)\cdot y \right)$$

The new DE is therefore exact, and can be solved more easily. We now find the function I(x) from (5). We will change notation slightly here.

 * $$\frac{dI}{dx}=I \cdot P(x)$$

 * $$\frac{1}{I}\frac{dI}{dx}=P(x)$$

 * $$\int \frac{1}{I}dI=\int P(x)dx$$

 * $$\ln |I|=\int P(x) dx$$

 * $$|I|=e^{\int P(x) dx}$$

 * $$I=\pm e^{\int P(x) dx}$$

We take this to be our integrating factor. We can ignore the negative factor, because when both sides of the DE are multiplied by it, they will cancel. So, our integrating factor is:

 * {| class="wikitable"

 * $$I(x)=e^{\int P(x) dx}$$
 * }

To solve the DE, we then multiply by this factor, and solve the equation, given that one side will be able to be turned into a derivative of a product.

General Integrating Factors
Now we generalize first-order linear differential equations to functions of the sort Pdx+Qdy=0 which is our ODE from the beginning this section. They are sometimes not exact, too. However, when multiplied by a function h(x,y), the product hPdx+hQdy=0 may be exact.

Theorem: An equation of the form Pdx+Qdy=0 which has exactly one integral solution with one arbitrary constant C has infinitely many integrating factors.

Proof: Suppose that the solution is f(x,y)=C. The differential is

$${\partial f \over \partial x}dx+{\partial f \over \partial y}dy=0$$

Since f(x,y)=c is a solution of Pdx+Qdy=0, it must hold true that

$$\frac{f_x}{P}= \frac{f_y}{Q}$$

Which means that a function h exists such that

$${\partial f \over \partial x}=hP$$

and

$${\partial f \over \partial y}=hQ$$.

Obviously, this is an integrating factor. Furthermore, let S(f) be any function of f.

Then $$hS(f)(Pdx+Qdy)$$ would equal $$S(f)({\partial f \over \partial x}dx+{\partial f \over \partial y}dy)$$ so hS(f) is also an integrating factor.

title: Ordinary Differential Equations/Exact 1


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Radiation Oncology/CNS/Trigeminal neuralgia

Trigeminal Neuralgia
 * Overview
 * Primary Treatment
 * Retreatment


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Radiation Oncology/Rhabdomyosarcoma

Epidemiology

 * 350 children per year in US
 * Most common soft tissue sarcoma of childhood
 * 2/3 occur <6 years, second peak mid-teen
 * Clinical presentation depends on site, but frequently an asymptomatic mass
 * Most common locations are H&N, GU, and extremities
 * Local spread along fascial and muscle planes
 * LN+ in 15%, incidence varies by subsite (ocular 1%, paratesticular 25%)
 * DM+ in 15% at diagnosis, commonly lung, bone marrow, bone
 * Li-Fraumeni syndrome: multiple tumors in siblings/relatives of children with RMS (adrenal, GBM, lung, breast, sarcomas)

Histology

 * Myogenic precursor markers on IHC (actin, myosin, desmin, myoglobin, myoD, Z-band protein)
 * MyoD drives cells to myogenic lineage differentiation, and also stops cell replication. MyoD MAb available for diagnosis
 * Two very distinct histologies and behavior patterns
 * Embryonal (includes botyroid ERMS and spindle cell ERMS)
 * diploid to hyperploid DNA
 * no consistent transclocations identified, but loss of heterozygosity at 11p15.5
 * predominately in infants/young children
 * frequently H&N, GU location
 * considered to have favorable prognosis
 * Alveolar
 * tetraploid DNA
 * translocations: t(2,13) PAX3-FKHR and t(1,13) PAX7-FKHR gene fusion, which regulates neuromuscular development
 * N-myc amplification (unlike embryonal)
 * predominately older children
 * predominately extremities, trunk, and retroperitoneum
 * Undifferentiated
 * diffuse cell population of primitive, noncommitted mesenchymal cells
 * primarily a diagnosis of exclusion

Superior prognosis:
 * Botyroid ERMS (6%) - 5-yr OS 95%
 * "grape like." Occurs in mucosa-lined organs -- bladder, vagina, nasopharynx, middle ear, biliary tree. Generally localized and non-invasive.
 * Spindle cell ERMS (3%) - 5-yr OS 88%
 * Most common site is paratesticular.

Intermediate prognosis:
 * Embryonal (59%) - 5-yr OS 66%
 * Orbit, GU, H&N
 * Blastemal mesenchymal cells. Resembles normal skeletal muscle of 7-10 wk old foetus. Often with LOH 11p15.5.

Poor prognosis:
 * Alveolar (32%) - 5-yr OS 54%
 * Extremities, Trunk, Retroperitoneal
 * Line connective tissue septa reminiscent of alveoli. Resemble normal skeletal muscle of 10-20 wk old foetus. t(2;13) or t(1;13). Frequent n-myc amplification.
 * Undifferentiated (1%) - 5-yr OS 40%

Prognostic factors

 * Primary site - determines resectability (and thus IRS grouping)
 * Tumor size ( 5 cm)
 * Lymph node involvement - +LN associated with more advanced primary
 * Histology
 * Complete resection

Staging and grouping
TNM Staging:
 * T1 - Confined to anatomic site of origin
 * T1a - <= 5 cm
 * T1b - > 5 cm
 * T2 - Extension beyond site of origin
 * T2a - <= 5 cm
 * T2b - > 5 cm

 * N-stage: N0 or N1
 * M-stage: M0 or M1

IRS Staging Classification (pre-treatment): (IRS-IV)

 * Parameningeal H&N sites include: (IMMNNPPP) - Infratemporal fossa, Middle ear, Mastoid region, Nasal cavity, Nasopharynx, Paranasal sinus, Pterygopalatine fossa, +/- parapharyngeal region (sometimes included).
 * Alternate (MMNNOOPP) - Middle ear, Mastoid region, Nasal cavity, Nasopharynx, Infratemporal fOssa, Pterygopalatine fOssa, Paranasal sinus, +/- parapharyngeal region (sometimes included)

IRS Grouping (after resection):

Risk stratification
EMB = Embryonal, Botryoid, or Spindle cell ALV = Alveolar or undifferentiated

 * Low risk:
 * EMB Stage 1 (favorable site), Group I-III (non-metastatic)
 * EMB Stage 2-3 (unfavorable site), Group I-II (R0, R1, or LN+)

 * Intermediate risk:
 * EMB Stage 2-3 (unfavorable site), Group III (gross disease)
 * ALV Stage 1-3 (any alveolar)

 * High risk:
 * Metastases (Stage 4, Group IV)

Treatment

 * Prior to 1970, RMS was treated with surgery alone or RT alone and had poor outcomes (OS <25%). Only exception was orbit and GU
 * Series of trials: Intergroup Rhabdomyosarcoma Study Group IRS I-IV, V ongoing
 * Risk adapted therapy based on: tumor size, site, histology, residual disease after surgery, LN involvement, distant mets, and patient age (see above)
 * 5-year OS improved from IRS-I 55% to IRS-II 63% to IRS-III/IV 71%
 * Recommend treating all patients on protocol

IRS Trials

 * IRSG-D9602 (1997-2004) - non-randomized.
 * Purpose: (1) decrease toxicity by reducing RT doses(2) eliminate cyclophosphamide in lowest-risk patients.
 * Subgroup A (lowest risk) - (embryonal, stage 1, group I/IIA; stage 1, group III orbit; or stage 2, group I) -- received VA (vincristine, dactinomycin)
 * Subgroup B - (embryonal, stage 1, group IIB/C; stage 1, group III non-orbit; stage 2, group II; stage 3, group I/II) -- received VA + cyclophosphamide
 * 342 pts (264 in subgroup A, 78 in subgroup B). No RT for Group I pts. Pts in group II-III received RT. In patients with stage I, group IIA disease, dose was reduced to 36 Gy (41.4 Gy in IRS-IV). For those with group III orbit disease, dose was reduced to 45 Gy (50-59 Gy in IRS-IV).
 * 2011 PMID 21357783 (Median f/u 5.1 yrs) -- "Results of the Intergroup Rhabdomyosarcoma Study Group D9602 Protocol, Using Vincristine and Dactinomycin With or Without Cyclophosphamide and Radiation Therapy, for Newly Diagnosed Patients With Low-Risk Embryonal Rhabdomyosarcoma: A Report From the Soft Tissue Sarcoma Committee of the Children's Oncology Group." (Raney RB, J Clin Oncol. 2011 Apr 1;29(10):1312-8)
 * 5-yr FFS 89% for subgroup A, 85% subgroup B. 5-yr FFS 81% (stage 1, group IIA), 86% (group III orbit)
 * Conclusion: Compared with historical controls (in IRS-III/IV, 5-yr FFS 83% and OS 95%), FFS and OS rates were similar to IRS-III including those with reduced RT doses, but inferior to IRS-IV pts with VA + cyclophosphamide. FFS rates were similar among subgroups A and B.

 * IRS-IV (1991-1997)
 * Randomized. 883 patients with non-metastatic RMS after surgery. Treatment by tumor site, Group (1-3), and Stage (I-III)
 * CG III RT: conventional (50.4/28) vs. hyperfractionated (59.4/54 in 1.1 Gy BID). Also, WBRT omitted for all parameningeal unless CSF involvement documented
 * 2001 PMID 11408506 -- "Intergroup rhabdomyosarcoma study-IV: results for patients with nonmetastatic disease." (Crist WM, J Clin Oncol. 2001 Jun 15;19(12):3091-102.)
 * 3-year OS: 86%
 * CG III: HF-RT comparable to conventional RT
 * VAC and VAI or VIE equally effective
 * Embryonal RMS benefited from intense chemo, no difference for alveolar/undifferentiated
 * Prognostic subgroups developed (see above)

 * IRS III (1984-1991)
 * Randomized. 1062 previously untreated patients. Treatment by clinical group (I-IV), histology (favorable-unfavorable), and site
 * RT: none in CG I favorable, CG I unfavorable and CG II 41.4 Gy, CG III 41.4 Gy if <5cm and <6 years, 50.4 Gy if >5cm or >6 years
 * 1995 PMID 7884423 -- "The Third Intergroup Rhabdomyosarcoma Study." (Crist W, J Clin Oncol. 1995 Mar;13(3):610-30.)
 * 5-year OS: 71% (compared with 62% in IRS II). 5-year PFS 65% (compared with 55% in IRS II)
 * CG I favorable: VA alone as good as VAC. 5-year PFS 83%
 * CG II favorable (excluding orbit, head, paratesticular): VA + RT comparable to VAD + RT
 * CG III (excluding orbit, head): intensive chemo better than VAC or VAC-VADRC. 5-year PFS 62%
 * CG III (bladder, vagina, pelvis): much better outcome due to early RT, with better bladder salvage (60% vs. 25%)
 * CG IV: no benefit from aggressive therapy
 * Whole brain RT omitted for parameningeal tumors with nerve palsy or base of skull erosion - risk of CNS relapse comparable

 * IRS II (1978-1984)
 * Randomized. 999 previously untreated patients. Treatment by clinical group (I-IV), histology (favorable-unfavorable), and site
 * RT Dose escalation (CG I no RT, CG II 40-45 Gy, CG III and <5cm and <6 years 40-45 Gy, CG III and >5 cm or >6 years 50-55 Gy). WBRT if parameningeal tumors with nerve palsy, base of skull erosion, or intracranial extent
 * 1993 PMID 8448756 -- "The Intergroup Rhabdomyosarcoma Study-II." (Maurer HM, Cancer. 1993 Mar 1;71(5):1904-22.)
 * 5-year OS: 62% (compared with 55% in IRS I)
 * CG I (excluding extremity alveolar): VA comparable to VAC. Alveolar had high rate of relapse
 * CG II: intensive VA comparable to repetitive-pulse VAC
 * CG III (excluding pelvic): VAC comparable to VDC-VAC
 * Whole brain RT improved meningeal recurrence and increased survival in high risk patients with parameningeal sites (67% vs. 45% in IRS-I)
 * CG IV: no benefit over IRS-I

 * IRS I (1972-1978)
 * Randomized. 686 previously untreated patients. Minimum F/U 7 years
 * 1988 PMID 3275486 -- "The Intergroup Rhabdomyosarcoma Study-I. A final report." (Maurer HM, Cancer. 1988 Jan 15;61(2):209-20.)
 * 5-year OS: 55%, after relapse 32% at 1 year. Risk of DM much greater than LR
 * CG I: VAC, no benefit to RT. Subsequent analysis showed benefit in alveolar or undifferentiated histology.
 * CG II: No difference between VA + RT or VAC + RT
 * CG III and IV: No difference between VAC + RT or VACD + RT. 5-year OS CG III 52% vs. CG IV 20%
 * No dose-response relationship 40-60 Gy
 * No difference in RT to whole muscle bundle vs. tumor + margin only
 * Parameningeal sites with high risk factors (palsy, erosion of base of skull, etc) had high incidence of CNS relapse

Surgery

 * Only ~20% of patients can undergo R0 resection, and another 20% can undergo compromised R1 resection
 * Trend toward less aggressive surgical resection and more reliance on chemo-RT
 * Normal margin of 5mm typically required (Perez 5th edition) to be considered complete excision

Radiotherapy
General:
 * RMS infiltrates along tissues planes, and may extend beyond obvious visible margins
 * Treat pre-chemo, pre-surgery tumor volume. 2 cm margin is sufficient (per IRS-IV)
 * For parameningeal sites, treatment of adjacent meninges can prevent meningeal relapse
 * Elective LN irradiation not necessary if clinically negative and will be treated with chemotherapy (Perez 5th ed)
 * Hyperfractionated BID RT does not improve outcomes in a randomized setting
 * Timing (newly-revised): Low risk - week 13 of chemo. Intermediate risk - week 4 of chemo. High risk - week 20 of chemo. Day 0 for documented intracranial extension.

IRS-V (ongoing):
 * low risk disease
 * complete resection, SM- = no RT
 * microscopic SM+ and LN- = 36 Gy
 * microscopic SM+ and LN+ = 41.4 Gy
 * orbital primary with residual gross disease = 45 Gy
 * non-orbital primaries with residual gross disease = 50.4 Gy
 * intermediate risk disease
 * complete resection, SM- = 36 Gy
 * miscroscopic SM+ = 41.4 Gy
 * gross residual disease = 50.4 Gy

 * RT guidelines
 * CTV = pre-chemo GTV + 1.5 cm
 * PTV = CTV + institutional margin (0.3 - 0.5 cm)
 * Since this margin (1.8 - 2cm) is larger than the original IRS margin (2cm from block, which translates to effective 1.5cm due to penumbra), next generation of protocols will have CTV - PTV expansion of 1.5 cm
 * Start time: Day 0 if intracranial extension, week 13 for low risk, week 4 intermediate risk, week 20 high risk (primary site) and week 47 (metastases)

Chemotherapy

 * Chemotherapy is used for all patients
 * Non-metastatic: VAC (vincristine, actinomycin D, cyclophosphamide)
 * Metastatic: Currently using "up-front window" approach:
 * Test 1-2 agents for 1-2 cycles during 6 weeks
 * If they respond, add to standard VAC + XRT

 * Topotecan
 * Metastatic disease: highly active
 * Melphalan
 * Metastatic disease: inferior survival compared to IE
 * Ifosfamide/Etoposide
 * Recurrent disease: active
 * Local disease: comparable outcome VAC vs. VAI vs. VIE, but toxicity and logistics better for VAC
 * Cisplatin/Etoposide
 * No benefit VAC/dox/cisplatin and VAC/dox/cisplatin/etoposide vs. VAC alone
 * Doxorubicin
 * No benefit VAC/dox vs. VAC alone
 * Base chemotherapy is VAC (vincristine, actinomycin D, cyclophosphamide)

Specific Subsets
Clinical Group I (complete resection)
 * IRS-I/II/III, 1999 (1972-1991) PMID 10550144 -- "Indications for radiotherapy and chemotherapy after complete resection in rhabdomyosarcoma: A report from the Intergroup Rhabdomyosarcoma Studies I to III." (Wolden SL, J Clin Oncol. 1999 Nov;17(11):3468-75.)
 * Retrospective analysis of IRS-I to IRS-III protocols. 439 patients with completely resected RMS (Group I), treated with VAC +/- dox/cisplatin. 19% received RT
 * 10-year outcomes: OS 89%, FFS 79%. Failures: 6% local, 6% regional, 7% distal
 * ERMS: no difference in OS, trend to benefit for FFS
 * ARMS/undifferentiated:
 * IRS I/II: 10-year OS RT+ 82% vs. RT- 52% (SS), 10-year FFS 73% vs. 44% (SS)
 * IRS III: 10-year OS RT+ 95% vs. RT- 86% (NS), 10-year FFS 95% vs. 69% (SS)
 * Conclusion: Patients with Group I embryonal RMS have excellent prognosis without RT; alveolar RMS outcomes substantially improved with RT

Head & Neck
 * 35% of RMS patients (15% parameningeal, 10% orbit, 10% other)
 * Majority are unresectable (CG III) at diagnosis
 * Orbit and non-parameningeal sites have high cure rates
 * Parameningeal sites (see above) have worse control
 * Bad prognostic factors: base of skull erosion, intracranial extension, cranial nerve palsy, primary location in paranasal sinuses or pterygoid/infratemporal fossa
 * Local failure in IRS-IV was 16%, with DM 11%
 * Local failure from MSKCC series was 5%, and 0% in CG I-III as reported in IRS-IV

 * SIOP MMT 89 & 95 1989-2003) PMID 19204197 -- "Treatment of nonmetastatic cranial parameningeal rhabdomyosarcoma in children younger than 3 years old: results from international society of paediatric oncology studies MMT 89 and 95." (Defachelles AS, J Clin Oncol. 2009 Mar 10;27(8):1310-5. Epub 2009 Feb 9.)
 * Prospective. 59 children, cranial parameningeal RMS. Goal to avoid RT if CR after chemo
 * Outcome: 5-year EFS if RT used 59% vs. if no RT used 28% (SS). Only 12% ultimately cured without RT
 * Conclusion: Despite concerns about late effects, cure of PM RMS remains unlikely without RT

 * MSKCC, 2005 PMID 15817347 -- "Intensity-modulated radiotherapy for head-and-neck rhabdomyosarcoma." (Wolden SL, Int J Radiat Oncol Biol Phys. 2005 Apr 1;61(5):1432-8.)
 * Retrospective. 28 patients (21 parameningeal, 3 orbital, 4 other), treated with IMRT. 89% Group III disease, 71% intracranial extension . Median tumor size 5.2 cm. RT median dose 50.4 Gy (30-55.8), 1.5 cm margin (1cm CTV + 0.5 PTV). No boost.
 * 3-year OS: 65%, 3-year FFF 95% locally (100% for Groups I-III), 90% regional LN, 88% CNS, 80% distal sites. Alveolar RMS significantly worse
 * Toxicity: acute comparable to IRS trials, late was mild (1 cataract, 1 GH deficiency, 1 mild facial asymmetry)
 * Conclusion: Outstanding local control despite reduced margin

 * IRS II-IV, 2004 (1978-1997) PMID 15234036 -- "Influence of radiation therapy parameters on outcome in children treated with radiation therapy for localized parameningeal rhabdomyosarcoma in Intergroup Rhabdomyosarcoma Study Group trials II through IV." (Michalski JM, Int J Radiat Oncol Biol Phys. 2004 Jul 15;59(4):1027-38.)
 * Retrospective. 595 patients with PM-RMS registered. 95% with Group III disease. RT varied per protocol (40, 50.4, 59.4 BID). 21% patients (40% on IRS-II) received WBRT
 * 5-year OS: 73%. 5-year LF: 17%
 * Intracranial extension: increased 24% to 41% with cross-sectional imaging
 * Timing of RT:
 * Meningeal impingement: <2 weeks after chemo 18% LF vs. >2 weeks 33% (SS)
 * Intracranial extension: <2 weeks after chemo 16% LF vs. >2 weeks 37% (NS, p=0.07)
 * Cranial nerve palsy/ base of skull bone erosion: <2 weeks after chemo 21% LF vs. >2 weeks 30% (NS)
 * If no signs of meningeal impingement: no difference in LF if RT start earlier/later than 10 weeks
 * RT Dose
 * Large (>=5 cm) tumors: <47.5 Gy LF 35% vs. >47.5 Gy 15%. Small tumors no difference
 * WBRT no impact on LR or CNS failure

title: Radiation Oncology/Rhabdomyosarcoma


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European History/A Brief Outline of European History

Introduction
The purpose of this page is to give you a brief outline of the key events and happenings covered throughout this book. Events that are specifically outlined in the text are linked to the proper place to allow you to quickly research them. Broader events and occurrences are not linked to specific sections since they are general conclusions that should be reached by having a background in European history that would come from reading the text.

This segment of the wikibook would serve as an excellent review or study guide for students enrolled in Advanced Placement or International Baccalaureate European History courses, as well as students enrolled in introductory European History courses at the collegiate level. Readers could use this page to ensure that they know all of the major occurrences of each era, and can then review specific areas in which they may be weak by simply clicking the link.

1400s, Age of Renaissance

 * Feudalism and Serfdom
 * Aristocracy is the dominant class
 * Invention of Printing Press: 1450
 * Italy dominant in trade and culture
 * HRE/Austria dominant politically/militarily
 * Growth of town life from manors
 * Renaissance: 1350-1550
 * Da Vinci
 * Michelangelo
 * Petrarch and Boccacio, Italian Humanists
 * Diaz and da Gama, Portuguese Explorers
 * Problems with Catholic Church
 * Great Schism
 * Simony and Nepotism
 * Corruption of Clergy
 * Sale of Indulgences
 * Plague
 * Humanism
 * Rise of New Monarchies
 * Ferdinand and Isabella of Spain
 * Henry VII of England
 * Charles XI of France
 * Southern vs. Northern Humanism - Northern had more education, science, Christianity; Southern had Civic Humanism, advocating involvement in politics, Greco-Roman secular thought
 * Early Heretics: Jan Huss and Wycliffe
 * Spain's 1492 Reconquista: pushed out Jews and Muslims under Ferdinand and Isabella

1500s, Age of Reformation

 * Protestant Reformation 1517
 * Austria slowly loses dominance to Spain
 * Age of Exploration, Spain, Portugal and other European Powers
 * New Monarchs prominent
 * Church of England becomes Anglican under Henry VIII
 * Martin Luther and Lutheranism
 * Charles V of HRE/Austria
 * Philip II of Spain
 * Counter-Reformation and Council of Trent
 * Spanish Armada 1588
 * Dutch vs. Spanish Philip II vs. William of Orange, or "William the Silent"
 * French Civil War: Valois vs. Guise vs. Bourbon - leads to Bourbon line in France
 * Edict of Nantes 1598
 * Peace of Augsburg ends Shmalkaldic War - princes can choose between Lutheranism and Catholicism
 * Elizabeth and "Bloody" Mary Tudor
 * Decline of Italy
 * Calvinism, Zwingli

1600s, Age of Religious Wars and Absolutism

 * Thirty Years' War, 1618–1648
 * English Civil War, 1642–1649
 * Age of Science
 * Age of Absolutism, epitomized by Louis XIV, "Sun King"
 * Stuart Dynasty in England, starting with James I and resulting in Glorious Revolution
 * Peter the Great of Russia
 * Rise of Prussia
 * Gustavus Adolphus of Sweden
 * Peace of Westphalia, 1648 - ends Thirty Years' War
 * Oliver Cromwell's reign in England
 * Cardinal Richelieu with Louis XIII
 * End of Counter-Reformation
 * Baroque Art
 * Charles II, War of Spanish Succession result in end of Spanish rule by Hapsburg dynasty
 * Strongest Nation: France
 * English and Dutch on the Rise

1700s, Age of Enlightenment

 * Enlightened Despotism
 * Catherine the Great
 * Joseph II
 * Frederick the Great
 * War of Spanish Succession, ending in Peace of Utrecht, 1701–1713
 * War of Austrian Succession, 1740–1748
 * Diplomatic Revolution - Austria befriends France, Louis XVI and Marie Antoinette subsequently marry, 1748–1756
 * French Revolution, 1789–1799
 * Enlightenment Philosophes: Voltaire, Rousseau, Montesquieu
 * Start of Industrial Revolution in Britain, 1758

1800s, Age of Revolutions

 * Britain emerges as dominant nation
 * Napoleon Bonaparte's Consulate and Directory
 * French Bourbon Restoration
 * Rise of Nationalism
 * French Revolution of 1830, as a result of the July Ordinances and ending with the July Monarchy of Louis Philippe
 * 1848 Revolution in France results in President Louis Napoleon Bonaparte and Emperor Napoleon III
 * 1848 Revolutions Across Europe suppressed by the Old Regime and the Congress System
 * Rise of New Ideologies such as capitalism, republicanism, liberalism, conservatism, socialism, communism and anarchism.
 * Rise of Realpolitik
 * Italian and German Unification
 * Revolt of the Paris Commune
 * Darwin's Theory of Evolution
 * Rise of Imperialism
 * Russia Struggling to Westernize
 * Crimean War
 * Victorian Age

1900s, The Modern Era

 * United States and Soviet Union compete for supremacy
 * Modern Art
 * World War I pits the Triple Entente against the Triple Alliance
 * Russian Revolution
 * Victory in Europe Day occurs, as the armistice is signed at eleven o'clock on the eleventh day of the eleventh month of 1918
 * The Treaty of Versailles is signed
 * Weimar Republic is undermined by a general feeling among German citizens that they were "stabbed in the back"
 * Rise of Pacifism and Isolation in the 1920s
 * Challenges to Democracy in the 1930s
 * Fascism in Germany and Italy
 * Spanish Civil War, 1936-1939
 * World War II
 * Yalta and Potsdam Conferences
 * Rise and Fall of the Soviet Union
 * Modern Britain with Attlee, Thatcher, Major and Blair
 * French Fifth Republic occurs under President Charles DeGaulle, followed by Mitterand and Chirac
 * Post-War Germany is divided and in 1990 reunited
 * The European Union develops into a powerful organization


text:
Talk:Category Theory

Regarding changes already made
I frequently see things like "(see 354)"... Is this referring to page numbers? I hope this stuff isn't copyrighted... Also, it was not clear what lay out of the sections the author intended.. i saw the word "Categories" repeated multiple times, i assumed that was telling me to back out maybe to a top level? I went ahead and made the modifications.. i figure whoever started this book can fix it if thats not right.. I hope that wasn't terribly rude..

It was hard to read without using html entities, the correct symbols were not displayed on my platform.. so I changed the characters to HTML 4.0 entities... 24.110.114.227 04:31, 10 May 2006 (UTC)

Strategy, Goals
I wonder if a good approach to writing this book as a community would be to have the table of contents written, like a skeleton, and then an introductory paragraph or so to each section. This way other users could figure out where their content belongs in the heirarchy and just flush it out... Note: I have 0 experience writing wikibooks... 24.110.114.227 04:31, 10 May 2006 (UTC)

Here are some Ideas of things I think might be nice in a book on Category theory:  Pretty little quotes at the beginning of each chapter which are vaguely reminescant to someothing analogous to the topic, or pertain to it more directly, with attributions. Perhaps a quote from one of the originators of Category theory... Visual Aids! diagrams, like those used in these slides: http://www.cs.toronto.edu/~sme/presentations/cat101.pdf Not sure what software should be used to generate them.. Dia? The gimp? your favorite image editor? Exercises for each chapter Maybe some historical context here and there or anecdotes, if it fits Notes for each chapter.. including references to sources and/or alternatively a suggested reading section  24.110.114.227 05:19, 10 May 2006 (UTC)

Haskell
There is also a category theory chapter in the Haskell wikibook. -- Kowey 09:54, 13 January 2007 (UTC)

Merging with abstract algebra
This is a bad idea. Category theory is an independent subject in math. It has connections with abstract algebra but it has perhaps deeper connections with logic and important applications in algebraic geometry and computing science.

We need someone to produce an outline of topics. -- User:SixWingedSeraph

I agree, this doesn't belong to abstract algebra. But since nobody is working on it since over a year, and it's little more than wikipedia article with same name, maybe it should be deleted. I'm a novice to category theory, so I don't feel comfortable to write a whole book about it. I've started Wikiversity learning project Introduction to Category Theory with undergraduate scope. I'll see if I can reuse some of this material. Tlep 22:48, 22 October 2007 (UTC)

This is a good idea. It makes no sense to have two books on category theory, one of which is even under abstract algebra, where it doesn't belong. The book under abstract algebra is almost empty, and there seems to be no regular contributor. Therefore merging the two categories means in practice that someone looks at the one under abstract algebra to see if there is anything worth copying to the other book (probably not), and then it's deleted. This makes sure that the few people who actually contribute do so to the same book. Hans Adler 81.111.51.198 21:43, 18 November 2007 (UTC)

Restart
I have started editing this book. I intend to produce stubs for many more sections and chapters and I will shortly delete the proposal to merge this with the abstract algebra book. Suggestions will be welcome.--SixWingedSeraph (talk) 02:15, 15 April 2009 (UTC)

I have broken the book into pages and introduced some stubs. I have rewritten the Introduction and most of the chapter on Categories. The chapter on Natural Transformations covers the topic but I recommend it be rewritten in a more labeled style with bulleted lists, subsections, etc (like the Categories chapter) The other chapters need to be completely rewritten to fix the TeX, get rid of the page references (to someone's lecture notes, presumably), and so on. SixWingedSeraph (talk) 16:00, 13 August 2009 (UTC)

I will continue to work on this. This is a good project for retired category theorists. Younger mathematicians get no academic rewards at all for contributing to Wikis. Note: If you are interested in something special, just write it up! For example you could write up typed lambda-calculus as an example, or a section on sheaves, or an introduction to 2-categories. This book does not have to be done in order. SixWingedSeraph (talk) 16:05, 13 August 2009 (UTC)

title: Talk:Category Theory


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User:Hauskalainen

About Me
I am a British student studying Finnish in Finland.

I am helping to write learning material for foreigners learning Finnish.

My useful links

 * My Work in Progress (which may contain errors for correction)
 * Editing Help Page

Books I am editing
http://fi.wikibooks.org/wiki/Suomen_kieli_ulkomaalaisille

http://fi.wikibooks.org/wiki/Suomen_kieli_käyttöön

And also the versions in translation in the English wikibooks library.

Reminders for myself
http://en.wiktionary.org/wiki/User:Hyark May be good to contact this guy!

Scraps for later edit/insert

 * TIP These changes that occur in verbs are fairly regular and may seem inconsistent (which is how it looks when the verbs are divided in to six types, each type then having separate rules to remember). Hopefully, by learning the construtional needs of Finnish and a little more about consonant effects (especially the sticky nature of letters like L N R and S), will re helpful the phonic reasons why the verbs seem to behave differently and this may (a) help you to learn faster and (b) think about Finnish as Finns do.

 * TIP When learning a verb, do not just learn the dictionary form.  Think about how you are (a) most likely to hear and how (b) you yourself are most likely to use that word. Write down and practise using the word in their context and in their correct form. Check the right form of the word using a dictionary that has all the main conjugations or using an on-line conjugator such as that at Verbix.com or being careful by following the verb type examples in this book, being very careful to check to see if there are consonant gradation effects in the examples that may apply to the verb you are about to use.  Finally, verify usage in a dictionary, or nowadays just as good, using Google.

 * So for example you are tempted to buy something so you set out to learn the word meaning to tempt and discover from your dictionary that it is houkutella. If you just learn houkutella but what you are most likey to want to say I am tempted to buy it you are most likely to end up saying "houkutellan ostaa sen" or even if you remembered that lla verbs have stems ending e then perhaps "houkutelen ostaa sen". But both are in fact incorrect. You could find out by checking the conjugation at verbix.com. The stem form of houkutella is in fact houkuttele, the t being held a little longer than in the infinitive form. The reason for this is explained above. So you may feel that what you need to say is houkuttelen ostaa I am tempted to buy.  You do a search on Google for houkuttelen and discover it has 1,430 entries.  This is a bit of a surprise ... you expect houkuttelen to come back with rather more entries!! You do another search on the string "houkuttelen ostaa" (the " " characters tie the word combination together) and you are astounded to discover that nowhere on the internet is this word combination found!  (Maybe after Google has found this page it will appear for you!). If you think about it, what you have learned to say is the transitive verb "I will tempt" rather than the reflextive verb "to be tempted"... but you still cannot find that in the dictionary!  How does one get around this dilemma without a Finn to help you out?  Well with Google try going to www.goggle.fi, select the button for pages in Finnish and type in the search field < "tempted to buy" ostaa>.  ...to be continued!!!

title: User:Hauskalainen


text:
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title: Wikibooks:Be civil


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Template talk:False Friends of the Slavist/FalseFriends

Thanks, Yakudza, it was a great idea to change the colours! --Daniel Bunčić 08:33, 10 May 2006 (UTC)


text:
Suomen kieli käyttöön/Taso 6/Ilkka Jääskelainen

In Finnish In Russian

Finland has its own version of the Worldwide Idols[] TV phenomenon (Pop-Idol, American Idol, and in Finland, Idols [text''ww.mtv3.fi/idols/].

Partial Text of the Article
Suomen toiseksi viralliseksi idoliksi valittu Ilkka Jääskeläinen on ottamassa vasta ensiaskeleitaan ammattimuusikkona. Idols-kilpailussa nuoren miehen lahjakkuus tuli kyllä kaikille selväksi, mutta varsinainen työ on vasta alussa. ”Ei se Idols-tittelikään itsekseen tullut. Kyllä siihenkin piti tsempata. Sitä enemmän, mitä pitemmällekilpailu eteni”, Ilkka toteaa.

Idoliksi valitsemisen jälkeen Ilkalla riitti vientiä kiivaaseen tahtiin. Esiintymisten, haastatteluiden ja kuvausten määrää hän ei itse ehtinyt edes matalakiidossa laskemaan. Joululomalla idoli pääsi hetkeksi huokaisemaan ja pohtimaan itsekseen, miten hänen elämänsä onkaan muuttunut. ”Omasta mielestäni olen kuitenkin yhä se sama Ilkka kuin ennen idoliksi valitsemista. Ja Ilkkana aion myös pysyä.

Textual Analysis
'''Suomen toiseksi viralliseksi idoliksi valittu Ilkka Jääskeläinen on ottamassa vasta ensiaskeleitaan ammattimuusikkona. '''

Ilkka Jääskelaäinen, chosen to become Finland's second official Idol, is just taking his first steps as a professional musician.

 * See the discussion section below for more information about the word order in the original finnish and its english translation.

 * Because Ilkka was not previously a idol but has become one, the translative form of "idoli" is used. The word "idoli" has come to Finnish from English and therefore the transitive form is "idoliksi" not "idoleksi".

 * "toinen" and "virallinen" are adjectives and must agree in case and number with the object they are describing ("idoli"). Hence all three words are in the translative case.

 * "valittu" (chosen) is a participle[] form of the verb valita (to choose). Its role is partly adjectival and partly verb, just as "chosen" can be in English. It is properly known as the passive past (or second) participle. It is passive  because we do we are not told who is choosing and past because the action has already happened.

 * "on ottamassa" is an verbal expression using the third infinitive inessive construction.[] This expresses an ongoing or continuous action (in this case "is taking").

 * first step is the compound word ensiaskel, being ensi (short form of ensimmäinen - first) plus askel (step). Words ending -en/-el/-er/-ar like "askel" have stems ending in -e- so the stem of this word is "ensiaskele-".  As these are the first of many steps for Ilkka, it is appropriate that the case form for the word is partitive and plural.  The plural indicator i is added making askelei- and as the word in its present form as two vowels at the end, the partitive marker -tä is added, making the partitive plural form enesiaskeleita.  But now we must add the possessive suffix for Ilkka because they are HIS first steps. The usual possessive suffix for the third person addeded directly to a noun is -NSA or -NSÄ, but when added to an inflected form ending in a short vowel, the form is different. Instead the last vowel is lengthened and an -n is added.  Hence "His first steps" is constructed as "ensiaskeleitaan".

 * ammattimuusikkona is in the essive case. This case sometimes often carries the meaning of a temporary state of being, as in this case. It can often be rendered "as a ..." when translating into English. It is also used in time expressions to express when something is going to happen. E.g. "maanantaina" on Monday in which case the English time expression "on.." is the appropiate translation.

'''Idols-kilpailussa nuoren miehen lahjakkuus tuli kyllä kaikille selväksi, mutta varsinainen työ on vasta alussa. '''

In the Idols competition, the young man's talent became absolutely apparent to everyone, but the real work still lies ahead.

 * kyllä is often and most usually translated as "yes", but it is also a word of emphasis, and its meaning in this sentence is as strengthening word. So his talent was not just "selvä" (clear) it was very or absolutely clear ("very" and "absolutely" being words that convey the same strength of feeling in the translation as does "kyllä" in the Finnish).

 * If one thinks about questions and replies in Finnish, a question (e.g. Oletko Amerikkalainen? - are you American?) is usually answered with the question verb in either positive or negative form (e.g. "Olen" or "En ole", in other words we are confirming or denying the verb in the question. In its construction, the word "kyllä" is a word of confirmation, more like the English word "affirmative" but as we use affirmative in English so rarely the word Yes is the best translation.

 * Answering with "kyllä" is a little stronger than just replying with the verb. So answering to "Oletko Amerikkalainen" with "Kyllä" is more like saying "I am!" rather than just "I am" or "yes". If you extend the gap in pronounciaton between kyl- and -lä the affirmation is emphasised even more (e.g. I most certainly am!).

!!!!Did you find this useful?? were you looking for more analysis??? why don't you now have a go and try to do some analysis of the rest of this material?!!! Do what you can, and leave what you can't!

'''”Ei se Idols-tittelikään itsekseen tullut. '''

 Kyllä siihenkin piti tsempata

 Sitä enemmän, mitä pitemmällekilpailu eteni”, Ilkka toteaa.

 Idoliksi valitsemisen jälkeen Ilkalla riitti vientiä kiivaaseen tahtiin.

 Esiintymisten, haastatteluiden ja kuvausten määrää hän ei itse ehtinyt edes matalakiidossa laskemaan.

 Joululomalla idoli pääsi hetkeksi huokaisemaan ja pohtimaan itsekseen, miten hänen elämänsä onkaan muuttunut.

 ”Omasta mielestäni olen kuitenkin yhä se sama Ilkka kuin ennen idoliksi valitsemista.

''' Ja Ilkkana aion myös pysyä. '''

Vocabulary
ammattimuusikkona = ammattimuusikko (essive)[] as a professional musician

ammatti = profession

muusikko = musician

ensiaskeleitaan = ensiaskel (ptv. pl. 3rd p. possessive his first steps

Suomen =Suomi (gen.) Finland's / of Finland / Finnish

Suomi =Finland

toiseksi = toinen (trans.) becoming the second

toinen = second/ 2nd / another (ordinal number)[]

valittu = valittaa (2nd part. pass.)[] chosen

valita = to choose

vasta (adv) = just / recently

viralliseksi = virallinen (trans.) becoming the official

virallinen = formal / official

!!!!Yes the vocabulary list is incomplete. Why not try adding to it?!! Its easy!!!

Discussion
Click on the discussion tab at the top of this page to join the discussion about this learning material.

Discussion about word order
This discussion concerns the sentence "Suomen toiseksi viralliseksi idoliksi valittu Ilkka Jääskeläinen on ottamassa vasta ensiaskeleitaan ammattimuusikkona"

 * Word order/Phrase construction. Translating this sentence word by word (transliterating) into English makes it a little difficult to understand. It transliterates as something like "Finland's becoming second official Idol (the) chosen IJ is taking his first stems as professional musician", which is why the English sentence is re-arranged. But careful analysis of how the sentence builds shows that Finnish can just keep in adding adjectives without the need for a major restructuring, whereas in English, meaning is hard to extract when the sentence contain rather too many verbs, adjectives or adverbs. It can only easily become understood when these elements are moved into clustered sub-clauses.

 * Let's analyze how a sentence like this is built up gradually in successive layers. You will then hopefully see that it is ENGLISH that has the problem and not FINNISH! The following illustrates why the Finnish can build steadily whereas in English sentences sometimes need reconstructing as they gain complexity.

 * Ilkka Jääskeläinen ottaa ensiaskeleitaan
 * IJ takes his first steps
 * Ilkka Jääskeläinen on ottamassa ensiaskeleitaan
 * IJ is taking his first stems
 * Ilkka Jääskeläinen on ottamassa ensiaskeleitaan ammattimuusikkona
 * IJ is taking his first steps as a professional musician
 * Suomen Idoli Ilkka Jääskeläinen on ottamassa ensiaskeleitaan ammattimuusikkona
 * Finnish Idol IJ is taking his first steps as a professional musician
 * Suomen toinen virallinen Idoli Ilkka Jääskeläinen on ottamassa ensiaskeleitaan ammattimuusikkona

 * Finland's second official Idol IJ is taking his first steps as a professional musician
 * Suomen toiseksi viralliseksi idoliksi valittu Ilkka Jääskeläinen on ottamassa vasta ensiaskeleitaan ammattimuusikkona
 * (transliteration) Finland's becoming second official Idol (the) chosen IJ is taking his first stems as professional musician.
 * (or reconstructed) Ilkka Jääskelaäinen, chosen to become Finland's second official Idol, is just taking his first steps as a professional musician.

 * All that has happened is that writer added the word valittu (chosen) as another adjective attributed to Ilkka Jääskelainen. Because this is a change of state, the noun "idol" and its attributes (second officially) are also put into the translative case. But the addition of the extra particple makes when meaning very unclear in English unless the word order is changed to create a main verb clause (IL "is taking" first steps") and a sub-clause containing all the attributes.

 * The above illustrates quite nicely why it is a good idea to get the feel of how sentences are constructed, especially in written Finnish. As spoken Finnish this most like would be spoken with sub-clauses (like the English translation has) or even break the ideas into two or more sentences.  So things are not so bad as they may seem!

Improve this article!
Just click on edit and make the necessary changes! After you have done this you can get a preview of your changes by clicking on SHOW PREVIEW. Do not forget to SAVE PAGE after you have finished your edits as previewed edits are otherwise not saved.


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User talk:Sumoncil

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Suomen kieli ulkomaalaisille

  Finnish Language for Foreigners (Grammar)

Finnish Language For Foreigners is a translation of the Finnish Wikibook "Suomen kieli ulkomaalaisille". It is not meant to be read from front to back. Rather it is a reference book in development to provide explanatory texts on all the main aspects of Finnish. ´

It focuses heavily on the technical aspects of the Finnish language that those starting to learn the language must grasp. It therefore explains the Sounds, Phonetics, Grammar as well as some other technical structures of the language.

To help you learn Finnish the book retains many of the texts of the original Finnish, with the English translation alongside. By learning the Finnish grammar terms you will be able to speak about these matters with Finns in real life.

  To the Contents Page    ''

Readers of Finnish Language for Foreigners  should also use the companion book

  Finnish Language in Use (Practical Finnish)

Finnish Language in Use  is a much more practical level language study book. Finnish Language in Use has texts  and some sound files  that are graded for complexity. These texts are mostly taken from every day situations, for example news articles, advertising flyers, posters, official letters, internet chats  and so forth, thus providing a wide range of examples of the language as it is actually used today. Texts and Sound files are posted here and are translated by students and checked by persons skilled in both English and Finnish. These real life texts will link back to the Grammar in Finnish Language for Foreigners  and will help students to see how the language works at a practical level.

Also in development at Wikibooks is

  Finnish

which is a coursebook for learners of Finnish with lessons and exercises.

Taken together, these three books will provide a useful resource for anyone learning the Finnish language.

Suomen kieli Suomen kieli ulkomaalaisille

title: Suomen kieli ulkomaalaisille


text:
Suomen kieli ulkomaalaisille/Sisältö

  Finnish Language for Foreigners

  Contents

Click on a functioning link in the contents list to go directly to the page concerned.

Note to Editors. As this is a reference book and not intended to be read sequentially, all new pages should be subordinate to the contents page so that easy navigation is possible back to this contents page.

The sounds of Finnish (Suomen kielen äänteet)

 * 1) The Finnish Alphabet (Suomen aakkoset)
 * 2) Long and Short vowels (Pitkät ja lyhyet vokaalit)
 * 3) Vowel harmony (Vokaaliharmonia)
 * 4) Long and Short consonants (Pitkät ja lyhyet konsonantit)
 * 5) Diphthongs (Diftongit)
 * 6) "The sticky" letters l, n, r and s (Tahmaiset kirjaimet l, n, r, ja s)
 * 7) Consonants (Konsonantit)
 * 8) The plosives K, P, T etc.  (Klusiivit k, p, t jne.)
 * 9) The final letter ~e (Loppukirjain ~e)
 * 10) Word Stress (Sananpaino)
 * 11) Consonant Gradation (Astevaihtelu)
 * 12) Dialects (Murteet)

Finnish Grammar (Suomen kielioppi)

 * 1) Spoken and Written Language Differences  (Puhe- ja kirjakielen eroja)
 * 2) Word construction  (Sanarakenne)
 * 3) Consonant Gradation (Astevaihtelu)
 * 4) Declension of Nominals (/Nominaalien taivutus/)
 * 5) Regular nominals (Tavalliset nominaalit)
 * 6) -i > -e- nominals (i > -e- nominaalit)
 * 7) -s nominals (-s nominaalit)
 * 8) -in > -ime- nominals (in > -ime- nominaalit)
 * 9) -ton > -ttoma- nominals (-ton > -ttoma- nominaalit)
 * 10) -nen > -se- nominals (-nen > -se- nominaalit)
 * 11) -e > -ee- nominals (-e > -ee- nominaalit)
 * 12) -si > -de- nominals (-si > -de- nominaalit)
 * 13) -us > -ukse- nominaalit -us > -ukse- nominals
 * 14) Noun Cases (Sijamuodot)
 * 15) Nominative (Nominatiivi)
 * 16) Partitive (Partitiivi)
 * 17) Genitive
 * 18) Possessive Suffixes (Possessiivisuffiksit eli omistusliitteet)
 * 19) Inessive (Inessiivi)
 * 20) Illative (Illatiivi)
 * 21) Adessive (Adessiivi)
 * 22) Ablative (Ablatiivi)
 * 23) Allative (Allatiivi)
 * 24) Translative (Translatiivi)
 * 25) Abessive (Abessiivi)
 * 26) Essive (Essiivi)
 * 27) Instructive (Instruktiivi)
 * 28) Comitative (Komitatiivi)
 * 29) Accusative (Akkusatiivi)
 * 30) Pronouns (Pronominit)
 * 31) Personal pronouns (Persoonapronominit)
 * 32) Possessive pronouns (Possessivipronominit)
 * 33) Demonstrative pronouns (Demonstratiivipronominit)
 * 34) Relative pronouns (Relatiivipronominit)
 * 35) Interrogative pronouns (Interrogatiivipronominit)
 * 36) Reflexive pronouns (Refleksiivipronominit)
 * 37) Indefinite pronous (Indefiniittipronominit)
 * 38) Verbs (Verbit)
 * 39) Congugation of Verbs for Person (Verbien taivutus persoonamuodoissa)
 * 40) Verb type 1 (Verbityyppi 1)
 * 41) Verb type 2 (Verbityyppi 2)
 * 42) Verb type 3 (Verbityyppi 3)
 * 43) Verb type 4 (Verbityyppi 4)
 * 44) Verb type 5 (Verbityyppi 5)
 * 45) Verb type 6 (Verbityyppi 6)
 * 46) Reflextive Indicators
 * 47) Transitive and Intransitive Verbs (Transitiiviset ja intransitiiviset verbit)
 * 48) Case Government (Retkio) Wikipedia - Case Government
 * 49) Tenses (Aikamuodot)
 * 50) Present-Future Tense (Preseens-Futuuri)
 * 51) Imperfect Tense (Imperfekti)
 * 52) Perfect Tense (Perfekti)
 * 53) Pluperfect Tense (Pluskvamperfekti)
 * 54) The infinitives (Infinitiivit)
 * 55) 1st infinitive
 * 56) 2nd infinitive
 * 57) 3rd infinitive
 * 58) 4th infinitive
 * 59) Moods (Tapaluokat)
 * 60) Indicative (Indikatiivi)
 * 61) Imperative (Imperatiivi)
 * 62) Conditional (Konditionaali)
 * 63) Potential (Potentiaali)
 * 64) Subject Case (Subjektin sijan valinta)
 * 65) Choosing the Object Case (Objektin sijan valinta)
 * 66) Asking Questions (Kysymysten tekeminen)
 * 67) Clause Types (Lausetyypit)
 * 68) Basic Clause (Peruslause)
 * 69) Ownership Clause (Omistuslause)
 * 70) "Must Do" Clause (Nesessiivilause)
 * 71) Existence Clause (Eksistentiaalilause)
 * 72) Predicate Clause (Predikatiivilause)
 * 73) Construction of Clauses (Lauseenrakentaminen)
 * 74) Word Order (Sanajärjestys)

Finnish Words and Related Constructions (Suomen kielen sanat ja sananmuodostus)

 * 1) Adjectives (Adjektiivit)
 * 2) Comparative Adjectives (Komparatiivit)
 * 3) Superlative Adjectives (Superlatiivit)
 * 4) Adverbs (Adverbit)
 * 5) Numbers (Numerot)
 * 6) Dates (Päivämäärät)
 * 7) Particles  (Liitepartikkelit)
 * 8) Genitive Prepositions (Prepositiot)
 * 9) Rarer Constructions (Harvinaisemmat rakenteet)
 * 10) Abstract Nouns
 * 11) Collective Nouns (Ryhmäsanat)

Studying Finnish (Suomen kielen opiskelu)

 * 1) Study Books (Oppikirjat)
 * 2) Dictionaries (Sanakirjat)
 * 3) Internet Links (Internet-linkit)
 * 4) Learning in Finland (Oppiminen Suomessa)
 * 5) Learning Abroad (Oppiminen ulkomailla)
 * 6) Wikiversity (Wikiversity-moduulit)
 * 7) Reflexive verbs (Refleksiiviset verbit)
 * 8) Verbin rektio
 * 9) Passive verbs (Passiiviset verbit)
 * 10) Active verbs (Aktiiviset verbit)
 * 11) Auxiliary verbs (apuverbit)
 * 12) Sananjohto
 * 13) Nouns from verbs (Nomineita verbeistä)
 * 14) Verbs from nouns (Verbejä nomineista)
 * 15) Adjectives from nouns (Adjektiiveja nomineista)
 * 16) False Friends (Väärät ystävät)

Appendix (Liitteet)
Subjekti;Verbi;objekti,Nomini;Pronomini;Adjektiivi;Adverbi;Predikaatti;Substantiivi;Yksikkö;Monikko;Sijamuoto;Postpositio;Prepositio;Tempus tai aikamuoto;Modus;Infinitiivi,Partisiipi;Konjunktio;Partikkeli;Passiivinen;Aktiivinen;Persoona;
 * 1) Verbitaulukot
 * 2) Objektitaulukot
 * 3) Lista sanapääteistä
 * 4) Kieliopin terminologia

Suomen kieli/Sisältö Suomen kieli ulkomaalaisille/Sisältö

title: Suomen kieli ulkomaalaisille/Sisältö