text:
Cocoa Programming/Memory management

Someone, please fix this page

Dynamic allocation
In Objective-C (unlike in C++), all objects are created dynamically. This means that they continue to exist until they are explicitly destroyed.

To create an object, send its class an alloc message: [aClass alloc];. Note that this returns a new instance of the class but does not initialize its data. Typically you want to immediately send the new object an init message to remedy this. Allocation and initialization are usually combined in one line:

aClass *newobj = [[aClass alloc] init];

There is a class method called new which allocates and provides a bare-bones initialization of the object, but has been deprecated in favor of alloc and init.

Reference counts
In C++, every dynamically created object needs to be explicitly deleted (using the delete operator). In Java, every dynamically created object (that is, every object) will be automatically deleted when the garbage collector detects that the object is no longer referenced. In Objective-C neither of these approaches is used.

An Objective-C object keeps a reference count. When an object is created, its reference count is initialized to 1. When the reference count reaches zero, the object will self-destruct.

Release
To tell an object that you will no longer use it, send it a <tt>release</tt> message: "<tt>[anObject release];</tt>". This decrements the object's reference count by one. If you were the last user of the object, the object will destroy itself.

After sending <tt>release</tt> to an object it is not safe to use that object anymore since the object may have self-destroyed.

Retain
When you want to retain an object, i.e. prevent it from disappearing, send it a <tt>retain</tt> message: "<tt>[anObject retain];</tt>". Note that you should not send a retain message to an object you have created with an <tt>alloc</tt> message, because <tt>alloc</tt> always implies <tt>retain</tt>. Therefore, <tt>retain</tt> is only needed, if you need to use an object that is created elsewhere (and will be sent the <tt>release</tt> message from there when it's not needed in that part of the program anymore).

Equilibrium
Every <tt>retain</tt> needs to be matched by one and only one <tt>release</tt>. Note that the <tt>new</tt>, <tt>alloc</tt>, <tt>copy</tt>, and <tt>mutableCopy</tt> methods also implicitly <tt>retain</tt> the returned object, so those methods also need to be balanced with <tt>release</tt>.

Autorelease pool
Sometimes an object cannot be released immediately: for example, a function creates an object and wants to return it to the caller. Now, the callee should release the object it has created and won't be using anymore. However, the caller need to get access to the returned object. If the callee would <tt>release</tt> the created object, the caller would never see the return value. One solution is to skip releasing the object in the callee and demand that the caller will release it. This is error-prone and breaks the principle of "match every retain with one release".

In Objective-C/OpenStep runtime, it is possible to send an object an <tt>autorelease</tt> message. This will cause the object to be added to the current autorelease pool. Objects in an autorelease pool will be released at some point in the future (when the current autorelease pool is destroyed). They are safe to use prior to that.

If the caller wants to keep the returned object, it must <tt>retain</tt> it. Otherwise, the object will be automatically released. Example:

title: Cocoa Programming/Memory management


text:
Introduction to Moral Reasoning/How to Study

You will have to do a lot of reading, and some writing and some talking and listening. Then you will have to do some thinking.

Courses and classes
If you can register for a course, this will give you the opportunity to do all these things. There may be adult education 'introduction to philosophy' evening courses available. But you are unlikely to have courses beyond introductory level outside the largest of cities.

You could register as an undergraduate at a university. Here you could study the course in depth over three or four years. You will probably also have to pay out quite a lot of money in course fees and living expenses.

'Distance learning' may be available to you, with such institutions as The Open University, based in the United Kingdom, or Athabasca University, based in Canada, or the College of the Humanities & Sciences (http://www.chumsci.edu), based in the United States.

But it may be that none of the above are available or suitable to your needs. Fortunately, on line resources are beginning to fill the gap, and Wikibooks, Wikipedia, and the Wikiversity are here to help you. The present work is here to fill this need.

Remember though that much of the world remains off-line. One hopes that this defect will eventually be remedied.

Reading
The present work is an introduction to philosophy. It is here to get you started. You could try reading Wikipedia articles at random, or in alphabetical order like the autodidact in Sartre's Nausea. But some of those articles are not for the beginner, and the beginner needs to be guided through the maze. Rather than duplicating what has already been written in the Wikipedia, we shall provide links. The Wikipedia is succinct. If you want a lot of detail, the Stanford Encyclopedia of Philosophy and the Internet Encyclopedia of Philosophy may be what you need. For absolute beginners an excellent book to read is Joestien Gaarder's "Sophie's World".

You will have to read a lot. And some passages you will have to read many times slowly and carefully.

Writing
If you don't write, then at best you end up with a vague feel for the subject you are researching. If you do write, the people at the philosophy department of the Wikiversity might give you some friendly advice and feedback on what you have written.

 * ../The dissertation/

Talking and listening
Hopefully, there will be discussion forums at the Wikiversity for this. Irc should also be useful.

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


text:
Talk:Cocoa Programming/Memory management

Actually, autorelease pools are propably not part of Objective-C language but rather of NextStep runtime. Should they be even mentioned here?

 * No, they shouldn't. I can tell since I didn't write this part ;) Dysprosia 10:30, 29 Oct 2004 (UTC)

 * It's better here. Dysprosia 10:37, 29 Oct 2004 (UTC)


text:
Comparative Politics

In physical sciences, experiments can be conducted by isolating factors to see what causes lead to what effects. For instance, if you put baking soda in a test tube full of vinegar, and it starts to bubble, you can be pretty sure that the baking soda caused the bubbling.

In politics, one cannot conduct an experiment in a test tube. The only way that one can make scientific study of politics is by examining it in daily life and comparing it with other situations. Through observation and comparison, one can hopefully learn enough about politics to make reliable predictions. That is the goal of comparative politics: observe two or more political situations, analyse their similarities and differences, and try to isolate causes and effects in order to make reliable predictions.

This wikiversity course will first start out by comparing basic theoretical concepts in politics. Then, it will compare political situations of different states with different political systems.

Table of Contents

 * /Definitions/
 * /Federal, unitary, and confederate states/
 * /Democratic Systems versus Authoritarian Systems/
 * /Presidential Systems, Parliamentary Systems, and Mixed Systems/
 * /Proportional Representation, Single-Member Plurality, and Mixed Representation/

title: Comparative Politics


text:
Botany/Plant tissues

<< Contents Page | << Chapter 2 | Chapter 3 | Chapter 4 >>|

Chapter 3. Plant Tissues

Plant Tissues
Most plant cells are specialized to a greater or lesser degree, and arranged together in tissues. A plant tissue can be simple or complex depending upon whether it is composed of one or more than one type of cell. The simplest tissue found in plants is called parenchyma. The cells are not very specialized, more or less rounded or angular where packed together, and thin-walled. A type of parenchyma called chlorenchyma because the cells contain chloroplasts forms tissue (usually in the leaves) responsible for most of the photosynthesis occurring in the plant. Note that in simple tissues at least (tissues comprised mostly of one cell type), the tissue name follows from the cell type. However, tissues may also have unique anatomical names related to where in the plant they occur.

Meristems
The growth of a plant requires a source of undifferentiated cells located in places where growth is needed and can be initiated to further the body plan (in comparison to animals, plants are rather open in this regard). Some enlargement in size is always possible by elongation or enlargement of existing cells, or by existing cells simply dividing. But differentiation of one cell type into another is only possible if the initial cell (mother cell) is not very specialized. Tissues composed of cells that remain undifferentiated and supply, by their divisions, cells to form new tissues and organs, are called meristems. Meristem tissue occurs in places that allow for a very orderly pattern of growth.

title: Botany/Plant tissues


text:
Geometry/Congruent Triangles

Methods of Determining Congruence
Two triangles are congruent if:
 * each pair of corresponding sides is congruent
 * two pairs of corresponding angles are congruent and a pair of corresponding sides are congruent
 * two pairs of corresponding sides and the angles included between them are congruent

Tips for Proofs
Commonly used prerequisite knowledge in determining the congruence of two triangles includes:
 * by the reflexive property, a segment is congruent to itself
 * vertical angles are congruent
 * when parallel lines are cut by a transversal corresponding angles are congruent
 * when parallel lines are cut by a transversal alternate interior angles are congruent
 * midpoints and bisectors divide segments and angles into two congruent parts

title: Geometry/Congruent Triangles


text:
Wikibooks:Advertising poster

(This is not a regular wikibooks entry, but conceived to be a printed advertising poster for use in colleges to attract teachers and students to contribute to wikibooks. I think it's appropriate to discuss formatting, distribution, whatever in Discussion.)

Teachers and Students:

WANT FREE TEXTBOOKS?

Help write them!

Wikibooks (www.wikibooks.org) is developing free, open content textbooks, manuals and other texts.

We currently have around 250 textbooks in various stages of development, of which every page is open to your revision and addition.

title: Wikibooks:Advertising poster


title: Template:BotanyTOC2


text:
Talk:Cocoa Programming/Objective-C basics

This topic seems unnecessary; just a link to Programming:Objective-C would propably suffice? I think this module is meant to explain the differences between common Objective-C and the Cocoa one. Therefore, this module is needed. --81.197.77.195 10:43, 30 Oct 2004 (UTC)

I'm a little concerned about the OpenStep (?) influences on the book. For example on this page, it talks about using the "new" class method to create an object, when in Cocoa you'd usually use a method the same as the actual class name. For example, to create an array you'd either use [[NSArray alloc] init] or [NSArray array] (or more often, something like [NSArray arrayWithContentsOfURL:url]).

[NObject new] is rarely used in Cocoa. I'm not sure, but I think they do something slightly different (am I right that the object returned by new isn't autoreleased? [NSArray array] returns an autoreleased object). --Abhi Beckert 03:47, 22 Jun 2005 (UTC)


text:
Physics with Calculus/Mechanics/Energy and Conservation of Energy/Kinetic energy

Kinetic energy is the energy of motion regardless of the direction. Any object (with mass) in motion has kinetic energy. There are several types of kinetic energy. It should be noted that many times several of these types of kinetic energies occur simultaneously.

Translational
This is the energy due to motion from one location to another. It is defined by the integral of momentum with respect to velocity:

$$K = \int \mathbf{p}\,dv = \int m\mathbf{v}\,dv = \frac{1}{2}m\mathbf{v}^2$$

Rotational
This is the energy due to rotation around one point (the center). It is defined by the integral of angular momentum ($$\mathbf{L}$$) with respect to angular velocity ($$\mathbf{\omega}$$):

$$K_r = \int \mathbf{L}\,d\omega = \int I\mathbf{\omega}\,d\omega = \frac{1}{2}I\mathbf{\omega}^2$$


text:
Physics with Calculus/Mechanics/Energy and Conservation of Energy/Potential energy

Potential energy is the energy stored in an object due to its position. There are several types of potential energy.

Gravitational
Gravitational potential energy, involves the line integral of the force between two objects ($$m_1$$ and $$m_2$$). By Newton's universal law of gravity, the force is

$$\mathbf{F}_g = -\frac{Gm_1 m_2}{r^2}\;\hat r$$

We integrate to get potential energy:

$$U_g(r) = -\int_\infty^r \mathbf{F}_g\,dr' = \int_\infty^r \frac{Gm_1 m_2}{r^2}\,dr = -\frac{Gm_1 m_2}{r}$$

Here, we have taken the reference point (where the potential energy equals zero) to be at $$r=\infty$$. Sometimes, when dealing with small distances where the difference in acceleration due to gravity will be negligeable we simplify the energy equation by assuming that $$r = R +y$$, where $$R$$ is the Earth's radius and $$y<<R$$ is the height above the Earth's surface. Taking $$m_2$$ to be the mass of the planet:

$$F_g = \frac{Gm_1 m_2}{R^2}$$

$$g = \frac{Gm_2}{R^2}$$.

Note that the vector $$g$$ points in the $$-\hat r$$ direction. Inserting this into the integral for $$U_g$$:

$$U_g = -\int_0^y (-m_1g\hat r)dr'= m_1 gy$$,

where now, the reference point is on the surface of the Earth.

Elastic
Elastic potential energy is the energy stored in a compressed or elongated object (a spring, for example). The amount of energy stored in the object depends on spring constant ($$k$$) and the displacement from the rest position ($$x$$). It should be noted that the amount of energy is the same regardless whether the object is compressed or elongated. Given the force:

$$\mathbf{F}_s = -k\mathbf{x}$$

We integrate to get energy:

$$U_s = -\int \mathbf{F}_s\,dx = \int -k\mathbf{x}\,dx = \frac{1}{2}k\mathbf{x}^2$$


text:
Cocoa Programming/Objective-C basics

Objective-C is the native language of Cocoa applications. It is an object-oriented superset of ANSI C, allowing the developer to include "plain C" statements and code into the program. Any ANSI C program is a valid Objective-C program.

NSObject
The Objective-C used in Cocoa is a bit different from "plain" Objective-C, because of the Cocoa runtime system which defines a new root class,. All Cocoa objects should be descendants of  in order to gain from its improved memory management model.

is defined in the header.

The NSObject life cycle
To create an, send its class either an  or a   message:

Although " " and " followed by  " methods appear to be identical, Apple documentation seems to give preference to the latter method. This gives developers the ability to override  or   separately to achieve a certain result, if necessary.

Note that initializing an object may sometimes fail: for example a file containing the initialization data may be unavailable. In that case,  will return. Therefore, it is always necessary to check the return value of  before using the object!

After an object has been initialized, it is ready for use. To use an object, send it messages:

If the object understands the message, it will react to it. Otherwise, a trap is generated.

When an object is no longer used, it must be released. To release an object, send it a  message.

This will lead to the destruction of the object (unless it's still in use somewhere else, see Cocoa memory management for details).

When an object is about to be destroyed, it will receive a  message. If the object has reserved any resources, it should release them now.

Extending NSObject
All classes in an Cocoa/Objective-C application should be derivatives of. Thus, when defining a new class you should follow some basic rules:

 * Derive from :
 * Either directly or from a derivative
 * Define initializer & deallocator
 * Call base class initializer & deallocator

Deriving from
To create your class as a subclass of, define it as follows (in the interface definition file "MyClass.h"):

Defining initializer and deallocator
An initializer is a method that initializes an object. In Cocoa, the initializer for  is called. The  method for   does not know about user-defined classes and cannot therefore initialize their instances properly. Thus, it is essential to write an initializer method for your class. If the initialization does not require any parameters, the method to define is called  (i.e., you should override the base class initializer). This makes it possible to create instances of your class by using the  class method derived from  :

The above code creates a new instance of. Since  has no methods called   or , the messages are automatically sent to its base class.

To override the initializer for your class, optionally define it in the interface file:

and implement it in the.m file:

If the initialization requires additional parameters, you should define an initializer like, for example

Even then, it is often advisable to define a "default" initializer that calls your  method with suitable default parameters:

A deallocator is a method that is responsible to release all resources an object holds. The deallocator is called before an object is released, thus making sure everything gets cleaned up properly. In Cocoa, the deallocator method is. Every class that holds any resources should define a  method. For example:

Calling the base class initializer and deallocator
When a class is derived from some other class (as the  was derived from  ), the instances created from it are not only instances of the derived class, but also instances of the base class. This is called the is-a relation. A derived class is an extension of the base class: it can do more than the base class, but it can do everything the base class can. Therefore, objects of a derived class always contain everything that objects of the base class contain. If an  contains a retain count member variable, then also   objects will contain it. Thus, the "base class part" of a derived object needs to be initialized and deallocated when initializing and deallocating the derived object.

To initialize the base class part of an object write

to the very beginning of the initializer of your class. To deallocate the base class part of the object write

to the very end of the deallocator of your class.

More information
For more information on Objective-C in Cocoa, see
 * Objective-C Programming for general information on Objective-C
 * Objective-C GNUstep Base Programming Manual for specific information on Objective-C in Cocoa/GNUstep.

title: Cocoa Programming/Objective-C basics


text:
Chinese (Mandarin)/How To Use This Textbook

Expectations
This textbook will assume that you have no prior knowledge of Chinese, but are willing to take Chinese as a serious subject of study. Each lesson contains a combination of new vocabulary and new grammar in a gradual progression, building on previous lessons.

Each lesson should be appropriate for a week's worth of daily classes, so don't feel overwhelmed by the amount of material per lesson. Learning to write new characters will probably be your limiting factor, so split up the memorization of a lesson's characters over two or three days and use class time mostly for work on grammar and speaking skills.

Lesson Sections
Each lesson consists of five parts:

 * 1) Dialogue. Here you will see a dialogue carried out by two or more people. All texts are given in 4 versions: Simplified Chinese, Traditional Chinese, Hanyu Pinyin, and an English translation.
 * 2) Grammar. This section breaks down all of the new sentence structures introduced in the dialogue and shows example sentences to reinforce them.
 * 3) Vocabulary. New vocabulary for the lesson, with translation and pronunciation. Every newly introduced character will be linked to an image or animation showing its stroke order.
 * 4) Examples. A page of sentences and phrases giving more examples based on the lesson material.
 * 5) Exercises. Questions and activities to test comprehension of the material. May be used as homework or as review material for lesson exams.

Wikibook Navigation
All the lessons and appendices of this Wikibook are arranged as subpages of the Chinese main page (the Table of Contents). Navigating between lessons is done by clicking the appropriate link in the green mini-Table of Contents box found at the top and bottom of every page. To navigate to less-commonly-accessed pages from a subpage, you must first return to the Chinese main page by clicking on "< Chinese" which appears in the top left corner of all subpages.

Additionally, lesson subpages have subpages branching off of them which contain supporting material for the lesson such as examples, exercises, and animations demonstrating the stroke orders of new characters. You'll also find "Traditional" listed as a subpage, which is a toggle button for accessing the traditional version of the page. Click on it, and "Simplified" replaces it, meaning you can easily switch back and forth between the simplified and traditional character versions of this text.

Cinese/Guida al libro


text: Subject:Mechanics

title: Subject:Mechanics


text:
Python Programming/Metaclasses

In Python, classes are themselves objects. Just as other objects are instances of a particular class, classes themselves are instances of a metaclass.

Python3
The Pep 3115 defines the changes to python 3 metaclasses. In python3 you have a method __prepare__ that is called in the metaclass to create a dictionary or other class to store the class members. Then there is the __new__ method that is called to create new instances of that class.

The type Metaclass
The metaclass for all standard Python types is the "type" object.

Just like list, int and object, "type" is itself a normal Python object, and is itself an instance of a class. In this case, it is in fact an instance of itself.

It can be instantiated to create new class objects similarly to the class factory example above by passing the name of the new class, the base classes to inherit from, and a dictionary defining the namespace to use.

For instance, the code:

Could also be written as:

Metaclasses
It is possible to create a class with a different metaclass than type by setting the metaclass keyword argument when defining the class. When this is done, the class, and its subclass will be created using your custom metaclass. For example

This will print

Creating class BaseClass using CustomMetaclass Creating class Subclass1 using CustomMetaclass

By creating a custom metaclass in this way, it is possible to change how the class is constructed. This allows you to add or remove attributes and methods, register creation of classes and subclasses creation and various other manipulations when the class is created.

More resources

 * Wikipedia article on Aspect Oriented Programming
 * Unifying types and classes in Python 2.2
 * O'Reilly Article on Python Metaclasses

title: Python Programming/Metaclasses


text:
German/Level I/Volk und Familie

Lesson I.8: Familie und Nationalität

Banks and Money
Germany's main banks are Deutsche Bank, Dresdner Bank and Commerzbank. There are many banks of all kinds throughout the country. Banks are open Mon-Fri 9am-12pm and 2:30-4pm. On Thursdays, they are open until 5:30 or 6pm. Changing money is best done at a bank because their rates will be better than exchange services located at a Bureau de Change. Major post office branches and travel agents also offer currency exchange. Germany is one of 15 European countries that have replaced their national currencies with the Euro, which is stronger to the U.S. Dollar, but weaker than the British Pound.

The Family
Home is where the heart is, they say. And what is in the home? Family! of course, so this is a very important section of the lesson. It'll give all vocabulary for the family, and later in a different section, you'll learn how to describe your brothers and sisters or any person! And now to get started let's do some vocabulary...

Now even though many of these are common phrases you and I would say in everyday life, some of these are rather used when you are on a visit to grandmother's, or things your mother would say. Maybe you notice some of these in the dialogue. Now you might be asking "How am I going to speak fluent German, if I just learn phrases?" Like I said, these are basically from the dialogue, and you can study these to look at the word order. Also certain things are just different in German, like "Wie heißt du?" which translates literally to "How are you called?" when we use "What is your name?". Okay let's get started on these common phrases...

Du bist ja richtig groß geworden.

You have grown up so much (usual sentence used by Opa und Oma)

Hast du uns etwas mitgebracht?

Have you brought something for us? (usual sentence used by Enkel and Enkelin)

Nun sei nicht so aufgeregt.

Now don't be so excited.

Komm rein.

Come in.

(Sie) Wurden schon ausgepackt.

(They) Have already been opened.

(Sich) Bedanken für etwas.

To thank for something.

Using Formal and Informal Pronouns in the Family
Some very conservative families might still use Sie with grandparents or even parents! This is sometimes practiced in families of nobility or exterritorial cultural islands in which older German customs have survived. However, using "Sie" feels very outdated to the vast majority of people. In practically every family all members use du with each other.

Describing People
I can't describe in words how important this section of the lesson is. Even though you have already learned to describe to some degree, here we will introduce a new aspect of describing, and we will review. But how could we describe if we didn't have vocabulary? Here it is...

In term of beauty, you can say four basic things. These aren't the all but these are the easiest and simplest ones.

She is beautiful.

Sie ist schön.

He is ugly.

Er ist hässlich.

These two use the verb to be, and the next one will use the verb to look which would need something else in order to make sense.

She looks beautiful, but that shirt is ugly.

Sie sieht schön aus, aber dieses Hemd ist hässlich.

He looks ugly, but he looked handsome yesterday.

Er sieht hässlich aus, aber gestern sah er schön aus.

And in the last sentence it says "ausgesehen." Don't worry about that--it wouldn't be taught until Level 3. So since you get the idea of describing, let's learn a new verb! And the new verb is klingen which is to sound. As in "He sounds weird.", "She sounds boring." Since we know how to describe, we really don't have to cover it. It's works just like other verbs.

He sounds nice.

Er klingt nett.

They sound funny.

Sie klingen komisch.

Remember that when describing it's S+V+A, or subject, verb, then adjective. Exactly like in English. For right now, that's all for describing things. We are going to have some small describing lessons with some parts of this lesson.

Related Verbs
Okay we just went over the verb in the previous section. This will basically be a list that will help you memorize them better, and there is not a lot. Other than "klingen" and "fühlen" you should know all of these. The "Er sieht aus" is to show you it is a separable-prefix verb.

Nationality
This is also a large section of this lesson: nationality, and it's very important. There are many nationalities, too many to go over in this lesson, but you will learn more nationality as this level and book goes on. Right now we are just going to have a vague little list, and as this section goes on there will be more. Finally, gentlemen, get ready to have your minds blown...

Some Nationalities
This is the small list, make sure you memorize this list and the next one.

Describing People with Nationality
It is no surprise you can describe people with nationality, most times, it's stereotypical, like Norwegians are blonde, tall, etc. or Germans wear lederhosen, drink beer, and play polka all day long, but that is just not true. However you can just use it for what it is, a nationality. If you do describe people by nationality this will help. Okay, you should already know how to describe, right?

This part we will get more in to detail later, but right it is an important part of describing people with nationality, even though in English we most times don't do this, in German they do. The difference between nationality and language, like in English, French and French. But in German it is französisch and Franzose, Französin. This also is how it works for nationality describing by noun or adjective, which we are going to learn right now.

Noun or Adjective Nationality
There are two ways to describe someone. With a noun-based nationality word or an adjective-based nationality word. But note that in German the noun-based form is used more often.

Example: Ich bin Schwede (I am Swedish) and Ich bin schwedisch (I am Swedish)

Example: Ich bin Franzose (I am French) and Ich bin französisch (I am French)

More Nationalities
A longer list of nationalities found in and around Germany:

Age
Now we are all familiar with the word "alt'", which means old. And in English, to find out somebody's age we ask "How old are you?". In German it is exactly the same. The "alt" kind of belongs to the interrogative adverb, so in both German and English it may be in front of the verb:

Wie alt bist du?

How old are you?

Now to ask the question with 1st person it is...

Wie alt bin ich?

How old am I?

And as response you might get...

Ich bin __ Jahre alt.

I am __ years old.

Du bist __ Jahre alt.

You are __ years old.

And now the plural version of the 1st person...

Wie alt sind wir?

How old are we?

The responses you will get is...

Wir sind __ Jahre alt.

We are __ years old.

Ihr seid __ Jahre alt.

You all are __ years old.

To ask this important question in the 2nd person. First, we will learn the biggest question here, "How old are you?" which is...

Wie alt bist du?

How old are you?

And there is only one response to this it is...

Ich bin __ Jahre alt.

I am __ years old.

For the equally important plural 2nd person...

Wie alt seid ihr?

How old are you all?

Which the response is...

Wir sind __ Jahre alt.

We are __ years old.

And formal question, for both singular and plural is...

Wie alt sind Sie?

How old are you?

How old are you all?

You should all ready get the pattern for this, but we are going to keep on doing this list, if you aren't sure of something or you are confused. So for the 3rd person...

Wie alt ist er/sie?

How old is he/she?

The responses to this are...

Er ist __ Jahre alt.

He is __ years old.

Sie ist __ Jahre alt.

She is __ years old.

And now the plural 3rd person of question and response...

Wie alt sind sie?

How old are they?

And of course the response...

Sie sind __ Jahre alt.

They __ years old.

Now with some people you might be able to guess their age, and you could ask them directly about it. This is usually pretty of rude, but it illustrates nicely how the phrase has to be changed if you ask a yes-no-question, so let's get started, anyway!

Bist du __ Jahre alt?

Are you __ years old?

Ist er/sie __ Jahre alt?

Is he/she __ years old?

Sind sie __ Jahre alt?

Are they __ years old?

Note the inversed order between "Wie alt bist du?" und "Bist du __ Jahre alt?" This is exactly the same as in English!

Possessives
Note: 'Euer' is irregular. When 'euer' has to have a different ending the e before r is dropped, so it turns into 'eur-'.

Expressing Favorites
Problems >>

title: German/Level I/Volk und Familie


text:
User:Gdarwin

About Me
Age: 27

Occupation: I have worked for the past 5 years as an embedded software engineer.

Education: I hold a Bachelor of Science in Computer Science from University of California, Santa Barbara.

Location: Southern California USA

Modules I Have Worked On

 * Programming:Data Structures

title: User:Gdarwin


text:
User:Village idiot~enwikibooks

This is my page. I am the user village_idiot (wikibooks isn't rendering the _ in the username.).

title: User:Village idiot~enwikibooks


text:
Geometry/Similar Triangles

For two triangles to be similar, all 3 corresponding angles must be congruent, and all three sides must be proportionally equal. Two triangles are similar if...
 * Two angles of each triangle are congruent.
 * The acute angle of a right triangle is congruent to the acute angle of another right triangle.
 * The two triangles are congruent. Note here that congruency implies similarity.

title: Geometry/Similar Triangles


text:
Geometry/Vertical Angles

Vertical angles are a pair of angles with a common vertex whose sides form opposite rays. An extensively useful fact about vertical angles is that they are congruent. Aside from saying that any pair of vertical angles "obviously" have the same measure by inspection, we can prove this fact with some simple algebra and an observation about supplementary angles.  Let two lines intersect at a point, and angles A1 and A2 be a pair of vertical angles thus formed. At the point of intersection, two other angles are also formed, and we'll call either one of them B1 without loss of generality. Since B1 and A1 are supplementary, we can say that the measure of B1 plus the measure of A1 is 180. Similarly, the measure of B1 plus the measure of A2 is 180. Thus the measure of A1 plus the measure of B1 equals the measure of A2 plus the measure of B1, by substitution. Then by subracting the measure of B1 from each side of this equality, we have that the measure of A1 equals the measure of A2.

title: Geometry/Vertical Angles


text:
Cookbook:Toad in the Hole

| English Cuisine

Toad in the hole is a baked Yorkshire pudding or thick pastry round, with sausages or pieces of meat in it. This recipe is for a sausage toad. A further variation is made using fine chopped potatoes in a pudding-basin with a lump of meat in the centre, and then boiling or steaming.

Ingredients

 * 250 g sausage links
 * 1 recipe Yorkshire pudding batter, uncooked

Procedure

 * 1) Preheat the oven to 200°C.
 * 2) Bake the sausages in a loaf pan or roasting pan, for 10 minutes.
 * 3) Add yorkshire pudding batter to the hot tray. You may need to add a bit of oil or fat if the sausages don't produce enough.
 * 4) Bake in the oven for about 40–45 minutes.
 * 5) Remove and serve when risen, firm and brown.

Notes, tips, and variations

 * Toad in the hole is commonly served with vegetables and gravy.

title: Cookbook:Toad in the Hole


text:
Talk:Guide to Social Activity/Masculinity

Hey, I liked that part about not using coersion in a relationship. Did you (the author) make that up yourself?

This section was obviously written by a woman. This section does nothing to address the fundamental hipocricy of women; they say one thing, but do another. This is a common historical critisim of women by men that dates back hundreds of years, if not more. For example, us men know of many women who have sex with men they know are losers, yet they want to hang out with us who are not losers. They want to be our "friend", but when shit hits the fan, they usually dont do much to help us. However, they will ask us for countless favors. The losers these young women chose to have sex with have one thing going for them: confidence. Women are genetically programmed to be attracted to confidence, and this is the strongest theory in my opinion of why they tell us one thing, but do another. Specifically, they say that they want the knight in shining armor, but they have sex with players who they know have already done most of the other girls in town, have been in jail, have no job or a bad job, and no prospects for a future.

The last part of this section, titled "Vulnerability", is quite ignorant. It needs to be clarified by addressing the issue of young women being attracted to the "bad boys", and then LATER (trying to) change them into good-bad guys. Women want a combination of losers and winers. They want a confident loser who knows how to pick up women, then they want to try to change this loser after they are with them. Don't believe me? Ask women in their 30's who are single/divorced. They will tell you how they used to be attracted to a certain type of man, but have now realized that they want quality men. What they wont tell you is that they will probably cheat on you and still have sex with the losers.

I suspect this "Vulnerability" section was written by a lesbian.

 * It's best not to simply delete sections just because you don't agree with their content. It's far better to rewrite them to make them better. BTW, I don't have an opinion either way about the quality of the content of the section. (Donovan|Geocachernemesis|Interact) 11:07, 18 Jun 2005 (UTC)

This entire masculinity section is a complete joke. You people should be ashamed of writing such crap. You think that showing respect towards motherhood is going to get a guy laid? Who wrote this stuff? A typical nerd virgin with no life who lives in his moms basement, or worse, a woman?


text:
Diagnostic Radiology

Radiology is the branch of medical science dealing with medical imaging. It may use x-ray machines or other such radiation devices. It also uses techniques that do not involve radiation, such as MRI and ultrasound.

General Types of Radiology
As a medical specialty, radiology can refer to two sub-fields, diagnostic radiology and therapeutic radiology.

Diagnostic radiology is concerned with the use of various imaging modalities to aid in the diagnosis of disease. Diagnostic radiology can be further divided into multiple sub-specialty areas. Interventional radiology, one of these sub-specialty areas, uses the imaging modalities of diagnostic radiology to guide minimally invasive surgical procedures.

Therapeutic radiology—or, as it is now called, radiation oncology uses radiation to treat diseases such as cancer using a form of treatment called radiation therapy.

Imaging Modalities
Commonly used imaging modalities include plain radiography, computed tomography (CT), magnetic resonance imaging (MRI), ultrasound, and nuclear imaging techniques. Each of these modalities has strengths and limitations which dictate its use in diagnosis.

Radiography
Radiographs are images created with X-rays, and used for the evaluation of many bony and soft tissue structures. Fluoroscopy and angiography are special applications of X-ray imaging. Fluoroscopy is a technique where a fluorescent screen or image intensifying tube is connected to a closed-circuit television system to image internal structures of the body. Angiography uses methods to demonstrate the internal structure of blood vessels, highlighting the presence and extent of obstruction to the vessel, if any. In medical imaging, contrast media are substances that are administered into the body, usually injected or swallowed, to help delineate the anatomy of blood vessels, the genitourinary tract, the gastrointestinal tract, etc. Contrast media, which strongly absorb X-ray radiation, in conjunction with the real-time imaging ability of fluroscopy and angiography help to demonstrate dynamic processes, such as the peristalsis of the digestive tract or blood flow.

CT scanning
CT imaging uses X-rays in conjunction with computing algorithms to image tissues in the body. Imaging is usually performed in the axial plane; however, computer reconstructions can be rendered in other planes or to produce 3D images. Contrast media is often used to delineate anatomy and allows 3D reconstructions of structures, such as arteries and veins. Although the resolution of radiographs is higher for imaging of the skeleton, CT can generate much more detailed images of soft tissues. CT exposes the patient to more ionizing radiation.

Sonography
Medical ultrasonography uses ultrasound (high-frequency sound waves) to visualize soft tissue structures in the body in real time. No radiation is involved, but the quality of the images obtained using ultrasound is highly dependent on the skill of the person performing the exam. Ultrasound procedures are best used for ante natal checkups. It is not harmful to fetus nor to the mother.

MRI Magnetic Resonance Imaging
MRI uses strong magnetic fields to align spinning atomic nuclei (usually hydrogen protons) within body tissues, then disturbs the axis of rotation of these nuclei and observes the radio frequency signal generated as the nuclei return to their baseline status. MRI scans give the best soft tissue contrast of all the imaging modalities. With advances in scanning speed and spatial resolution, and improvements in computer 3D algorithms and hardware, MRI has the potential for great development in the next few years. One disadvantage is that the patient has to hold still for long periods of time in a noisy, cramped space while the imaging is performed.

Nuclear medicine
Nuclear medicine imaging involves the administration into the patient of substances labelled with radionuclides or radiopharmaceuticals which have affinity for particular tissues. Generally speaking, Technecium-99m (half-life 6.02 hours) is the radionuclide used. The heart, lungs, thyroid, liver, gallbladder, and bones are commonly evaluated for particular conditions using these techniques. While anatomical detail is limited in these studies, nuclear medicine is useful in displaying physiological function. Processes such as the growth of a tumor can be monitored this way, even when the tumor cannot be adequately visualized using any of the other imaging modalities. Nuclear medicine also involves the therapeutic administration of isotopes labeled to antibodies or other substances, therefore delivering a high dose of radiation to specific targets such as tumors or the thyroid gland.

Normal Radiological Anatomy

 * /Musculoskeletal Anatomy/
 * /Chest Anatomy/
 * /Cardiovascular Anatomy/
 * /Gastrointestinal Anatomy/
 * /Vascular Anatomy/
 * /Neuroradiological Anatomy/

Imaging of Specific Anatomic Regions
This section assumes that you already know what the diagnosis is, and just want to know more about that disorder.
 * /Musculoskeletal Imaging/
 * /Chest Imaging/
 * /Cardiovascular Imaging/
 * /Gastrointestinal Imaging/
 * /Vascular Imaging/
 * /Neuroradiological Imaging/

Diagnosis of Specific Anatomic Regions
This section assumes that you don't yet know the diagnosis, and are trying to move from the findings to the diagnosis.
 * /Musculoskeletal Diagnosis/
 * /Chest Diagnosis/
 * /Cardiovascular Diagnosis/
 * /Gastrointestinal Diagnosis/
 * /Vascular Diagnosis/
 * /Neuroradiological Diagnosis/

Imaging in Pediatric Radiology
This section covers Pediatric Radiology by regions and etiology.
 * Pediatric Radiology by Region
 * Pediatric Radiology by Etiology

Screening Mammography

 * Stephen W Duffy et al. Mammography screening reduces rates of advanced and fatal breast cancers: Results in 549,091 women. Cancer. 2020 Jul 1;126(13):2971-2979. ( 32390151)
 * Sahand Hooshmand et al. A review of screening mammography: The benefits and radiation risks put into perspective. J Med Imaging Radiat Sci. 2022 Mar;53(1):147-158. ( 34969620)

Low-Dose Computed Tomography (LDCT) Screening

 * Asha Bonney et al. Impact of low-dose computed tomography (LDCT) screening on lung cancer-related mortality. Cochrane Database Syst Rev. 2022 Aug 3;8(8):CD013829. ( 35921047)
 * Richard M Hoffman et al. Lung Cancer Screening with Low-Dose CT: a Meta-Analysis. J Gen Intern Med. 2020 Oct;35(10):3015-3025. ( 32583338)
 * Daniel E Jonas et al. Screening for Lung Cancer With Low-Dose Computed Tomography: Updated Evidence Report and Systematic Review for the US Preventive Services Task Force. JAMA. 2021 Mar 9;325(10):971-987. ( 33687468)

Breast Imaging Reporting and Data System (BI-RADS)

 * D A Spak et al. BI-RADS® fifth edition: A summary of changes. Diagn Interv Imaging. 2017 Mar;98(3):179-190. ( 28131457)
 * Samuel J. Magny et al. Breast Imaging Reporting and Data System. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2023 Jan. 2022 Aug 29. ( 29083600)

Ovarian-Adnexal Report Data System (O-RADS)

 * Rochelle F Andreotti et al. O-RADS US Risk Stratification and Management System: A Consensus Guideline from the ACR Ovarian-Adnexal Reporting and Data System Committee. Radiology. 2020 Jan;294(1):168-185. ( 31687921)
 * Elizabeth A Sadowski et al. O-RADS MRI Risk Stratification System: Guide for Assessing Adnexal Lesions from the ACR O-RADS Committee. Radiology. 2022 Apr;303(1):35-47. ( 35040672)

Radioembolization

 * Hojjat Ahmadzadehfar et al. Radioembolization, Principles and indications. J Clin Med. 2019 Jan 7;8(1):55. ( 35354218)
 * Aman Saini et al. History and Evolution of Yttrium-90 Radioembolization for Hepatocellular Carcinoma. J Clin Med. 2019 Jan 7;8(1):55. ( 30621040)

External resources

 * Radiology Search — Radiology search is a peer-reviewed Radiology search engine.
 * SearchingRadiology.com — Searching radiology peer-reviewed information
 * RadiologyEbooks.com — a digital library of free educational radiology Ebooks and radiology Apps.
 * Indian Journal of Radiology — Radiology in India.
 * American Roentgen Ray Society — much information on radiology, including online American Journal of Roentgenology
 * Radiology Links — browse the categorized medical imaging links.
 * British Institute of Radiology — an independent forum which aims to bring together all the professions in radiology and allied medical and scientific disciplines
 * RadiologyEducation.com — a digital library of radiology education resources
 * Radiological Society of North America — huge amount of information on radiology, including links to online journals Radiology and Radiographics
 * Radiology Teaching Files,hvac training — Collection of cases including challenging case of the week. www.svhrad.com
 * Royal College of Radiologists — information on radiology and the Royal College (UK)
 * Society of Interventional Radiology
 * University of Washington Online Musculoskeletal Classroom — This site is currently donating many of the articles and images from its Resident Projects section to this textbook (registration for a no-cost and spam-free account is required to view the contents).
 * Radiology Internet Journal Club
 * Loyola University — A good introduction to reading chest X-rays
 * Radiopaedia.org — encyclopedic collaborative resource with many cases]
 * American College of Radiology
 * Ultrasound Technician News and Information
 * Radiology information for patients
 * "Raynux: OpenSource and Radiology"
 * RadiologyEd - radiology resource library — An education focused resource list with many cases

title: Diagnostic Radiology


text:
User talk:198.81.26.45

hey toughguy, stop it already.

- the guy really seems to have undesrtood the meaning of "phallos symbol" though --81.197.77.195 10:46, 31 Oct 2004 (UTC)

title: User talk:198.81.26.45


text:
Talk:C Programming/Beginning exercises

Shouldn't there be answers to theses questions?

I agree; these exercises would be a lot more useful with solutions. Meatnordrink (discuss • contribs) 18:15, 27 November 2020 (UTC)

bool
The first excercise of the "Functions" section mentions the bool type. Is bool a standard C type? Looks like it is not mentioned in this book. Rodolfo Borges 18:23, 30 August 2006 (UTC)

I don't think the original asker cares anymore, but someone else may. Try reading this.

Simple I/O
In the code block under the title Simple I/O, one line reads: c=a^b. According to Wikipedia ^ is a bitwise operator, it is NOT the power function. Was the use of ^ here on purpose, or should c=a^b be replaced with pow(a,b)?

String Manipulation Q2
The solution does not work (on line 11 'gets_s' function). I'm a novice programmer so I won't dare try to fix it. Anyone else want to attempt a solution? :)

title: Talk:C Programming/Beginning exercises


text: MediaWiki:Sharedupload-desc-there

title: MediaWiki:Sharedupload-desc-there


text:
Botany/Plant morphology

<< Contents Page | << Chapter 5 | Chapter 6 | Chapter 7 >>|

Chapter 6. Plant Morphology

Introduction
Plant morphology is the study of the external structure or form of plants. The concept was put in circulation by the author Johann Wolfgang von Goethe, in the early 1800s. You have already covered important aspects of plant morphology in the previous chapters on plant organs (leaves, stems, roots), flowers, and fruits. Those chapters emphasized both plant anatomy (the internal structure) and plant morphology (the external form) of specific parts or organs. Here, we will be concerned especially with the various growth forms that plants take and how such morphologies contribute to the success of each species.

Simple plant forms
The forms taken by simpler "plants" (e.g., algae) will be considered in greater detail in Section II of The Guide. However, lichens offer a good general introduction to basic plant forms in a group whose members are sometimes informally classified on the basis of morphology.

 * Read Lichens ( You need not follow links except to clarify unfamiliar terms )

Imagine an early earth, with most life in the oceans, but the beginnings of terrestrial life represented by primitive photoautotrophic organisms spread over rocky surfaces. In the seas, the autotrophs would be floating forms and encrusting slimes, or calcareous rich crusts.

When we think about the evolution of more complex forms, even within such groups that today appear rather primitive such as the multicellular algae, we need to consider what forces were operating on the mechanism of natural selection to drive evolution in certain directions. We must also always be mindful of realistic limitations.

When you previously read the article on algae, you may recall the following description of life forms of these simple "plants": Most algae are unicellular, flagellates or amoeboids, but colonial and non-motile forms have developed independently among several of the algal groups. The more common organizational levels beyond unicellular forms are:

 * Colonial – small, regular groups of (usually) motile cells
 * Capsoid – individual non-motile cells embedded in a common mucilage
 * Coccoid – individual non-motile cells with adherent cell walls
 * Palmelloid – non-motile cells embedded in common mucilage
 * Filamentous – a string of non-motile cells connected on end together and sometimes branching
 * Parenchymatous – cells forming a thallus with partial differentiation of tissues

Complex plant forms

 * Read Trees ( You need follow links only to clarify unfamiliar terms )
 * Read Shrubs ( You need follow links only to clarify unfamiliar terms )

External Resource

 * Online Image Collection of the Botanical Society of America

From the earliest times itself plants have been classified as herbs, shrubs and or trees. Reference-Morphology of Plants. By S.R. Mishra, Published by Discovery Publishing House, 2004 ISBN 817141821X, 9788171418213

Herbs read Herbs at Wikipedia

title: Botany/Plant morphology


text:
Talk:Basic Math for Adults

= Naming =

Shouldn't this be named as something else? I tend to think of applied math as mathematical models of physical systems and their solutions (numerical or closed-form).

''I agree. From the table of contents, it only seems to cover the sort of math I expect everyone adult to be able to do. Elementary school math ? pre-algebra ? Primary school math ? I think of "applied math" as also including all other kinds of specialized math that can be applied to the real world (trig in carpentry and surveying; boolean algebra in digital electronics and programming; tensor calc in mechanical engineering; probability in medicine; etc). I call the leftover bits of math (outside of applied math) (various kinds of infinity; surreal numbers; etc.) "pure math" or "theoretical math". -- DavidCary 19:34, 16 Nov 2004 (UTC)''

-Well, is this Book meant to make an electronic device that can calculate? So that it has a mathematical 'intelligence'? Or should it clear up some logic in really calculating things for humanbeings? I guess both.

From the outline of the text, it would seem that this is a textbook aimed at developing basic math skills for people who are training for an entry-level job. (In my opinion this is a wholly legitimate use of Wikibooks, and I can envision such a text being used in job training programs for adults.) As such, perhaps the title should be something along those lines; perhaps something like "Applied Basic Math Skills" or something similar.

Also, the outline needs to be rethought, as each skill needs to build on skills previously acquired and mastered. For example, multiplication of fractions builds on the previous knowledge of both multiplication and fractions. As it stands, the outline of the book seems to be a document plagarized from elsewhere on the Web listing merely the competencies expected of a student. --Chuck Hoffmann 12:43, 21 Nov 2004 (UTC)

Agree with you there (the last person before me). I also think that more text is required to give people indept insight so the problem is covered from a wide angle. Yet, I think that this wikibook shouldn't be underestimated. How many of you use (and found) efficient methods for calculations? Unless you do head-calculating as a hobby, I think most of us need some shaving of the edges to become more competent. And if we add some more text maybe it'll show a more scientific look. By the way, I found a nasy mediawiki error I think. I'm currently working on whole number multiplications. Look a the code yourself, I can assure you that there are no errors or incompleteness in the code itself. Well, edit it (I wiki-dare you ;-)).

I know nobody is actually looking at this, but is there a way to strike using any numbers inside the TeX markup? I'm trying to use this for reducing numbers. WB 08:20, 21 Mar 2005 (UTC)

This Wikibook gets a [face_plain]. --Mga 04:33, 6 May 2005 (UTC)

Hmm. This book discusses elementary level math concepts, but is written at an 11th grade reading level. Something is not quite right there. - w:User:KeithTyler
 * true... easy concepts for grade 11s... hard terminology for elemetary school... - WB 06:11, 18 Jun 2005 (UTC)

Maybe we should divide this into several pages? WB 06:11, 18 Jun 2005 (UTC)

This book indicates that a number ending in 5 should be rounded up, and that a number ending in 0 should be rounded down. I realize that this is the way that it is often taught(inaccurately), and accepted on tests, but it is not completely accurate. In fact, any last digit from >0 to <5 should be rounded down, and any last digit from >5 to <0(.95 is greater than .9) should be rounded down. A number ending in exactly 5 can go either way: 15 is equally far from 10 and 20(-5 and +5 away). I think it would be better if this book was more accurate on rounding. CatastrophicToad 19:15, 14 January 2006 (UTC)

To skip back to the last topic: I agree that the name needs to be changed. I think that the title in the table of contents should be more descriptive. "Basic Math for Adults", for example, or "Adult Math Basics". I think there should be another textbook for kids, too. Maybe "Math for Kids". The "Primary School Mathematics" text is for parents and teachers, which doesn't help precocious children much, who will be growing up with the Internet. This solves the 'reading level' problem. Just target your diction for kids or adults, depending on the text. (Of course, then you have the problem of deciding on the reading level for the kids or the adults, but at least you can narrow the gap somewhat.) Dave Finch 18:09, 14 April 2006 (UTC)

= Multiplying Whole Numbers =

My math aint that good, but is Multiplying Whole Numbers Single number times Single number producing a Single number

Take the first number as 'n1' Take the second number as 'n2' Repeat 'n1' 'n2' times and add the 'n1 's together

n_1 = 3 \times 10^0 n_2 = 2 \times 10^0 (n_1)\times(n_2)= 2(3 \times 10^0) = 6 \times 10^0 = 6 ai'nt the answer 5?

ufoolme

 * I fixed the confusing text and removed the exponentials. No reason to have them if they were never discussed.  For future reference. 10^0 is equivalent to 1.--Retropunk (talk) 22:13, 15 June 2008 (UTC)

= There is a long history of books on this topic =

This is quite an important subject for a Wikibook, and it will be a good exercise in clear writing to extensively update this book. There are many good public-domain books on mathematics for adult readers (readily found via Google Books) that will help with the revision process here. -- WeijiBaikeBianji (talk) 00:06, 26 June 2010 (UTC)

= Should we add exercises? =

I'd like to add some exercises like this:

Should I make a top-level section for all exercises? Melikamp (discuss • contribs) 16:56, 2 November 2013 (UTC)

title: Talk:Basic Math for Adults


text:
Online OsiriX Documentation

OsiriX is an open source program written by Antoine Rosset, M.D., which turns an Apple Macintosh into a DICOM PACS workstation for medical imaging and image processing.

OsiriX is distributed under the GNU General Public License and its source code is available to anyone.

Note: This documentation is pertinent to OsiriX version 2.7.5, but this documentation is rather dated and does not pertain to the latest version (3.8.1) of OsiriX. For the latest version see http://sourceforge.net/projects/osirix/ and http://www.osirix-viewer.com/

 * 1) About OsiriX
 * 2) OsiriX Specifications
 * 3) OsiriX System Requirements
 * 4) Downloading and Installing OsiriX
 * 5) FAQ

OsiriX HOW TOs

 * 1) Importing DICOM images into OsiriX and Viewing DICOM headers
 * 2) Customizing OsiriX windows
 * 3) Opening multiple series simultaneously
 * 4) Viewing multiple series simultaneously
 * 5) Managing your local OsiriX database
 * 6) Making fusion images
 * 7) Opening non-DICOM images and movies
 * 8) Exporting DICOM images
 * 9) Using the 4-D viewer
 * 10) Multi-planar reconstruction (MPR)
 * 11) 3-D reconstructions
 * 12) Volume Rendering Settings
 * 13) Using OsiriX as a PACS workstation
 * 14) Using 2-D thick slabs
 * 15) Navigational shortcuts
 * 16) Making OsiriX run faster
 * 17) Using OsiriX Plugins
 * 18) Forwarding a Crash Report to the Developers
 * 19) Opening Mac-Unfriendly CDs with OsiriX
 * 20) Extract a 3D volume from a series
 * 21) Working with Curved-MPR
 * 22) How to Increase Thick Slab
 * 23) How to Generate DSA Images
 * 24) DICOM Print

OsiriX Menu Reference

 * 1) OsiriX
 * 2) File
 * 3) Edit
 * 4) Format
 * 5) 2D Viewer
 * 6) 3D Viewer
 * 7) ROI
 * 8) Plugins
 * 9) Window
 * 10) Help

OsiriX Developer Information

 * 1) /OsiriX Developer Overview/
 * 2) /OsiriX Anonymous and Developer SVN access/
 * 3) /Building OsiriX/

Setting an Osirix Based workflow
I would like to assemble information and opinions for integrating Osirix into the IMAGING Department of a Hospital. I set up a group at yahoo to start compiling info and ideas. Please tell me if this is the correct place to put this information. So I WIll write here several of my questions/conclusions, and I will integrate into the wiki so that similar projects can view and improve recommendations.

Yahoo OsiriX group

Proposed setup -First workstation, a Mac Pro 8 core, 16 GB ram(*A), 2x500 GB Hard Drive (*B) Graphics to drive 2 monitors(*C). 2 Optical drives.

-Second workstation, a Mac pro X? core, 8 GB ram(*A), 2x500 GB, Graphics 2, Monitors 2x30" 4Mp Color.

-A dedicated 1Gb Ethernet switch for Imaging dept, 2 ports each mac por (in tandem) conected to all other Imaging equipment apart from the rest of the hospital, and a router to hospital network.

-A filmless printing solution for non diagnostic printing of images and reports. (*C)

Questions?
 * 1) /CPU/
 * 2) /Storage/
 * 3) /Displays/
 * 4) /Network (HW)/
 * 5) /Printing/
 * 6) /Burning CD or DVDs/
 * 7) /Alternative solutions/
 * 8) /Additional tools/
 * 9) /Help with IT, costs/

title: Online OsiriX Documentation


text:
Online OsiriX Documentation/About OsiriX

 * ^ >

OsiriX is an image processing software dedicated to DICOM images (".dcm" / ".DCM" extension) produced by medical equipment (MRI, CT, PET, PET-CT, ...) and confocal microscopy (LSM and BioRAD-PIC format). It can also read many other file formats: TIFF (8,16, 32 bits), JPEG, PDF, AVI, MPEG and Quicktime. It is fully compliant with the DICOM standard for image communication and image file formats. OsiriX is able to receive images transferred by DICOM communication protocol from any PACS or medical imaging modality (STORE SCP - Service Class Provider, STORE SCU - Service Class User, and Query/Retrieve).

OsiriX has been specifically designed for navigation and visualization of multimodality and multidimensional images: 2D Viewer, 3D Viewer, 4D Viewer (3D series with temporal dimension, for example: Cardiac-CT) and 5D Viewer (3D series with temporal and functional dimensions, for example: Cardiac-PET-CT). The 3D Viewer offers all modern rendering modes: Multiplanar reconstruction (MPR), Surface Rendering, Volume Rendering and Maximum Intensity Projection (MIP). All these modes support 4D data and are able to produce image fusion between two different series (for example: PET-CT).

Osirix is simultaneously a DICOM PACS workstation for medical imaging and an image processing software package for medical research (radiology and nuclear imaging), functional imaging, 3D imaging, confocal microscopy and molecular imaging.

Osirix supports a complete plug-in architecture that allows you to expand the capabilities of OsiriX for your personal needs! This plug-in architecture gives you access to the powerful Cocoa framework with an easy, object-oriented and dynamic language: Objective-C.

[Reviews by users (comments and Emails from the users)]

OsiriX Documentación en línea de OsiriX/Acerca_de_OsiriX Documentation en ligne de OsiriX/A propos d'OsiriX OsiriX オンライン解説文書/OsiriX_について
 * ^ >


text:
Online OsiriX Documentation/OsiriX Specifications

< ^ >

DICOM File Support

 * Read and display all DICOM Files (mono-frame, multi-frames)
 * Read and display the new MRI/CT multi-frame format (5200 group)
 * JPEG Lossy, JPEG Lossless, JPEG2000, RLE
 * Monochrome1, Monochrome2, RGB, YBR, Planar, Palettes, ...
 * Support custom (non-square) Pixel Aspect Ratio
 * 8, 12, 16 bits
 * Write 'SC' (Secondary Capture) DICOM Files from any 2D/3D reconstructions
 * Read and display all DICOM Meta-Data
 * Read AND Write DICOM CD/DVD (DICOMDIR support)
 * Export DICOM Files to TIFF, JPEG, Quicktime, RAW, DICOM, PACS

DICOM Network Support

 * Store User (STORE-SCU, DICOM Send)
 * Store Provider (STORE-SCP, DICOM Listener)
 * Query and Retrieve User (Query and Retrieve studies from a PACS server)

Support for Non-DICOM Files

 * LSM files from Zeiss (8, 16, 32 bits) (Confocal Microscopy)
 * FluoView files from Olympus (8, 16, 32 bits) (Confocal Microscopy)
 * BioRadPIC files (8, 16, 32 bits) (Confocal Microscopy)
 * TIFF (8, 12, 16, 32 bits)
 * ANALYZE (8, 12, 16, 32 bits)
 * PNG, JPEG, PDF (multi-pages), Quicktime, AVI, MPEG, MPEG4

2D Viewer

 * Customizable Toolbars
 * Bicubic Interpolation
 * Thick Slab for multi-slices CT and MRI (Mean, MIP, Volume Rendering)
 * ROIs: Polygons, Circles, Pencil, Rectangles, Point, ...
 * Multi-Buttons and Scroll-wheel mouses supported
 * Custom CLUT (Color Look-Up Tables)
 * Custom 3x3 and 5x5 Convolution Filters (Bone filters, ...)
 * 4D Viewer for Cardiac-CT and other temporal series
 * Image Fusion for PET-CT exams with adjustable blending percentage
 * Image subtraction for XA
 * Plugins support for external functions

3D Post-Processing

 * MPR (Multiplanar Reconstruction) with Thick Slab (Mean, MIP, Volume Rendering)
 * MIP (Maximum Intensity Projection)
 * Volume Rendering
 * Surface Rendering
 * Stereo Vision with Red/Blue glasses
 * Export any 3D images to Quicktime, Quicktime VR, TIFF, JPEG

Optimization

 * Altivec (Velocity Engine) enhanced (up to 8-10 times faster)
 * G5 alignment (for best performance on G5 processors)
 * Multi-threaded
 * Asyncronous reading
 * Multi-processors enhanced
 * Based on the Altivec & Multi-Threaded vImage library
 * OpenGL for 2D Viewer and all 3D Viewers
 * Graphic board accelerated
 * X-Grid (Grid Computing)

Expansion & Scientific Research

 * OsiriX supports a complete dynamic plugins architecture
 * Access pixels directly in 32-bits float for B&W images or ARGB values for color images
 * Create and manage windows
 * Access the entire Cocoa framework
 * Create and manage OpenGL views
 * Faster than IDL, Easier to use than ImageJ!

Based on Open-Source components

 * Cocoa Framework (OpenStep, GNUStep, NextStep) -- an object-oriented and cross-platform framework for developing a graphical user interface.
 * Objective-C language -- an object-oriented language that has the benefits of C++ but without its complexity. Objective-C language also provides powerful memory management. The open-source and cross-platform compiler ‘‘GNU CompilerCollection’’ (GCC) is used to compile this Objective-C framework.
 * VTK (Visualization Toolkit) -- an object-oriented open-source and cross-platform library for 3D image processing and visualization that is widely adopted in the scientific community. This toolkit offers a large number of functions for the manipulation and display of 3D datasets.
 * ITK (Insight Toolkit) -- an extended set of libraries for specific medical image processing. It is an extension of the VTK library and is based on the same framework. It was developed to solve some of today’s problems in medical imaging such as image segmentation and multimodality image registration. It provides a full set of 2D and 3D processing algorithms adapted for these tasks.
 * PixelMed (David Clunie) -- a stand-alone DICOM toolkit that implements code for reading and creating DICOM data, DICOM network and file support, a database of DICOM objects, support for display of directories, images, reports and spectra, and DICOM object validation.
 * Papyrus 3.0 (Digital Imaging Unit) -- public domain library developed at the University of Geneva offers all the necessary functions to read and write DICOM files including all meta-data.
 * DICOM Offis Toolkit -- a cross-platform library which supports the DICOM communication protocols that make it possible to query, send, retrieve, and receive DICOM images within a PACS network.
 * OpenGL -- an industry standard graphic library for 3D image visualization functions. With the evolution of the 3D games market, OpenGL has been adapted by graphic boards manufacturers for the personal computing market, and allows the user to take advantage of hardware acceleration by 3D graphic cards when available. It is the only truly cross-platform 3D library available that is designed for hardware acceleration.
 * XML-Expat -- an XML parser library written in C. It is a stream-oriented parser in which an application registers handlers for things the parser might find in an XML document.
 * LibTIFF -- software which provides support for the Tag Image File Format (TIFF), a widely used format for storing image data.
 * Jasper -- a software-based implementation of the codec specified in the emerging JPEG-2000 Part-1 standard (i.e., ISO/IEC 15444-1). The JasPer software is written in the C programming language.
 * LibJPEG -- a widely used free library for JPEG image compression.

Visual Map of the Open-Source Architecture of OsiriX

OsiriX < ^ > Documentación en línea de OsiriX/Especificaciones_de_OsiriX Documentation en ligne de OsiriX/Spécifications d'OsiriX OsiriX オンライン解説文書/OsiriX の仕様


text:
Online OsiriX Documentation/Importing DICOM images into OsiriX and Viewing DICOM headers

 * ^ >

There are two ways to import DICOM images in OsiriX:

 * 1) via a network:
 * 2) from local media:

You can then view and edit the DICOM headers.

Importing DICOM Images into OsiriX via a Network
Images can either be pushed from the PACS using a DICOM "store" function, or they can be "pulled" by the DICOM query-retrieve function of OsiriX.

Using OsiriX as a Passive DICOM Listener
If you are working in a PACS environment, the easiest way to import DICOM images into OsiriX is to configure OsiriX as a “DICOM Listener”. In this configuration, DICOM images are sent from a PACS workstation to a Mac computer running OsiriX, which passively receives the images.

OsiriX and the PACS workstation must be first configured: Assign an AETitle and a Port number to OsiriX in the “Preferences” window. Then, contact your “friendly” PACS manager to configure the PACS. Don't forget to leave OsiriX running -- the DICOM Listener works only if OsiriX is active!

“Preferences” window to configure the “DICOM Listener”

Configuration for multiple users:

If your OsiriX workstation is configured for multiple OsiriX users who log in via the fast user switch, then each user must have a separate AE title and port number.

Using OsiriX as a Query-Retrieve PACS Workstation
As of version 1.7.1 OsiriX cannot be queried by another workstation.

OsiriX can query other DICOM devices such as workstations, CTs, MRIs, etc. Queries can be performed even if the other device is not configured to send to OsiriX. To query, first go to the preferences and under Locations add the AE Title, port, and hostname ( IP address) of the remote location. Go to the query window. Select the location and verify the connection if you want to. Type the name or part of a name in the search field and hit the return key. The query field has a pull down menu with more options. However, if you want to retrieve studies, the remote devices needs to be set up to send to OsiriX. The AE Title, port, and hostname (IP address) of OsiriX need to entered into the remote device of PACS.

Importing DICOM Images into OsiriX from Local Media
If you have DICOM files on your hard drive, or have a DICOM CD-Rom, you simply need to click on the “Import” button of the “Local database” window. You then select either files or folders containing files. Multiple files and/or folders can be selected by clicking while holding the ‘shift’ key. You can also “drag-and-drop” files directly from the desktop into the “Local Database” window.

Special Notes for Importing Images from early versions of Vitrea Workstation software
Earlier versions of Vital Images Vitrea workstation software (prior to version 3.8) did not follow the DICOM standard in that they did not write a DICOMDIR when exporting to a CD or DVD. All versions of Vitrea 3.8 or higher (current version as of 2008 is 4.1)do support the DICOM standard and do include a DICOMDIR upon export to CD/DVD. For earlier versions of Vitrea follow this process to successfully import images:

CD/DVD Preferences for importing images from a Vitrea CD or DVD
 * 1) the preferences in Osirix must be changed from:
 * 2) "Load only files described in the DICOMDIR file" to "Load all "DICOM" files available on the CD/DVD ( this doesn't rely on the DICOMDIR file) as in the screen shot below:
 * 3) Also, you must have the latest software upgrade from VITREA. In the past, they have used a GEARWORKD CD Driver that the Macintosh could not read.

Opening Other Mac-Unfriendly CD's with OsiriX
Some CDs apparently have a strange corruption that prevents Macs from viewing the files, so there is no direct way to access the images from OsiriX. However, the OsiriX Discussion Group has come up with several workarounds for reading poorly formatted image CD's:

 * Virtual PC

 * 1) Run Virtual PC.
 * 2) You should now be able to access the CD as if you were on a PC.
 * 3) From within Virtual PC you can now copy the data to a Mac folder.
 * 4) Osirix should now be able to read the image data.

 * Flash drives (or your new iPod Shuffle)

 * 1) Place the "bad" CD in any old PC that has a USB port.
 * 2) Plug the flash drive into the PC.
 * 3) Copy the CD data onto a folder on the flash drive.
 * 4) Take the flash drive and plug it into the Mac.
 * 5) OsiriX should now be able to read the image data.

 * Ejecting an unrecognizable CD

 * 1) If the CD does not show up in the Finder or on the Desktop:
 * 2) Press F-12 for 5 seconds to eject the CD.
 * 3) If that doesn't work, restart the Mac and hold down the left mouse button during start-up.

 * Burning a more Mac-friendly CD on a PC

 * 1) When burning the CD, try the "most compatible" option if available.
 * 2) Try not using Drive Letter Access (DLA) or drag-and-drop for burning from a PC.
 * 3) Try burning the CD in a single session.
 * 4) Try finalizing the CD.
 * 5) Use a CD-R, not a CD-RW disc.

There also seems to be an issue when using a VPN connection to retrieve images.

Viewing and Saving the DICOM Header of DICOM Images
In the main OsiriX window, select the patient/study you want, then open the images by clicking on "2D-3D viewer", once the study has opened, you have the ability to modify the tool bar of the viewer window in OsiriX. One of the tools you can add is the Meta-Data button.

To add this button to your viewer: Under the OsiriX Format Menu, select Customize Toolbar... There will be a whole new set of icons; drag the Meta-Data button (in the top right corner) into your toolbar where you want it.

Select Done on the toolbar customization window.

There you go! You can save the Metadata as a text file or XML..

OsiriX Documentación en línea de OsiriX/Importar_im%C3%A1genes_DICOM_adentro_de_OsiriX Documentation en ligne de OsiriX/Importer des images DICOM dans OsiriX OsiriX オンライン解説文書/OsiriX入門_DICOM画像を読み込む
 * ^ >


text:
User talk:68.52.75.99

please don't experiment with wikibooks. If you feel the need to be destructive, go elsewhere. If you persist in vandalous acts, you will be blocked from editing. Gentgeen 08:42, 1 Nov 2004 (UTC)

title: User talk:68.52.75.99


text:
User:4lex

I come from the spanish wikipedia, you can find me there.

He venido aquí para trabajar en la wikiversidad en castellano, concretamente en el Departamento de Química.

Puedo responder a tutorías por mensajería instantánea desde jabber.org (con 4lex como nombre de usuario).

Wikiversity
I saw your name on the Wikiversity participant's list, you may be very experienced in mathematics already, but I'm trying out instructing a Calculus course if you're interested, go to Wikiveristy, check out the mathematics department, pure mathematics, and in the course list is included Calculus. Fephisto 22:49, 9 July 2006 (UTC)

title: User:4lex


text:
User talk:Sma

Hi, you can make any comment in here, you like, e.g. about changes I have made & etc.

Prácticas de traducción
Hola. Me acabo de apuntar como profesor-científico al curso de traducción. Si tienes interés en traducir artículos científicos, puedo supervisarlo. Y, si no sabes por dónde empezar, puedo hacerte algunas sugerencias :)

Hi, I just joined the translation course as scientific supervisor. If you have interest in practicing some spanish by translating scientific articles, just make me know. If you don't have any ideas, I am ready to make suggestions :)

4lex 17:10, 3 Nov 2004 (UTC)

OK, I've been thinking about this, and I have an idea that might work: Actualidad (Current events). Texts are pretty short (one or two sentences, usually), and you will be probably familiar with the content. In spanish, the section exists, but there are usually several days each month without any news (see, for example, last month). You could Then, I can take a look, make some minor corrections or suggestions, and, when we are both happy, you can copy/paste them into the spanish version, and loop again to 1. Hopefully, with each iteration you will learn something and the spanish section of news will get a little better. 4lex 16:02, 4 Nov 2004 (UTC)
 * 1) pick such a no-news-in-spanish-day (or a few of them),
 * 2) look into the english version,
 * 3) pick the two main news for this day,
 * 4) copy/paste them into your user page (maybe somewhere like User:Sma/Prácticas de traducción),
 * 5) try to translate them to rough spanish and
 * 6) notify me in my discussion page.

 * I did the first iteration of suggestions :) If you want, you may try again, I will take a second look, and possibly then you might like to copy-paste the events there. -- 4lex 21:17, 4 Nov 2004 (UTC)

 * Maybe some of the talk we have could be performed more efficiently through IM (not major corrections, but minor details). You can contact me through jabber.org. -- 4lex 14:01, 7 Nov 2004 (UTC)

De Wikiversity a Wikiversidad
We are moving. When (and if) you come back and want to go on with the course, be sure to contact me there. -- 4lex 15:55, 23 Nov 2004 (UTC)

 * OK, we'll keep in contact when you are back to work, enjoy your travel :) Just post me a comment in es.wikibooks when you want some work revised, because I don't visit en.wikibooks regularly since the spanish wikiversidad moved. -- 4lex 20:28, 28 Dec 2004 (UTC)

title: User talk:Sma


text: Template:English in Use

title: Template:English in Use


text:
Koine Greek

 * For other Greek languages, click here.

This text serves as an introduction to Koine Greek, also known as Biblical Greek, appropriate for a two year course. A fluent knowledge of English is presumed.

Preface

 * i. A Historical Setting for Koine Greek

Pronunciation

 * 1. Alphabet, Pronunciation, and Punctuation
 * 2. Additional Information: Accents
 * 3. Exercise in Pronunciation: John 1:1-5

Nouns, Adjectives, and Pronouns

 * 4. Introduction to Nouns
 * 5. Declining 1st and 2nd Declension Nouns
 * 6. Prepositions and ειμι
 * 7. Adjectives
 * 8. Pronouns
 * 6. Declining 3rd Declension Nouns
 *
 *
 *
 *

Finite Indicative Verb Forms

 * 7. Accents and Morae
 * 8. Introduction to Finite Indicative Verbs
 * 9. Present Active Indicative|8. Present Active Indicative
 * 10. Present Middle/Passive Indicative
 * 11. Contract Verbs
 * 12. Future Active Indicative
 * 13. Future Middle Indicative
 * 14. Imperfect Active Indicative
 * 15. Imperfect Middle/Passive Indicative
 * 16. Second Aorist Active Indicative
 * 17. Second Aorist Middle Indicative
 * 18. First Aorist Active Indicative
 * 19. First Aorist Middle Indicative
 * 20. Aorist Passive Indicative
 * 21. Future Passive Indicative
 * 22. Perfect Active Indicative
 * 23. Perfect Middle/Passive Indicative

Finite Non-Indicative Verb Forms

 * The Subjunctive Mood/Mode
 * Present Active Subjunctive
 * Present Middle/Passive Subjunctive
 * First Aorist Active Subjunctive
 * First Aorist Middle Subjunctive
 * First Aorist Passive Subjunctive
 * Second Aorist Active Subjunctive
 * Second Aorist Middle Subjunctive
 * Second Aorist Passive Subjunctive
 * Perfect Active Subjunctive
 * Perfect Middle Subjunctive
 * Perfect Passive Subjunctive
 *
 *
 * Introduction to the Imperative Mood/Mode
 * Present Active Imperative (ω conjugation)
 * Present Middle/Passive Imperative (ω conjugation)
 * Present Active Imperative (μι conjugation)
 * Present Middle/Passive Imperative (μι conjugation)
 * First Aorist Active Imperative (ω conjugation)
 * First Aorist Middle Imperative(ω conjugation)
 * First Aorist Active Imperative (μι conjugation)
 * First Aorist Middle Imperative (μι conjugation)
 * Second Aorist Active Imperative (ω conjugation)
 * Second Aorist Middle Imperative (ω conjugation)
 * Second Aorist Active Imperative(μι conjugation)
 * First Aorist Middle Imperative (μι conjugation)
 * Second Aorist Passive Imperative (ω conjugation)
 * Second Aorist Passive Imperative (ω conjugation)
 * Second Aorist Passive Imperative (μι conjugation)
 * Second Aorist Passive Imperative (μι conjugation)
 * Future Active Imperative (ω conjugation)
 * Future Middle Imperative (ω conjugation)
 * Future Passive Imperative (ω conjugation)
 * Perfect Active Imperative (ω conjugation)
 * Perfect Middle Imperative (ω conjugation)
 * Perfect Passive Imperative(ω conjugation)
 * Introduction to The Optative Mood/Mode
 * Present Active Optative (ω conjugation)
 * Present Middle/Passive Optative (ω conjugation)
 * Present Active Optative (μι conjugation)
 * Present Middle/Passive Optative (μι conjugation)
 * First Aorist Active Optative (ω conjugation)
 * First Middle Optative (ω conjugation)
 * First Active Optative (μι conjugation)
 * First Middle Optative (μι conjugation)
 * Second Aorist Active Optative (ω conjugation)
 * Second Aorist Middle Optative (ω conjugation)
 * Second Aorist Active Optative (μι conjugation)
 * First Aorist Middle Optative (μι conjugation)
 * Second Aorist Passive Optative (ω conjugation)
 * Second Aorist Passive Optative (ω conjugation)
 * Second Aorist Passive Optative (μι conjugation)
 * Second Aorist Passive Optative (μι conjugation)
 * Future Active Optative (ω conjugation)
 * Future Middle Optative (ω conjugation)
 * Future Passive Optative (ω conjugation)
 * Perfect Active Optative (ω conjugation)
 * Perfect Middle Optative (ω conjugation)
 * Perfect Passive Optative (ω conjugation)

Non-finite Verbal Forms

 * Introduction to Participles
 * Present Participle
 * Aorist Participle
 * Perfect Participle
 * Future Participle
 * Introduction to Infinitives
 * Present Infinitive
 * Aorist Infinitive
 * Perfect Infinitive

First Edition Material

 * 8. The Stem
 * 9. The Noun
 * 10-13. The Definite & Indefinite Articles
 * 14. To Be
 * 15-16. The First Declension

About this Book

 * Authors

title: Koine Greek


text:
Koine Greek/1

In development. ..

Useful External Links
Greek Alphabet at WikiChristian

title: Koine Greek/1


text:
Online OsiriX Documentation/Customizing OsiriX windows

< ^ >

OsiriX has many functions and it is sometimes useful to modify the Graphic User Interface (GUI) for your personal needs. All windows in OsiriX are customizable. You can modify the tools displayed in the toolbar. Select “Customize Toolbar” from the “2D Viewer” or “3D Viewer” menus. You can also directly click in the toolbar by holding the ‘ctrl’ key. The “Customize” window will appear. Then simply “drag-and-drop” any tools from this window to the toolbar.

''The “Customize” window is displayed. Simply “drag-and-drop” tools to modify your toolbar.''

OsiriX < ^ > Documentación en línea de OsiriX/Configurar_ventanas_OsiriX Documentation en ligne de OsiriX/Modifier les fenêtres d'OsiriX OsiriX オンライン解説文書/OsiriX入門 外観をカスタマイズする


text:
Online OsiriX Documentation/Opening multiple series simultaneously

< ^ >

How does one simultaneously open multiple series? Open a patient file and select multiple series thumbnails by holding down the ‘Shift’ key for a continuous selection or the ‘Apple’ (Command) key for a noncontinuous selection. Then click on the “2D Viewer” icon from the toolbar to open all selected series.

The “Local Database” window

You can open a new series at any time. Simply go to the file menu and select “Local Database” to open the database window.

OsiriX < ^ > Documentación en línea de OsiriX/Abrir varios series a la vez Documentation en ligne de OsiriX/Ouvrir plusieurs séries simultanément OsiriX オンライン解説文書/OsiriX入門_複数シリーズを同時に開く


text:
Online OsiriX Documentation/Viewing multiple series simultaneously

< ^ >

How does one simultaneously view multiple series? Select the “Tile Windows” from the “2D Viewer” menu. This function will tile all opened windows and you will be able to see all opened series at the same time.

''4 series opened simultaneously. Note that if all series are from the same study, you will able to see where the slice in the series you are navigating is located on the other series.''

OsiriX < ^ > Documentación en línea de OsiriX/Ver varios series a la vez Documentation en ligne de OsiriX/Examiner plusieurs séries simultanément OsiriX オンライン解説文書/OsiriX入門_複数シリーズを同時に閲覧する


text:
Online OsiriX Documentation/Managing your local OsiriX database

< ^ >

Two things are important to understand about your local database:

 * 1) If you receive your images with the DICOM listener, they are stored in the “DATABASE” folder in the “OsiriX Data” folder, located in your “Documents” folder. OsiriX will manage these files. This means that if you delete them from the “Local Database” window, Osirix will definitively delete these files.
 * 2) If you import your files with the “Import” button or menu item, OsiriX can either keep a link to these files or copy them in the “DATABASE” folder. This means that if you delete them from the “Local Database” window, OsiriX will either delete the links to files or delete files located in the “DATABASE” folder.

OsiriX keeps information of all images in the “DATA.DAT” file. This file is located in the “OsiriX Data” folder.

This file can be deleted. It does not contain any important data, only links to DICOM files.

You can also rebuild the database at any time. This will delete the “DATA.DAT” file and reconstruct a new one. Simply select Rebuild Database from the File menu. This function will re-scan all files displayed in the “Local Database” window, remove all unavailable files and add all files available in the “DATABASE” folder (received from the PACS network).

You can modify the database management in the Preferences window.

''The Preferences window. ''

The “OsiriX Data” folder:

 * “DATABASE” folder contains ‘local’ DICOM files.
 * “INCOMING” folder contains temporarily files that are received by the listener.
 * “TEMP” folder contains files during conversion time. This folder is deleted when you exit OsiriX.
 * “ROIs” folder stores ROIs of DICOM images.

OsiriX < ^ >

Documentación en línea de OsiriX/Administrar una base de datos OsiriX local Documentation en ligne de OsiriX/Administrer une base de données locale OsiriX OsiriX オンライン解説文書/OsiriX入門 ローカルデータベースを管理する


text:
Online OsiriX Documentation/Making fusion images

< ^ >

OsiriX has limited support for image fusion. Images obtained during the same imaging session will be automatically aligned by OsiriX. If the two image series have the same number of slices and the same slice spacing, then stack synchronization (under the 2D Viewer menu) can be useful in linking the two series.

''Fusion image between axial STIR and T1 images of a football player with a hamstring hematoma. These images were performed during the same imaging exam and were automatically aligned by OsiriX.''

There is currently no way to automatically align images obtained on different machines or on the same machine at different times. However, one can manually align such image series to create fusion images, using the Osirix "Move" and zoom  tools. When fusing two images from series with different numbers of slices, it is necessary to first turn off stack synchronization (under the 2D Viewer meu).

''Image fusion of plain radiograph and T2W MR image of lumbar spine in a patient with an ependymoma centered at L1 and a limbus vertebra at L4. These images were registered manually using the OsiriX Zoom and Move tools.''

To create a fusion between any two image series, simply open the two series you want to mix and then “drag-and-drop” the window icon from one on the other:

The window icon is located at the left of the window name.

When initiating the drag of the window icon for fusion, you have to click on the icon and then wait a second or so before starting the drag. Otherwise the entire window will be dragged.

Image fusion between a CT and PET series.

You can control the fusion intensity with the “Fusion Percentage” slider from the toolbar. Note that if you close one of the two series, the fusion will be stopped. If you make a modification on the first series (CLUT, zoom, rotation, ...), these modifications will be applied to the second one.

Image fusion is also available for 2D and 3D reconstructions implying that you can use image fusion along with MPR, Volume rendering, etc...

Image fusion in the 3D MPR window

Image fusion in the 3D MIP window

OsiriX < ^ > Documentación en línea de OsiriX/Fusionar imágenes Documentation en ligne de OsiriX/Fusionner des images OsiriX オンライン解説文書/OsiriX入門_フュージョン画像を作成する


text:
Online OsiriX Documentation/Opening non-DICOM images and movies

< ^ >

OsiriX supports non-DICOM images and movies. That means you can handle any images or image sequences in OsiriX as if they were DICOM images. In other words, you can then rotate them, zoom in or out, and manipulate the window, level and color look-up table (CLUT).

Once you have imported these images into OsiriX, you can then export them to a file on your disk or to a PACS system in DICOM format. OsiriX will also let you export them in RAW, JPEG, TIFF or Quicktime format or even directly to your e-mail program. A Quicktime movie opened in OsiriX

OsiriX < ^ >

Documentación en línea de OsiriX/Abrir imágenes que no sean DICOM y peliculas OsiriX オンライン解説文書/OsiriX入門 非DICOM画像やムービーを開く


text:
Online OsiriX Documentation/Exporting DICOM images

< ^ >

With OsiriX, you can export your DICOM images as TIFF, JPEG, RAW or DICOM images or as a Quicktime sequence. This allows you to capture selected images in a format that will allow you to bring them into, for example, PowerPoint or Keynote presentations or import them into a Microsoft Word document.

To export a single image, you can either press apple-copy (Command-C) to copy it to the clipboard or select Export from the 2D Viewer menu. The Export menu item has a submenu to allow specification of the particular image format (TIFF, JPEG etc.). Using the default preferences, OsiriX will export the image as it appears on the screen -- same size, zoom, rotation, window level, etc. You can find the exact size of the image on the upper left corner of the window:

The exported image resolution will be 1266 x 709

The same principle applies for images sequence. Select Export to Quicktime from the Export submenu or click on the Quicktime button from the toolbar. With Quicktime export, you have the possibility to export the image fusion dimension of the 4D viewer dimension, if these modes are activated:

Select which ‘dimension’ you want to export

You can also change the compression mode and playing rate. We recommend the JPEG compression for best quality.

''Modify the compression mode and playing rate (frames per second) ''

The preferences can be changed so that when an image is exported, it retains the original image size. This option is found under the Viewers tab in the Preferences... window (OsiriX menu). If this option is enabled, then a 512 by 512 matrix CT will be exported as a 512 by 512 image. In addition, only the image itself is exported, not the alphanumerics such as the patient name. This is often the appropriate choice for capturing images for presentations or papers.

To view and edit the DICOM header before exporting to DICOM, go to OsiriX Format Menu, select Customize Toolbar, drag the Meta-Data button into your toolbar where you want it, select Done on the toolbar customization window. You can save the Metadata as a text file or XML.

OsiriX < ^ >

Documentación en línea de OsiriX/Exportar imágenes DICOM OsiriX オンライン解説文書/OsiriX入門 DICOM画像に書き出す


text:
Online OsiriX Documentation/Using the 4-D viewer

< ^ >

OsiriX supports a 4D viewer. You can load multiple series of a study that is acquired dynamically. For example, multiphase reconstructed series from a cardiac CT can be loaded for a CINE mode review. Simply select all series in the “Local Database” window and then click “4D viewer”. All series will be loaded into the same window. You can navigate and review in a ‘dynamic’ fashion by using the “4D player” function from the toolbar.

Select multiple series and then click on the “4D viewer” icon.

The “4D player” function from the toolbar

The “4D player” function is also available in MPR reconstruction windows.

OsiriX < ^ >

Documentación en línea de OsiriX/Utilizar el visualizador 4-D OsiriX オンライン解説文書/OsiriX入門 4Dビューアを使用する


text:
Talk:Linguistics/Phonetics

IPA Table
Instead of going through the trouble of making an IPA table, isn't it just easier to link to here? - Ingolemo 22:08, 1 Nov 2004 (UTC)

 * Possibly, though that doesn't use the right symbols. Alternatively, we could just use the graphic from wikipedia. The advantage of having an IPA with the correct symbols is that it will be useful for quickly copying and pasting when we need to use those symbols elsewhere... Frankie Roberto 16:48, 4 Nov 2004 (UTC)

 * What do you mean not the right symbols? They're exactly the same as the ones here. Anyway, if it's so bad then just edit it. - Ingolemo 15:51, 5 Nov 2004 (UTC)

 * It's a different table completely. Compare with IPA chart - the symbols in that table have been built using diacratic marks. I could just edit it, but there's not much point now that I've created the HTML table. See IPA symbols in Unicode Frankie Roberto

 * It uses diacritics only for those parts of the table that do not have their own symbol. It is more comprehensive than the regular IPA charts that one sees on the web, because it fills in the blank spaces for you.

 * I don't suppose there's much point now, since you've already done most of the work. Oh, and rest assured, my computer can display IPA characters fine. - Ingolemo 21:29, 7 Nov 2004 (UTC)

 * I would like a way of shading in some of the boxes though. I've put in class="impossible" tags, but there's no way I can find of doing custom CSS.

 * I've edited the table so that it uses inline CSS; not the best solution, but the only implementable one. Is it okay? - Ingolemo 23:21, 8 Nov 2004 (UTC)

I took the liberty of filling in the symbols that hadn't been entered with their Unicode symbols. I know it's not a perfect way of doing it, but unless we're willing to make PNG files for every non-latin IPA symbol I think this is the best way to do it. I haven't entered any of the diacritic-type symbols since they're not part of the standard. Also, are we going to include the vowel and non-pulmonic charts as well? The vowel chart may be a tad difficult to do properly in pure table form, but the non-pulmonic table should be easy.

Oh, as a note, this page has a list of all the Unicode IPA symbols, as well as a list of fonts that carry them (although I'm not sure of it's last update). -- Kirby1024 08:25, 16 November 2005 (UTC)

title: Talk:Linguistics/Phonetics


text:
Koine Greek/Preface

As you probably already know, Greek and English use different alphabets. Because of this, you need to download and install a Greek font to properly view any of the following pages. If you don't, they will appear as jibberish.

The font used throughout this textbook is SPIonic, a free font developed primarily for Biblical researchers. To download and install it, follow these simple instructions:

 * 1) Visit the Society of Biblical Literature's Biblical Fonts[deadlink - guessed replacement: Biblical Fonts - SPlegacy Fonts ] page. Scroll to the bottom of the page.
 * 2) The second item from bottom reads, in part, "SPIonic is a Greek font." Click the attached MAC or WIN button to download the zipped font file.
 * 3) When the download is complete, open the zip file. It should contain one file, named SPIONIC_.TTF. Copy the file into your system's fonts folder.
 * 4) To test the installation, open any page below. It may be necessary to completely close all browser windows before the font will display correctly.

Before you begin, a word on prerequisites. This course assumes no previous foreign language knowledge. As I mentioned above, learning a third or fourth language is usually easier than learning a second, but all this course presumes is English fluency.

I have tried to avoid rote memorization where possible, but the fact is that memorization is impossible to avoid completely. Rules of grammar, of accent, even the alphabet itself must simply be memorized. This is not as difficult as many people seem to think, however, and the text will try to provide helps where possible.

title: Koine Greek/Preface