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Physics with Calculus/Mechanics/Energy

Kinetic Energy
Kinetic energy is the energy of a mass in motion. In the non-relativistic approximation, kinetic energy is equal to
 * $$K_E = \frac{1}{2}mv^2$$
 * where m is the mass of the object and v is its velocity.

Potential Energy
Potential energy in a constant gravitational field is given by:
 * $$P_E = \ mgh$$
 * where m is the mass of the object, g is the strength of the gravitational field ($$9.8 m/s^2$$ on earth) and h is the height of the object.

Work-Kinetic energy relation
 * $$W = 1/2mV_F^2 - 1/2mV_I^2$$

Potential energy, kinetic energy relationship
 * $$K_E = P_E, 1/2mV^2 = mGH $$

The law states that P_E (potential energy) is the energy of a given mass and position a certain amount of energy at such a height. When the object is in motion, K_E (kinetic energy), the potential energy is then transfered to kinetic energy. Due to the third law of thermodynamics, which states that energy can not be created or destroyed, but only tranferred, such transfer of energy can occur.

For a given equation, figuring out the work of the position can be done in one of two ways: The calculus method (which involves integration of the function) and the algebraic way (which involves the work kinetic energy relationship)

Calculus method (ex)-the compression of a spring from 1 m to 4 meters

Since integration basically finds the area of the given function (which can also be shown by the graph if possible). If F = Kx, where F is the force, K is the force constant, and x is the distance it was compressed. If the original function is F = Kx, since K is a constant, this then becomes K*(integral)X, which then becomes K*x^2/2.

In order to figure out the work due to a changing amount of velocity, first determine how much "energy" is in the given system. The equation from now on will be mgh + 1/2mV^2 = energy at full height.

title: Physics with Calculus/Mechanics/Energy


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Scouting/Knots/Bends/Reef knot

= Tying a reef knot =

The Boy Scout instructions for this knot are: right-over-left and under; left-over-right and through.

More formal, tie a left-handed overhand knot and then a right-handed overhand knot or vice versa.

Do not tie two knots of the same handedness. That makes a Granny knot.

= Description =

This knot is the first knot most Boy Scouts learn, and in fact mastery of the knot is listed among the joining requirements in several countries.

The Reef knot is only useful in basic applications. It should be used to bind small laces or ropes together, provided not too much force is applied on it, but should not be used as a bend knot. It is easily tied and since it won't jam, also easily untied. It is used to tie packages, and as a base for the shoe-bow. Sailors used it for binding rolled sails or better reefed sails.

If you pull on one end, at right-angles to the knot, it will loosen and invert (turning into a lark's head knot), hence its original purpose: it secured the furled-in sails, and is easily undone one-handedly by a sailor who is holding on with the other hand. The weight of the sail would drag the lark's head undone.

Critics
A number of knotting guides have voted this knot "the worst knot", and noted that more deaths and injuries have been caused by its misuse than all other knots combined. Its symmetry and initial feel of security have led to it having a wide and undeserved reputation as a secure knot, which it certainly is not, especially if the ropes are of differing sizes or materials, or if the rope is likely to be bumped.

The International Guild of Knot Tyers (IGKT) warns that this knot should never be used to bend two ropes together even though many scout troops, and other organisations around the world, insist on teaching it for this very purpose. It is likely that this is the cause of most of the deaths referred to above.

= Other names =

 * Square knot (American)
 * Platte knoop (Dutch)
 * Råbandsknop (Swedish)
 * Kreuzknoten, Doppelknoten (German)

= Related Knots =
 * Granny knot
 * Thief knot
 * What knot

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

title: Scouting/Knots/Bends/Reef knot


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Scouting/Knots/Decorational Knots

Decorational knots are divided into the following categories:

 * Flat Decorational Knots - Any knot that produces a flat result, like a mat.
 * Spherical Decorational Knots - Any knot slightly resembling a stopper.
 * Sinnets - Braids and other Sinnets.
 * Ring Knots - Ring-shaped knots related to the Turks Heads.

title: Scouting/Knots/Decorational Knots


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User:Vuara/The Prayer before Food (Science of Being)

Prayer before Food

In Thy fullness, my Lord, Filled with Thy Grace, For the purpose of union with Thee, And to satisfy and glorify Thy creation, With thanks to Thee with all our hearts And with all our love for Thee, With all adoration for Thy blessing We accept Thy gift as it has come to us The food is Thy blessing, and in Thy service We accept, In all gratitude, My Lord.


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Macroeconomics/Taxation

Taxation is the method by which a government gains revenue to spend on things like public services and welfare benefits. There are many methods by which tax revenue can be gained, and different definitions and structures to taxation which are outlined below. Also, conflicts in choosing methods and forms of taxation occur, pitting priorities such as reducing iniquity of income against maximising incentive for economic growth.

Principles of Taxation
The following were first proposed by the great economist Adam Smith, and are still applicable today, although many other economists have added and improved on his theories:
 * 1) Efficient - A tax system should raise enough revenue such that government projects can be adequately sponsored, without burdening the tax payer too much, or disincentivising investment or work
 * 2) Understandable - The system should not be incomprehensible to the layperson, nor should it appear unjust or unneedfully complex. This is to minimise discontent, and costs.
 * 3) Equitable - Taxation should be governed by people's ability to pay, that is, wealthier individuals or firms with greater incomes should pay more in tax while those with lower incomes should pay comparatively less.
 * 4) Benefit Principle - Those that use a publicly provided service (which is funding primarily through taxation) should pay for it! However, conflicts in principle may and often do arise between this and principle 3.

Direct and Indirect Taxation

 * Direct taxes are paid on the income of the wage earner and is usually collected before the worker collect his/her wages.
 * Indirect taxation is often avoidable and is not taken from wages. An example of indirect taxation is VAT (Value Added Tax) or sales tax placed on goods and services.

The benefits and costs of both forms of taxation are many. Taxation is required in a civilized society to provide for goods and services the private sector cannot provide profitably. The administration of these needs is also funded by taxation.

Direct taxation can decrease the incentive to work. As the marginal rate of income taxation increases, the incentive to work decreases.

On the other hand, indirect taxation may result in people with similar incomes and wealth paying different amounts, simply as a result of slightly different circumstance. For example, someone who has to travel 50km to work every day will pay more tax over the year than another who can walk, even though they may earn the same amount of money. In this particular example it is important to note two things: 1) The choice to live 50km away is a choice that can be avoided, and 2), the worker who travels farther uses marginally more public services (roads, safety costs, pollution control efforts) than the closer individual. VAT taxes can be avoided by increased savings, and although generally considered a "regressive" tax, affecting lower incomes proportionally more than higher incomes, the VAT tax does allow for the taxation of undeclared income when purchases are made.

Taxation Structure
It is worth knowing some terminology to make understanding easier. The marginal rate of tax (MRT) is the percentage taken in tax of the next (insert currency unit here) earned. So, if your MRT is 10%, every next part of your income you earn will be taxed at 10%. However, this doesn't make your average rate of tax (ART) 10%. Consider the following:
 * Say your income is §10,000. If the first half of your income is taxed at 5%, and the second half at 15%, your MRT is 15%. However, your ART is

[(0.05 x 5000) + (0.15 x 5000)]/10000 = 10%

Proportional Taxation
Proportional taxation means that MRT = ART, so if a low income earner is taxed at 20%, so is a higher income earner. The proportion of tax paid is always the same, though in absolute terms it goes up the higher your income.

Progressive Taxation
Progressive taxation means that MRT > ART (if you are pedantic, if MRT and ART do not equal zero!). For example, in the UK there are three rates of income tax - 10% 'starting tax', 22% 'standard tax', and 40% high rate of tax. For a low income earner, ART will be around 10-22%, whereas a very high income earner will pay more like 30-40% ART. Thus, higher income earners pay a greater proportion of their income in tax than low earners.

Regressive Taxation
Essentially, ART > MRT. This is very rarely done intentionally by a government, as it would be extremely unpopular and would be seen as supporting wealthy, high income individuals over more needy households. However, indirect taxation could be said to partly support this. Very high income earners may spend a lower proportion of their income on goods and services, and so pay proportionally fewer taxes as a percentage of their income.

title: Macroeconomics/Taxation


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User:Mark Lewis~enwikibooks

Of the same name on wikipedia. Primariliy interested in revamping and writing abandoned book Macroeconomics

title: User:Mark Lewis~enwikibooks


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User talk:Mrnoj

Go ahead, click the little plus sign up there next to 'edit this page'... I want you to talk to me, I'm all about answering questions and improving content for the CityOfHeroes WikiBook.

Just have a suggestion... How about, on the main page, adding a Task Forces/Missions category, as oppose to putting Task Forces in the General Help?

--- Brimstone Gale

Not a bad idea, done. --Mrnoj

title: User talk:Mrnoj


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Cookbook talk:Ingredients

It feels to me that there ought to be a better, more uniform classification system agreed upon for the list of ingredients here. Items like sugar (and sugar subtypes) are listed multiple times, just crowding the listing. I feel it would be more useful if this read more like a book index. —Buckwad 01:10, 24 Mar 2005 (UTC)

title: Cookbook talk:Ingredients


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User:Buckwad

Greetings, I am a casual contributor to most of the Wiki* projects under the WikiMedia Foundation umbrella.

I live in Portland, Oregon and am terminally addicted to Cooking shows.

title: User:Buckwad


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Talk:How To Assemble A Desktop PC/Software

Should we split this into a linux and windows section? What about some of the secuity stuff, which applies to all OSes? Reub2000 01:20, 24 Mar 2005 (UTC)

Availability of Drivers
It is a modern myth that Windows has better hardware support than Linux. In fact, Linux is the operating system, or kernel if you want, that has support for the largest number of hardware out there. Therefore the sentence "Microsoft Windows is better in terms of hardware compatibility" should be removed.

Recommended Software List Linking
I noticed that some of the Software in the Recommended Software List was split between Wikipedia links or linking to the software web site. Should we make them all link to Wikipedia, link to an external website, or just leave it alone? --Aurora98 (talk) 03:48, 12 February 2009 (UTC)

Mmm?
Shouldn't it be "Installing the software" instead of "Assembling the software" on the table of contents? Just an opinion.. Icez
 * Fixed it. However, you could have fixed it yourself.Reub2000 07:41, 3 May 2005 (UTC)

Recommended Software List
If you want to add stuff to the aforementioned list, please ensure that you do the following:

 * 1) If there is an equivalent program on the list already, so not add it.  Mention it on the talk page so that others can look at it before it gets added.
 * 2) There should be no doubles of programs, unless their job is completely different.  (E.g. MSN Messenger does a different job to AIM).

This is all just to ensure that the list doesn't get crowded with unnecessary programs... --Noogz 10:40, 14 May 2005 (UTC)

 * How do we keep this NPOV, if we can only choose one program to be bleesed by our guide? I'm thinking that the recomended software for both Linux and Windows should be removed.Reub2000

We can't truly have a NPOV but its useful for someone who is assembling a PC. I'm a little confused as to why there are suggestions of desktop environments, those in my opinion are purely personal preference.71.116.38.46 02:07, 20 August 2006 (UTC)

Mac OSX86
Should we include how to install Mac OSX86 (for those who don't know a hacked version of Mac OS X top work freely on PCs) or should we be afraid of lawyers?

I think it might be a good idea not to encourage any illegal activities.71.116.38.46 02:58, 20 August 2006 (UTC)

I personally think that we should only stick to mainstream stuff. Mac OSX86 is both illegal and not as mainstream as, say, Linux or BSD. My opinion, but I think it's best we just keep it how it is, and just expand on the description of the existing operating systems. --Aurora98 (talk) 02:32, 12 February 2009 (UTC)

Operating Systems
There needs to additional explanation as to the function of an operating system. Assume your readership is fairly new to the subject of computer software in general.

4.245.113.84 22:24, 3 June 2006 (UTC)

OpenSuSE
Hey, just thinking that perhaps it shouldn't say that opensuse is the best GNU/Linux OS. I'm pretty sure there's some rule against being biast like that. Maybe it should be something like "one of the more well known Linux distros". Also, I changed it to version 10.2 (from 10.1).
 * Yeah, it's called having a POV. The rule on Wikipedia is to make the articles NPOV. I assume that carries over mostly to WikiBooks as well. ---PurplePieman 04:50, 26 May 2007 (UTC)


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User:Acohen843~enwikibooks

Email: acohen843@wildmail.com

Hi there, my name is Martin M. Elissetche. I'm a PhD student at the University of Maryland and the creator of a social science dictionary located at www.socialsciencedictionry.org. I wanted to know if I could place a copy of your book on my web site or whether you prefer if I just link to it. Please let me know what you think at info@socialsciencedictionary.org. Cheers, m.

title: User:Acohen843~enwikibooks


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How To Assemble A Desktop PC/Overclocking

Overclocking is the practice of making a component run at a higher clock speed than the manufacturer's specification. The idea is to increase performance for free or to exceed current performance limits, but this may come at the cost of stability.

Extensive overclocking will result in the destruction of hardware so ensure proper cooling before overclocking.

Overclocking is like souping up a car: if you just want to get where you're going, there's no need for it. But it is fun and educational and can get you a machine that provides performance all out of proportion to its cost.

Think of the 4 GHz on your new 4 GHz Core i7 as a speed limit asking to be broken. Some other components in your computer can also be overclocked, including RAM and your video card in many cases. Over clocking is possible because of the way electronic parts, especially VLSI (Very Large Scale Integration) chips are made and sold. All processors in a given line, the i7 for example, are made the same way, on a large die that is cut up into individual processors, those processors are then tested and graded as to speed, the best chips will be marked as 4 GHz, the second best 3.8 etc. As time goes by and production processes and masks improve, even the lower rated chips may be capable of faster speeds, especially if vigorous cooling is implemented. Also many manufacturers will mark chips that test faster at slower speeds if there is higher demand for the lower end component.

It’s important to note that not every chip will be overclockable; it’s really the luck of the draw. Some companies that sell ‘factory overclocked’ systems engage in a practice called “binning” where they buy a number of processors, test them for overclocking potential and throw the ones that don’t overclock in a bin to be resold at their rated speed. Even with processors that have a reputation for overclocking well, some parts simply will not exceed their rating.

That said, effective cooling can give a boost to a chip's overclockability. With luck you will be able to get extra performance out of your components for free. With luck and skill you can get performance that is not possible even when using the top of the line components. Sometimes you can buy cheaper parts, and then OC them to the clock speed of the higher end component, though the cost of extra cooling can compromise any money you may be saving on the part, not to mention warranty and part life issues.

Things that can't be overclocked
Although it is possible to overclock many of the components of a computer (such as the CPU, memory and video card), it is not possible to overclock all components. In particular mechanical components do not use a clock speed and can not be overclocked. For example, it is not possible to overclock a hard disk drive, a fan, or an optical drive such as a Blu-Ray drive. For such devices other solutions exist, i.a. use a quicker file system and/or faster components in the first place; also in some special cases of hard disks drives, update the driver (which contains optimized code); remap blocks with high latencies to low latency blocks (using a tool such as mhdd), and in event a RAID is present, change the configuration, driver and/or software and/or settings. However such techniques and procedures are beyond the scope of this document.

Choosing the CPU
While the CPU is usually the best component to overclock, most CPU's these days are locked, which means that the multiplier cannot be changed from its default clocks. While previously (until Sandy Bridge), users used to work around this limitation by adjusting the base clock of the CPU, on Sandy Bridge till Broadwell (2nd to 5th), attempting to do so over a few megahertz would usually cause the system to crash, even if the CPU itself is stable. This is because increasing the base clock would also affect other system components.

This means that, at a best case scenario of a 5 MHz increase over the usual 100 MHz base clock, an i3-4370 (3.8 GHz) can only be overclocked by 38*5 = 190 MHz, which would increase the clock speed to only 3.99 GHz.

This limits your Intel CPU choice to the following, if you want to overclock:

 * 1) CPU's labelled with a K at the end of their model number (eg:- i5-13600K)
 * 2) Extreme Edition processors (X series). An example would be the 12-core i9-10920X.
 * 3) Pentium G3258 (more on that later)
 * 4) C (high end graphics) line.

Most (if not all) AMD Ryzen CPU are overclockable; it is not necessary to buy the highest-end model (aka the X variant) solely for overclocking, though such variants may include better coolers instead.

For Intel chips, these overclockable chips usually come at a 5-15% premium over the non overclockable but otherwise identical CPU.

Now about the Intel Pentium G3258. This chip caused a lot of hype when it was first released back in 2014, as it was the cheapest and lowest-end Pentium chip released by Intel in honour of its 20th year anniversary. However, the main steal in this is the fact that this CPU is highly overclockable, which made all the difference. Still though, it won't reach the level of a stock i5 with overclocking; its dual-core no hyperthreading design can hurt it badly, and it's now over years old. If you really need to build an ultra-budget PC, then a Ryzen 3 or a non-overclockable Pentium Gold processor would be a better choice.

The integrated graphics (if present) on the chip can often be overclocked even on otherwise non-overclockable CPU's.

How to overclock
For older computers, one changes the clock speed of the CPU in the BIOS. This holds true for newer computers as well, but you can usually use Intel's Extreme Tuning Utility (XTU) or AMD's Wattman if you want to do it in Windows itself. This method, while probably safer, is not the best method to overclock.

Assuming that you have a multiplier-unlocked CPU, head on to the BIOS, look for a CPU-modifying option within the BIOS (it depends between manufacturers), and raise the All-Core multiplier by a notch(For example, if you have a 3.5 GHz chip with a multiplier of 35x, raise it to 36x).

Then boot back into Windows and then run a stress tool like Prime95. It is a good idea to run it for some time (like an hour) but not for too long as you may end up damaging your CPU instead. Keep a watchful eye at the CPU temperatures; you should not go over 85C. If you do, you may need a better CPU cooler. Do NOT use the stock cooler if you are overclocking!

If it passes, go back into the BIOS and increase the multiplier again by a notch. If it fails, return back to the BIOS and then raise the CPU voltage slightly. Then repeat the stress test.

Continue this process till

 * 1) The stress test has failed and you've applied enough voltage, or
 * 2) The CPU is running too hot.
 * 3) The CPU is throttling (reducing speeds)

It is important that you do not apply too much CPU voltage as you may end up damaging the CPU. Also remember to keep any adaptive voltage settings on, as they reduce the voltage and prolong the life of your CPU when it is in idle.

Video card
Two different parts of a video card may be overclocked, the GPU (Graphics Processing Unit) and the RAM. In addition, disabled pipelines on a video card may also be enabled through third-party drivers, third-party software, or direct hardware modifications depending on your video card type. Overclocking a video card is usually done through third-party or proprietary software.

Recent AMD proprietary Catalyst drivers feature an interface called Overdrive that allows for dynamic GPU frequency scaling based on its temperature and load. Increase the load, the clock rate increases for performance, but it's balanced against the increasing temperature. Sufficient for simple increases in overall performance, this doesn't allow for the best performance increase which requires overclocking the memory. For that you'll need third-party applications or drivers.

An application example is ATITool. This program has many options, including GPU and memory overclocking, temperature monitoring, and fan control, allowing for a much more complete solution to overclocking ATI based video cards. There are many third party drivers, omegadrivers.net, for example hosts ATI and nVidia drivers as well. Both of which include integrated overclocking and many unlocked features, including enhanced image quality for nVidia-based cards.

nVidia users can use one of the many overclocking tools like MSI Afterburner to overclock their GPU. Many of them also include stress-testing tools built-in to validate the stability of the overclock.

For Intel integrated graphics, one can overclock using Intel's Extreme Tuning Utility, in much the same way as one would overclock the processor.

The most important thing to remember about overclocking a video card is cooling. This can't be stressed enough. Just as a CPU can be damaged or have a shortened lifespan by overclocking or excessive and prolonged heat, so can a video card. In the past year many inexpensive and easy to install options have surfaced for cooling a video card, from adhesive ram heatsinks which attach to un-cooled ram chips, to rather expensive water-cooling solutions. A good midpoint (both in cost and effectiveness) solution is to purchase and install a direct exhaust, "sandwich" cooling solution. Direct exhaust means all air from the cooling fan is blown across the video card and directly out of the computer case, usually using the open PCI slot below the AGP (or PCIe) slot. This allows for substantially lower GPU temperatures.

A sandwich cooler is two aluminum or copper heatsinks, shape formed for a particular video card, that "sandwiches" the video card in between the two and are usually connected by some kind of copper heat pipe which allows for the hotter side to convey heat to the cooler side for dissipation. The GPU should never surpass 80 degrees Celsius for optimal performance and to avoid damaging the card. Most of the latest video cards are rated to go up to 90 C, but this is NOT recommended by anyone. The optimal temperature for a video card is 55 - 70 C for the card itself (the GPU's temperature differs depending on which you have,) but the lower you can get it, the better.

It is also possible to use software to change the fan speed on certain cards. Changing the fan to run at full speed can cool the card better, dependening on your card and the speed of the fan in the first place. Software such as Rivatuner can be used for Nvidia based cards.

Cooling
When increasing the speed of any computer components you are making the components work harder and by doing so they output more heat. Heat can cause system instability so cooling is necessary to help keep your components stable at higher speeds. Without good cooling you could harm or shorten the life of your system. CPU temperature can usually be checked from within the BIOS. However, these are inaccurate as your CPU is under almost no load in the bios. SiSoftware Sandra may be used within Windows to check temperature. This should be done when your CPU has been under a heavy load for a while for optimum results.

There are three types of cooling that are generally accepted for overclocking: Air, water and peltier.

With both air cooling and water cooling some type of transfer material is needed to move the energy away from the sensitive electronics. The device used for this purpose is a heatsink. The two most popular heatsink materials are Aluminum and Copper. The heatsink that is stock on factory computers by major manufacturers (Dell, HP, Acer, Etc) is usually made of aluminum, which has satisfactory heat transfer characteristics. However when overclocking more heat is being produced from the increase in power consumption. In order to obtain lower temperatures a material with better heat transfer properties is important and copper is the material that offers the best ratio of price/performance.

Power
Chips at higher speeds may need more power. Raising the vcore voltage on a CPU might enable it to go at slightly faster speeds but by doing so you add a lot more heat output from the CPU. The Vcore of a processor is the voltage at which a chip is set to run at with the stock speed. This voltage may need to be changed when the multiplier is raised because otherwise the transistors in the chip won't switch fast enough - transistors switch faster the higher the supply voltage. If there is not enough voltage then the chip will become unstable and crash randomly. Good cooling is needed to keep the system stable at higher speeds. Raising the vcore too much may harm or shorten the life of your system. Raising the vcore can also greatly affect the stability of the system. This is where a high quality PSU will come into play. While many cheap, no-name brand PSU's will crash and die with more Vcore, a good quality one will live to serve you for a long time. For most modern Intel and AMD processors, it is strongly recommended not to exceed 1.45V on the vcore, however even 1.45V can significantly reduce the lifetime of a CPU.

Note: increasing the speed via multiplier without changing the voltage will also increase heat output, but not as much as when also increasing voltage. Having said that, increasing the multiplier without adjusting the voltage may make your system unstable (undervolt).

Undervolting

The above screenshot shows the process of undervolting in ThrottleStop - click (1) and adjust (2). -50 mV to -100 mV is around the tolerance range of most laptops.

Instead of raising Vcore during overclocking, you could also simply reduce Vcore and stay at stock clock speed. This is possible because modern CPU's are ususually set at a voltage above the voltage it really requires so as to account for manufacturing variances. The advantage to undervolting include

 * 1) Lower heat output and power consumption
 * 2) Potentially higher performance (since the CPU can boost for a longer period and will hit the TDP limit less often)
 * 3) It works with any CPU; an overclockable CPU is not required.

Laptops can benefit the most from undervolting; their thin chassis means that power and temperatures play a greater role than in a desktop.

Similar to overclocking, one can undervolt the CPU using tools like Intel Extreme Tuning Utility, ThrottleStop or in the BIOS. For Ryzen Mobile CPUs, an open-source tool AATU (AMD APU Tuning Utility) can be downloaded here, which would especially help if your laptop is throttling due to STAPM (skin temperature) issues.

Remember that just like when overclocking, you should start slowly and also test the stability of the CPU undervolt (eg: by running Prime95).


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Radiation Oncology/Hodgkin/Overview

Epidemiology

 * About 14% of lymphomas; 1% of all cancers.
 * Adult HD has bimodal age distribution: peaks at age 20-29 and again in the 50+ range
 * Pediatric HD typically occurs 4-14 years old; marked male predominance 4:1
 * 90% have disease in contiguous nodes (assuming para-aortics are contiguous to SCV via thoracic duct)
 * Visceral involvement may be local extension or hematogenous; rare to GI lymphatics (Waldayer's ring or Peyer's patch)

Work-Up

 * History: look for B symptoms. Also fatigue, alcohol-induced pain, pruritus.
 * PE: Palpable nodes, palpable viscera
 * Labs: CBC, blood chemistry, albumin, ESR
 * Radiology: CXR, CT, PET
 * Biopsy: LN excision; bone marrow Bx if B-symptoms, subdiaphragmatic disease or Stage III-IV disease
 * Staging laparotomy no longer used

Classification

 * Rye classification (1966)
 * By Lukes and Butler. Presented at a conference in Rye, New York.
 * Found that different subtypes have different prognoses:
 * Lymphocyte predominant (most favorable)
 * Nodular sclerosis (favorable)
 * Mixed cellularity (guarded)
 * Lymphocyte depleted (least favorable)
 * World Health Organization (WHO) classification
 * Classic Hodgkin lymphoma: CD 15+, CD 30+
 * Nodular lymphocyte predominant CD 15-, CD 30-, CD 20+

Pathology

 * Classic HL
 * Presence of classic Hodgkin/Reed-Sternberg (HRS) cells
 * Do not exhibit phenotypes typical of any normal cell
 * CD15+; marker is expressed on granulocytes
 * Somatic hypermutation of immunoglobulin genes, with VDJ rearrangement. This is typically seen only in germinal B cells and post-germinal B cells
 * Study of patients with both HL and NHL shows they are clonally related, suggesting that initial transformation occurred in a germinal B cell. Subsequently, there are two distinct sets of molecular lesions, which lead to divergent phenotypes of HL and NHL
 * HRS cells appear to lose their germinal B cell characteristics, and become unable to transcribe RNA for immunoglobulin due to impaired activation of Ig promoters
 * There is also activation of NF-kB pathway, which leads to c-REL increase and promotion of lymphocyte transformation and prevention of apoptotic deletion
 * There is a widespread genomic instability, which contributes to the strange nuclear appearance
 * Nodular lymphocyte predominant HL
 * Prevalent tumor cell is "lymphocytic and histiocytic" (L&H) subtype of HRS cells
 * Pathologically looks like popped corn
 * Express B-cell markers
 * Have multiple features that resemble normal germinal B-cells
 * Classic HRS rare or absent; appears with multiple nuclear lobes and large nucleoli

Prognostic Factors and Treatment Groups Definitions
Prognostic Risk Factors
 * GHSG — Bulky disease (mediastinal mass >1/3 intrathoracic diameter); Extranodal disease; ESR >50 w/o B Sx's or >30 w/ B sx's; 3+ LN regions
 * EORTC/GELA — Mediastinal mass > 0.35 intrathoracic diameter at T5/6; Age >=50, ESR >50 w/o B Sx's or >30 w/ B sx's; 4+ LN regions
 * NCCN — Bulky disease (mediastinal mass on CXR > 1/3 intrathoracic diameter or any mass > 10 cm on CT); Age >=40; ESR >50 or B sx's; 4+ LN regions or 2+ extranodal sites

Note: The GHSG nodal areas include: left and right cervical (cervical, supra- and infraclavicular), left and right axillar, mediastinal (including bilateral hila), higher abdomen (portal, celiac and splenic), lower abdomen (para-aortic and mesenteric), left and right iliac and left and right inguinal. The EORTC only considers 5 supradiaphragmatic regions: left and right cervical (including supraclavicular), left and right axillar (including infraclavicular) and mediastinal (including bilateral hila).

EORTC Prognostic Score (Stage I-II)
 * Score 0: Very low risk
 * Score 1-5: Favorable risk
 * Score >=9: Unfavorable risk

Treatment groups

 * Lymphocyte Predominant

 * Early-stage favorable
 * GHSG — stage I-II with no risk factors
 * EORTC/GELA — stage I-II supradiaphragmatic with no risk factors
 * NCCN — stage I-IIA, no risk factors

 * Early-stage unfavorable
 * GHSG — stage I, stage IIA with 1+ risk factors, or stage IIB w/ elevated ESR or 3+ LN regions (not bulky or extranodal disease)
 * EORTC/GELA — stage I-II supradiaphragmatic with 1+ risk factors
 * NCCN — Stage I-II, any risk factors

 * Advanced stage
 * GHSG — stage III-IV, or IIb w/ bulky or extranodal disease
 * EORTC/GELA — stage III-IV
 * NCCN — stage III-IV

Comparison of Definitions of Risk for Early Stage Disease

Survival
(from the NCI, 2003)
 * Stage I 	- up to 90%
 * Stage II 	- 78 - 90%
 * Stage IIIA 	- 60 - 78%
 * Stage IIIB 	- 50 - 60%
 * Stage IV 	- 40 - 50%

Advanced / Bulky - cure rate 60-80% with combination chemotherapy

Prognostic factors

 * British Columbia/University of Nebraska; 2010 PMID 20220182 -- "Tumor-associated macrophages and survival in classic Hodgkin's lymphoma." (Steidl C, N Engl J Med. 2010 Mar 11;362(10):875-85.)
 * Retrospective. 130 frozen samples, classic HL. Gene expression profiling
 * Outcome: Gene signature of tumor-associated macrophages (CD68+) associated with primary treatment failure (SS). In validation cohort, CD68+ macrophages correlated with shorter PFS (SS) and DSS (SS). In MVA, it outperformed IPS score. Patients with limited-stage disease without CD68+ macrophages had 100% DSS
 * Conclusion: Increased number of tumor-associated macrophages associated with shortened survival in classic HL

Prognostic score for advanced Hodgkin disease: PMID 9819449 Full text — "A prognostic score for advanced Hodgkin's disease. International Prognostic Factors Project on Advanced Hodgkin's Disease." Hasenclever D et al. N Engl J Med. 1998 Nov 19;339(21):1506-14.
 * Stage III-IV pts, treated 1983-92. Included a few with Stage I-II with high-risk features.
 * 1 point for each. 7 prognostic factors, mnemonic "HAL SWAM": Hemoglobin < 10.5, Age 45 years or older, Lymphocytes < 600, Stage IV, WBC > 15,000, Albumin <4, Male sex.
 * None: 84% FFP at 5 yrs; 1: 77%; 2: 67%; 3: 60%; 4: 51%; 5+: 42%

Other definitions of bulky disease: Many studies use 5cm or 6cm. (e.g., SWOG)

Chemotherapy regimens

 * ABVD - Adriamycin, bleomycin, vinblastine, dacarbazine
 * COPP - Cyclophosphamide, vincristine (Oncovin), procarbazine, and prednisone
 * EBVP - Epirubicin, bleomycin, vinblastine, and prednisone. Used in EORTC H7.
 * MOPP - Mechlorethamine, vincristine (Oncovin), procarbazine, prednisone
 * Stanford V (1989-) - essentially MOP/ABV + etoposide - uses mechlorethamine, doxorubicin, vinblastine, vincristine, bleomycin, etoposide, and prednisone (uses decreased doxo, bleo, and mustard cumulative doses and is a shorter course over 12 wks. Originally used RT). PMID 7537796.

Standard of care is ABVD, which is superior or equivalent to MOPP, MOPP/ABVD, or MOPP-ABV

Comparison of gonadal toxicity:
 * PMID 2408897 - ABVD vs MOPP. Complete recovery of sperm count in all male pts with ABVD.

Radiation fields

 * Mantle field - suggestions per Fletcher's textbook, 3rd edition.
 * Place isocenter midway between superior and inferior edges. Usually is near or slightly below the suprasternal notch.
 * Borders: Superior - Midpoint of chin, along mandible, 2-3 cm above tip of mastoid. Inferior - near diaphragm, ~4 cm above xiphoid. Inferior axillary - 4th costochondral junction. Include ~1 cm of lung in lower axilla and 2-4 cm of lung in upper axilla. Lateral axillary - junction of lateral margin of pectoralis with deltoid. Exclude humeral heads. Mediastinum / hilum -
 * Shield: larynx - thyroid notch to cricoid.
 * Superior border of the PA field can be lowered to avoid irradiation of the oral cavity and cerebellum. Place border at thyroid notch.

 * Modified mantle / mini-mantle - includes mediastinum, bilateral hila, supraclavicular. Excluded axilla and neck/occipital unless bulky disease present. From larynx to T10-12
 * used in Stanford V protocol - PMID 7537796

 * Waldeyer's ring (typically for NHL) - Lateral fields matched to lower neck field.
 * Borders: Inferior - thyroid notch. Superior - 1 cm above zygomatic arch. Posterior - tragus, then posterior to sternocleidomastoid muscle. Anterior - orbital rim posteroinferiorly to 2nd molar and then forward along the mandible.
 * Lower neck field: Superior - matches inferior border of lateral fields. Midline larynx shielding from thyroid notch to 1-2 cm below cricoid. Laterally to junction of trapezius with clavicles. Inferiorly 1-2 cm below clavicles.

 * Para-aortic - top of T11 to bottom of L4

 * Inverted Y - includes para-aortic + iliac + inguinal

 * Total nodal irradiation (TNI) - Mantle followed by Inverted Y and spleen (usually after a break of 2-3 weeks between mantle and inverted Y).

 * Sub-total nodal irradiation (STNI) - Mantle plus para-aortic + spleen. Excludes iliac + inguinal. Often used in females because of concern for fertility.

 * Involved field:
 * Involved field recommendations:
 * Mediastinal disease - treat mediastinum + SCLV
 * SCLV disease - treat ipsilateral neck

 * Involved site radiotherapy

 * Involved node radiotherapy

Field design
General:
 * UK National Cancer Research Institute
 * 2013: PMID 22889569 Full text -- "Recommendations for the use of radiotherapy in nodal lymphoma." (Hoskin PJ, Clin Oncol (R Coll Radiol). 2013 Jan;25(1):49-58.)
 * Treatment volumes: Wide field, Involved Field, Involved Site, Involved Node
 * Dose
 * Dose constraints

 * International Lymphoma Radiation Oncology Group
 * 2013: PMID 23790512Full text--"Modern Radiation Therapy Hodgkin Lymphoma: Field and Dose Guidelines from the International Lymphoma Radiation Oncology Group (ILROG)" (Specht L, IJROBP Jun 2013)
 * Describes involved site radiation therapy for Hodgkins disease utilizing modern radiation techniques and intended to replace involved field radiation.

Involved field:
 * CALGB guidelines - PMID 12078908 Full text (2002) — "The involved field is back: issues in delineating the radiation field in Hodgkin's disease." Yahalom J et al. Ann Oncol. 2002;13 Suppl 1:79-83.
 * Boundaries of the involved fields.

Need to add these

 * 1)  Bonadonna G, Zucali R, Monfardini S, et al: Combination chemotherapy of Hodgkin's disease with adriamycin, bleomycin, vinblastine, and imidazole carboxamide versus MOPP. Cancer 36:252-259, 1975
 * 2) Carde P, Hagenbeek A, Hayat M, et al: Clinical staging versus laparotomy and combined modality with MOPP versus ABVD in early-stage Hodgkin's disease: The H6 twin randomized trials from the European Organization for Research and Treatment of Cancer Lymphoma Cooperative Group. J Clin Oncol 11:2258-2272, 1993
 * 3) Santoro A, Bonadonna G, Valagussa P, et al: Long-term results of combined chemotherapy-radiotherapy approach in Hodgkin's disease: Superiority of ABVD plus radiotherapy versus MOPP plus radiotherapy. J Clin Oncol 5:27-37, 1987

Response Criteria

 * Lugano Classification
 * 2014 PMID 25113753 -- "Recommendations for initial evaluation, staging, and response assessment of Hodgkin and non-Hodgkin lymphoma: the Lugano classification." (Cheson DB, J Clin Oncol. 2014 Sep 20;32(27):3059-68.)

 * International Harmonization Project on Lymphoma; 2007 PMID 17242396 -- "Revised response criteria for malignant lymphoma." (Cheson BD, J Clin Oncol. 2007 Feb 10;25(5):579-86. Epub 2007 Jan 22.)
 * Guidelines incorporating PET, IHC, and flow cytometry for definitions of response in NHL and HD. Standardized definitions of end points

Treatment toxicity
Radiation:
 * JCRT, 1990 (1969-84) - PMID 2105920 — "Thoracic irradiation in Hodgkin's disease: disease control and long-term complications." Tarbell NJ et al. Int J Radiat Oncol Biol Phys. 1990 Feb;18(2): 275-81.
 * Mantle irradiation. Pneumonitis 3% in those receiving RT alone. 2.2% pericarditis. 25% thyroid disorders.

Second malignancies:
 * See Second malignancies

Chemotherapy:
 * JNCI, 2002 (1965-1994) - PMID 11830608 — "Lung cancer following chemotherapy and radiotherapy for Hodgkin's disease." Travis LB et al. J Natl Cancer Inst. 2002 Feb 6;94(3):182-92.
 * Risk of lung cancer after alkylating agents occurs soon after treatment and incidence increases with increasing dose of chemotherapy.

 * JNCI, 2007 (1967-2000) - PMID 17284715 — "Myocardial infarction mortality risk after treatment for Hodgkin disease: a collaborative British cohort study." Swerdlow AJ et al. J Natl Cancer Inst. 2007 Feb 7;99(3):206-14.
 * Radiation and ABVD both independently increase the risk of MI mortality.

Summary of trials

 * Stanford trials, 1985 (1962-84) - PMID 3881376 — "The evolution and summary results of the Stanford randomized clinical trials of the management of Hodgkin's disease: 1962-1984." Rosenberg SA et al. Int J Radiat Oncol Biol Phys. 1985 Jan;11(1):5-22.

Reviews

 * University of Pennsylvania; 2008 PMID 19028275 -- "Radiotherapy for early-stage Hodgkin's lymphoma: a 21st century perspective and review of multiple randomized clinical trials." (Bar AV, Int J Radiat Oncol Biol Phys. 2008 Dec 1;72(5):1472-9.)

 * British Columbia; 2005 PMID 16155026 — "State-of-the-Art Therapeutics: Hodgkin's Lymphoma." Connors JM et al. Journal of Clinical Oncology, Vol 23, No 26 (September 10), 2005: pp. 6400-6408.

Other Resources

 * ASTRO/ARRO Journal Club Webinar 2011 - "“Reduced Treatment Intensity in Patients with Early-Stage Hodgkin's Lymphoma” with Richard Hoppe, MD, FASTRO

title: Radiation Oncology/Hodgkin/Overview


text:
Talk:Perl Programming/GUI programming

is this really GUI programming? or is this something to show others what you have programmed?

It is not a GUI at all, it is a CLI, and a very feeble game.

What relevance does this have to perl GUIs? Take a look at Section 6 - this is just a cut 'n' paste!

I think this should be a candidate for deletion - Repeats from Chap. 6, has no relevance to the topic. Any objections? My bad - this should probably just be listed on modules needing heavy editing...

I'm going to edit this myself, make it a stub... There. Slightly better - I intend to come back after I've learned a little more about the subject.

-=-

DakeDesu:

Well, it appears you have nice links to the CPAN pages... however, may I suggest a mirror of the associate perldoc entries for these?

Also, it appears I've found this page before whatever it is a redunancy of. Maybe post a link to the other page?

Thank you for your time

title: Talk:Perl Programming/GUI programming


text:
User:Catpad

Hi,

my name is Michael. I'm interested in Wikiversity because I have the similar idea for a long time: a central repository on the Web where one can learn whatever subject s/he chooses. The nowday online courses are nothing but a one big mess and what I want is:
 * today I decided to learn Japanese: I go to Wikiversity and I'm sure I'll find a well structured and professional Japanese course there;
 * tomorrow I'll decide to learn Java programming language: I go to Wikiversity and I'm sure I'll find this course structured in the same familiar way;
 * in a year I'll want to learn Calculus... you've got the idea.

Here is the presentation of my idea about the structured information storage using Wiki technology - code named Odzilla.

--Catpad 05:19, 24 Mar 2005 (UTC)

title: User:Catpad


text:
User:Catpad/Odzilla

Odzilla - is a name of the collaboratively created structured information storage.

Please note: the following description of the Odzilla project is not immediately applicable to Wikiversity because it was developed as an independent project. Then, as I found the Wikiversity project, I decided that my information structure ideas can be useful (in some way) to this project.

The building blocks of Odzilla
The main feature of Odzilla content-management system is that it is component-based. This term is borrowed from the software and defines a system that can be constructed from independent blocks – pieces of software with autonomous behaviour. Equally, we define the most important concept of Odzilla – Piece of Knowledge (POK) as an independent piece of information (of whatever nature) that can be used as a building block to create larger POKs.

There are two main features of POK: (more about the features of POK in a moment)
 * It can be nested.
 * It is evolving with time and keeps track of all the changes made to it.

POK can be text, picture, footnote, diagram, dictionary entry, exam question etc. as well as it can be a lesson or a whole course.

Why HTML documents are bad ?

Documents are scattered throughout the Web, they are constantly changing, moving and get lost. They are unreliable, unsorted, uncategorized and do not belong to anybody. The documents cannot keep the history of their own changes, they cannot be commented and, once translated, they cannot keep the various translations together. Thus, the notion of the Document – the central concept of the Information Age – is bad.

Why Information Components – Pieces of Knowledge (POK) are good ?

Piece of Knowledge is a multilayered, multidimensional, self-contained document. POK keeps its own history with it forever. It keeps all the translations that have been made to it, all the remarks, notes and comments made by its readers. It contains the copyright information and the categorization information within global classification directory. However, since the Web is a decentralized place and no central control and the unified directory is possible (and ever will be possible), the classification of the POK is just a system of facets and titles within facets that give hints of where in the global possible directory the POK can be found. These hints (facets and titles) are constantly connecting to form the semantic maps – the network of the categories – that can help to find for every POK its unique place within the Directory. This network itself is the Directory.

Here are the basic features of a POK:

 * A POK grows both in space and in time and keeps track of its history forever (just like a Wiki page).
 * A POK is multilayered; each layer represents an adjustment of its contents to another audience (I call it flavors; it will be explained later).
 * A POK is a nested structure: it can consist of other POKs and, in turn, can be a part of some other, larger, POK.
 * A textual POK is representation-independent. It is marked up to give the rendering system the commands (or hints) of how to represent the text.

Now, more about POKs.

POK can be anything from the following list and more:

1. Program (consisting of courses)

2. Course (consisting of lessons and exams)

3. Lesson (consisting of everything that follows)

4. Text (paragraph, chapter, etc.)

5. Article

6. Picture

7. Diagram, chart

8. Side note, side bar

9. Footnote

10. Example (code example, text example, etc.)

11. Quotation

12. Table

13. Dictionary entry

14. Reference

15. Timeline

16. Multimedia (sound clip, video clip)

17. Interactivity (Java applet, Flash, etc.)

18. Exam or test question

19. Template

Template is a special category. It is a POK that can be used to create other POKs. Thus, for example, there can be a Course Template with lessons, tests and exams but without real content in any of them.

The following figure shows the buidling blocks of a POK.

There are several things here:

1. History: this is the different versions of the POK that allow to compare and see the changes made to it. This is what keeps POK from getting messed up or accidentally deleted.

2. Categorization: the line to Categorization is bold since it is the must-have for any POK. Categorization determines the coordinates of the POK in the semantic field. The categorization system is yet to be developed, but apparently it should be the faceted classification mentioned above: for exmaple, facet type or category with the title (or header) mathematics, facet subtype with the title calculus, facet complexity with the title higher mathematics, facet time frame with the title XVIII century, etc.

3. Translations: if a POK is a textual one, it can exist in several languages, so a student can easily switch between either language.

4. Discussion: every POK can become a subject for a discussion. Any student or teacher can start a discussion by saying, for example: “I think this is wrong. I have different information”. Anybody else can reply to this comment, say, by presenting a proof against it. The discussion can be short or long but, anyway, it becomes a part of this POK’s lifecycle.

5. Annotations: this is close to discussion but slightly different. Usually, discussion has to say something about the whole topic and expects an answer. On the contrary, annotation can refer to a single word or phrase and exist as a note or memo made by somebody who doesn’t really expect any answer on it.

6. Flavors: they can be useful together with POKs that are templates. For example, I can prepare a POK – template for the generic programming language course, say, OOP language. Then this POK can be changed to teach the concrete language: C++ flavor (using appropriate examples), Java flavor, Smalltalk flavor, etc. The same mechanism can be probably used for the similar natural language courses (e.g. Slavic languages or Roman languages). Another useful feature of flavors is to vary the same POK for different audiences. We will see this usage later.

7. References: there references to and from the POK. References to are other POKs that use or point the current POK (e.g. a lesson that use this test question (current POK) as a component). References from can include hyperlinks to external sites, books in online shops, dictionary entries, other POKs, etc.

8. Presentations: they are not exactly the part of a POK (that’s why the dashed line is used). The text POK can exist in many different visual forms (e.g., using various CSSs). These CSSs can be stored as a part of the POK.

Obviously, not every POK can have all mentioned components. Picture POK, for example, cannot have translations, flavors and presentations but can have discussion, annotations, history and references.

Knowledge Pool
Knowledge Pool is the main repository of POKs (Pieces of Knowledge) where creators of courses (Teachers) can draw their components from. Anyone can create a POK (using the Wiki technology) whether it is a small text that can be used as a part of a lesson or an article, exam question, picture, dictionary entry or a lesson. The POK is strongly categorized (using faceted classification), placed in the Knowledge Pool and begins its own life. POK creators (and other users) can always review their POKs, rewrite and recreate them. Knowledge Pool should be searchable using categorization of POKs.

Examples
To see how POKs are hierarchically organized within Odzilla let's look at an example.

COURSE: America in Depression and War

LESSON 1: Introduction: From Breadlines to Atom Bombs COURSE PART 1: The Great Depression LESSON 2: The End of Prosperity LESSON 3: The Unemployed COURSE PART 2: New Deal LESSON 4: Roosevelt’s 100 Days LESSON 5: Strikes and Struggles LESSON 6: New Deal Order LESSON 7: Paper One Due COURSE PART 3: World War II at Home LESSON 8: From Isolationism to Pearl Harbor LESSON 9: Mobilizing for Victory LESSON 10: Gender and Race in Wartime COURSE PART 4: World War II Abroad LESSON 11: D-Day LESSON 12: Paper Two Due LESSON 13: Hiroshima LESSON 14: Conclusion: Legacies for Postwar America Final EXAM

Here the categories of POKs are all in capital letters (LESSON, COURSE, COURSE PART, EXAM). To have a better idea about the hierarchy, look at the following figure:

The more the number of POKs in the Odzilla Knowledge Pool (i.e. in the set of all POKs) and the finer they are tuned, the easier it is for other users to find them and to use them in their own courses or texts. For example, the image POK on the next figure can be used in various courses related to the history of America, the general history, photography courses, etc.

Constructing a larger POK (a course) from smaller POKs
Having a searchable Knowledge Pool at hand one can easily construct a course by using the existing material - POKs - and writing new ones. Let's take as an example a schematic lesson on programming language LISP as in the figure:

This lesson can be constructed from several building blocks (POKs): This breakdown is shown in the following figure. Note that the lesson itself is also a POK of type LESSON.
 * TEXT POK with the introductory text;
 * TEXT POK with the history text;
 * CODE EXAMPLE POK with an example of the function written in Lisp;
 * FOOTNOTE POK with an external link in it;
 * SIDENOTE POK with the short biography;

Now, it's clear that these POKs can also be used in other courses and lessons. For instance, the CODE EXAMPLE POK can be used in a course about functional programming, or in a lesson about recursion in various programming languages, or in a general computer science course for beginners.

Let's take the first TEXT POK of this example to understand the nature of flavors. In the next figure there are two variants (flavors) of the same text. The first one is an introductory text for the very beginners, the second one is an equally introductory text but for the more advanced auditory. Thus, in the second case, the Lisp is called a family of languages (i.e. dialects) of the original version – the fact that can be of no interest for the novice students. It uses such terms as abstract notation for recursive functions – the words that should not be used for the courses where the notion of recursive function is not studied yet. Note, that these two flavors are still the same POK. The flavor feature allows the fine tuning of the existing POK for different kinds of audience.

Besides, it can be very useful and even entertaining to be able to see various flavors of the same POK while learning your subject of interest.

Roles and responsibilities
The following roles can be distributed between the participants of the Odzilla project:

 * Teachers: the people who create courses and lessons. They are not necessarily following the breakdown rules, that is they can leave their texts as they are, without dividing them into POKs. The Teachers are the experts in their subjects.
 * POK creators: these people are the experts who don’t want to prepare complete courses or even lessons, but just want to contribute to the Knowledge Pool by adding useful pieces of information. Another type of POK creators are the experts who add various flavors for the existing POKs in such a way that these POKs will become useful in other courses.
 * POK managers: these people are not necessarily experts in the various subjects. They are looking for POKs that can be divided into smaller pieces and can be used in other courses in this smaller form. They are responsible for categorization of these newely created POKs.
 * Template makers: the people who make generic templates (skeletons) of courses, programs and lessons without going into the material. They can also prepare the templates for the specific subject without filling in the materials (course outlines like in an example in Figure 3). These people should understand the methodology and the patterns of education; in the second case they should be the experts as well.
 * Presentation designers: they are working on various (pleasant, convenient, user friendly) presentations of the material: layouts of the lessons, colors, fonts, text alignments, etc.
 * Editors: These are the super-experts in various fields who can monitor the POKs being created, edit the information in them or delete useless POKs at all.
 * Translators: translate text POKs into different languages.
 * Students: they are playing an equally important role in Odzilla as Teachers are. Students create the second part of Odzilla – commentaries, notes, personal diaries, annotations, homeworks; they participate in discussions and communicate with one another and with their teachers.

The (possible) process of creating the Wikiversity
So, how one can start to create such a mega-structure as Wikiversity without just putting together lots of old-fashioned scanned dull textbooks ? The answer is: by creating the larger, more complex structures such as courses, lessons and exercises from smaller parts: concepts, sidebars, footnotes, images, examples, etc. - the POKs. The creation of a concept is relatively simple - it's just like creating an article in Wikipedia. This is an exellent example (http://en.wikibooks.org/wiki/Wikiversity:Forms:Circle) of a basic concept ("Circle") made of many various flavors. Imagine, that we have tons of concepts defined like this in such a way that we can turn off and on some of their flavors. We can combine them into lessons putting an appropriate stress on those flavors that serve our purposes best. For example, having a mathematical lesson for young children we can leave such characteristics of "Circle" as Mathematical definition and Similar Forms. Writing an article about the history of mathematics we can use History and Qualitative description, for example. Then, we turn on the same flavors for all the concepts we use in the lesson and now that's easy - we can construct many interdisciplinary texts from the same basic set of concepts. These lessons can in turn be combined into courses, books, etc.

So, the Wikiversity can use the bottom-up approach: create the basic concepts bearing many flavors (characteristics) and combine them into larger structures using those flavors that are mostly appropriate for the current purpose.

The conclusion
The difference between the semantic net (web) and Odzilla is that Odzilla is supposed to be self-organized organism – a living swamp, where individual genes (POKs) evolve, interconnet and gather into hierarchical structures. We are witnessing that the Wikipedia project is working. It is self-organizing, self-adjusting and growing very fast. That proves the idea.

Odzilla adds to the idea of Wikipedia three new elements:
 * component-based organization of knowledge with evolving components (which should lead to the creation of the semantic net);
 * hierarchical organization of information (which allows to make it the University and not just the Encyclopedia);
 * extensive review, commentary, discussion and annotation possibilities by the recipients of information (students) who can share their thoughts and opinions, so, that their teachers can refine the information and their fellow students can rely on the experience of their predecessors.

HTML documents proved ineffective in terms of search, versioning, classification, annotation and copyright. The time has come for the component-based, structured information storage.

About the name – "Odzilla"
Odzihozo in the native American Abenaki mythology is "The Man Who Made Himself". The story goes like this:

Before he had legs, Odzihozo dragged himself around, gouging valleys in the land's surface and piling up dirt with his hands to build mountains. Finally, he made Lake Champlain and, satisfied with his work decided to stay there forever.

Anyway, the name Odzilla (after Odzihozo) has two meanings:
 * The Man Who Can Make Himself – the one who can teach yourself everything he wants and wait until he’ll be smart enough to have his legs growing;
 * The Compendium of Knowledge That Makes Itself – the collaborative, "intercreative" (the term coined by Tim Berners-Lee) project that is constantly evolves and expands – "creating valleys, river beds and mountains" along the way.

It is also impossible to escape the resemblance between the sound of the name "Odzilla" and Godzilla. Well, as encyclopedia has it, Godzilla (or Gojira, ゴジラ in Japanese) is a daikaiju (strange beast or giant monster) in a series of films made in Japan in 1954. Okay, Odzilla is intended to be a daikaiju after all.

--Catpad 06:04, 24 Mar 2005 (UTC)

title: User:Catpad/Odzilla


text:
Talk:How To Assemble A Desktop PC/Overclocking

Spelling
The text under "Undervolting" includes the text "ususually". Maybe ... improvable spelling? Should it be "usually" or "unusually"? Feel free to delete this "discussion" once assessing (and, probably, correcting!)

Larkloon (discuss • contribs) 02:06, 7 October 2019 (UTC)

Just as a question, does anyone think that this is completely relevant to the actual building process? I have nothing against overclocking, but I wonder whether it's suited to the target audience... --Noogz 07:08, 24 Mar 2005 (UTC)

 * Yes, because it's something you do with your new computer. And a lot of over clockers are doing so with computers they built. Reub2000 07:36, 24 Mar 2005 (UTC)
 * It's not a very good thing to do with your new computer. The speed increase could be had by waiting a few months instead. That's all you get, just a few months worth of advantage. Overclocking an obsolete computer makes more sense, because it's already out of warranty and you'd be buying a new system anyway if the old one won't go faster. AlbertCahalan 01:43, 4 May 2005 (UTC)

 * Overclocking has little to do with building a new computer. Cooling is related, but that should not go here because all computers need some form of cooling. AlbertCahalan 01:43, 4 May 2005 (UTC)

 * I take it that you don't spend much time around computer hardware forums, where they like to overclock anything they can get their hands on. It's relevent because I belive that most overclocking takes place on self built computers. OEM computers usually can't be overclocked. And many computer enthusests (people who build comps) also overclock. Besides, OCing a Radeon X850XT PE (new hardware) is the only way to get the fastest video card available. Reub2000 06:35, 4 May 2005 (UTC)

I agree with AlbertCahalan. Building a computer always involves cooling, but overclocking is optional. If there is no objection, I'm going to move stuff about making computers quieter (is there a name for that ?), making a CPU go faster (overclocking), RAID, putting pretty lights on the case, etc. into an appendix, to emphasize that they are optional. --DavidCary 17:14, 21 May 2005 (UTC)

I moved the "quiet PC" stuff that was on "Optimizing and overclocking" to How To Build A Computer/Quiet PC --DavidCary 02:53, 14 September 2006 (UTC)

No heat increase with speed increase?
A voltage increase will definitely cause more heat, but with current CMOS technology speed will also affect heat output. Think about it for a moment: during HLT (i.e. in idle CPU cycles) the CPU is effectively stopped, but running at a voltage. But, the idler the CPU, the cooler it is. This is because CMOS technology only consumes significant amounts of power during switching. With CPUs some is added to this due to leakage and tunneling, but an important part of the power consumed is still due to switching. Thus, AFAIK a speed increase can and will increase heat output, although less noticeably than a voltage increase. Marcan 02:12, 11 August 2005 (UTC)

 * Interesting. Some people (including myself, who knows a little about AC circuits) thought it would either reduce the heat output or keep it the same). In theory, increasing the frequency prevents the circuit Vmax reaching its peak and sink values, which would seem to reduce power consumption and heat output. However, this measure does not include the current, and switching would increase it assuming that the idle state is 'off'. Is this right?

Websites are typically quite ambigious on this subject. In particular, it is hardly ever made clear if overclocking or the temperature itself causes malfunctions. I think this one should make it clear.--ChrisJMoor 02:09, 7 December 2005 (UTC)

 * CPUs are CMOS circuits, usually, iirc. I was under the impression that higher frequency = higher current in this case, and since i*v=p, more power. --Anaraug 09:59, 3 February 2006 (UTC)

I agree with ChrisJMoor -- this book should make things clear. The CMOS article mentions that the biggest source of power consumption in digital CMOS devices is
 * "... the characteristic switching power dissipated by a CMOS device: $$ P = C V^2 f $$."

Can we explain this in a way that is not too complicated? But also not oversimplified?

My understanding is that *both* overclocking *and* too-high temperature cause different sorts of malfunctions. Here are 2 kinds (are there others I am forgetting?)
 * overclocking error: the combinatorial logic from one latch to the next latch takes a certain amount of time to settle. If the destination latch is clocked too soon after the source latch was clocked, there is not enough time for the logic to settle, and the "wrong" values get fed into the destination latch. That's the whole point of long pipelines -- they split up the logic into many thin layers, and insert latches between each layer, improving the worst-case settling-time (through the thickest layer). Clocking a device faster than this worst-case settling time causes occasional "wrong" values to be latched.
 * temperature damage: In a CMOS device, electrical energy is converted to thermal energy almost entirely in the transistors. If the transistors get too hot, the carefully placed patterns of diffusion can blur and melt, permanently damaging the chip. If they blur into a short-circuit, then the chip rapidly self-destructs.

My understanding is that older microcoded processors showed obvious settling-time errors at clock rates well below the temperature-damage clock rate, even without heat sinks. But now that most chip designers have figured out better ways to avoid such settling-time errors (pipelines, transistor sizing, buffering long lines, low-skew clock-tree networks, etc.), well-designed chips simply don't have settling-time errors at clock rates from DC all the way up to the clock rate that causes thermal self-destruction.

--DavidCary 02:53, 14 September 2006 (UTC)

Things that can't be overclocked
"(But you wouldn't be reading this guide if you're using an OEM computer, would you?)" I think this is a completely unnecessary thing to say, and looks like a bad attempt at humor. It should be removed.


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User:Mulukhiyya

(I am not active here.)

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title: User:Mulukhiyya