text:
Bambara/Verbs

Verbs are the most important and complex element of Bambara grammar. There are some important complications created by nontransitive verbs. Many of the most common and basic verbs in Bambara take no direct object and can only be used with a postpositional object. For example, "n be taa sugu la" is literally "I go to market" and "n be be bo Ameriki" is literally "I come from America." There is another class of verbs that are superficially intransitive, such as kalanke, baarake, monike, dumunike, etc... Such verbs are distinguished by the ending "-ke" which means to do and are more properly considered as a direct object fused to a verb. The direct objects here are gerund forms of transitive verbs, which are formed by adding the suffix "-li". Thus "ka tige" is "to cut", "n be jiri tige" is "I cut trees", "tigeli" is "cutting" and "n be tigelike" is "I do cutting."

Verb Conjugations
This difference between transitive and intransitive verbs is crucial when conjugating verbs in the past perfect. The formulae for the affirmative and negative present are as follows (parenthesis indicate that the term is optional depending on the construction of the verb): Example: N be taa sugu la, N b'a don Example: N te taa sugu la, N t'a don The formulae for affirmative present of transitive and intransitive verbs are as follows: Example: N y'a don, N y'a fo  Example:  N taara, N bora Ameriki The formula for the negative past perfect is the same for both transitive and intransitive verbs: Example: N ma taa, N m'a don As the formulae suggest, intransitive verbs are slightly irregular in that the ending varies depending on the verb and follows no fixed rule. Thus the perfect past of "ka bo" is "bora" while the perfect past of "ka men" is "mena" and the perfect past of "ka fili" is "filila." The distinction between transitive and intranstive verbs also plays a crucial role in passive constructions. For example, "ka ta" is a transitive verb meaning "to take" and "N b'a ta" means "I take it", but "a be ta" means "it is taken." In general, if a transitive verb is used with a direct object, the subject is the object of the verb in the passive voice.
 * Affirmative present: subject + be + (direct object) + verb;
 * Affirmative present: subject + be + (direct object) + verb;
 * Negative present: subjective + te + (direct object) + verb;
 * Affirmative past perfect transitive: subject + ye + direct object + verb;
 * Affirmative past perfect transitive: subject + ye + direct object + verb;
 * Affirmative past perfect intransitivie: subject + verb + ra/na/la;
 * Negative past perfect: subject + ma + (direct object) + verb;
 * Negative past perfect: subject + ma + (direct object) + verb;

In addition to the present and the past perfect tenses, Bambara includes an imperfect past, a pluperfect past, a future, and a present and past progressive tense, which are formulated as follows: These tenses are not used quite the same as in English. The future tense, for example, is closer to the English construction "going to..." and indicates relatively certain events in the near future. For other future events, one uses the present. The present is generally used more to indicate general states of affairs or habitual actions. Many expressions that we place in the present, would be placed in the past perfect in Bambara. Thus, the example we used above "n t'a don" (I don't know) is rarely used in Bambara - one usually says "n m'a don" (I didn't know). Use of the present tense in this case indicates a tendency not to know and usually connotes refusal or incapacity to know. The present and past progressive are also used much less frequently in Bambara than in English and serve primarily to emphasize the immediacy of an action or its contemporaneity with another.
 * Affirmative imperfect past: subject + tun + be + (direct object) + verb
 * Negative imperfect past: subject + tun + be + (direct object) + verb
 * Affirmative pluperfect past transitive: subject + tun + ye + direct object + verb
 * Affirmative pluperfect past intransitive: subject + tun + verb + ra/na/la
 * Negative pluperfect past: subject + tun + ma + (direct object) + verb
 * Affirmative future: subject + bena + (direct object) + verb
 * Negative future: subject + tena + (direct object) + verb
 * Affirmative present progressive: subject + beka + (direct object) + verb
 * Negative present progressive: subject + teka + (direct object) + verb
 * Affirmative past progressive: subject + tun + beka + (direct object) + verb
 * Negative past progressive: subject + tun + teka + (direct object) + verb
 * Affirmative present progressive: subject + beka + (direct object) + verb
 * Negative present progressive: subject + teka + (direct object) + verb
 * Affirmative past progressive: subject + tun + beka + (direct object) + verb
 * Negative past progressive: subject + tun + teka + (direct object) + verb
 * Negative past progressive: subject + tun + teka + (direct object) + verb

There is also a subjunctive construction in Bambara that is used with certain prepositions and prepositional phrases including "sani", "walasa", "ka fe ka". The subjunctive is formed in the same way as the present indicative but with "ka" in the place of "be" or "kana" in the place of "te". For example "a y'ke, walasa a fa kana sa" would mean "He did it, so that his father would not die." "Walasa" here captures the idea of "so that" or "in order that" and "his father would not die", which is in the conditional in English, is conjugated in the subjunctive in Bambara.

The past perfect, the imperfect, and the pluperfect are also used to indicate conditionality in hypothetical statements. The past perfect is used in the antecedent of a conditional statement to indicate a potential situationt that has not yet arisen. For example, to say "if he comes, call me" one would say "ni a nana, n wele" which translates literally as if he has come, call me. Here the past perfect indicates that he has not in fact come yet, but that he may come. In counterfactual conditionals, where the antecedent is a clearly false statement (usually about the past), one uses the pluperfect. Thus "if he had come, I would have called you" is translated as "ni a tun nana, n tun b'i wele". As the example suggests, the consequent of the conditional must be placed in the imperfect tense to indicate that the past action was possible rather than actual.

Verb Modifiers
Verbs can also be modified with suffixes in several ways, and modified verbs constitute a substantial portion of the nouns, adjective, and adverbs in Bambara

verb + len
The suffix "-len" denotes the past participle of a verb. If the verb is transitive, the adjective denotes an object that has undergone the action, if the verb is intransitive, it indicates an object that has performed the action. Thus, as we saw above, "ka tige" is the transitive verb "to cut", so "yiri tigelen" indicates a tree that has been cut. "Ka taa", however, is the intransitive verb "to go", so "misi taalen" indicates that the cow is gone. We will discuss how to construct complete sentences using past participles later.

verb + to
The suffix "-to" corresponds roughly to the prepositional phrase "as verb-ing." Again, the difference between transitive and intransitive verbs is crucial. Thus, "yiri tigeto" means, as the tree is/was being cut, whereas "misi taato" means "as the cow is/was going." We will discuss how to form complete sentences using this construction later.

Most verbs also take indirect objects modified by a postposition. For example, "ka di", "to give" is usually constructed with "ma" in the following way: subject + direct object + di + indirect object + ma. Thus "N be wari di olu ma" means "I give money to them."

Some Bambara Verbs

 * ka bó
 * to come from

 * ka na
 * to come to

 * ka taa
 * to go

 * ka segin
 * to return

 * ke kalanké
 * to learn

 * ka tobiliké
 * to cook

 * ka duminiké
 * to eat

 * ka sébén
 * to write

 * ka kó
 * to shower

 * ka si
 * to pass the night

 * ka tilen
 * to pass the day

Also, "na" puts things in the past tense and "sa" at the end of a sentence gives it necessity, as in the French phrase "il faut."

The words "ka" and "man" are like the French verb "être" (to be). "ka" is positive and "man" is negative.

Bambara/Verbes

title: Bambara/Verbs


text:
Data Coding Theory/Data Compression

Data Compression
When transmitting digital data, we find that frequently we can't send our information as quickly as we would like. Specific limits, such as Shannon's Channel Capacity, restrict the amount of digital information that can be transmitted over a given channel. Therefore, if we want to transmit more data, we need to find a way to make our data smaller.

To make data smaller, we implement one of a number of techniques known as data compression. There are a number of different compression algorithms, but they can all be broken down into two categories: Lossless algorithms, and lossy algorithms.

The fundamental function of a compression is to remove redundancy, where redundancy is all that could be removed or expressed in a different way, whilst not removing it's meaning.

Lossy Algorithms
Lossy algorithms are techniques that can be used to transmit a "pretty good" version of the data. With a lossy algorithm, there is always going to be a certain amount of data lost in the conversion. Lossy algorithms provide much higher compression rates then lossless algorithms, but the downfall is that information must be lost to attain those high rates. An example of a lossy compression algorithm is .jpeg image files, or mp3 music files. If the lossy algorithm is good enough, the loss might not be noticeable by the recipient.

Lossless Algorithms
Lossless algorithms decrease the size of a given signal, while at the same time not losing any information from the original. For this reason, Lossless compression algorithms are preferable to lossy algorithms, especially when the data needs to arrive at the recipient intact. Examples of lossless compression algorithms are ZIP files, and GIF images.

Run-Length Encoding
Run-length encoding (RLE) is probably one of the best known compression techniques. Here is how it works: Let's assume we have some input data: 'aaaabbbc' Now RLE compresses this by expressing the amount of times each symbol occurs, if it occurs more than 2 times. This 'compresses' to '4a3bc' which means as much as 4 x a, 3 x b, 1 x c. We don't express a data item explicitly if it occurs twice or just once. We would just lose space.

Huffman Coding
Huffman coding is a very powerful compression technique that can be used as an optimal lossless encoding technique. It tries to assign most recurring words(data) with fewer number bits and least recurring words with a greater number of bits.

Huffman at wikipedia: Huffman coding

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

title: Data Coding Theory/Data Compression


text:
Bambara/Vocabulary

 * Welcome
 * i ni chè

 * Yes
 * awó

 * No
 * ayi

 * Come and eat
 * na ka dumini ke

 * Thank you
 * i ni cé

 * Numbers
 * 1) kelen
 * 2) fila
 * 3) saba
 * 4) naani
 * 5) duuru
 * 6) woóró
 * 7) wolonfla, wolonwula
 * 8) segin
 * 9) kónótón
 * tan
 * 1) tan ni kelen
 * 2) tan ni fila

20 - muga 21 - muga ni kelen 22 - muga ni fila

30 - bi saaba 31 - bi saaba ni kelen 32 - bi saaba ni fila

40 - bi naani

50 - bi duuru

100 - kémé

200 - kémé fila

1000 - wa kelen

1050 - wa kelen ne bi duuru

2000 - wa fila

Eat

 * sogo
 * meat

 * jègè
 * fish

 * sɛsɛ/ chè
 * chicken

 * sukoro
 * sugar

 * malo/ kini
 * rice

chocolate
 * namasa
 * banana

 * buuru
 * bread

 * tiga
 * peanut

Drink

 * nono
 * milk

 * ji
 * water

 * ji kalan
 * hot water

 * dolo
 * beer

 * ginibere
 * gingerbeer (traditional West African drink)

 * lobaco
 * dr. pepper

Animals

 * wulo (wuulu)
 * dog

 * jakana (jakuma)
 * cat

 * missi
 * cow

 * saga
 * lamb

 * souroukou
 * hyena

People

 * cé
 * man

 * muso
 * woman

 * somógó
 * family (house people)

 * tubabu
 * caucasian, white person

 * dunan
 * guest

Other

 * dugu
 * village, town

Bobara ba

Big butt
 * so
 * house

 * nyégen
 * toilet

 * kangaro/lakoli
 * school

 * sugu
 * market

 * babili
 * bridge

 * dókótórósó
 * hospital (house of the doctor)

 * liburu (fr.)
 * book

 * aluméti (fr.)
 * matches

 * kréyon (fr.)
 * pencil

 * jamana
 * country

 * dushi
 * shower

 * dɔɔnin
 * a little, weak, slow

 * fítínì
 * small

 * belebele
 * big, large, fat, great

 * fara
 * skin

 * lolo
 * star

 * kalo
 * moon

 * binkéné
 * grass

 * bogolan
 * mudcloth

 * farajé
 * white skin

 * farafin
 * black person (lit. skin=fara black=fiman)

 * Farafina
 * Africa

Bondola: leave me alone

Greetings

 * i ni sógóma
 * good morning (when speaking to one person)

 * aw ni sógóma
 * good morning (when speaking to a group)

 * i ni tile
 * good afternoon (when speaking to one person)

 * aw ni tile
 * good afternoon (when speaking to a group)

 * i ni wula
 * good evening (when speaking to one person)

 * aw ni wula
 * good evening (when speaking to a group)

 * i ni su
 * good night (when speaking to one person)

 * aw ni su
 * good night (when speaking to a group)

 * a bé cogo di?
 * how do you feel? (informal greeting)

 * an formu na
 * I feel good (response)

 * i ni sógóma
 * good morning (greeting)

 * nse i ni sógóma
 * good morning (response if the person responding is a woman)

 * i ni sógóma
 * good morning (greeting)

 * nbah i ni sógóma
 * good morning (response if the person responding is a man)

 * sómógó bédi
 * how is your family

 * toóró tula
 * they are fine

 * i ka kéné
 * how are you

 * toóró si té (i fana ka kéne)
 * I'm fine (how are you also)

 * i fa ka kéné
 * how is your father

 * toóró té a la
 * he is fine

 * i ba ka kéné
 * how is your mother

 * toóró té n ba la
 * she is fine

 * i muso ka kéné
 * how is your wife

 * toóró té
 * she is fine

 * i cé ka kéné
 * how is your husband

 * toóró té
 * he is fine

 * i denw ka kéné
 * how are your children

 * toóró téyi
 * all is fine (lit. problems are not)

 * toóró t'u la
 * they are fine

 * i kóro muso ka kéné
 * how is oldest sister

 * toóró t'a la
 * she is fine

 * i dógó cé ka kéné
 * how is your youngest brother

 * toóró té
 * he is fine

 * x bé di
 * how is x

 * i tógó
 * what is your first name

 * n tógó Fanta
 * my name is Fanta

 * i jaamu
 * what is your last name

 * n jaamu Dembele
 * my last name is Dembele

 * i bé bó min
 * where are you from

 * n bé bó Ameriki
 * I am from America

 * n bé bó Mali la
 * I am from Mali

Phrases

 * n té bamanakan mén
 * I don't understand/speak bambara

 * n t'a don
 * I don't know

 * n t'a faamu
 * I don't understand

 * n t'a mén
 * I don't understand

 * I y'a mén?
 * do you understand?

 * n segenna
 * I'm tired

 * n bé lafinyé
 * I'm going to sleep

 * ka dugu n'yumanjé
 * good night

 * n b'i fé
 * I like you

 * nene bé
 * it's cold

 * funteni bé
 * it's hot

 * Fanta don
 * It's Fanta

 * i cé kanyi
 * you look beautiful (handsome)

 * a kanyi
 * it's good

 * a man nyi
 * it's bad

 * a ka di (kosébé)
 * it's (very) good

 * a banna
 * it's finished

 * tuguni
 * again

 * i sigi
 * sit down

 * i sigi na
 * sit down here

 * ni
 * and

 * n fana
 * me too

 * a barika
 * thanks (for food)

 * a barika Allah ye
 * thank God

 * héré sira
 * did you sleep well

 * tóró té, héré dórón
 * I slept well

 * n be jigin
 * I want to get off

 * n be jigin yan
 * I want to get off here

 * n be jigin plaki la
 * I want to get off at the next place

 * plaki la
 * next place

 * yan
 * here

 * yen
 * there

 * sisan
 * now

 * djoli
 * how much

 * djoli (djeli)
 * blood

 * n b'a fé
 * I like it, I want it

 * n t'a fé
 * I don't like it, I don't want it

 * n bé ji fé
 * I like water, I want water

 * a yira n na
 * show me

 * i bé ta min
 * where are you going

 * n bé n'kó
 * I'm going to take a shower

 * n fara
 * I'm full/satisfied (at the end of a meal)

 * a tun ka di
 * the food was good

 * i da de
 * be quiet

 * i (ka) da tugu
 * shut up

 * hakéto
 * excuse me

 * hakétila
 * no problem (response to "hakéto")

 * hakéto m'a famu
 * sorry

 * n'b'i fè
 * i love you

 * ya fa n ma
 * pardon me

 * mun kéra
 * what's wrong/what's going on

 * mun beyi
 * what's wrong/what's going on

 * mun don
 * what is it

 * a ké tan
 * do as I do

 * n' b'i fe
 * I like you

 * i ka di nye
 * I like you (for children)

 * n furden don
 * I'm married

 * nka den
 * my child

 * i tun bé min
 * where were you

 * i kólósi
 * look out!

 * na yan
 * come here

 * an ka taa
 * let's go

 * wuli an ka ta thé mé
 * get up and let's get some tea

 * bassassogo kadi shèssogo yé yiranchogo de bu boyongona
 * the meat of a Goat is better than that of a chicken because of the way you cut it

Bambara/Vocabulaire

title: Bambara/Vocabulary


text:
Engineering Acoustics/Acoustic Guitars

I plan to discuss the workings of an acoustic guitar, and how the topics that we have studied apply. This will largely be vibrations of strings and vibrations of cavities.

Introduction
The acoustic guitar is one of the most well known musical instruments. Although precise dates are not known, the acoustic guitar is generally thought to have originated sometime during the Renaissance in the form of a lute, a smaller fretless form of what is known today. After evolving over the course of about 500 years, the guitar today consists of a few major components: the strings and neck, the bridge, soundboard, head, and internal cavity.

Strings, Neck, and Head
The strings are what actually create vibration on the guitar. On a standard acoustic, there are six strings, each with a different constant linear density. Strings run along the length of the neck, and are wound around adjustable tuning pegs located on the head. These tuning pegs can be turned to adjust the tension in the string. This allows a modification of the wave speed, governed by the equation

$$c^2=T/\rho$$

where c is the wave speed [m/s] as a function of tension [N], T, and rho is the linear density [kg/m^3]. The string is assumed to fixed at the head (x=0) and mass loaded at the bridge (x=L).

To determine the vibrating frequency of an open string, a general harmonic solution (GHS) is assumed, $$y(x,t)=Aexp(j(wt-kx))+Bexp(j(wt-kx))$$

To solve for coefficients A and B, boundary conditions at x=0 and x=L are evaluated. At x=0, string velocity (dy/dx) must be zero at all times because that end is assumed to be fixed. Applying this knowledge to the GHS produces

$$y(x,t)=-2jAsin(kx)*exp(jwt)$$

Alternatively, at the bridge (a.k.a the mass load at x=L), the bridge and soundboard (along with any other piece that may vibrate) is assumed to be a lumped element of mass m. The overall goal with this boundary condition is to determine the velocity of the mass. From Newton's second law (F=ma), the only force involved is the tension force in the string. The y-component of this force divided by mass m equals the acceleration. Knowing that acceleration equals velocity times jw (a=jwu),

$$u(L,t)=-T/(j*w*m)*(dy/dx)$$

evaluated at x=L. Combining the two boundary equations and simplifying, a final equation can be obtained

$$cot(kL)=(m/ms)kL$$

where k is the wavenumber (w/c), L is the string length, m is the lumped mass of the guitar body, ms is the total mass of the string (linear density times length), w is the frequency, and c is the wave speed. If the ratio of m/ms is large (which in a guitar's case, it is), these frequencies are designated by kL=n*pi. Simplified, the fundamental frequency can be given by

$$f=sqrt(T/rho) / 2L$$

Therefore to adjust the resonance frequency of the string, either change the tension (turn the tuning knob), change the linear density (play a different string), or adjust the length (use the fretboard).

To determine the location of the frets, musical notes must be considered. In the musical world, it is common practice to use a tempered scale. In this scale, an A note is set at 440 Hz. To get the next note in the scale, multiply that frequency by the 12th root of 2 (approximately 1.059), and an A-sharp will be produced. Multiply by the same factor for the next note, and so on. With this in mind, to increase f by a factor of 1.059, a corresponding factor should be applied to L. That factor is 1/17.817, with L in inches. For example, consider an open A string, vibrating at 440 Hz. For a 26 inch string, the position of the first fret is (26/17.817=1.459) inches from the head. The second fret will be ((26-1.459)/17.817) inches from the first, and so on.

Bridge
The bridge is the connection point between the strings and the soundboard. The vibration of the string moves the assumed mass load of the bridge, which vibrates the soundboard, described next.

Soundboard
The soundboard increases the surface area of vibration, increasing the initial intensity of the note, and is assisted by the internal cavity.

Internal Cavity
The internal cavity acts as a Helmholtz resonator, and helps to amplify the sound. As the sound board vibrates, the sound wave is able to resonate inside.

title: Engineering Acoustics/Acoustic Guitars


text:
User:Whiteknight/Data Storage Media

I'm not sure when I want to introduce this book. I have alot of material on all the subjects here, but I don't have the time right now to pull it all together. This will be, I think, a very big book, and I don't want to enter into it lightly. --Whiteknight (talk) (projects) 01:39, 11 July 2006 (UTC)

Introduction
I want this book to discuss the field of data storage, particularly as it applies to hardware systems, but also as it applies to software systems as well (particular file systems, et al).

Section 1: Magnetic Media

 * Magnetic Tape
 * Removable Magnetic Media
 * Floppy Disks
 * Zip Disks
 * Jazz Disks
 * Magnetic Tape Drives
 * Permanent Magnetic Media
 * Hard Disk Drives

Section 2: Electric Media

 * Flash Memory
 * Sony Memory Cards
 * SD Memory Cards
 * Volatile Memory
 * RAM (DRAM, SDRAM, etc...)
 * EPROM (EEPROM, etc...)
 * Battery Backed-up RAM
 * Battery Backed-up RAM

Section 4: File Systems

 * Basic File Systems
 * Advanced File Systems Concepts
 * Permissions and Flags
 * Windows File Systems
 * FAT (FAT16, FAT32)
 * NTFS
 * Unix/Linux File Systems
 * Ext (EXT, EXT2, EXT3)
 * Operating System Design/Case Studies/ext4
 * ReiserFS
 * Mac File System
 * HFS Plus
 * btrfs
 * zfs

Section 5: Optical Media

 * Optical Memory
 * CD-ROM
 * CD-R, CD-RW
 * Laserdisk
 * DVD-ROM
 * Double-Density DVD
 * HD-DVD
 * Blue-Ray Disk
 * Optical File Systems
 * ISO-9660
 * ISO-13490
 * UDF
 * Holographic Storage

Section 6: Logical Media

 * Partitions
 * Primary Partitions
 * Secondary Partitions
 * Extended Partitions
 * Logical Partitions
 * Logical Drives
 * Volumes

Section 7: Redundant Storage

 * RAID
 * Error Correction
 * Failure Detections
 * geographically distributed file systems

Section 8: Drive Interfacing

 * IDE/EIDE/ATAPI
 * SCSI (wide SCSI, Ultra SCSI, etc...)

Resources

 * The Computer Revolution/Hardware/Storage
 * Computer Hardware
 * Embedded Systems/Memory Units
 * Self-Monitoring, Analysis, and Reporting Technology

 * How To Backup Operating Systems
 * Operating System Design/File Sys; Operating System Design/File Systems/Faults; Operating System Design/File Systems/Journal
 * Choosing The Right File Format
 * Version Control ("geographically distributed version control systems" have many of the same advantages and problems as "geographically distributed file systems")
 * Distributed Systems

Existing Pages
Data Storage Media =Magnetic Media =Electric Media =File Systems =Optical Storage =Logical Storage =Storage Redundancy =Drive Interfacing =Databases and High-Level Storage =Network Storage
 * Magnetic Tape
 * Floppy Disks
 * Zip Disks
 * Hard Disk Drives
 * Flash Memory
 * DRAM
 * SRAM
 * EPROM
 * File Systems Concepts
 * FAT
 * NTFS
 * EXT Systems
 * ReiserFS
 * HFS Systems
 * CD-ROM
 * CD-R
 * CD-RW
 * DVD
 * BlueRay
 * ISO-9660
 * ISO-13490
 * UDF
 * Partitions
 * Logical Drives
 * Volumes
 * RAID
 * Failure Detection
 * Error Correction
 * IDE and ATAPI
 * SCSI
 * Relational Databases
 * Distributed Storage
 * DAT
 * NAT
 * Cloud Storage

title: User:Whiteknight/Data Storage Media


text:
Orthopaedic Surgery/Adult Reconstruction

 * Arthroplasty
 * General Principles
 * Materials
 * Metals
 * Stainless Steel
 * Cobalt-based Alloys
 * Titanium and Titanium Alloys
 * Combinations of Metals
 * Ultrahigh Molecular Weight Polyethylene
 * Ceramics
 * Composite Materials
 * Fixation
 * Polymethlymethacrylate
 * Porous Metals
 * Calcium Phosphate Ceramics
 * Perioperative Principles
 * Operating Room Environment
 * Prophylactic Antibiotics
 * Postoperative Precautions
 * Arthroplasty of Hip
 * Applied Biomechanics
 * Forces Acting on Hip
 * Centralisation of Head of Femur
 * Neck Length and Offsets
 * Head and Neck Diameter
 * Frictional Torque
 * Wear
 * Lubrication
 * Stress Transfer to Bone
 * Selection of Total Hip Components
 * Femoral Components
 * Femoral Stems with Cement
 * Cementless Stems with Porous Surface
 * Nonporous Cementless Femoral Components
 * Custom-made Femoral Components
 * Acetabular Components
 * Cemented Acetabular Components
 * Cementless Acetabular Components
 * Bipolar Acetabular Components
 * Acetabular Reconstruction Rings
 * Surface Replacement Arthroplasty
 * Indications for Total Hip Arthroplasty
 * Contraindications for Total Hip Arthroplasty
 * Preoperative Evaluation
 * Preoperative Roentograms
 * Preparation and Draping
 * Surgical Approaches and Techniques
 * Posterolateral Approach with Posterior Dislocation of Hip
 * Implantation of Cementless Acetabular Components
 * Implantation of Cemented Acetabular Components
 * Implantation of Bipolar Prosthesis
 * Implantation of Cementless Femoral Components
 * Implantation of Cemented Femoral Components
 * Trochanteric Osteotomy
 * Surgical Problems to Specific Hip Disorders
 * Arthritic Disorders
 * Degenerative Arthritis
 * Rheumatoid Arthritis
 * Avascular Necrosis
 * Protrusio Acetabuli
 * Developmental Dysplasia
 * Dwarfs
 * Postraumatic Disorders
 * Femoral Fractures and Nonunions
 * Acetabular Fractures
 * Failed Reconstructive Procedures
 * Proximal Femoral Osteotomy
 * Arthrodesis
 * Painful Hemiarthroplasty
 * Failed Resurfacing Procedures
 * Metabolic Disorders
 * Paget Disease
 * Gaucher Disease
 * Sickle Cell Anemia
 * Chronic Renal Failure
 * Hemophilia
 * Infectious Disorders
 * Pyogenic Arthritis
 * Tuberculosis
 * Tumors
 * Neurologic Disorders
 * Complications
 * Nerve Injuries
 * Vascular Injuries
 * Hematoma Formation
 * Bladder and Urinary Tract Injuries
 * Limb Length Discrepancy
 * Dislocation and Subluxation
 * Heterotopic Ossification
 * Thromboembolism
 * Fractures
 * Trochanteric Nonunion
 * Loosening
 * Femoral Loosening
 * Acetabular Loosening
 * Diagnosis
 * Infections
 * Management of Infections
 * Reconstruction after Infection
 * Osteolysis
 * Stem Failure
 * Miscellaneous Complications
 * Revision Total Hip Arthroplasty
 * Indications and Contraindications
 * Preoperative Planning
 * Surgical Approach
 * Stem Removal
 * Removal of Broken Stem
 * Removal of Cement from Femur
 * Removal of Cup and Cement form Acetabulum
 * Reconstruction of Acetabular Deficiencies
 * Cavitary Deficits
 * Segmental Deficits
 * Reconstruction of Femoral Deficiencies
 * Segmental Deficits
 * Cavitary Deficits
 * Femoral Deformity
 * Femoral Allograft
 * Postoperative Care
 * Arthroplasty of Knee
 * Applied Biomechanics
 * Role of PCL in Knee Arthroplasty
 * Longitudinal and Rotatioinal Alignment of Knee
 * Patellofemoral Joint
 * Polyethylene Issues
 * Component Fixation
 * Indications for Tricompartmental Knee Arthroplasty
 * Indications for Unicondylar Knee Arthroplasty
 * Indications for Patellar Resurfacing
 * Indications for Simultaneous Bilateral Knee Arthroplasty
 * Outcome Measures of Knee Arthroplasty
 * Prosthesis Survival in Knee Arthroplasty
 * Preoperative Evaluation in Knee Arthroplasty
 * Primary Total Knee Arthroplasty
 * Anaesthetic Options
 * Surgical Approaches
 * Bone Preparation
 * Ligamentous Balancing
 * Varus Deformity
 * Valgus Deformity
 * Flexion Contracture
 * Balancing Posterior Cruciate Ligament
 * Management of Bone Deficiency
 * Patellofemoral Tracking
 * Component Implantation
 * Wound Closure
 * Unicondylar Knee Arthroplasty
 * Postoperative Management
 * Surgical Problems to Specific Knee Disorders
 * Previous High Tibial Osteotomy
 * Previous Patellectomy
 * Neuropathic Arthropathy
 * Medical Conditions
 * Complications of Knee Arthroplasty
 * Thromboembolism
 * Infection
 * Patellofemoral Complications
 * Neurovascular Complications
 * Periprosthetic Fractures
 * Revision Total Knee Arthroplasty
 * Aseptic Failure
 * Revision Exposures
 * Component Removal
 * Reconstruction Principles
 * Results
 * Arthroplasty of Ankle
 * Arthroplasty of Shoulder
 * History
 * Biomechanics of Shoulder Arthroplasty
 * Prosthesis Design
 * Indications for Shoulder Arthroplasty
 * Preoperative Evaluation
 * Shoulder Hemiarthroplasty
 * Total Shoulder Arthroplasty
 * Rehabilitation after Shoulder Arthroplasty
 * Complications of Shoulder Arthroplasty
 * Revision Shoulder Arthroplasty
 * Arthroplasty of Elbow
 * History of Elbow Arthroplasty
 * Biomechanics of Elbow Arthroplasty
 * Types of Elbow Arthroplasty
 * Interpositional Arthroplasty
 * Resection Arthroplasty of Radial Head
 * Implant Arthroplasty
 * Total Elbow Replacement
 * Radial Head Implant Arthroplasty
 * Complications of Elbow Arthroplasty
 * Indications of Elbow Arthroplasty
 * Techniques of Elbow Arthroplasty
 * Revision and Salvage Elbow Arthroplasty
 * Arthrodesis
 * Ankle Arthrodesis
 * Approaches
 * Preparation of Joint Surfaces
 * Fixation of Arthrodesis
 * Bone Grafting
 * Techniques
 * Knee Arthrodesis
 * Indications
 * Techniques
 * Hip Arthrodesis
 * Indications
 * Techniques
 * Arthrodesis in Absence of Femoral Head
 * Total Hip Arthroplasty after Arthrodesis
 * Wrist Arthrodesis
 * History
 * Indications
 * Position
 * Techniques
 * Complications
 * Elbow Arthrodesis
 * Indications
 * Techniques
 * Complications
 * Shoulder Arthrodesis
 * History
 * Indications
 * Position
 * Techniques
 * Complications
 * Osteotomy
 * Hip Osteotomy
 * Salter's Procedure
 * Triple Innominate Osteotomy
 * Spherical Acetabular osteotomy
 * Ganz Osteotomy
 * Chiari's Osteotomy
 * Knee Osteotomy


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Talk:GRE

I've set this book up as a single monolithic page for now, although if we add more content, we can quickly break this one up into sub pages. I think we should also consider adding alot of sample questions, and possibly even a complete sample test eventually. --Whiteknight (talk) (current) 18:58, 19 January 2006 (UTC)

 * I would like to break this one up into subpages in the near future, in an effort to attract contributors, make it more pretty, and make it more easy to edit and read. Also, we can have dedicated pages to test-taking strategies and practice questions for each portion of the exam. --Whiteknight (talk) (projects) 14:45, 14 July 2006 (UTC)

Additional Section
I've added a new, online resources section with several links to free test preparation websites. I'd like to make sure that all links are quality-assured and I'd like to make sure that money-hungry companies and websites which exploit foreign students by promising to divulge "secrets" to the GRE are excluded from the lists.

Merge
I may have been a bit hasty here, but I have merged GRE Preparation Guide with GRE. There had been no response to the suggestion from the original author (Phoe6) on the talk page. There wasn't any real need for having two separate books for GRE. Both books had only a few pages and were ideally placed for being merged. Regards--Shahab (talk) 12:41, 26 September 2008 (UTC)

title: Talk:GRE


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Communication Networks/Radio Communications

Everybody has a radio. Either it is in your house, or it is in your car. The pages in this chapter will discuss some of the specifics of radio transmission, will discuss the differences between AM and FM radio.

AM Radio
AM Radio is basically a receiver radio that demodulates a carrier waves amplitude to obtain the information signal


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Circuit Theory/Mutual Inductance

Magnetic Fields

Inductors store energy in the form of a magnetic field. The magnetic field of an inductor actually extends outside of the inductor, and can be affected (or can affect) another inductor close by. The image above shows a magnetic field (red lines) extending around an inductor.

Mutual Inductance

If we accidentally or purposefully put two inductors close together, we can actually transfer voltage and current from one inductor to another. This property is called Mutual Inductance. A device which utilizes mutual inductance to alter the voltage or current output is called a transformer.

The inductor that creates the magnetic field is called the primary coil, and the inductor that picks up the magnetic field is called the secondary coil. Transformers are designed to have the greatest mutual inductance possible by winding both coils on the same core. (In calculations for inductance, we need to know which materials form the path for magnetic flux. Air core coils have low inductance;  Cores of iron or other magnetic materials are better 'conductors' of magnetic flux.)

The voltage that appears in the secondary is caused by the change in the shared magnetic field, each time the current through the primary changes. Thus, transformers work on A.C. power, since the voltage and current change continuously.

Modern Inductors

When the coils of number of turns N1 conducts current. There exists a Magnetic Field B on the coil. Changes of B will generates an Induced Voltage on the turns of coil N1 and N2 as shown
 * -ξp = $$N_p \frac{dB}{dt}$$
 * -ξs = $$N_s \frac{dB}{dt}$$

The ratio of -ξ2 over -ξ1
 * -ξp / -ξs = $$\frac{N_p}{N_s}$$

If Input voltage at coil of turn Np = -ξp and the Output voltage will be
 * $$\frac{V_s}{V_p}$$ = -ξs / -ξp = $$\frac{N_s}{N_p}$$

 * $$V_s = V_p \frac{N_s}{N_p}$$

Thus, this device is capable of Increase, Decrease and Conduct Voltage just by changing the turn ratio of the coils

Therefore, the output voltage can be
 * Increased or Step Up by increasing number of turns of coil Ns greater than Np
 * Decreased or Step Down by Decreasing number of turns of coil Ns less than Np
 * Buffered by setting number of turns of coil Ns equal to Np

The following photo shows several examples of the construction of inductors and transformers. At the upper right is a toroidal core type (toroid is the mathematical term for a donut shape). This shape very efficiently contains the magnetic flux, so less power (or signal) is lost to heating up the core.

Step Up and Step Down
The terms 'step-up' and 'step-down' are used to compare the secondary (output) voltage to the voltage supplied to the primary.

Many transformers are specially designed to operate exclusively as step-up or step-down. While an ideal transformer could simply be 'turned around', we find that many actual transformers are built to perform best at certain ranges of voltage and current.

For example, a power transformer may be used to step down household AC (about 120 Volts) to 24V for home heating controls, etc. The output current is higher than the primary current in this example, so the transformer is made with a heavier gauge of wire in its secondary windings.

In transformers that deal with very high voltages, special attention is paid to insulation. The windings that deal with thousands of volts must resist arcing and other problems we do not see at home.

Finally, some transformers in electronic equipment are designed for a task known as 'impedance matching', rather than for specific in/out voltages. This function is explained in literature covering audio and radio topics.

title: Circuit Theory/Mutual Inductance


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Category:User pt

da:Kategori:Brugere pt de:Kategorie:User pt eo:kategorio:uzanto pt it:Categoria:Utenti pt ja:Category:User pt pt:Categoria:Usuário pt

title: Category:User pt


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Mac OS X Tiger/Handwriting and Speech

=Introduction= While we traditionally interact with our computers with a keyboard and mouse, Mac OS X supports two other kinds of input device: a microphone and a tablet.

=Speech=

Speech Recognition
Operating a computer with your voice may seem like something out of a futuristic sci-fi movie. But the future is now, and Mac OS X lets you control certain functions with your voice.

=Ink= "Ink" is the name of Apple's handwriting recognition technology, borrowed from the now-defunct Newton PDA. Now that it's been applied to Mac OS X, not only can you use your tablet to draw, but also to write.

title: Mac OS X Tiger/Handwriting and Speech


text: User talk:202.177.169.220

title: User talk:202.177.169.220


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Reverse Engineering/Stack Overflows

Frequently we hear about malicious code causing a very vague problem called a stack overflow. This page is going to talk about what a stack overflow is, and how to prevent it.

What It Is
A stack-based overflow attack is the act of putting too much information into a buffer in order to overwrite a return address and hijack the control flow. The overwritten return address will, in most cases, point to some function in the programs address space. This function may already be defined in the application, or it can easily be defined by the hacker by injecting the code into the stack.

If we remember the chapter on the stack, we know a few fundamental facts about the stack when we enter into a new function:

 * 1) The stack "grows" downward.
 * 2) Local data is pushed on top of the stack.
 * 3) The old value for bp is stored below the local data
 * 4) The return address is stored below the old bp value

Consider the following buggy C code snippet:

void MyFunction(void) {   int a[100]; int i;   for(i = 0; i <= 100; i++) {      a[i] = 0; }   ...

What happens when i reaches 100? As discussed earlier we know that local arrays are created on the stack. If we try to write above the upper bound of "a", we will be overwriting the previous value on the stack: a[100] overwrites bp, a[101] overwrites the return address.

The program flow will then be redirected to the new address we placed. This is a stack overflow vulnerability, and it stems from bad programming where the programmer doesn't check the array bounds before writing data to the array.

Spotting a Vulnerability
How do reversers spot a stack overflow vulnerability? Let's take a look at some example ASM code:

push ebp mov ebp, esp sub esp, 100

This is a standard entry sequence, and we can see that this function is allocating 100 bytes of data on the stack. Either 25 integers worth of data, or an array of some sort. We examine the rest of the function, and see what kind of data it is:

call _gets push eax push esp call _strcpy ...

Clearly we are accessing the data on the stack as an array, specifically an array of chars. The above assembly code fragment gets a text string from the console, and copies that data into the local variable on the stack.

Unfortunately the standard C library string functions we are using have a well-known vulnerability: they do not check the bounds of the input arguments. In fact, the  functions rarely even ask the programmer to supply the size of an array, or the maximum available memory size!

Some of the most common stack vulnerabilities stem from this fact. Offenders to look out for are strcpy, strcat and sprintf, functions whose output string arguments can be larger then the supplied buffer to hold them.

The local variable is only 100 chars (1 char = 1 byte) wide. What happens if we input a string 100 characters long? Remember, ASCIIZ strings are terminated by a null char (00h), that requires an extra slot from the array. That means that the 101st char will be a null byte, and the saved value for ebp will be lost. Now imagine what would happen if we input 104 characters, or even 108 (enough to overwrite the return address). An attacker that inputs just the right values can redirect program execution to a malicious function that may help take over the computer.

title: Reverse Engineering/Stack Overflows


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Mythology/Medieval Mythology

Medieval Mythology is a misnomer, since most of the myths where adopted from varied cultural backgrounds during medieval times, nevertheless there where some new creations and some ceased to be in common use, especially due to the influence of the Catholic Church. Some argue that Medieval Mythology is more appropriately classified as folklore with the tales of Lady Godiva, Peeping Tom, Pope Joan and Prester John. There is also the problem of clearly define the locality, even if it commonly refers and is restricted to Europe.

During the Medieval Period there was much development. Many of the European mythologies such as Scandinavian and Celtic Mythologies were still actively being shared and spread trough Europe. The regions of Scandinavia continued to hold their pagan beliefs well into the medieval period as the pressure to convert to Christianism final eroded away some of the myths.

title: Mythology/Medieval Mythology


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User talk:172.201.246.37

Please stop adding nonsense to Wikibooks. It is considered vandalism. If you would like to experiment, use the sandbox. Thank you. -- LV (Dark Mark) 19:46, 15 November 2005 (UTC)

title: User talk:172.201.246.37


text: User talk:82.163.239.57

title: User talk:82.163.239.57


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Help:Categories

 * See Categories for a description of the Wikibooks-specific usage of categories.

Categories are a software feature of MediaWiki which allows indexing of pages, files, templates and other categories (referred collectively from now on as simply pages). Together with links and templates, categories help structure a book.

Pages are said to be "members of a category" if a category link is included in the text. Pages can be members of zero, one or more categories. Pages that are not a member of any category are said to be uncategorized. Pages should be a member of at least one category, except for Category:Categories, so that all pages can be found through the category system. An automated list of all uncategorized pages is maintained at Special:UncategorizedPages, Special:UncategorizedFiles, Special:UncategorizedTemplates and Special:UncategorizedCategories.

Category pages
Categories have an editable part that typically contains at least a description of the category's purpose, and the category links to any related categories. If the editable part has not been created, links to the category will treat the category as a new page.

Categories which themselves are categorized are said to be a subcategory for another category. However, categories allow more flexibility than simply a parent-child relationship.

Category pages may have a:

 * 1) Description section. This section is the only editable part and can include anything that is normally allowed on any other page.
 * 2) Related categories section, which lists categories that were categorized using this category, if any.
 * 3) Books and Pages section, which list books and pages that were categorized using this category if any.
 * 4) Files section, which lists files that were categorized using this category.

Adding __NOGALLERY__ to a category causes categorized files to be shown only by their name in the Books and Pages section, rather than showing a preview for supported file formats.

Category pages list only 200 pages at a time.

Adding pages
Each page lists the categories that it is a member of. Categories are listed in the order they first occurred. To add a page to a category, simply put  in any page you are editing where NAME is the name of the category you want to add it to. This provides a link to the appropriate category page, which is in the "Category" namespace. Any number of categories may be added to a page, and the page will be listed in all the categories. Categories can be added wherever you like in the text, but in general for the convenience of other editors, categories are added at the bottom of content pages and at the top of discussion pages. Files can be categorized by adding categories to their description page.

If you want to link to a category without the current page being added to it, you should use the link form  (where NAME is the category name). Note the extra ":" before Category.

Please familiarize yourself with Categories, before you start categorizing pages.

Sorting pages
A "sort key" can be added that specifies where a page will appear within a category. This is done by using. For example would add a page to the Help category and sort it under the "C" heading after "Can" and before "Catalog". Sort keys are case-sensitive, and even a space is recognized as a sort key. A sort key only affects how pages are ordered. A sort key does not change what name is used to display category and page links.

Without a sort key, pages by default are sorted using their full page name, this includes any namespace they belong to. The default sort order can be overridden by adding  to pages where SORT is the name to sort pages under.

Pitfalls and Gotchas

 * Category pages currently cannot be moved or renamed.
 * Pages added to a redirected category continue to show in the original category rather than the new category.
 * Pages can only be added to a category once; only the last category link is used along with its sort key, and the rest are ignored.
 * Category listings may be outdated at times when categories contained within templates are changed.
 * "What links here" only shows pages which include  links. Note the extra ":".
 * "Related changes" can't be reliably used to detect when pages are added or removed, as it only shows changes to pages that are currently members of the category.

tr:Yardım:Kategoriler

title: Help:Categories


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Help talk:Categories

conventions in a project
This page currently suggests

 * "Check the conventions in a project and make yourself familiar with the categories in use before assigning pages and subcategories to categories and before creating new categories."

That sounds like good advice -- could someone please add a link to that advice, linking directly to the conventions used at this Wikibooks project? --DavidCary (talk) 05:37, 12 September 2008 (UTC)

title: Help talk:Categories


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Georgia Water/External Links/Organizations

Federal

 * | U.S. Army Corps of Engineers - Mobile District
 * | U.S. Army Corps of Engineers - Savannah District
 * | U.S. Army Corps of Engineers - South Atlantic Division
 * /U.S. Environmental Protection Agency - Region IV/
 * /U.S. Fish and Wildlife Service - Southeast Region/
 * | U.S. Geological Survey - Georgia
 * /National Park Service - Georgia/

State

 * /Department of Community Affairs/
 * /Department of Economic Development/
 * |Department of Natural Resources
 * |Environmental Protection Division
 * /Forestry Commission/
 * /Soil and Water Conservation Commission/

Professional

 * /Georgia Lakes Society/

Trade

 * /Georgia Agribusiness Council/
 * /Georgia Irrigation Association/

Citizen

 * /Georgia River Network/
 * /Sierra Club - Georgia Chapter/
 * /Upper Chattahoochee Riverkeeper/

Interagency

 * /Comprehensive Study for ACT River Basins/
 * /Comprehensive Study for ACF River Basins/
 * | Upper Suwannee River Partnership

State

 * /Advisory Council for Tri-State Water Issues/
 * /DNR Drought Planning Planning Committee/
 * /Joint Comprehensive Plan - Advisory Committee/
 * /Flint River Basin Water Development and Conservation Plan - Technical Advisory Committee/
 * /Statewide Water Plan - Water Conservation Technical Advisory Committee/

Trade

 * /Southwest Georgia Agribusiness Association - Water Committee/

Citizen

 * /Georgia Water Coalition/
 * /Southwest Georgia Water Resources Task Force/
 * /Suwannee River Basin Initiative/
 * /Upper Suwannee River Watershed Initiative/


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Handbook of Genetic Counseling/Beckwith-Wiedemann Syndrome

Beckwith-Wiedemann Syndrome

Overview

 * Disorder of growth characterized by macrosomia (large body size), macroglossia (large tongue), visceromegaly(large organs), omphalocele, neonatal hypoglycemia, ear creases/pits embryonal tumors (i.e., Wilms tumor (kidney tumor), hepatoblastoma (liver tumor), and less commonly neuroblastoma, rhabdomyosarcoma).

Genetic Etiology

 * Mode of inheritance:
 * Usually sporadic
 * ~85% have negative family history 15% have history consistent with AD inheritance with incomplete penetrance and preferential maternal transmission
 * Believed to be a multigenic disorder caused by alterations in growth regulatory genes on chromosome 11p15
 * Molecular genetics: 10-20% of patients have parental uniparental disomy (UPD), with two paternal copies of 11p15. Patients with UPD show somatic mosaicism, so the incidence of UPD is probably underestimated. UPD or mutation in gene found in 15-30%. <1% have a chromosome abnormality involving 11p15

Incidence

 * Incidence is 1 in 13,700, with equal occurrence in males and females
 * Probably underestimate given potential mild undiagnosed cases

Diagnosis

 * Primarily clinical
 * No consensus diagnostic criteria
 * Dx. generally accepted if have 3 findings (2 major 1 minor)

Major Findings

 * Positive family history (one or more family members with a clinical diagnosis of BWS or a history or features suggestive of BWS)
 * Macrosomia (traditionally defined as height and weight >97th %)
 * Anterior linear ear lobe creases/posterior helical ear pits
 * Macroglossia
 * Omphalocele (also called exomphalos), umbilical hernia
 * Visceromegaly involving one or more intra-abdominal organs including liver, spleen, kidneys, adrenal glands, and pancreas
 * Embryonal tumor (e.g., Wilms tumor, hepatoblastoma, rhabdomyosarcoma) in childhood
 * Hemihyperplasia defined as asymmetric overgrowth of region(s) of the body
 * Adrenocortical cytomegaly
 * Renal abnormalities including structural abnormalities, nephromegaly, nephrocalcinosis
 * Cleft palate (rare)

Minor Findings

 * Polyhydramnios
 * Prematurity
 * Neonatal hypoglycemia
 * Facial nevus flammeus (stork bite)
 * Hemangioma
 * Characteristic facies, including midfacial hypoplasia and infraorbital creases
 * Cardiomegaly/structural cardiac anomalies/rarely cardiomyopathy
 * Diastasis recti -
 * Advanced bone age
 * Monozygotic twinning. Monozygous twins with BWS are usually female and discordant; however, both male and female monozygous twins concordant for BWS have been reported, as well as monozygous male twins discordant for BWS
 * Individuals presenting with fewer than three features, e.g., macroglossia and umbilical hernia or just hemihyperplasia, should be considered candidates for tumor surveillance

Testing

 * High resolution chromosomes are recommended
 * Molecular testing for those with normal karyotype can sometimes confirm dx. and better define recurrence risks
 * (UPD) by restriction fragment length polymorphism (RFLP) analysis of genes in the 11p15 region
 * screening for p57 KIP2 mutations available only on a research basis by heteroduplex/SSCP analysis if positive gene is sequenced then confirmation of positive results in a clinical laboratory
 * prenatal testing available
 * ultrasound can sometimes detect macroglossia, increased growth for gestational age, omphalocele, minor signs such as polyhydramnios, large placenta
 * genetic testing with amnio or CVS if mutation known or for UPD (although detection rate poor using UPD testing)

Clinical Features
(numbers vary)
 * Prenatal findings: polyhydramnios, premature birth, fetal macrosomia, enlarged placenta, long umbilical cord
 * 20% infant mortality rate (mostly complications of prematurity, omphalocele, macroglossia, neonatal hypoglycemia (cardiomyopathy rare)
 * Neonatal hypoglycemia (30-50% of babies) usually mild and transient
 * Hypothyroidism, hyperlipidemia/hypercholesterolemia and polycythemia less common
 * Macrosomia (height and weight >97th percentile) (87%) usually present at birth but can occur postnatally
 * Most have rapid growth in early childhood but eventual height usually in upper range of normal
 * Anterior linear ear lobe creases and/or posterior helical ear pits
 * Macroglossia (usually at birth but may occur postnatal)
 * Abdominal wall defects common (omphalocele, umbilical hernia, diastasis recti)
 * Visceromegaly involving one or more intra-abdominal organs including liver, spleen, kidneys, adrenal glands, and pancreas
 * Tumors both malignant and benign -- Wilms tumor, hepatoblastoma, (most common)
 * Overall incidence of tumors is 7.5% (5-10%), but uncommon after 8 years old
 * Hemihyperplasia (25%) usually noticed at birth, but may be more evident w/ growth (segmental or selected organs)
 * Adrenocortical cytomegaly
 * Renal abnormalities (structural abnormalities, nephromegaly, nephrocalcinosis, cystic changes)
 * Cardiomegaly (between 4-17% of patients)
 * Advanced bone age
 * Midfacial hypoplasia and infraorbital creases

Development

 * Usually normal unless chromosome abnormality or birth complication
 * Mental retardation/developmental delay (if a chromosome abnormality is found)

Age of Onset, Natural History, and Life Span

 * Age of onset is birth. There is a good prognosis for long-term health and development, but 20% will die in the perinatal period of complications.
 * Natural History: Macroglossia and macrosomia are usually present at birth, although postnatal onset can occur. Neonatal hypoglycemia is common. Hemihyperplasia becomes more apparent as the child grows and may be limited to only one side of the body. Although cardiomegaly is common, it usually resolves on its own. Childhood malignancies and renal anomalies pose large health threats and mortality risks. After childhood, the complications for patients with BWS are infrequent.

Surveillance, Management, and Treatment Options

 * Newborns should be screened for hypoglycemia within the first seven days of life. Early treatment of hypoglycemia minimizes CNS complications.
 * Patients with abdominal wall defects may undergo surgical repair
 * Jaw grows and tongue growth usually slows down but…
 * Severe macroglossia may benefit from surgery (between two and four years of age).
 * If macroglossia should be followed by a craniofacial team
 * If hemihyperplasia significant should be followed by an orthopedist.
 * Order renal ultrasound
 * If renal anomalies refer to nephrologist
 * Once a patient is eight years, may be monitored with an annual renal ultrasound until adolescence
 * Patients should also have an abdominal ultrasound every three months until eight years of age to screen for embryonal tumors.
 * Baseline MRI and CT examination of abdomen is also recommended
 * Serum AFP part of screening protocol for first few years of life (screen for hepatoblastoma and risk for it drops off significantly after 3 years)
 * Periodic chest x-ray and urinary VMA and VHA assays to screen for neuroblastoma have been suggested, but have not been incorporated into most screening protocols because of their low yield and fortunately they are rare
 * Comprehensive cardiac eval prior to any surgery or if cardiac problem suspected

Recurrence Risks

 * Unknown if no identifiable etiology, but probably low
 * Very low if paternal UPD of 11p15 is present (normal karyotype and neg. fam hx)
 * Up to 50% if p57 KIP2 mutation present in parent
 * Positive family history normal karyotype up to 50%
 * Cyptogenetically detected maternal translocation or inversion may be up to 50% with preferential maternal transmission

Risk to Sibs of a Patient with BWS Based on Family History and Genetic Characteristics

 * % of Patients with BWS

Characteristics

 * Risk to Sibs of Patient with BWS
 * Prenatal Test Availability / Test Type
 * ~85%
 * Negative family history, normal karyotype 1, 2
 * Unknown but probably low if no identifiable molecular etiology
 * No
 * Very low if paternal UPD of 11p15 is present
 * Up to 50% if p57 KIP2 mutation is present in a parent
 * Yes, if p57 KIP2 mutation analysis confirmed by clinical laboratory
 * ~10-15%
 * Positive family history, normal karyotype 2
 * Up to 50%
 * Yes, only if p57 KIP2 mutation analysis documented in a clinical laboratory or linkage analysis is available (see above caveats)
 * <1%
 * Cytogenetically detected maternal 11p15 translocation or inversion
 * May be as high as 50% with preferential maternal transmission
 * Yes / karyotype
 * <1%
 * Cytogenetically detected paternal 11p15 duplication
 * Not defined
 * <1%
 * Monozygous twins
 * Low
 * No
 * 10-20% of patients with sporadically occurring BWS have paternal uniparental disomy of 11p15
 * 5-10% of all patients with BWS with a normal karyotype have identifiable mutations in p57 KIP2
 * table taken from geneclinics/genetests

Differential Diagnoses

 * Simpson-Golabi-Behmel syndrome: patients have macrosomia, visceromegaly, macroglossia, and renal cysts, but also exhibit coarse features, cleft lip, a high incidence of cardiac abnormalities, supernumerary nipples, polydactyly, and skeletal anomalies.
 * Perlman syndrome: patients have macrosomia, MR, and renal tumors, but also have a characteristic facial appearance different from that of BWS.
 * Costello syndrome: this syndrome resembles BWS only in the neonatal period, since both are overgrowth syndromes. Children with Costello syndrome have very coarse facial features and failure to thrive.
 * Isolated hemihyperplasia - increase for tumors (5.9%) and offered tumor surveillance
 * Or hemihyperplasia associated with other syndromes (proteus, klippel-Trenauny-Weber, NF1)


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Help:Tables

A table is an arrangement of columns and rows used to organize and position data. Tables are useful for this purpose and there are many different styles and tricks that can be used to customize each. This page gives you information about syntax to build tables in Wikibooks.

Using the toolbar

To automatically insert a table, click on the edit toolbar.

The following text is inserted when the button is clicked and the default values are accepted:

The sample text ("Header text" or "Example") is to be replaced with actual data. The number of columns and rows can be customized when working with the initial dialog box that appears after clicking the "insert table" button.

Syntax tutorial
If you use single bars, then what might appear to be the first cell is in fact a format modifier applied to the cell, and the rest of your "cells" will be merged into one:

which is probably not what you want:

However, the format modifier is useful:

Just remember: no more than 2 single pipes on a line!

A row of column headings is identified by using "! scope="col" |" instead of "|", and using "!! scope="col" |" instead of "||". Header cells typically render differently from regular cells, depending on the browser. They are often rendered in a bold font and centered.

The first cell of a row is identified as a row heading by starting the line with "! scope="row" |" instead of "|", and starting subsequent data cells on a new line.

Optional parameters can modify the behavior of cells, rows, or the entire table. For instance, a border could be added to the table:

The final table would display like this:

Each row must have the same number of cells as the other rows, so that the number of columns in the table remains consistent. For empty cells, use the non-breaking space  as content to ensure that the cells are displayed. To show a visible pipe in a cell, use <nowiki>|</nowiki> or &#124;.

Simple example
Both of these generate the same output. Choose a style based on the number of cells in each row and the total text inside each cell.

The wiki markup code:

What it looks like in your browser:

Standard formatting
You can add class="wikitable" next to the  {|  at the start of your table to have the standard formatting applied that applies a background color to table headings and adds borders between cells and around the table.

and what it looks like in your browser:

Color
The way of specifying color of text and background for a single cell are as follows.

The wiki markup code:

What it looks like in your browser:

Like other parameters, colors can also be specified for a whole row or the whole table; parameters for a row override the value for the table, and those for a cell override those for a row. (Note that there is no easy way to specify a color for a whole column—each cell in the column must be individually specified.):

The wiki markup code:

What it looks like in your browser:

To make the table blend in with the background, use  or.

To force a cell to match one of the default colors of the, use   for the darker header, and   for the lighter body.

Width, height
The width and height of the whole table can be specified, as well as the height of a row. To specify the width of a column one can specify the width of an arbitrary cell in it. If the width is not specified for all columns, and/or the height is not specified for all rows, then there is some ambiguity, and the result depends on the browser.

The wiki markup code:

What it looks like in your browser:

Setting column widths
To force column widths to specific requirements, rather than accepting the width of the widest text element in a column's cells, follow this example. Note that wrap-around of text is forced.

The wiki markup code:

To set column widths in a table without headers, specify the width in the first cell for each column, like this:

Setting borders
Table borders default to a complex shaded double-line (the default in HTML); however, those borders can be set to a thin solid line by using a style-parameter (<tt>style="border: 1px solid darkgray"</tt>), as in the following (Note: if you intend to use the 'cellpadding' or 'cellspacing' options along with a border, you MUST use this format):

Note the bottom-row texts are centered by <tt>style="text-align: center;"</tt> while star-images were not centered.

As long as the files omit the parameter "thumb" they will not show borders. The border color "darkgray" matches that seen using <tt>class="wikitable"</tt> above; however, it could be any color name (such as <tt>style="border: 1px solid darkgreen;"</tt>) or use a hex-color (such as: #DDCCBB). See Web colors for information on hex-colors, which allow you to specify any shade you like.

A column format-specifier (enclosed in "|...|") can have a style-parameter to set borders on each cell, as follows:

Note only the image cells, here, have individual borders, not the text.

The lower hex-colors (such as: #616161) are closer to black. Typically, all borders in a table would be one specific color.

Vertical alignment
By default data in tables is vertically aligned to the middle of the cell, which results in layouts like this:

To fix this, apply <tt>style="vertical-align: top;"</tt> to the rows (unfortunately it is necessary to apply this individually to every single row). For example:

Floating table
The wiki markup coding:
 This paragraph is before the table. Lorem ipsum dolor sit amet, consectetur adipisicing elit, sed do eiusmod...

Note the floating-table to the right.

This paragraph is after the table. The text in column 2 will span both rows due to format specifier <tt>"rowspan=2"</tt> so there is no coding for "Col 2" in the 2nd row, just: Col 1 & Col 3.

What it looks like in your browser:

This paragraph is before the table. Lorem ipsum dolor sit amet, consectetur adipisicing elit, sed do eiusmod...

Note the floating-table to the right.

This paragraph is after the table. The text in column 2 will span both rows due to format specifier "rowspan=2" so there is no coding for "Col 2" in the 2nd row, just: Col 1 & Col 3.

Centering tables
Centered tables can be achieved, but they will not "float"; that is to say, no text will appear to either side. The trick is <tt> {| style="margin: 1em auto 1em auto;" </tt>

Wiki markup

What it looks like in your browser

Collapsible tables
You can create a table that will collapse and be hidden. Add <tt>class="collapsible"</tt> to the top of a table or add "collapsible" after "wikitable" to enable collapsing behavior. By default, a collapsible table will begin collapsed. To change this, include the additional class 'selected'. You must include a header row, where the control to expand and collapse will be displayed. Example:

Gives:

Sortable tables
Tables can be made sortable by adding <tt>class="sortable"</tt>. Since this can be very useful, it is wise to keep the possibilities and limitations of this feature in mind when designing a table. For example:

 * Do not divide a table into sections by subheaders spanning several rows. Instead, an extra column can be made showing the content of these headers on each row, in a short form.
 * Do not have elements spanning several columns; instead, again, repeat the content on each row, in a short form.
 * In a column of numbers, do not put text such as "ca." in front of a number-it will sort like zero. Do not put text after the number, and do not put a range of numbers. Instead, put these texts in a separate column.

A long form of abbreviated content can be put as legend outside the table.

Wiki markup

What it looks like in your browser

title: Help:Tables


text:
Help talk:Tables

Rotating tables
Is there any method can I rotate a table? Adithyak1997 (discuss • contribs) 18:04, 28 June 2018 (UTC)

title: Help talk:Tables


text:
Talk:Tagalog

Untitled
Shouldn't this be titled "tagalog" as there is no national language of the filipines?

>There's an entire literature of debate on that. To dismiss Filipino (a language struggling in its infancy and helped along by practically nobody) so summarily is to insult the hours of manpower spent in analyzing the issue. There should at least be an explanation in the "Filipino" page why there was an effort to create a national language, what had been done so far (since the 60s), what is being done, and why the majority of internet posters (english-speaking Filipinos, mostly) believe that Filipino has failed/is failing/will fail. What do you think?

 * Wikipedia distinguishes between the two basically by saying that Filipino is a standardized tagalog. You are right in that there should be a link to wikipedias' Filipino Language article. But I think this article should stay titled Tagalog, as it would be much harder for a wikibook to teach the standardized Filipino as it is defined by the Philippine government, and it would be less practical. Lotusduck 16:03, 12 December 2005 (UTC)lotusduck

I believe that Tagalog is the primary dialect in the more industrialized areas of the Philippines such as Manila. However, you would be amiss if you were not to recognize the myriad number of dialects employed in any number of regions in the Philippines; I speak primarily of the Visayan and Iloilo dialects. However, I am certain that there are many more in common and often primary usage. While many may consider this as an analog to the dialects of American English (ie: Texan slang, Brooklyn slang, Ebonics, and other regional differences); that would be a false analogy, as (for example) Visayan and Pilipino are entirely incompatible and require separate learning. So I agree with lotusduck that Tagalog should be taught initially, however there should be an addendum listing other dialects, and possibly some primers on those as well.

Lesson arrangement
I'm looking for suggestions on how to group existing lessons and future lessons. Help would be welcomed. Thanks! --Akira123323 09:11, 11 February 2006 (UTC)
 * Though I don't assume that arrangement within a lesson was what you meant (as opposed to arrangement of lessons), I will address that here. I should think that vocabulary before dialogues. In my foreign language studies thus far, vocabulary comes first, is studied briefly, and is cemented as dialogues are expressed. I also think that the dialogues should be expanded; for example, in Lesson 1, there are more greetings than merely "how are you", such as say "How is so-and-so relation", etc. Perhaps these could be added? Also, before I checked the main arrangement I did rearrange vocabulary with dialogue in Lesson 1. Is it more logical? Additionally, using accent marks to indicate stress/glottals would be useful, especially to a learner.
 * I'm a native Tagalog speaker, and I want to contribute to this wikibook. I'll start with the accent marks. I'm going to place accent marks on words to indicate how they are pronounced in spoken Tagalog (or at least, how people in Metro Manila pronounce them). --perryv 15:05, 16 July 2006 (UTC)

To address arrangement of lessons, I can provide (scanned or typed) the table of contents within my Tagalog guide - to be used as a reference, perhaps. 68.110.119.132 06:06, 17 June 2006 (UTC)
 * Feel free to do so, both of you. Be bold in improving the Tagalog Wikibook.  --Akira123323 12:44, 20 July 2006 (UTC)
 * I have added some entries. Feel free to edit them as you deem fit.--Jeomaxxters 18:22, 13 February 2007 (UTC)

Proposed rename
I'd like to change all the page names in this book so that they all start with "Tagalog/". This would make this book consistent with most wikibooks, plus make it clear to all readers which pages form part of this book. I trust this change will be non-controversial, but note it hear to allow for comments before implementing it, Jguk 15:48, 18 February 2006 (UTC)

Why on planet Earth is there an
illustration of early Cebuano persons in this specific language? Zollerriia (discuss • contribs) 08:24, 13 February 2012 (UTC)

title: Talk:Tagalog


text:
Talk:Creative Writing/Novels

In the Creating your Characters topic, I changed "The best way" to "Another way". Another way to do it would be "The best way I have found" or "What works best for me is". Otherwise, it is just hyperbole. ---

Just combed through, fixing some spelling errors, i.e. "knowlage" in Creating an Outline and easing up on some exclamation point action.

I love the idea of this book. I will read it if it seems useful.

Good idea.

Dan Brown is given as an example of a thorough researcher. He could equally be used as an example of why research is necessary. I am an Air Traffic Controller, and his description of the flight in the aircraft in "The da Vinci Code" was laughable. It made it brutally obvious that he never bothered to carry out even the most basic research about flying or flight planning and Air Traffic procedures. The book was ruined for me from that point on. If he couldn't be bothered to read, he shouldn't have bothered to write that section.

I agree that the title should be merged as suggested because you might think this was a chapter about fiction books in general.--God'sGirl94 (talk) 20:04, 25 February 2009 (UTC)

Latest Edits
I found this book interesting and I have edited it as I went through. Perhaps a little more detail on developing a character could be very useful and, of course, greater information on developing a plot. Thanks, Karl H.

title: Talk:Creative Writing/Novels


text:
Handbook of Genetic Counseling/Beta-Thalassemia

Beta-Thalassemia (Also called Cooley's Anemia, Beta-Thalassemia is an inherited blood disorder that manifests as an absent or decreased production of normal hemoglobin.)

Genetics

 * Caused by a mutation in the gene encoding the Hemoglobin beta chain (HBB)
 * Normal hemoglobin has two alpha and two beta peptide chains. Beta-Thalassemia results from reduced synthesis of the hemoglobin beta chain. This disorder is caused by mutations in the beta chain of the hemoglobin molecule.
 * Chromosomal locus of the HBB gene is 11p15.5
 * Over 200 different HBB gene mutations are known. In each at risk population, though, four to ten mutations usually account for a large majority of HBB disease-causing alleles.
 * HBB gene is 1.6Kb and has 3 exons

Incidence and Carrier Frequency

 * Overall gene frequency is 1/300
 * B-thal is more prevalent in Meditarranean, Middle Eastern, Transcaucasus, Central Asia, Indian and Far Eastern populations.
 * Ex.: People with Mediterranean ancestry (Greek or Italian) have a 1/30 carrier risk

Inheritance/Risks

 * Autosomal recessive inheritance
 * Parents of an affected child are heterozygotes. They are clinically asymptomatic but may be slightly anemic.They are referred to as having beta-thalassemia minor.

Beta-Thalassemia Major

 * Patients present with severe anemia and hepatosplenomegaly
 * Patients with thalassemia major are usually picked up within the first 2 yrs of life. Babies may be pale, fussy, have poor appetite and infections
 * If untreated, spleen, liver and heart become enlarged and bones can become thin and brittle. Buildup of iron may cause heart failure in teens or 20s.affected children have failure to thrive and shortened life expectancy. Many other complications can occur without treatment. Patients usually die before 30.
 * Treatment involves chelation therapy (which removes excess iron) and blood transfusions

Thalassemia Intermedia

 * Patients present at later age and have more mild anemia
 * Liver and spleen are enlarged and iron overload may still occur
 * Rarely requires transfusions

Thalassemia Minor or Thalassemia Trait

 * Refers to carriers of one abnormal beta gene
 * Sometimes results in anemia
 * Few or no symptoms (thalassemia minima)

Diagnosis

 * Red blood cell indices
 * Shows microcytic anemia (low mean corpuscular volume) and reduced content of Hb per red cell (low mean corpuscular hemoglobin).
 * Normal level of hemoglobin for males is 14-18 g/dl and 12-16 g/dl for females. Affected individuals have hemoglobin levels less than 7 g/dl and carrier level is 11-14 g/dl.
 * Peripheral blood smear
 * Affected patients have microcytosis, hypochromia, anisocytosis, poikilocytosis and nucleated red blood cells (erythroblasts).
 * Hemoglobin analysis
 * Identifies amount and type of hemoglobin present
 * This disorder characterized by decreased amounts of hemoglobin A (HbA)
 * Bone marrow examination
 * In beta-thalassemia patients, bone marrow is extremely cellular due to erythroid hyperplasia
 * Molecular Genetic testing
 * Mutations are detected by a number of different PCR-based procedures. The most common are reverse dot blot analysis or primer-specific amplification, with a set of probes complementary to the most common mutations in the population from which the patient originated.
 * There are known common mutations for Mediterranean, Middle Eastern, Indian, Thai, Chinese, and African/ African American populations.
 * Clinical testing is available

Carrier Testing

 * Carriers identified by red blood cell indices, hemoglobin analysis and mutation analysis.
 * Family members of an affected person, gamete donors and members of at-risk ethnic groups should consider carrier detection.
 * Hematologic testing has several limitations: silent mutations, coinheritance of other thalassemias, and confusion with Alpha-thalassemia.
 * Prenatal testing is available for couples who are both carriers and their mutations have been identified. Use CVS or amniocentesis.

Treatment

 * Transfusion therapy
 * Corrects the anemia, suppresses erythropoiesis and inhibits increased gastrointestinal absorption of iron
 * Usually given every 2-3 weeks
 * Chelation therapy
 * Used to maintain iron levels below critical values
 * DFO (desferrioxamine B)
 * Bone marrow transplantation from an HLA identical sibling is an alternative

Resources

 * www.geneclinics.org
 * Children's Hospital of Philadelphia


text:
Talk:Botany/Pteridology

I was thinking about what needed to be said that couldn't be said in a wikipedia article on ferns. So for this addition, I have done an evolution based compare and contrast between ferns and mosses.

title: Talk:Botany/Pteridology


text:
Handbook of Genetic Counseling/Bloom Syndrome-1

Bloom Syndrome

Genetics

 * Mutation of BLM gene at chromosome 15q26.1
 * Common Ashkenazi Jewish mutation- blmASH (2281del6ins7)
 * Abnormalities in DNA repair and chromosomal structure
 * increased chromosome breakage
 * increased rate of homologous chromosome exchange
 * formation of quadriradial (QR) configuration in mitosis
 * increased rate of sister chromatid exchanges (SCEs)
 * unique to Bloom Syndrome

Incidence

 * Ashkenazi Jewish population
 * Carrier frequency 1 in 107
 * Incidence 1/160,000
 * Very rare in Non-Ashkenazi Jewish populations

Diagnosis
of SCEs
 * Characteristic clinical features
 * Demonstration of symmetric QR interchange configuration and increased number
 * Demonstration of mutations in both BLM genes

Clinical Features

 * Predominant features
 * Small body size
 * Mean birth weight 1906 g in males and 1810 g in females
 * Mean adult height 147.5 cm in males and 138.6 cm in females
 * Predisposition to cancer- of all cell types and at all sites
 * Additional features which may or may not be present
 * Characteristic facies- keel-shaped face, dolicocephaly, narrow cranium, malar hypoplasia, nasal prominence, small mandible, and prominent ears.
 * Hypersensitivity to sunlight- formation of sun-sensitive erythema (telangiectasia) on face and possible hands/forearms
 * Areas of hyper- and hypo- pigmented skin- café-au-lait spots
 * High-pitched and somewhat squeaky voice
 * Vomiting and diarrhea during infancy
 * Diabetes mellitus- generally with onset in the second or third decade
 * Failure of spermatogenesis in males
 * Early cessation of menstruation and reduced fertility in females
 * General immunodeficiency- often associated with ottitis media and pneumonia
 * Slightly increased incidence of minor anatomic anomalies including anomalous digits, pilonidal dimples, wedges of altered color of the irides, and obstructing anomalies of the urethra
 * Restricted intellectual ability- generally average to low-average intelligence but can be more severe

Natural History

 * Intrauterine Growth Deficiency
 * full-term infants tend to have low birth weight
 * Onset of facial skin lesion usually in first or second summer, can be later
 * Cancer predisposition throughout life- always higher than age-associated risk
 * Mean age of cancer diagnosis 24.7 (range of 2 to 48 years)
 * Mean age of death is 23.6 years (range from <1 to 49)
 * Cancer is the most common cause of death

Inheritance

 * Autosomal Recessive

Testing

 * Cytogenetic analysis
 * Increased in number or chromatid gaps, breaks, and interchanges
 * Increase in the number of sister-chromatid exchanges (SCEs)
 * Can be performed on any cell which can be brought into mitosis
 * Molecular Genetic Analysis
 * Clinical testing for common Ashkenazi Jewish mutation- blmASH
 * 98% detection for Ashkenazi Jewish Bloom syndrome patients
 * Research testing - full gene screening for affected individuals
 * Memorial Sloan-Kettering Cancer Center
 * Prenatal diagnosis
 * Sister chromatid exchange assay via amnio or CVS
 * Amnio or CVS for known familial mutation

Management & Treatment

 * No treatment for growth deficiency
 * Protection from the sun decreases severity of skin lesion
 * Careful monitoring for cancer
 * Cancer treatment must consider hypersensitivity to DNA-damaging chemicals

Differential Diagnosis

 * Other syndromes associated with sun sensitivity and telangiectasias:
 * Erythropoietic protoporphyria
 * Rothmund-Thomson syndrome
 * Cockayne syndomre
 * Hereditary hemorrhagic telangiectasia
 * Ataxia telangiectasia

Psychosocial Issues

 * Physical appearance may affect self-image, confidence
 * Reduced life expectancy
 * High probability of malignancy

Patient Resources

 * Bloom's Syndrome Registry
 * NY Blood Center
 * 310 East 67th Street
 * New York, NY 10021
 * Phone: (212) 570-3075

 * National Foundation for Jewish Genetic Diseases, Inc. (NFJGD)
 * 250 Park Ave, Suite 1000
 * New York, NY 10177
 * Phone: (212) 371-1030
 * Web

 * Xeroderma Pigmentosum Society, Inc.
 * Box 4759
 * Poughkeepsie, NY 12602
 * Phone: (518) 851-2612
 * Web
 * E-mail: xps@xps.org

Case Specifics

 * See attached


text:
Georgia Water/External Links/Organizations/Georgia Lakes Society

People

 * Directors –
 * Program Leaders –

Associations

 * Memberships and Associations –
 * Cooperative Agreements –
 * Joint Efforts –
 * Committees –
 * Conferences -
 * NALMS SE Lake and Watershed Conference in Columbus, GA.

Laws

 * Authorizing legislation -
 * Laws administered –
 * Laws implemented –
 * Laws (wish list, comments) –

Plans

 * Planning reports completed –
 * Planning efforts ongoing –
 * Long-range plan –
 * Role in State Water Plan -
 * Planning (wish list, comments)

Projects

 * Past Projects –
 * Current Projects –
 * Future Projects –
 * Projects (wish list, comments)

Assistance

 * Assistance programs provided –
 * Assistance programs used –
 * Assistance programs (wish list, comments) –

Funding

 * Funding programs provided –
 * Funding programs used –
 * Funding programs (wish list, comments) –

Ethics

 * Code of Ethics -
 * Ethics related activities -
 * Ethics (wish list, comments)

Education

 * Education and training provided –
 * Education and training received –
 * Education and training (wish list, comments) –

Research

 * Research provided –
 * Research used –
 * Research (wish list, comments) –

Best Practices

 * Best Practices used –
 * Best Practices (wish list, comments) –

Data & Maps

 * Monitoring and data collection –
 * Data & maps provided –
 * Data & maps used –
 * Data and maps (wish list, comments) –

News

 * News provided
 * Georgia Lakes Society Newsletter
 * Email updates:
 * DNR meeting calendars
 * highlights of the DNR meetings
 * legislative information
 * GEC's "News to Use"

 * News sources used
 * News (wish list, comments)


text:
Handbook of Genetic Counseling/Bloom Syndrome-2

Bloom Syndrome (Also known as Bloom-Torre-Mackacek syndrome, BS, Levi's Type Dwarfism, Short Stature and Facial Telangiectasis)

Introduction

 * Acknowledge any prior contact with patient
 * Assess concerns and questions of the patient and his/her family
 * Assess knowledge of this condition and why the patient thinks he or she was referred to genetics
 * Patient's Medical History
 * Family Medical History and Pedigree

Genetic Etiology

 * Mode of Inheritance: Autosomal recessive
 * Chromosome Location: BLM gene mutation at locus 15q26.1
 * Molecular Genetics: A cytogenetic diagnosis is made via increased rate of chromosome breakage and sister chromatid exchange

Incidence and Carrier Frequency

 * Since this is an inherited disorder, an affected parent has a 25% chance of passing on this syndrome to a child. Fifty percent of an affected parent's children will be carriers for this disease (carriers are usually asymptomatic).
 * Bloom syndrome is an incredibly rare disorder, with approximately 140 cases having been reported. It affects males slightly more than females. It is more prevalent in the Ashkenazi Jewish population, with an estimated carrier rate of 1 in 104.

Clinical Features

 * Short stature with normal body proportions
 * Multiple small, dilated blood vessels on the face (facial telangiectasia) and on other light-exposed areas
 * Photosensitivity
 * Susceptibility to infections due to immune system defect
 * IUGR
 * Abnormally high-pitched voice
 * Dental anomalies
 * Prominent ears
 * Cysts at the base of the spine
 * Polydactyly
 * Acanthosis nigricans on parts of the body other than the face

Natural History

 * As life progresses, patients with Bloom syndrome have an increased rate of malignant tumors, especially leukemia and squamous cell cancer of the skin. Diarrhea and vomiting are also common. Frequent infections and problems associated with short stature are also present.
 * Life expectancy is variable. Death is often a result of cancer.
 * Preterm labor has been shown to occur in women with Bloom syndrome. They also have a shorter reproductive span and reduced fertility. Men with Bloom syndrome are sterile.

Testing

 * Chromosome analysis is typically done to detect Bloom syndrome. Most often, chromosome fragility testing is performed to make a cytogenetic diagnosis.

Treatment

 * Affected individuals should use sunscreen and should avoid direct contact with sunlight. Patients should have regular evaluations by dermatology, general medicine, genetics, and oncology. If an infection occurs, it should be treated aggressively with antibiotics.
 * Research on therapies is ongoing.
 * Psychosocial Issues
 * Affected patients and their family members may react initially to diagnosis with shock, frustration, denial, anger, fear, sadness, depression, guilt, and loss. The fact that patients with this syndrome require constant medical follow-up may be overwhelming for patients and families. Affected patients may have low self-esteem due to facial erythemia and their photosensitivity may make individuals (especially children) resentful of their condition, since it limits outdoor activities. Reproductive issues should also be considered with a genetic counselor, depending on the age of the patient when diagnosis is made.

Support Groups

 * Bloom's Syndrome Registry
 * NY Blood Center
 * 310 East 67th Street
 * New York, NY 10021
 * Telephone 212-570-3075

 * National Foundation for Jewish Genetic Diseases
 * 250 Park Avenue
 * Suite 1000
 * New York, NY 10017
 * Telephone 212-371-1030

 * MAGIC Foundation for Children's Growth
 * 1327 North Harlem Avenue
 * Oak Park, IL 60302
 * Telephone 1-800-362-4423
 * www.magicfoundation.org


text: User talk:69.22.249.178

title: User talk:69.22.249.178


text:
XML - Managing Data Exchange/XMLWebAudio

Learning Objectives
Upon completion of this chapter, you will
 * understand the potential of XML based web delivery of audio text files
 * understand the use of SSML (Synthetic Speech Markup Language), the XML subset of tags

The Problem:
How can text files of any content a user chooses be transferred to the user in such a form that the end user can listen to them on a piece of hardware that has mobile internet capability? An example would be someone listening to a news report of any topic or from any region just by converting text files which already exist on the internet to a sythesized voice for playing on a mobile device in an automobile.

Existing Technology: There are several technologies available that work with voice data. Voice XML provides a framework for transferring voice data between entities. It is used for interactive voice triggered tools. This technology is used extensively for phone menus and automated help by companies with customer service or other areas of high call volume needs.

Internet radio exists and provides a user with music or other programming that is broadcast throughout the internet. This programming is not up to the choice of the end user other than to select the internet station to listen to.

Software exists that can convert any text file into an audio file. Text files can be converted to audio files using software provided in the Windows or Mac operating systems or very inexpensive stand-alone software (an example is TextAloud). TextAloud allows a user to modify the voice, the pace of reading and other features. Free versions of it are available online. These systems can modify the voice in multiple ways to the personal taste of a user. These systems do not make the files available over the internet for users to search and listen to.

The Potential:
With the right combination of XML technology, mobile communication services and software/hardware that already exists the idea of internet radio could be opened to a much larger volume of content than currently exists. Most internet radio is in the form of music files and programed radio content. The choices of internet radio could be extended to include any existing text file which would include news reports, government documents, educational materials and many forms of official records. A business example would be a travelling salesman briefing himself on a client’s buying history by listening to a file in his car on the way to a sales call with the customer. Another example includes language conversion software that already exists that could enable a person in a distant county to listen and learn about technology that is being developed somewhere else.

Requirements:
The technology would require three areas to come together to make the process work. 1. The XML technology must include a set of agreed upon XML tags for transferring files between content generators/distrubutors and users. 2. The mobile communications services must be able to deliver the data in a usable format to an end user system. 3. Hardware and software must be able to make use of the documents sent and play them for a user. Included in this is the further development of a voice processing browser.

The second and third requirements are outside the scope of this chapter on XML. However, work is being done on them. The W3C (World Wide Web Consortium) is currently working on the Mobile Web Initiative which would set some standards for software vendors, content providers, hardware (handset) manufacturers, browser developers and mobile service operators. One suggestion being considered is a maximum page weight of 10K (a typical magazine article fits within that range). The availability of advertising being embedded and what form it would take is under debate. Delivery protocol is expected to be http. The connection for a mobile device can be slow but the audio files do not have to stream. Current vendors involved include Nokia, Ericsson, HP, France Telecom and Opera.

The first requirement would include a set of XML tags that all text file content generators (such as news services, governments, educational institutions and official records generators) could use to generate files of their content. Thus their content could be accessed and stored in a searchable database and requested for downloading and playback at any time from anywhere that supports a mobile browser device.

The Existing Tag Set:
There is an existing set of XML tags called SSML (Synthesized Speech Markup Language). This set enables control of enough aspects of speech generation that a personable voice can be generated and manipulated by a user. A Text-to-Speech system uses the tags to take a text file and generate audible text in a voice.

Document Structure, Text Processing and Pronunciation Elements and Attributes:

speak - Root Element xml:lang - Attribute Language (indicates the natural language of the file, such as “en-US”); this is preferred to be indicated only on the voice element so as to eliminate changes in a voice in the midst of a voice file. xml:base - Attribute base URI Attribute (optional)

EXAMPLE:

 ... the body ...

lexicon - Element for pronunciation, (an empty element) meta - Element (an empty element); includes a string that contains some information about the ensuing data; it can declare a content type of “http” in the case of a file that doesn’t have generated header fields from the originating server. metadata - Element can provide broader information about data as it accesses a metadata schema. p - Element text structure, represents a paragraph. It can only contain the following elements: audio, break, emphasis, mark, phoneme, prosody, say-as, sub, s, voice. s - Element text structure, Element; represents a sentence. It can only contain the following elements: audio, break, emphasis, mark, phoneme, prosody, say-as, sub, voice.

say-as - Element available attributes: interpret-as, format, and detail phoneme with interpret-as being the only required one. The tag set may only contain text to be rendered by a voice synthesizer. This tag helps a browser to know more about the manner in which the enclosed text is to be voiced. format - Attribute this attribute gives additional hints as to the rendering of voiced text. detail - Attribute this attribute is for indicating the level of detail to be applied to voiced text. An example would be a special form of emphasis such as the reading of                computer code in a block of text. Phoneme - Element a pronunciation indicator for the text to speech engine. The engine does not render the contents of the tag, thus the tag can be empty. The attributes for the tag provide what the engine will use to help with language specific pronunciation factors. However, any text between the tag set will be rendered on screen in a visual browser for hearing impaired users. This tag can only contain text, no elements. alphabet - attribute for Phoneme, used to specify a particular version of an alphabet, optional ph - Attribute a required attribute for phoneme, used to specify the string to be pronounced. EXAMPLE:

  pomegranate

sub - Element an element used to specify within its “alias” attribute the pronounced version of some written text that is between the tag set. Example: AARP

Prosody and Style - prosody covers such things as tone, intonation, conversational pacing, pitch of voice, loudness, duration of sound, chunking (units of words, not necessarily sentences).

voice - Element indicates the type of voice to use, all the attributes are optional, however, not indicating any attributes at all is considered an error. The “lang” attribute takes precedence; all other attributes are equal. lang - attribute for voice element, indicates the language for the voice. gender - Attribute age - Attributte'' variant - Attributte name - Attribute

EXAMPLE:

Show me a person without a goal  and I'll show you a stock clerk. Show me a stock clerk with a goal and I'll show you someone who will change the world.

emphasis - Element contains text to be emphasized by the speech processor (with stress or intensity). It         has one attribute: level - Attribute indicating the degree of emphasis.

EXAMPLE:

Geniuses themselves don't talk about the gift of genius, they just talk about hard work and long hours.

The "emphasis" element can contain text and the following elements: audio - Element desc - Element if the content is not speech then the “desc” tag should be used to describe the content. This description can be used in a text output for the hearing impaired. break - Element emphasis - Element mark - Element phoneme - Element prosody - Element say-as - Element sub - Element voice - Element

break - Element wherever the element is used between words it indicates a pause in the reading of the text; attributes are: “strength” with values of: none (meaning no pause even if the        system would normally put one there), x-weak, weak, medium, strong, x-strong; “time” with values of either milliseconds: 250ms or seconds: 2s.

prosody - Element controls the pitch, speaking rate and volume of a generated voice. Attributes are optional but it is considered an error if no attributes are set. pitch - Attribute contour - Attribute range - Attribute rate - Attribute duration - Attribute volume - Attribute

Other elements that allow the insertion of audio files in addition to generated voice content.

audio - Element may be empty but if it contains anything it should be the text that the speech generator could convert to a voice in place of the audio file.

EXAMPLE:

Every business is built on friendship.

mark - Element an empty tag that places a named marker into the content. When the processor reaches a “mark” element one of two things happens. One, the processor is provided with the info to retrieve the desired position in the content, two, an event is issued that includes the content at the desired position. It has one attribute which is: name - Attribute desc - Element

Potential Future of XML Web Audio:
Additional tags could be introduced to contain dates, titles of files, authors, originating language and other metadata about the files. Expanding the set of existing tags would enable the files to be stored and searched in databases using multiple methods. They would enable storing of data related to the actual text/audio files that would be valuable to potential users. A user could search based on originating date of the file, the originating country of the file and subject or title of files.

Conclusion
Using SSML, a subset of XML, audio files can be generated from any text file such as news reports, government documents, educational materials or official records. This content could be delivered via mobile communication services and over the web. The files could be played on mobile browser devices. This could constitute a much larger market for internet radio than the strictly music or programmed content form it exists in today. This could generate many uses for on-demand access to many sources of information for travelling users.