text:
Computer Go/GTPv2

A useful webpage for the gtp protocol is: http://www.lysator.liu.se/~gunnar/gtp/

It has the full specification and information regarding the protocol and how it works and is available in different formats (HTML, LaTeX, Postscript, PDF)

-Josh

title: Computer Go/GTPv2


text:
Computer Go/GoGui

GoGui is a graphical user interface to Go engines supporting GTP.

GoGui is written in Java and runs on all major platforms. GoGui is especially useful for Go programmers. It allows to display the output of engine-specific extension commands ("analyze commands") by using a configuration file. The Go engine can be written in any language, as long as it is able to communicate using GTP through the standard input/output streams. This allows to keep the engine free of non-portable GUI code.

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

title: Computer Go/GoGui


text:
User:Reisio

 * The name of this user is incorrect because of technical limitations. The correct name is reisio.

w:User:Reisio

title: User:Reisio


text:
Category:Book:Guide to Unix

Eventually, the placing of every submodule of Guide to Unix into this category will satisfy the requirement to categorize every page.

title: Category:Book:Guide to Unix


text:
User:Ejsp~enwikibooks

Other Pages
http://en.wikipedia.org/wiki/User:Ejsp http://en.wikibooks.org/wiki/User:Ejsp/Good_Books

title: User:Ejsp~enwikibooks


text:
User talk:CherryT

Welcome
Hello and welcome to Wikibooks!

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

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

Good luck!--Derbeth talk 09:43, 8 February 2006 (UTC)

title: User talk:CherryT


text:
User talk:Ejsp~enwikibooks

Welcome
Hello and welcome to Wikibooks!

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

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

Good luck!--Derbeth talk 11:30, 8 February 2006 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Ejsp. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Ejsp~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:08, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 04:55, 19 April 2015 (UTC)

title: User talk:Ejsp~enwikibooks


text: User talk:84.171.87.108

title: User talk:84.171.87.108


text: Template:False Friends of the Slavist/FalseFriends11


text: Template:False Friends of the Slavist/FalseFriends21


text:
User:Yunzhong Hou

I'm most often on the Future Wikia. My main project currently is to transfer the stronger, book-ready articles from the Future Wikia to Wikibooks Future. --Yunzhong Hou 15:47, 25 November 2006 (UTC)

title: User:Yunzhong Hou


text:
User talk:Yunzhong Hou

Sorry for the move, but...
Hello, we have a naming convention here in Wikibooks. Basically, we do "Future/Prologue" and not "Future:Prologue". I have taken the liberty to correct your page, but please follow naming conventions in the future. Good luck with your project. --Dragontamer 04:24, 25 November 2006 (UTC)

Links on Future/Totalitarian State
Could I ask you to review these. There really are a large number on this page - many only go to a graphic or photo. The idea of Wikibooks is that the reader will find all they need on the page concerned and links, certainly in this quantity, are rarely necessary. Thank you -- Herby  talk thyme 16:40, 25 November 2006 (UTC)

Attribution of other wikis
Here's the way I do it for most wikis:

Go to the page you're copying, copy it, and add it to the new page you're creating.

Then go back to the page you copied, click on "history", then click on the date stamp of the most current revision. Copy the URL address, then go back to the new page here on wikibooks.

Edit the talk page, and put in the following (for example):

 * Copied from the page "Category:Yunzhong Hou (Futurologist)" on future.wikia, using this revision.

If you're using a page from wikipedia, you can do even better by requesting an import on WB:RFI, which brings over all versions of the page history. -- SB_Johnny | talk 17:38, 25 November 2006 (UTC)

Rewriting?
You asked about this on the vfd discussion, and I've answered there. I think there's certainly promise in your approach for a good wikibook, but not the way you're doing it.

I think the best way foreward would be to just take one scenario (whichever one you prefer: "Matriarchy" would actually be my vote), and go into detail about the reasons for making such a prediction. You could certainly use some empirical trends (i.e., the historical collapse of patriarchy), and any number of psychohistorical factors (will to power, will to belong, philanthropic drive, instinctive drives (sex, need for food, attraction to the path of least resistance), and gender differences (how different drives are expressed and/or interpreted differently by man and women).

BUT: just laying out a bunch of hypotheticals without discussions of the method just won't fly. -- SB_Johnny | talk 20:25, 25 November 2006 (UTC)

speedy deleteion
If you want something deleted, just add to the page. This categorizes it so admins can find tagged pages and delete them. For more substantial content, where deletion would not be uncontroversial, list content at WB:VFD. Please review our deletion policy or ask on my talk page if you have further questions. – Mike.lifeguard  | talk 00:34, 5 November 2007 (UTC)
 * About the recent speedies you requested:
 * One was changed to a merge tag. Please make sure that all useful content is merged before requesting deletion. If you still want it deleted, I suggest nominating it at WB:VFD since there is not "no meaningful content" at the moment.
 * The other was done
 * I noticed that you had started Principles of Economics/Labor Supply from a Wikipedia article. Simple copying of content from Wikipedia doesn't meet the requirements of the GFDL. Instead, please request an import at WB:RFI. As well, if there are other pages you created with text from Wikipedia, please let me know so I can import and history-merge them to comply with GFDL requirements. Thanks. – Mike.lifeguard  | talk 15:24, 5 November 2007 (UTC)

Latest delete requests
Those pages you wanted deleted seem like good content, so I can't speedily delete them. If you think they should be deleted, please read our deletion policy, and add them to WB:VFD with a rationale citing policy. Thanks. – Mike.lifeguard  | talk 00:33, 2 April 2008 (UTC)

Ah, that bureaucracy. On Novelas wikia where I am an admin this would never have been a problem. But whatever, I'll make the point by redirecting those redundant pages to the pages with the same material. --Yunzhong Hou 02:13, 2 April 2008 (UTC)
 * Sorry, no, that's not the point I was trying to make. There's nothing wrong with having duplicated content when the scope & target of two texts are significantly different. I was trying to say nicely that there's absolutely no reason whatsoever to delete those pages, nor redirect them, and that you need to read our policy. – Mike.lifeguard  | talk 03:28, 2 April 2008 (UTC)

Hmm... Okay. --Yunzhong Hou 03:33, 2 April 2008 (UTC)

title: User talk:Yunzhong Hou


text:
GENtle/Release notes

1.9.5 alpha 2 (in preparation)

 * Source code reorganisation to prepare for automated testing.
 * Documentation transitioned from Wikibooks to Markdown into the code tree (docs/manual.adoc).
 * https access to NCBI web services like pubmed

This version is yet not stable enough for professional work.

1.9.5 alpha 1
Initial port to wxWidgets 3.

1.9.4
Last version available for wxWidgets 2

1.9.0
Additions
 * Chinese language interface

1.8.8
Additions Bugfixes
 * DNA can optionally be displayed in lowercase
 * In the PCR module, amino acids that change due to primers are now marked in the resulting amino acid sequence
 * Silent mutation now shows correct fragment lengths
 * Fixed screen update after undo bug
 * Fixed dialog layout on OSX

1.8.6
Additions Bugfixes
 * Sequencer data can not be viewed "in part" (via both context menu and command line options)
 * Amino acid structures can now be displayed inline in the amino acid module
 * The font size of the sequence can now be adjusted (for both screen and printer)
 * Find dialog now marks found restriction enzymes with correct length

1.8.5
Additions Bugfixes
 * ~200 new restriction enzymes
 * restriction enzyme can now be updated from ReBase
 * partial restrictions can now be added to virtual gels
 * virtual gels can now be copied/saved as images
 * Lane names can now be changed in virtual gels
 * Fixed bug for non-palindromic restriction enzymes
 * Fixed bug preventing saving of some plasmid maps

1.8.4
Additions Bugfixes
 * Clone Manager import (limited due to lack of format description)
 * Fixed bug in auto-annotation

1.8.3
Additions Bugfixes
 * Can now chose to search for sequence, items, enzymes, translations in Find Dialog
 * Can now edit and delete restriction enzymes
 * Minor calculator bugs fixed
 * Inserting restriction enzyme sites in PCR while editing used to crash, now fixed

1.8.2
Additions Bugfixes
 * Option for using two toolbars
 * Larger toolbar icons for Mac
 * Highlighting function in Find dialog
 * Online tools (via context menu) for DNA, protein, and alignments
 * Module/Dialog-sensitive online help
 * fixed module refresh bug
 * fixed search for restriction enzymes in Find dialog
 * fixed coding region detection bug under Mac
 * fixed virtual gel printing bug

1.8.1
Notes Additions Bugfixes
 * TIFF export deactivated due to patent enforcement
 * Alignments can now be edited markup-wise
 * Startup tips (re-)enabled
 * New sequences with more than 64KB text can now be entered again
 * "OK" in Silmut/WhatCutsHere dialog with no entry selected doesn't crash anymore
 * DNA markers can now be added and edited via "marker.txt"
 * siRNA duplexes fix for features that cross the "zero" point
 * fixed protease display in DNA module
 * fixed 3'->5' strand extraction
 * fixed enumeration bug when adding databases
 * fixed restriction enzyme recognition/display bug

1.8.0
Additions Bugfixes
 * new icons for Windows
 * multiple DNA markers for virtual gel
 * find siRNA duplexes
 * turn plasmid map
 * enforcing global (alternative) translation table
 * better Mac/Linux integration
 * Miscellaneous

title: GENtle/Release notes


text: User talk:145.117.24.248

title: User talk:145.117.24.248


text: User talk:81.10.126.24

title: User talk:81.10.126.24


text:
Consciousness Studies/The Philosophical Problem Continued

The problem of space
The problem of Relationalism and Substantivalism has been discussed earlier. In this section the concept of space will be explored in more depth.

Space is apparent to us all. It is the existence of many simultaneous things at an instant. If we see a ship and hear a dog barking on our left there is space. If we look at a checkerboard there is space. This occurrence of space in phenomenal experience is similar to the measurement of space in the world: things that are simultaneously at the ends of a metre rule are a metre apart; if there is more than one object at a given instant the objects are separated by space.

Physicists have found that the mathematics of vector spaces describes much of the arrangement of things in the world. In a vector space the independent directions for arranging things are called dimensions. At any instant physical space has three clearly observable dimensions.

It has been known for millennia that the three dimensions observable at an instant are interrelated by Pythagoras' Theorem:

Pythagoras' theorem on a plane shows that the length of any displacement is related to the sum of the squares of the displacements in the independent directions (x and y):

$$h^2 = x^2 + y^2$$

Pythagoras' theorem in three dimensions is:

$$h^2 = x^2 + y^2 + z^2$$

The advances in geometry in the nineteenth century showed that Pythagoras' theorem was a special case of a metric, an equation that describes displacements in terms of the dimensions available. In the twentieth century it was realised that time was another independent direction for arranging things that was interrelated to the other three dimensions. The world is now described as a four dimensional manifold.

The illustration below shows how different numbers of dimensions affect the arrangement of things.

It is sometimes suggested that our idea of space is due to some sort of memory that is read out sequentially. This is unlikely because, at any instant a one dimensional form cannot be made to overlie a two dimensional form and a two dimensional form cannot overlie a three dimensional form etc. One dimensional forms are not congruent with two dimensional forms. This means that a one dimensional form such as virtual memory cannot, at any instant, overlie two dimensional forms such as occur in phenomenal experience and hence experience does not supervene on the idea of virtual memory (See section on functionalism as a one dimensional Turing Machine).

Curiously the idea of mental space is often denied. McGinn(1995) gives such a denial:

We perceive, by our various sense organs, a variety of material objects laid out in space, taking up certain volumes and separated by certain distances. We thus conceive of these perceptual objects as spatial entities; perception informs us directly of their spatiality. But conscious subjects and their mental states are not in this way perceptual objects. We do not see or hear or smell or touch them, and a fortiori do not perceive them as spatially individuated.(2) This holds both for the first- and third-person perspectives. Since we do not observe our own states of consciousness, nor those of others, we do not apprehend these states as spatial. McGinn(1995).

This denial is strange because it begins by describing phenomenal experience as clearly spatial and then proceeds to argue that there is some other thing, the "mental state", which is non-spatial. This seems to contradict our everday life where our experience is our experience, there is no other experience. The issue is whether this experience is things in themselves (Direct Realism) or some other form in the brain (Indirect Realism). The illustration below shows how space occurs in phenomenal experience; it sidesteps the issue of the location of the contents of phenomenal consciousness.

McGinn (1995) gives a description of how phenomenal experience cannot be overlaid by a 3D model of events in the brain:

"Consider a visual experience, E, as of a yellow flash. Associated with E in the cortex is a complex of neural structures and events, N, which does admit of spatial description. N occurs, say, an inch from the back of the head; it extends over some specific area of the cortex; it has some kind of configuration or contour; it is composed of spatial parts that aggregate into a structured whole; it exists in three spatial dimensions; it excludes other neural complexes from its spatial location. N is a regular denizen of space, as much as any other physical entity. But E seems not to have any of these spatial characteristics: it is not located at any specific place; it takes up no particular volume of space; it has no shape; it is not made up of spatially distributed parts; it has no spatial dimensionality; it is not solid. Even to ask for its spatial properties is to commit some sort of category mistake, analogous to asking for the spatial properties of numbers. E seems not to be the kind of thing that falls under spatial predicates. It falls under temporal predicates... McGinn(1995)

He concludes that a 3D form can only be rearranged into the form of the things in experience over a succession of instants ("It falls under temporal predicates"). This is highly suggestive of phenomenal experience having more than three dimensions in the same way as an ordinary physical thing or field has more than three dimensions.

The problem of qualia
A quality of an object such as its colour, roughness, temperature etc. is known as a quale, the plural of quale is qualia. Qualia are the contents of phenomenal consciousness. The term "qualia" is sometimes extended to all mental aspects of an object such as roundness, size and even relative position.

The physics of qualia
According to physicalism qualia must be things in the universe. But what are "things in the universe" and which of these are qualia?

If we wish to explain phenomenal experience we must first decide whether experience is a measurement or things themselves. Measurement begins with a quantum mechanical interaction between an instrument and a set of particles, this then creates a signal which is a change in the state of the instrument. As an example, a mercury thermometer interacts with the fluid around it which results in a signal in the form of a moving column of mercury in the thermometer. As another example, a measuring rule is aligned with the two ends of an object by a servomechanism that interacts with photons from the rule and the object, the signal being the markings that align with the end of the object.

The signal can be a flow of charge or photons or a chemical change etc. Sensory experience begins with the interaction between an object that acts as a measuring instrument and a set of particles such as photons or scent molecules etc. In the Direct Realist case the signal would be the change at the interface between the bulk of a material (a crude measuring device) and a set of particles such as photons, in the Indirect Realist case it would be some signal in the brain derived from the initial signal. In either case phenomenal consciousness would be some form, an arrangement of the set of signals themselves.

The signals in measuring events arise as a result of interactions between QM phenomena and a measuring apparatus composed of relatively large structures. These structures (called the environment) produce signals at definite locations. This chain of fixing positions is known as decoherence (see Zurek (2003) or Bacciagaluppi (2004) for a review). This means that measuring events fix the positions of signals and these represent the positions of QM events. (Some physical particles such as photons are subject to little decoherence during propagation, even in water (cf: Anglin & Zurek (1996)).)

So signals in measuring devices usually have highly restrained positions. Now consider the final signals, the one's in phenomenal consciousness. To an observer of the brain they should be, very nearly, in their classical positions within the brain unless they consist of photons or are subject to some special effect such as has been proposed for microtubules. The brain acts as a measuring device causing decoherence. But despite this even signals composed of sodium ions, which should decohere rapidly in water, have a tiny, but finite, probability of remaining in a coherent state.

If your conscious experience is the signals and not the fabric of the brain are you the set of signals that interacts with the brain fabric almost immediately, the set that interacts after a minute or the set that almost never interacts? To an outside observer you must be the main chance, the rapidly interacting signals, but to the signals themselves all possibilities exist. Which one are you? Certainly any interaction between the signals and the mutually observed world must involve decoherence but the external observer would find it difficult to determine whether a particular interaction was due to signals that had interacted immediately or ones that were delayed (or delayed in an alternate QM reality). This problem is part of the preferred basis problem that will be discussed later.

Zurek (2003)assumes that phenomenal experience is identical to measurements. The observer is then both the signal and the apparatus that encloses the signal. He summarises the resultant idea of the completely determined observer who is fully integrated into the measured world:

The ‘higher functions’ of observers - e.g., consciousness, etc. - may be at present poorly understood, but it is safe to assume that they reflect physical processes in the information processing hardware of the brain. Hence, mental processes are in effect objective, as they leave an indelible imprint on the environment: The observer has no chance of perceiving either his memory, or any other macroscopic part of the Universe in some arbitrary superposition. " Zurek (2003)

Notice the phrase "perceiving .. his memory" - as neuroscientists we must ask "how"? By more measurements? There are no more measurements when things are arranged in phenomenal consciousness, the information has nowhere else to go. However, according to the empiricist philosophers the arrangements of the signals in phenomenal consciousness do extend through time in a definite order at any instant. Is it this order that determines the positions of signals in the brain or is it the brain that determines this order?

Physicalism leads us to an idea of the content of consciousness as an arrangement of quantum fields like the content of the brain or the content of the world. The arrangement of the quantum fields at an instant in experience is probably related to the arrangement of measured events at a succession of instants in the world.

According to the account given above, the contents of conscious experience, the qualia, are signals derived from the world that compose conscious experience with the interesting problem that they are themselves the experience and are not fixed in space and time by further measurement.

The philosophy of qualia
The term "qualia" was introduced by C.I. Lewis in 1929:

This given element in a single experience of an object is what will be meant by "a presentation." Such a presentation is, obviously, an event and historically unique. But for most of the purposes of analyzing knowledge one presentation of a half-dollar held at right angles to the line of vision, etc., will be as good as another. If, then, I speak of " the presentation" of this or that, it will be on the supposition that the reader can provide his own illustration. No identification of the event itself with the repeatable content of it is intended.

In any presentation, this content is either a specific quale (such as the immediacy of redness or loudness) or something analyzable into a complex of such. The presentation as an event is, of course, unique, but the qualia which make it up are not. They are recognizable from one to another experience.(CI Lewis, Mind and the World Order, 1941 edition Chapter 2)

Tye (2003) gives the following definition of qualia:

"Experiences vary widely. For example, I run my fingers over sandpaper, smell a skunk, feel a sharp pain in my finger, seem to see bright purple, become extremely angry. In each of these cases, I am the subject of a mental state with a very distinctive subjective character. There is something it is like for me to undergo each state, some phenomenology that it has. Philosophers often use the term 'qualia' to refer to the introspectively accessible properties of experiences that characterize what it is like to have them. In this standard, broad sense of the term, it is very difficult to deny that there are qualia." Tye(2003).

In philosophy objects are considered to have perceived features such as shape and colour, weight and texture which are called sensible qualities. Sensible qualities are divided into intrinsic, or primary, qualities that are properties of the object itself and extrinsic, or secondary, qualities which are related to the sensations produced in the observer. Shape is generally considered to be a primary quality whereas colour is often considered to be a secondary quality. It is generally considered that secondary qualities correspond to qualia (Smith 1990, Shoemaker 1990) and the two terms are often used synonymously. Although secondary qualities may be qualia, the term "qualia" may include things other than perceptions such as pain etc. that are, arguably, not secondary qualities. Primary qualities might also give rise to experience that is distinct from, say, the shape of an object itself.

Although "qualia" is a recent term, the philosophical debate about the nature of secondary qualities, such as colours, and the nature of conscious experience itself has been around for millennia.

It seems that the visual system gives rise to experience even in the absence of previous visual stimulation. For example, when someone recovers from blindness they have an experience that contains shapes and colours even though these have little meaning:

"When he first saw, he was so far from making any judgement of distances, that he thought all object whatever touched his eyes.... he knew not the shape of anything, nor any one thing from another, however different in shape and magnitude.. We thought he soon knew what pictures represented, which were shewed to him, but we found afterwards we were mistaken; for about two months after he was couched, he discovered at once they represented solid bodiess, when to that time he considered them only as party-coloured panes, or surfaces diversified with variety of paint." William Cheselden (1728)

Qualia are the components of experience, whatever the mode of input to that experience. Strawson (1994) includes content such as accompanies suddenly remembering or thinking of something as examples of qualia.

There is thought to be an explanatory gap associated with qualia (Levine 1983), as an example it is hard to imagine how the experience called pain could be a set of impulses in the brain.

Some philosophers have attempted to bridge this gap by invoking Direct Realism, proposing that our experience is in some way 'transparent' so that we experience the world or the injured limb directly (i.e.: there is an assumption that things flow within phenomenal experience into a centre point and we see right through this flow!). This idea has led to a deduction that phenomenal experience is a set of things and qualities are these things, not deductions about or experiences based on these things. As Tye (2003) puts it:

These observations suggest that qualia, conceived of as the immediately 'felt' qualities of experiences of which we are cognizant when we attend to them introspectively, do not really exist. The qualities of which we are aware are not qualities of experiences at all, but rather qualities that, if they are qualities of anything, are qualities of things in the world (as in the case of perceptual experiences) or of regions of our bodies (as in the case of bodily sensations). This is not to say that experiences do not have qualia. The point is that qualia are not qualities of experiences.

However, the outstanding issue for Tye's analysis is where in the world the thing that is called a quale exists - on a thing in the world beyond the body, on the retina, in the cortex, in the thalamus? Tye seems to be suggesting that "in the world" can only be beyond the retina but given that a television can have a colour and a retina can have a colour why should we insist that the colour in conscious experience is always of the thing being represented via the DVD or videotape? That colour should always be a property of an original coloured object seems strange, why is it not a property of the pigment in a photo of the object, a property of an led in a computer screen displaying an image of the photo, a property of the pigments in the retina viewing the computer, the impulses in the visual cortex etc.?

As was seen in the previous section, only signals are available in the classical world of conscious observation. The "reality" of the things that generate signals is not available. So whether experience is a signal at the position of what we call an "oak tree" or a signal in the eye due to photons reflected from the tree or a signal in the brain the same sort of phenomena would apply. Qualia would be a field, an arrangement of signals, not processes based on these signals.

Some philosophers hold that qualia are a field of signals derived from the original signals that are next to the quantum phenomena that compose an object. In other words they propose that qualia are not the first signals in the chain from whatever composes an object to the observer. These philosophers are known as Representationalists and the emphasis on secondary signals allows a contribution from the brain etc. to the field of signals that is conscious experience. Modern representationalists such as Tye (1995), Lehar(2003) and Dretske(2003) emphasise the idea that qualia are actual things that represent objects rather than concepts or experiences of things. As Dretske puts it:

"..the features that define what it is like to have an experience are properties that the objects we experience (not our experience of them) have. (Dretske 2003).

Lehar(2003) uses modern language to express the empiricist notion that the signals that comprise qualia are more likely to be in our brains than elsewhere, according to Lehar the objects we experience must be informational replicas in our heads: "The central message of Gestalt theory therefore is that the primary function of perceptual processing is the generation of a miniature, virtual-reality replica of the external world inside our head, and that the world we see around us is not the real external world, but is exactly that miniature internal replica" (Lehar 2003).

Direct Realists and Representationalists share the same view that qualia are an actual, physical field of things somewhere in the world. Some functionalists and eliminativists take a different view, believing that qualia do not exist except as judgements of properties that are used in interactions (i.e.: as disembodied information - see the section on Direct Realism).

Lewis, C.I. (1929) Mind and the World-Order. http://www.ditext.com/lewis/mwo2.html Smith, A.D. (1990) Of Primary and Secondary Qualities, Philosophical Review 99 (1990).


text:
Microsoft Certified Professional Developer/Exam 70-528/Web-Based Client Development/Web Server Controls

Add Web server controls to a Web Form.  MSDN2 - How to: Add Web Server Controls to a Web Forms Page Using the Web Forms Designer MSDN2 - How to: Add Server Controls to an ASP.NET Web Page Using ASP.NET Syntax

Compare tdso

Configure the properties of Web server controls programmatically.  MSDN2 - How to: Set ASP.NET Server Control Properties (Visual Studio) MSDN2 - How to: Set Web Server Control Properties Based on Simple Values or Enumerations MSDN2 - How to: Set Web Server Control Unit Properties MSDN2 - How to: Set Web Server Control Color Properties MSDN2 - How to: Set Web Server Control Properties in Collections

Configure Web server control properties by using the Microsoft Visual Studio Property Editor.  MSDN2 - How to: Set ASP.NET Server Control Properties (Visual Studio)

Specify whether events of a control cause a Web Form to post to the server.  MSDN2 - How to: Specify Whether ASP.NET Web Server Controls Post to the Server

Configure a control to receive postback events.

MSDN2 - How to: Create Event Handlers in ASP.NET Web Pages (Visual Studio)

Access controls in Web Forms pages when working with naming containers and child controls.

MSDN2 - Accessing ASP.NET Controls Programmatically


text:
Perl Programming/Code reuse (modules)

Overview
Perl modules (files that end with the pm extension) are files of Perl code that can be reused from program to program. There is an online repository of Perl modules called CPAN (Comprehensive Perl Archive Network) at http://cpan.org. Many of these modules come standard with Perl, but others must be installed as needed.

There are thousands of Perl modules that do everything from creating a temporary file to calling Amazon web services. These modules can make it easy to quickly write your application if you know how to find, install, and use the appropriate Perl modules. If you are thinking of writing your own Perl module, the best thing to do is to first search at http://Search.cpan.org to make sure you are not about to reinvent the wheel.

There are two major styles of Perl modules:

 * 1) Functional
 * 2) Object-oriented

Some perl modules use both approaches.

A functional Perl module might get used like this:

use Foo qw/bar/; # Import the name of the subroutine you want to use. print bar;

To use an object-oriented Perl module, you would do something like this:

use Foo; my $foo = Foo->new; print $foo->bar; #call Foo's bar method and print the output.

How to install a Perl module
Find the Perl module, you want at http://cpan.org, and download the gzipped file. Untar and unzip the file:

tar -zxvf MyModule.tgz

Then change into this the directory and follow the instructions in the README or INSTALL file.

You can also use a command-line program called cpan, if you have it installed: sudo cpan -imt Module::I::Want

To write your own Perl module
Perl modules differ from Perl scripts in two key and simple ways. Instead of starting the module with "#!/path/to/perl", you start the file with the following:

package My::Module::Name;

You need to end the module with a true value, so the common practice is to do this at the end of the file:

1;

The following is a valid Perl module:

package My::Module::Name;

1;

Example
We create a new file called ExampleModule.pm, and in it have the following code:

package ExampleModule; use strict; use base "Exporter"; our @EXPORT = qw/hello_world/;

sub hello_world { print "Hello, World!\n"; }

1;

We can test to see if the syntax is valid by running: perl -c ExampleModule.pm

It will print out "ExampleModule.pm syntax OK", if all is well. Otherwise, you can debug using the messages that are printed out.

Now we can use it in a script to see if it works:
 * 1) !/usr/bin/perl

use ExampleModule;

hello_world;

exit;

Voilá! You have made a Perl module.

Create a CPAN-style Perl module
CPAN-style modules have test suites and a way to build the module into the Perl library.

Download and install: <tt>Module::Starter</tt> from CPAN. Once this is installed, there will be a program called module-starter in your path. To create a new module, do the following from the command line:

module-starter --module=My::Module::Name, My::Other::Module::Name, --author="My Name" --email="myemail@gmail.com"

It will then create a set of directories for you, including some shell module files with starter POD documentation. The Perl modules will be inside the lib directory inside the directory that is created. These are the files to edit. You can put your tests for the modules into the "<tt>t</tt>" directory. To install and build the module, you do the following:

>perl Makefile.PL >make >make test >sudo make install

How to pass parameters to a function in a Perl module
When calling a function from a Perl module, the module name, function name and opening and closing parenthesis are used. If some parameters are to be passed, this is done in due order inside the parenthesis. The code inside the module gets the parameters the following way:

After the first line, the function <tt>count</tt> can use the passed parameters <tt>$command_type</tt> and <tt>$rc</tt>. The main program calls the <tt>count</tt> procedure as follows:

title: Perl Programming/Code reuse (modules)


text:
Isometric Pixel Art/Introduction

An Introduction
Pixel art is anything drawn in the medium of computer pixels, usually created one pixel at a time. Because of this, pixel drawings are usually done on a small scale to save time.

Isometric pixel art is the use of pixel art in an isometric viewpoint. Alternate or exaggerated perspective is rarely used in isometric pixel art, as it complicates the drawing process.

Drawing Programs
The are numerous computer graphic programs available today. Because of the relatively simple process of creating pixel art, one need not be picky about what they use to create it.
 * MS Paint will generally work well, though it lacks several features (translucency, layers) that more complex programs may provide
 * Photoshop or other programs of the sort (Paintshop Pro, GIMP, Krita) work well, though their line tools may use vectors or otherwise complicated methods of drawing. Many features (such as automatic anti-aliasing) must be turned off in order to pixel with these programs.
 * Programs designed specifically for creating pixel art are also available, such as mtPaint, GrafX2, and ASEPRITE. The latter is commercial, but open-source.
 * Pixen is a great free app for Mac users.
 * Pixelesque is a good pixel art editor for Android and Android-compatible systems(CyanogenMOD, Replicant). It is limited to art of 64x64 pixels or smaller.

title: Isometric Pixel Art/Introduction


text:
Isometric Pixel Art/About

This Wikibook is a collaboration of several authors, which include:

CherryT

Contributions Include: Title Page Graphic 2/8/06 Version, Introduction Page, Making your First Box page, Some more things to do with the box Page and graphics (ISO_Skyscraper.GIF, ISO_ChessBoard.GIF)

jellocube27

Contributions Include: Outline, Revised Title Page Graphic (Also Done on2/8/06), Pictures for Making your First Box page,

Kyriakos

Contributions Include: Some information on the Basics of Isometric Pixel Art on 9th February 2006

title: Isometric Pixel Art/About


text:
Discrete Mathematics/Combinatory logic

Two of the basic principles of combinatory logic in discrete mathematics are the Sum principle and the Multiplication principle.

The sum principle holds true in a given partitioned set X where partition Xi intersected with Xj is the empty set unless i is equal to j. The principle states that in such a partitioned set, the sum of the elements of each partition is equal to the number of elements in the set X.

title: Discrete Mathematics/Combinatory logic


text:
File:Feedbackstats.png

Licensing
Screenshot of a chart in Microsoft Excel.

title: File:Feedbackstats.png


text:
User:Slipperyweasel~enwikibooks

Main Profile
My Wikipedia Profile

My Books

 * Programming:Mathematica

Books I help to Maintain

 * Programming:MATLAB

title: User:Slipperyweasel~enwikibooks


text:
User talk:ENDREWWIGGEN42

The World of Eolian
The Purpose of this Wikibook is to create a cohesive fantasy world for use in the d20 role playing system.

Eolian is an epic world of vast unending sky. Small floating islands are all that remain of a once whole planet, saved from total destruction by the last of man's magic.

Ingenuity rather then magical will now rule. The sky is filled with the fruits of that ingenuity. Great clockwork flying machines and dirigibles connect the sundered, floating land masses. Rope & wood bridges stretching across expanses of endless sky are a part of daily life. Engineers create ever more wondrous clockwork devices.

title: User talk:ENDREWWIGGEN42


text:
Talk:Modern Greek/LegacyLesson 11

Untitled
Hi 60.229.70.222 and 70.52.2.61 -- Thanks very much for your corrections! --Bcrowell 20:29, 8 February 2006 (UTC)

About γραβάτα and other loan words
The word η γραβάτα (the tie) although it is Greek, it is not from a Greek root, but a loan from Italian. Perhaps by mentioning the cognate, a misconception may be created that there is a Greek root to cravat --83.146.62.97 07:19, 12 February 2006 (UTC)
 * I'll change the → symbols to ~, which hopefully will do a better job of suggesting the possible relationships (Greek from English, English from Greek, or both Greek and English from a different language such as Italian).--Bcrowell 16:44, 12 February 2006 (UTC)

χτενίζω
Is χτενίζω the normal way to express the idea of combing the hair? It doesn't seem to be prominently featured in dictionaries, and a google search turned up a relatively low number of hits. Is there some other wasy of expressing this that's more idiomatic? The vocabulary is neeed in lesson 6 for the reading about the battle of Thermopylae.--Bcrowell 03:28, 13 February 2006 (UTC)

 * Yes χτενίζω is the correct verb. However, the passive voice is used. Nobody will say χτενίζω τα μαλλιά μου, they will always say χτενίζομαι. The expression (χτενίζω τα μαλλιά μου) is lyrical and is used in cases when lyricism is needed. The passage from the Battle of Thermopylae is one of those cases because it describes an epic event and a little lyricism is fine. Although one could still say χτενίζονται instead of χτενίζουν τα μαλλιά τους, it sounds a bit mundane when referring to their battle preparations.

 * In common speech the verb χτενίζω in the active voice is used when combing someone else's hair. In most cases τα μαλλιά (the hair) is not mentioned at all and the actual expression is: Η μητέρα χτενίζει το παιδί, the mother combs the child('s hair).

 * A common expression between women is Πού χτενίζεσαι; which doesn't mean "where do you comb your hair" but "where you're having your hair done".¨
 * --83.146.62.97 08:19, 13 February 2006 (UTC)

take off
How do you say "I take off my coat?" Do you use εκβάλλω? --Bcrowell 21:12, 15 February 2006 (UTC)
 * Βγάζω το παλτό μου Andreas 23:03, 15 February 2006 (UTC)

Prepositions used as suffixes
I don't like the hyphens in this section. Is it OK if I take them back out? In my opinion, they make the words harder to read, not easier, and the reader might get the impression that the words were really written that way.--Bcrowell 00:09, 16 February 2006 (UTC)
 * Changed it :-) You are right of course.--83.146.62.97 00:32, 16 February 2006 (UTC)

cognates for body parts
Am I just confused about ζωή? My English dictionary says "zoo" is derived from a Greek word meaning both "life," and "animal." Is αυτί not actually cognate with "audio?"--Bcrowell 01:15, 16 February 2006 (UTC)

 * Ζωή = Life, Ζώο(ν) = Animal.

Audio (lat.)= I hear, αφτί or αυτί (ear) < ωτίον. I don't know if these are cognates, you will have to ask a linguist. Andreas 01:59, 16 February 2006 (UTC)

 * The word meaning animal is ζώο not ζωή, but since the root is the same I guess it can be used as cognate. Audio is Latin, but the Latin word is derived from Greek. Same with decapitate (from Latin:capita), which again is derived from Greek. I don't know though if the reader can make an immediate connection between decapitate and κεφάλι, this is why I put a medical term using the exact Greek root. --83.146.62.97 01:40, 16 February 2006 (UTC)
 * It is a fallacy to believe that caput (not *capita) comes from κεφαλή, they are cousins. English two, Greek δύο, latin duo Russian dva etc. are all derived from a proto-Indoeuropean word dwo, etc. Only the father in My Big Fat Greek Wedding thinks that everything is derived from Greek ;) Andreas 01:59, 16 February 2006 (UTC)

 * Ah, thanks for the info! I'm only using the ~ symbol in the book to mean that the words are related, not that one is derived from the other. Hm, "cephalalgia" isn't even in my dictionary. I'll just put the entries for brain and head together, so they'll relate it to "encaphalitis," which I think it probably the most common English word that more closely resembles kefali.--Bcrowell 04:24, 16 February 2006 (UTC)

 * About cephalalgia see http://www.thefreedictionary.com/cephalalgia. By the way I have never claimed Greek is the proto-language, of course it came from the Indo-European mould just like Latin, far from me these things! Perhaps you've heard of a guy named Liakopoulos? :-)) --83.146.62.97 07:21, 16 February 2006 (UTC)
 * I'm not saying cephalalgia isn't a word, I'm just saying it's so obscure that it's not likely to be helpful to the reader.--Bcrowell 16:38, 16 February 2006 (UTC)

Reading
The use of you as an indeterminate pronoun is not common in Greek. Andreas 03:48, 20 February 2006 (UTC)

Prepositions used with the genitive
This does not belong here because it is archaic and formal. In spite of the legalization of Dimotiki the actual language used today in Greece is a mixture of both. We should avoid teaching katharevousa features early on in this tutorial because they are only confusing and rarely used except for fixed expressions like εν τάξει, προς το παρόν, etc. Modern Greek is a language difficult to master because there is no standard. Every concept introduced has to be considered carefully. Andreas 04:03, 20 February 2006 (UTC)
 * I've cut out some of the material. I'm not completely clear on how εν τάξει and προς το παρόν fit in here, though, so it may be that this needs to be edited more. Do people today use the accusative with these pronouns? Only in speech?--Bcrowell 05:58, 20 February 2006 (UTC)

Dozen
Although the word ντουζίνα (=dozen) exists in Greek, it is very rarely used (it was actually incorporated in the Greek language from Greek immigrants to the US). Most Greeks will use δεκάδα (=ten).

e.g. Έχω δεκάδες άσπρα πουκάμισα ("I have tens of white shirts", but actually the meaning is similar to "I have dozens of white shirts")

Also very common is the expression "καμιά δεκαριά" which means "about/around ten" and its meaning is approximately that of "a dozen". So regarding the example at the reading section, a Greek person would say Απ' το ίδιο κατάστημα θα αγοράσω και καμιά δεκαριά άσπρα πουκάμισα ("From the same store I'll buy about ten white shirts" but actually meaning "From the same store I'll buy a dozen white shirts").

Nouns in -έας
There are some masculine nouns ending in -έας which follow a bit different endings than the ones ending in -ας, because the ancient greek equivalent original subject case had the ending -εύς. Direct transliteration into latin alphabet, especially on names of mythical names, produces the ending -eus, e.g. Odysseus. These words follow in Modern Greek more or less the same plural endings as in Ancient Greek.

Some examples are: ιερέας (priest), κουρέας (barber), Αχιλλέας (Achilles), Οδυσσέας (Odysseus)

ο ιερέας, του ιερέα, τον ιερέα

οι ιερείς, των ιερέων, τους ιερείς

Therefore the plural subject case (nominative) "οι ιερέες" is wrong, and also does not sound so well. I propose to mention this difference somewhere and change the legend of the priests' image. Christos 17:15, 20 April 2006 (UTC)

title: Talk:Modern Greek/LegacyLesson 11


text:
XML - Managing Data Exchange/The many-to-many relationship/Exercises

Many-to-Many Chapter => The Many-to-Many Relationship

Many-to-Many Answers => Answers

1) Movie collection
Use the following data model:

 * a. Using the IDREF method, create an XML schema to describe the illustrated data model. Include all of the attributes listed in the data model.
 * b. Create an XML document that includes at least two movies and two cast members per movie.
 * c. Create a simple XML style sheet to present the information in HTML format. No tables or CSS are necessary.

2) Student/Class Directory

 * a. Every class at a school can have many students, and each student can be registered to more than one class at a time. Create an XML schema to capture this many-to-many relationship.  Be sure to include the class name, capacity, building number, building name, and room number.  Also include the student first/last name separately  and his or her grade for the class.
 * b. Using the XML schema created in part a, create an XML document and an XML stylesheet. You can make up your own data, but be sure to use at least three students for each class.

Many-to-Many Chapter => The Many-to-Many Relationship

Many-to-Many Answers => Answers


text:
Introspector/Project

The introspector project is a large project with many parts to it. It also lives in the internet in many places. Here are some of the websites that may help you out.

Introspector project blogger : http://gccintrospector.blogspot.com/

Introspector project home page http://introspector.sourceforge.net/

Introspector Win32DiaBuild SubProject home page http://introspector.sourceforge.net/dia_win32.htm

FreshMeat Page for the introspector http://freshmeat.net/projects/introspector/

SourceForge project page http://sourceforge.net/projects/introspector/

ObjectWeb project page http://debian-sf.objectweb.org/projects/introspector/

CpanModule for introspector http://search.cpan.org/author/MDUPONT/Introspector-0.04/

LinuxOrgAppIndex http://www.linux.org/apps/AppId_8166.html

GoogleGroups http://directory.google.com/Top/Computers/Programming/Compilers/GNU_Compiler_Collection/?il=1

TaskList http://images.google.de/images?svnum=10&hl=en&lr=&ie=UTF-8&oe=UTF-8&q=couch+designer&spell=1

See also : Introspector/RelatedProjects Introspector/SimilarNamedProjects Introspector/UsedProjects Introspector/AffectedProjects

title: Introspector/Project


text:
Introspector/RelatedProjects

SWIG is the Simplied Wrapper Interface Generator http://www.swig.org

CpPx is an related GccPatch http://swag.uwaterloo.ca/~cppx/

GccXml is very similar http://www.gccxml.org

VfIasco - to further develop coalgebraic specification techniques such that these techniques can be applied to real software http://os.inf.tu-dresden.de/vfiasco/

DaNdelion is for Smalltalk http://www.mars.dti.ne.jp/~umejava/smalltalk/stClasses/dandelion/

TunesProject http://cliki.tunes.org

PdToolkit http://www.cs.uoregon.edu/research/paracomp/pdtoolkit/

GaSta : http://sourceforge.net/projects/gasta/

SpLint : http://www.splint.org/links.html

BiNge http://wiki.dotgnu.org/Binge

GccXRef http://sourceforge.net/projects/gccxref/ (link broken)

SMatch http://sourceforge.net/projects/smatch/

SmAtch http://smatch.sourceforge.net/

ProgramTransformation http://www.program-transformation.org/twiki/bin/view/Transform

StRatego http://www.stratego-language.org/twiki/bin/view/Stratego/WebHome

MoZart http://mozart-dev.sourceforge.net/

IntentionalProgramming http://groups.yahoo.com/group/intentionalprogramming/

CppTool is a CppRefactorer, a C++ refactoring tool http://sourceforge.net/projects/cpptool

FlawFinder is a Python program that analyses C programs. http://www.dwheeler.com/flawfinder/

PsCan is a C Program that parses C and checks for errors http://www.striker.ottawa.on.ca/%7Ealand/pscan/

Formal Verification Tools and Techniques for Autonomous Systems http://is.arc.nasa.gov/AR/tasks/VrfTools.html

MoPs MOdelchecking Programs for Security properties http://www.cs.berkeley.edu/~daw/mops/

MetaLevelCompilation http://metacomp.stanford.edu/

The SLAM Project - Debugging System Software via Static Analysis SlAm from MicroSoft http://research.microsoft.com/SLAM/main.htm http://research.microsoft.com/slam/

VaUlt from MicroSoft http://research.microsoft.com/projects/Vault/

CqUal http://www.cs.berkeley.edu/~jfoster/cqual/

EsCj ExtendedStaticCheckingforJava Extended Static Checking for Java http://www.research.compaq.com/SRC/esc/Esc.html

SiMplify http://www.research.compaq.com/SRC/esc/Simplify.html

JavaMarkupLanguage http://www.cs.iastate.edu/~leavens/JML.html

Java Modeling Language http://www.jmlspecs.org

ChAse http://www-sop.inria.fr/lemme/verificard/modifSpec/index.html

DaIkon http://pag.lcs.mit.edu/daikon/

LoOp http://www.cs.kun.nl/~bart/LOOP/

EauClaire http://web.archive.org/20020105044046/sctest.cse.ucsc.edu/chess/EauClaire/

MoPed http://www.fmi.uni-stuttgart.de/szs/tools/moped/

BlAst http://www-cad.eecs.berkeley.edu/~rupak/blast/

JCAVE a framework for model checking JavaCard applets on the bytecode level http://www.sics.se/fdt/projects/vericode/jcave.html

MAGIC Modular Analysis of proGrams In C http://www-2.cs.cmu.edu/~chaki/magic/

BOOP http://boop.sourceforge.net/

Prosper - Proof and Specification Assisted Design Environments http://www.dcs.gla.ac.uk/prosper/

Spin - a model checker http://spinroot.com/spin/whatispin.html

VeriSoft http://cm.bell-labs.com/who/god/verisoft/

Bandera - a tool set for model checking concurrent Java software http://bandera.projects.cis.ksu.edu/

Bogor - a highly customizable and modular model checking framework aimed to ease the development of robust and efficient domain-specific model checkers for verification of dynamic and concurrent software http://projects.cis.ksu.edu/projects/bogor

Bounded Model Checking for ANSI-C http://www-2.cs.cmu.edu/%7Emodelcheck/cbmc/

Java Path Finder http://ase.arc.nasa.gov/visser/jpf/

KISS project http://research.microsoft.com/kiss/

CiL http://raw.cs.berkeley.edu/ccured/cil/index.html

CiNdent http://www.uvm.edu/~ashawley/c/indent/

CppReflection http://www.garret.ru/~knizhnik/cppreflection/docs/reflect.html

CiNt - a C interpreter; part of ROOT http://root.cern.ch/root/Cint.html

Pnet (C,C#,and other languages) - the managed C compiler from Pnet a managed C compiler for C, C#, and other languages http://www.southern-storm.com.au/portable_net.html

TreeCc - the AST lib from Pnet http://www.southern-storm.com.au/treecc_essay.html

KdeBindings are using the GccDumpTranslationUnits http://lists.kde.org/?l=kde-bindings&m=104703891005909&w=2

Here are a good list of related complier projects : http://www.ntlug.org/~cbbrowne/c.html

GccTranslationUnit is a similar project http://www.omegahat.org/GccTranslationUnit/

See this collection (I have taken the following from them) http://scgwiki.iam.unibe.ch:8080/SCG/370

ArgoUml - a Java open source UML Tool that can reverse engineer java source files and folders and generate UML diagrams. http://www.argouml.org/

BauHaus - Feature detecting and clustering algorithms, designed for C not object-oriented. University of Stuttgart, Germany. http://www.bauhaus-stuttgart.de

BuNch - a software clustering/modularization tool by Mancoridis, from Drexel University, Philadelphia. http://serg.mcs.drexel.edu/bunch/

CiAo - a graphical navigator for software and document repositories. AT\&T Labs-Research. http://www.research.att.com/~ciao/

StarBrowser - Smalltalk Lightweight Classification Model and the Star Browser http://iamwww.unibe.ch/~wuyts/StarBrowser/index.html

CodeNavigator http://sources.redhat.com/sourcenav/index.html

CodeCrawler http://www.iam.unibe.ch/~lanza/CodeCrawler/codecrawler.html

CodeSurfer - a maintenance, understanding, and inspection tool. http://www.grammatech.com/products/codesurfer/index.html

CodeWizard - a source code analysis tool that implements coding guidelines for C and C++. http://www.parasoft.com/jsp/products/home.jsp?product=Wizard&/cplus/index.htm

ColumbusCaN - reverse engineering framework and C++ front end of FrontEndART (free for academic purposes). http://www.frontendart.com/

SDS - The Software Development Foundation (SDS) is an open architecture designed for developing tools for software development. Based on XML, the SDS makes it easy for most languages and other systems to incorporate its tools. http://sds.sourceforge.net/

Synopsis is related to SDS http://synopsis.sourceforge.net/

CADOCS - http://cadocs.sourceforge.net/index.html  -- CADOCS - C/C++ API Documentation System. It uses gccxml as its front end and consists of a bunch of Python scripts that rewrite the XML into a more tractable form for developers and users of APIs

ValGrind - http://devel-home.kde.org/~sewardj/ Valgrind is a GPL'd tool to help you find memory-management problems in your programs. When a program is run under Valgrind's supervision, all reads and writes of memory are checked, and calls to malloc/new/free/delete are intercepted.

http://manju.cs.berkeley.edu/cil/ -- CIL - Infrastructure for C Program Analysis and Transformation (v. 1.1.2)

http://pirate.tangentcode.com/ PIRATE

http://cscope.sourceforge.net/ CSCOPE

bane http://www.cs.berkeley.edu/Research/Aiken/

metacomp Meta-Level Compilation http://metacomp.stanford.edu/

FermaT http://www.dur.ac.uk/martin.ward/fermat.html from Martin Ward http://www.dur.ac.uk/martin.ward/

Jerub : once properly equipped with parsers and transformations, that engine is capable of turning compiled cobol into readable C. I've even seen an experiement where martin took self modifying asm and turned it into readable C.

title: Introspector/RelatedProjects


text:
Introspector/Toolchain

Toolchain :

A set of tools that interoperate, exchange data. A Suite of tools. Normally this means a compiler toolchain.

http://www.linux-mips.org/toolchain.html "" A toolchain is a complete collection of compiler and binutils programs and can be run either as a cross-compiler, or native on the target (if performance allows). ""

title: Introspector/Toolchain


text:
Introspector/MetaData

Meta data is :

* Data about Data.

* Data about Data in software.

* Data about Programs.

See dublincore for a set of standard metadata tags appliciable to anything : http://dublincore.org/

The w3c defines metadata here : http://www.w3.org/Metadata/ ""Metadata is machine understandable information for the web. The W3C Metadata Activity addressed the combined needs of several groups for a common framework to express assertions about information on the Web, and was superceded by the W3C Semantic Web Activity."

See http://www.w3.org/Metadata/Activity.html "" Missing is a part of the Web which contains information about information - labeling, cataloging and descriptive information structured in such a way that allows Web pages to be properly searched and processed in particular by computer. In other words, what is now very much needed on the Web is metadata. W3C's Metadata Activity is concerned with ways to model and encode metadata. A particular priority of W3C is to use the Web to document the meaning of the metadata. Our strong interest in metadata has prompted development of the Resource Description Framework (RDF ™) and its relative PICS ™ (Platform for Internet Content Selection). PICS is now complete; work on RDF continues.""

title: Introspector/MetaData


text:
User:ParaDox

 * Wikimedia "HOME"
 * Wikipedia
 * ( Deutschland / Germany )
 * ( Benutzer / User )
 * ParaDox

de:Benutzer:ParaDox

title: User:ParaDox


text:
User:Mdupont

=metalinks= * http://meta.wikimedia.org/wiki/User:Mdupont * http://sq.wiktionary.org/wiki/P%C3%ABrdoruesi:Mdupont * http://en.wiktionary.org/wiki/User:Mdupont * http://de.wikipedia.org/wiki/Benutzer:Mdupont * http://en.wikipedia.org/wiki/User:Mdupont * http://en.wikibooks.org/wiki/User:Mdupont * http://commons.wikimedia.org/wiki/User:Mdupont

Videos :

here are some videos I uploaded under the GFDL :

Ricahard Stallmans interview : http://en.wikibooks.org/wiki/Image:Richard_Stallman_-_Free_Software_Free_Society_1_3.ogg http://en.wikibooks.org/wiki/Image:Richard_Stallman_-_Free_Software_Free_Society_2_3.ogg http://en.wikibooks.org/wiki/Image:Richard_Stallman_-_Free_Software_Free_Society_3_3.ogg

http://en.wikipedia.org/wiki/Cwm http://en.wikibooks.org/w/index.php?title=Special:Contributions&target=84.158.223.164

Introspector Introspector/MetaProgramming Introspector/LanguageTools Introspector/GnuCompilerCollection Introspector/SoftwarePrograms Introspector/MetaData Introspector/Toolchain Introspector/MetaData/Manipulation/Tools Introspector/RelatedProjects Introspector/Project

title: User:Mdupont


text:
Introspector/Compiler/AST

Abstract Syntax Trees are basically collections of facts in a program. a set of statements that cantain declarations, types, values, onstants.

They can be compared to graphs of data in RDF.

Trees basically are an intermediate representation of the program facts.

I hope to create a better tree representation for compilers using RDF.

title: Introspector/Compiler/AST


text:
User talk:203.163.73.238

You've been making a lot of contributions to the Maple Story guide. No offense, but you make several major changes in many subjects, and it would be nice if you could check your sources a little. For example: it has been proven on many levels that Double Shot consistantly does more damage than AB, not only is DS more consistant, but it does more damage. (contrary to what Wizet puts on their homepage)

All in all, I thank you for your contributions however. I am glad that you are interested in the guide and are contributing to it :) I hope you don't take this as an offense, because I really don't mean it in that way.

Wikibooks in general also has a policy on no original research: you cannot really add your own opinion to a subject. While this is a bit touchy on video games (as most research is not published), if you see something "incorrect" in the subject make sure it is incorrect, and say something on the discussion page about it. Maybe I was wrong when I put something up, so yeah, change it to a "correct" form, but at least talk in the discussion page about it.

--Dragontamer 21:58, 8 February 2006 (UTC)

PS: talk to me on my user page. I'll respond a little faster. You should be able to get on my talk page by clicking here

title: User talk:203.163.73.238


text:
User talk:Mdupont

Welcome
Hello and welcome to Wikibooks!

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Attribution
Hello, you cannot just copy material from Wikipedia onto Wikibooks. The site license requires attribution and that means providing a link or importing the history from Wikipedia. As a consequence I've had to delete all the pages you copied as a copyright violation. Also, what you seem to be doing is just copying stuff here without attempting to structure it as a book. If you have no intention of expanding on what is already on Wikipedia, or providing the book structure, I question what you are trying to achieve - perhaps you could explain? Thanks - QuiteUnusual (discuss • contribs) 11:42, 5 May 2016 (UTC)
 * I am attempting to document the ownership structure of the financial system in panama based on public documents. I had a few new pages in there that were not copied, you can delete the ones that were from wikipedia, the other ones are from me. There is no good coverage of this topic yet, mostly because it is not exactly notable. Mdupont (discuss • contribs) 11:48, 5 May 2016 (UTC)

title: User talk:Mdupont


text:
Introduction to Physical Science

Contents

 * /Introduction/

Chapter 1

 * Chapter 1
 * 1.1 Procedure
 * 1.2 Data
 * 1.3 Graphs and Charts
 * 1.4 Experimentation
 * 1.5 The SI System
 * 1.6 Matter and Energy
 * 1.7 (Experiment) States of matter

Chapter 2

 * 2.1 What are properties?
 * 2.2 Density
 * 2.3 (Experiment) Density of a Solid
 * 2.4 (Experiment) Density of a Liquid
 * 2.5 (Experiment) Density of a Gas
 * 2.6 Solubility
 * 2.7 (Experiment) Solubility of a Solid
 * 2.8 (Experiment) Solubility of a Gas
 * 2.9 (Experiment) Melting Point
 * 2.10 (Experiment) Boiling Point

Appendix

 * A.0 Formula
 * A.1 Practice Problems Set 1
 * A.2 Practice Problems Set 2
 * A.3 Practice Problems Set 3

Chapter 1: Experimentation

 * /What is Science?/
 * /Chapter 1 Introduction/
 * /Experiments/
 * /Procedure/
 * /Before an Experiment/
 * /During an Experiment/
 * /After an Experiment/
 * /Data/
 * /Qualitative Data/
 * /Quantitative Data/
 * /Charts/
 * /Bar Graphs/
 * /Line Graphs/
 * /Histograms/
 * /Vocabulary/
 * /Questions/
 * /Review/
 * /Worksheets/
 * /Assesment/

Chapter 2: Measurement

 * /What are measurements?/
 * /Dimensions/
 * /Measuring Tools/
 * /Questions_measurement/
 * /The SI System/
 * /Lenth/
 * /Mass/
 * /Volume/
 * /Time/
 * /Surface Area/
 * /Temperature/
 * /Irregular Measurements/
 * /Questions_SI/
 * /Water Displacement/
 * /Questions_water_displacement/

Chapter 3: Matter

 * /What are Matter and Energy?/

 * /Matter/
 * /States of Matter/
 * /Solids/
 * /Liquid/
 * /Gas/
 * /Plasma/
 * /Parts of Matter/
 * /Atoms/
 * /Protons/
 * /Neutrons/
 * /Electrons/
 * /Elements/
 * /Atomic Number/
 * /Atomic Weight/
 * /Isotopes/

Chapter 4: Energy

 * /Energy/
 * /Types of Energy/
 * /Kinetic Energy/
 * /Potential Energy/
 * /Thermal Energy/
 * /Examples of Energy/
 * /Heat/
 * /Light/
 * /Motion/
 * /Noise/
 * /Energy Transfer/
 * /Radiation/
 * /Convection/
 * /Conduction/

Making Contributions
Look at Guide For IPS authors before contributing

 * 1) Check the "tasks" lists in the discussion pages to find editing work
 * 2) Check the talk in the discussion pages and add your opinions
 * 3) Start work on a new section or suggest edits in the "tasks"
 * 4) Collect resources for Fact-Checks or add Graphics to modules

Citing Contributions
If you have made contributions to this Wikibook and would like to have formal credit for being an author, please add your name to the list below:

 * All IPS authors

title: Introduction to Physical Science


text:
Introduction to Physical Science/Introduction

This Book
Welcome to the wikibooks free text "introductory physical science"! This free text is built as a year-long course in 7th-9th grade basic physical science. This book is a resource and a basis for the course, which is meant to be taught in a laboratory setting. This text centers on student hands-on work as well as answering questions using critical thinking. This book encourages students to write their own methods for each piece of work before they are simply given the proper procedure. Making mistakes is part of all learning, and in the context of science, it is no less important. Therefore, this book will place more emphasis on the procedure, process, and the quality of performance rather that the actual answer.

Resources
Student resources for this book are located within the next several pages, and teacher resources are in the back. Student resources include websites, common methods, a basic glossary, and conversion tables. Teacher resources include materials lists, procedures, detailed charts of results found upon completion of experiments, and much more.

Use and Copyright
This textbook is free and available for every person to use. The book can be used in any method described under the GNU free documentation licence. Distribution is unlimited, and is very much encouraged.


text:
Introduction to Physical Science/Chapter 1

Chapter One
This Chapter is built to guide you through the most direct basics of what is contained in this course. To continue beyond this point you will need a "lab notebook." This can be any type of small notebook that can contain all the parts of the experiments done in this course. In the first section you will learn all about the different methods used to record lab data and procedures. This knowledge can then be used to record all future experiments in your lab notebook. You will also need the following materials for this chapter

Material List
Notebook Pencil Graduated Cylinder (100 ml) Balance (Equal arm, Tri Arm, not Electronic) Mass Standards (If Using an Equal-Arm Balance)


text:
Introduction to Physical Science/1.1

=Writing Laboratory Reports= When a scientific experiment is performed, all its parts are carefully recorded, and all data gathered is diligently organized. In this section, we will discuss the basic elements of a laboratory report and how to effectively write for a scientific report.

Title
All labs must be named, and therefore the first part of a lab is its title and the number of the section.

Purpose
It is important to ask the question: why is this lab important? The purpose of a lab is a question to be answered.

Example: In a lab about the density of copper the purpose might read: what is the density of copper?

Hypothesis
If it is at all possible, it is important to record a hypothesis prior to performing the experiment. A hypothesis is an educated "guess" as to the outcome of the experiment. Creating a hypothesis allows us to see how far away from the truth our original ideas where (if anything but the truth).

Materials
Keep a detailed list of all materials used in the experiment. This will allow you to make sure nothing is missing when you actually construct and perform the experiment. Keeping a list such as this would allow another person to repeat your experiment in order to test your results. The ability of an experiment to be repeated is considered a good quality in science.

Diagram
It is important to sketch a small diagram of all materials used in the experiment to demonstrate how they will be set up when the experiment is performed.

Procedure
This is possibly the most important section of all. The procedure is a list of numbered instructions that tell how an experiment is done. The procedure should be clear, concise, and very easy to read. The procedure steps should be simple. Each step should be about a sentence in length. The procedure in each experiment should be written so that a person who has little or no knowledge of science or of the experiment you are performing could do it with no preparation.

Data
Data is the product of following an experiment's procedure. Data is most frequently collected in tables at first because they are easy to use and they present data in an easily recognizable format. A data table has several parts. In lesson 1.2 we will talk about the use of data tables and the collection of data.

Graphs and Charts
Graphs and charts are a more visual way of representing data. We will talk about different types of Charts and Graphs in chapter 1.4.

Conclusion
The conclusion is a short paragraph that discusses the outcome of the lab, what was gained from the lab, and what could be done differently and/or changed. The conclusion reviews the procedure and attempts to answer the purpose question. If no answer can be reached, then explain why the purpose question was not answered and explain what further work might answer it.

=Vocabulary and Questions=
 * Labs are experiments done in a laboratory environment.
 * Data is the information gained from an experiment.
 * Tables are a graphic way of organizing data, also known as a chart.
 * Graphs are another way of representing data, but instead of using words it uses pictures.
 * Hypothesis is an educated guess as to what may happen when the experiment is performed.

Covering The Reading

 * 1) What part of the experiment would you suggest changes to the procedure?
 * 2) Which section would you collect data in?
 * 3) What does the word lab denote?
 * 4) When writing a lab procedure what should be remembered about the instructions?
 * 5) If you have a lab that is about the solubility of citric acid what would be a valid purpose?

title: Introduction to Physical Science/1.1


text:
Introduction to Physical Science/1.5

The SI System
"SI" or "System International" is the worldwide (excepting the US and Liberia) system of measurement. This system includes units of each dimension, but its defining feature is its basis on the number 10. Old english units (also known as the customary system) where based on units of 12 which, although the system stood for centuries, where not as effective as the current SI measurements. The SI system is sometimes also known as the "Metric" system. Below are the common units within the SI system.

Length, Width, Height
mm - millimetre: equal to .001 metres

cm - centimetre: equal to .01 metres

m - metre: one metre

hm - hectometre: equal to 100 metres

km - kilometre: equal to 1000 metres

Area
cm^2 - square centimetres: equal to a square with length and width of 1cm

km^2 - square kilometres: equal to a square with length and width of 1km

Volume
cm^3 - cubic cetimetres: equal to a cube with length, width, and height of 1cm

mL - millilitre: .001 liters

cL - centilitre: .01 liters

dL - decilitre

L - litre: one liter: equal to one cubic decimetre

daL - decaliter: 10 liters

hL - hecto litres: 100 liters

Mass
mg - miligram .001 gram

cg - centigram .01 gram

g- gram: one gram

dag - decagram: 10 grams

hg - hecto gram: 100 grams

kg - kilo gram: 1000 grams

The Common Conversions
The common system has much different values and uses different terminology for different measurements. Below are the differences between the two systems discussed in depth. Only measurements representing the same physical quantities con be "converted".

Mass vs. Weight
Where the SI system uses Mass, the Common System uses Weight. The two words mean different things. Weight is the effect of the force of gravity on an object's mass. Although weight depends on mass, it is not the same thing as mass. Mass is the amount of matter (material) that exists within an object (we will discuss matter in depth in chapter 1.6). Mass cannot be "converted" to weight, but rather a calculation involving Newton's Second Law of Motion must be used. It is, however, common practice to use the conversions listed below based on the standard acceleration due to gravity here on the earth. This should be further explored when studying motion and forces.

Volume
Volume is very different between the common and SI systems. In the common system the standard units for volume were the flow ounce and the pint. The two have no basis in the SI system and are only converted by sheer mathematical terms. The conversion factors can be found below.

Mass
1 kilogram = 2.2 pound

1 pound = 0.45 kilograms

Volume
1 Liter = 33.81 fluid ounces 1 fluid ounce = .029 liters

1 Liter = 2.11 pints

=Vocabulary and Questions=
 * Length is the distance from a given point A to a given point B
 * Weight is the measure of the effect that gravity has on an object
 * Mass is the amount of matter in a given object
 * Volume is the amount of space an object takes up
 * Conversion is the method by which units in one system are measured against those in another

Covering The Reading

 * 1) Based on your observations, what do the following prefixes mean? kilo, deca, deci, milli, centi, hecto
 * 2) What does SI stand for?
 * 3) What country did the metric system originate in?
 * 4) How many pints are in a liter?
 * 5) What number are SI system units based on?

Critical Thinking

 * 1) Using the

Exploration

 * 1) Collect containers from around your house check the units on their labels, construct a table that shows the conversions between the customary and metric units.

title: Introduction to Physical Science/1.5


text:
Talk:Introduction to Physical Science/1.5

=Module Info=

Tasks
The following is a list of edits that can help make the module better, cross them out when done

 * 1) Place conversions, abreviations, and all numerical data into tables
 * 2) Add as many reading and critical thinking questions as possible
 * 3) Add refrences

=Talk=


text:
Introduction to Physical Science/Authors

Main Authors
--Basejumper123, Founding Author--Ben Mitchell; MA, USA, 01966

--J.M.Pearce (talk)

--Jayreimer Current teacher (2012) building this text for grade 9 course at Dalat International School, Malaysia.

Contributors
During the Spring Semester of 2008, students in Clarion University's Physical Science 112 course will be contributing problems and solutions in different sections in the IPS book. These users can be found here


text:
Introduction to Physical Science/1.6

=Matter And Energy= Matter and Energy are the two components of our universe. This means that everything is either matter or energy. Matter is perceived as physical objects, while energy is the forces that act upon and in conjunction with the matter in the universe.

=Matter= Noun

matter (uncountable and countable; plural: matters)

 * 1) The basic structural component of the universe. Matter always consists of a mass and a volume, and contains its mass times the speed of light squared in total energy stored.
 * 2) A kind of substance.

Matter represents the physical objects in the universe. Matter, although it appears and acts in ways that are far different from energy, is actually captured energy itself. This can be proven when one looks very closely at the structure of matter that begins with a very, very small component.

Atoms
Matter begins with atoms. Atoms are the Building Blocks of everything. An atom is made up of several even smaller parts. What makes atoms matter, and every piece below it energy is that the electrons and nucleus are held together by both the "electromagnetic force" and nuclear force. Nuclear force is the force that holds all the pieces of the atom together, it works because of the opposite properties of the different pieces of an atom.

Protons
Protons are very small particles that have a positive electric charge. The protons within an atom reside within the nucleus. The number of protons is always equal to the number of electrons within an atom. Proton count cannot be changed excepting when the atom is placed under very special conditions within a special scientific apparatus called a supercollider or an atom smasher.

Neutrons
Neutrons are tiny particles that have a neutral electric charge. These particles reside inside the nucleus. Neutrons do not effect the element of the atom, but they may affect the isotope of the element

Electrons
Electrons are particles that are hundreds of times smaller than protons and neutrons. The electrons reside within the electron cloud which surrounds the nucleus. The electrons within the electron cloud travel at different distances from the atomic wall these levels are called shells. The number of electrons within a shell can be determined with the formula 2n^2 or 2 times the number of the shell to the second power. Therefore the first shell holds 2 electrons, the second holds 8, and the third holds 18.

Nucleus
The Nucleus of an atom is the center, where the protons and neutrons exist. The nucleus contains 99% of the mass of the atom.

Mass
Mass is the Standard SI system measurement of how much matter an object contains. The standard unit for mass in general terms is the gram.

=Energy=

Noun energy (plural energies)

 * 1) The impetus behind all motion and all activity.
 * 2) The capacity of an entity to do work.
 * 3) (physics) A quantity that denotes the ability to do work and is measured in a unit dimensioned in mass × distance²/time² (ML²/T²) or the equivalent.

Energy is the ability to cause change or to do work. Energy comes in many, many forms; some of the most common forms we experience on earth are: heat, light, and movement. Energy is separated into two different categories: Potential and Kinetic.

Potential
Potential energy is energy that is "stored" i.e. not being used. This can mean any type of energy that is not being spent. For example, a book that is carried to the top of a tower has potential energy; which was put into the object when it was carried to the top of the tower. It has potential energy because it is acting against gravity. In physics, every action has an equal and opposite re-action. The action wAS the book being elevated to the top of the tower. And the re-action would be the book falling or otherwise descending to the ground. This is only one type of potential energy, potential energy can exist in many states such as:
 * Food (broken down into simple components and expended by respiration)
 * Electric Current (stored in batteries, or generators)
 * A Spring (mechanical devices, when expanded or contracted too far)

Kinetic
Kinetic energy is energy that is in use. Kinetic energy is the energy that radiates, moves, shines, and heats. This type of energy is very common in our universe. Kinetic energy is very, very changeable; all its forms are interchangeable. As shown below
 * Motion > Heat (through conduction)
 * Heat > Motion (through convection)
 * Light > Heat (through radiation)

Types of Kinetic Energy

 * Motion is the type of kinetic energy that moves physical objects through space

 * Heat is the type of kinetic energy that moves the molecules of a physical object. This causes the objects temperature to rise.

 * Light is the type of energy that radiates through space in waves and beams. Light is categorized into a spectrum. Visible light is the light we can see reflected off of objects, while other types of light such as x-rays, gamma rays, and radio waves cause radiation.

=Vocabulary and Questions=
 * Temperature is the average amount of kinetic energy that a group of molecules or atoms has because of random movement of the molecules.

 * Heat is the total amount of kinetic energy that a group of molecules has because of the random movement of the molecules.

 * Thermodynamics is the branch of science dealing with energy in the universe and the interaction of that energy with physical objects. We will talk more about Thermodynamics later.

 * Conduction is the transfer of kinetic energy from one object to another through direct contact.

 * Convection is the transfer of kinetic energy by currents within a fluid.

 * Radiation is the transfer of kinetic energy through space.

=Section Review=

Covering The Reading

 * 1) Describe matter and energy in your own words
 * 2) Define the parts of an atom and their purpose in the atom
 * 3) What is an Element?
 * 4) How are matter and energy related?
 * 5) Which is the smallest piece of an atom?
 * 6) Which part of the atom determines the atomic number?
 * 7) Which type of energy can cause motion?
 * 8) Which type of energy transfer moves kinetic energy through liquids?

Critical Thinking

 * 1) Suppose that you are using a heat lamp in your bathroom, what is the method by which the kinetic energy it generates is transferred through space?
 * 2) If a proton has a weight of 1unit and an electron has a weight of .007 units than how much does an atom of hydrogen with 3 neutrons weigh?

Exploration
1) Look at the periodic table of the elements
 * What element has atomic number one
 * What elements fall into the noble gas set?

2) Draw a diagram of an atom include the following
 * Nucleus with
 * Protons
 * Neutrons
 * Electron shell With
 * The correct number of electrons
 * The electrons in their appropriate shells

title: Introduction to Physical Science/1.6


text:
Introspector/LanguageTools/SilverScheme

SilverScheme is a Scheme like OO language that uses introspection heavily. The rather unedited doc is here: Introspector/LanguageTools/SilverScheme/Doc. The ontology used is here: Introspector/LanguageTools/SilverScheme/Ontology.

In Silverscheme the class system is implemented on top of the prototype system. The prototype system is pretty easy: every object is a (changed) copy of another object. The object that it's a copy of is it's prototype.

A few important concepts:

* Extending: copying an object and entering the scope of the new object to add/change/delete some stuff. Usually done with (define new-obj (old-obj.extend)). * Inheriting: if object A extends object B and the field C in A is the same as the field C in B then A is said to have inherited C from B.

SilverScheme will have a built-in KnowledgeInterchangeFormat reasoner for logic programming.

Knowledge Interchange Format (KIF) is a way of representing knowledge in computers. It's also a quite simple logic language that's useful for reasoning about knowledge. At the moment KIF resources are rather spread across the web, here are a few links:

* http://www.csee.umbc.edu/kse/kif/ * http://logic.stanford.edu/kif/

Introspector/KifTutorial

Ideas for libraries and tools go at Introspector/LanguageTools/SilverScheme/Projects.

A list of projects that will be needed to support SilverScheme and/or make it more fun.

Needed:

* A simple make system. * Interface to a GUI toolkit (preferably FOX, good test for the C++ invocation mechanism) Fun: * SilverSchemeSourcery

Usually languages have small examples that aren't really fun. SilverScheme has a big fun example however, a full blown board/card game named Sourcery. Sourcery will be a good example of the logic capabilities of SilverScheme since it will use KIF to determine what is allowed and what not in a dynamic way.

title: Introspector/LanguageTools/SilverScheme


text:
Talk:Introduction to Physical Science/1.6

=Module Data=

Tasks

 * 1) Re-Organize with tables
 * 2) Add apropriate Photos
 * 3) Fact check and reference

=Messages=


text:
Radiation Oncology/Toxicity/Head & Neck

This page is for the toxicities of head & neck radiotherapy. In contrast to the supportive care page, which discusses the treatment of symptoms during RT, this page is for the pathogenesis and risk of developing symptoms.

 * General Head & Neck
 * Lacrimal gland
 * Mucositis
 * Parotid gland
 * Pharyngeal constrictors
 * Larynx
 * Carotid artery
 * Osteoradionecrosis
 * Inner Ear
 * Hypothyroidism
 * Brachial Plexus

 * Head & Neck Supportive Care

title: Radiation Oncology/Toxicity/Head & Neck


text:
Adventist Youth Honors Answer Book/Household Arts/Nutrition

1. Draw the food pyramid guide. List the number of servings required from each group per day. Why is it important to eat a balanced diet?
The food pyramid guide is updated and published by the United States Department of Agriculture (USDA). They replaced the food pyramid with "MyPlate" in 2011. The food pyramid is no longer promulgated by the U.S. government. If you wish to continue teaching the food pyramid concept, you could use the Loma Linda University Vegetarian Food Pyramid instead. Both are shown below:

Important facts always eat a balanced diet

2. Explain the difference between the following
The prefix lacto means milk, and can be found in words such as lactose (a chemical found in milk).

The prefix ovo means egg, and can be found in words such as oval (which means egg-shaped).

These prefixes are used to describe the exceptions to a vegetarian diet as follows:

a. Lacto-ovo vegetarian
A lacto-ovo vegetarian is a person who eats no animal products (such as meat) except for milk (and milk products such as cheese, ice cream, and yogurt), and eggs.

b. Ovo vegetarian
An ovo vegetarian is a person who eats no animal products (no meat and no milk) except for eggs.

c. Vegan vegetarian
A vegan is a vegetarian who eats no animal products at all.

3. Plan a two-day menu, containing a balanced lacto-ovo vegetarian diet utilizing the food pyramid guide.
To do this using the current version of the USDA food pyramid, you must first go to ChooseMyPlate.gov and enter the Pathfinder's profile (age, sex, and physical activity). This will tell you how much of each food category the Pathfinder should eat.

The values in the table below are for children who are physically active for 60 minutes or more per day. Use the USDA website for adults and less active children.

4. What is another name for Vitamin B1 and B2?
Vitamin B1 is also known as thiamine. Beriberi is disease cause by a vitamin B1 deficiency.

Vitamin B2 is also known as riboflavin. It is required for red blood cell formation.

5. List at least three significant food sources of the following nutrients

 * a. Vitamin C: Citrus fruits (lime, lemon, orange, grapefruit), tomatoes, and potatoes are good common sources of vitamin C. Other foods that are good sources of vitamin C include papaya, broccoli, brussels sprouts, black currants, strawberries, cauliflower, spinach, cantaloupe, and kiwifruit. Also, cranberries and red peppers are good sources of the vitamin.
 * b. Vitamin A: Milk and eggs are both animal sources of vitamin A. Carrots and spinach are both good plant sources of vitamin A.
 * c. Vitamin B1: Good sources of vitamin B1 include whole grains (wheat, oats, rice, etc.), apricots, pineapples, legumes, turnip greens, and pistachio nuts.
 * d. Vitamin B2: Milk, cheese, leafy green vegetables, liver, yeast, almonds and mature soybeans are good sources of Vitamin B2, but exposure to light will destroy the riboflavin in these natural sources.
 * e. Iron: Good sources of dietary iron include meat, fish, poultry, lentils, beans, leaf vegetables, tofu, chickpeas, black-eyed pea, strawberries and farina.
 * f. Calcium: Dairy products, such as milk and cheese, are a well known source of calcium. However, some individuals are allergic to dairy and even more people, particularly those of non-European descent, are lactose-intolerant, leaving them unable to consume dairy. Fortunately, many other good sources of calcium exist. This includes nuts and seeds (like almonds and sesame), beans; whole wheat; collard greens; okra; rutabaga; broccoli; and fortified products such as orange juice and bread.

6. Why is it important to drink plenty of water every day? How much water should you drink every day?
It is important to drink plenty of water so that you do not get dehydrated. Your body needs water to help eliminate waste and to keep the cells in the body hydrated.

Here are some ways to increase your water intake:

 * Drink a glass of water when you first get up in the morning, in the evening when you get home, and again before you go to bed at night.
 * Keep a bottle of water beside your desk at work. Drink often throughout the day.
 * Drink before, during, and after any physical activity, such as walking, hiking, or biking.
 * Carry water with you when you travel. Drink often when flying, as the cabin air is very dry.
 * If your water doesn’t taste good, add a lemon or lime slice to improve the flavor. You can filter your water and keep a pitcher in the fridge. Or, buy bottled water if the improved taste helps you drink more.

You should drink water whenever you are thirsty. A persistent myth is that a person needs to drink 8 eight ounce glasses of water every day. While following this rule will cause no harm, it is completely unsupported by scientific evidence. A person should replace the same amount of water he or she loses in a day. Water is lost through urination, bowel elimination, sweating, and breathing. Remember that drinking is not the only way to replace lost water: food contains a lot of water, and your body can absorb water through the skin. Again, the general rule is to drink water whenever you are thirsty or whenever you want some.

 * 1) Urban Legends
 * 2) Intelihealth.com

7. Name three common diseases that can be controlled by diet.
Diabetes: The most important forms of diabetes are due to decreased or the complete absence of the production of insulin (type 1 diabetes), or decreased sensitivity of body tissues to insulin (type 2 diabetes, the more common form). The former requires insulin injections for survival; the latter is generally managed with diet, weight reduction and exercise in about 20% of cases, though the majority require these strategies plus oral medication (insulin is used if the tablets are ineffective).

Cardiovascular Disease: Attempts to prevent cardiovascular disease take the form of modifying risk factors. Some, such as gender, age, and family history, cannot be modified. Smoking cessation (or abstinence) is one of the most effective and easily modifiable changes. Also important is a low-fat, low-calorie diet, which helps one to maintain a healthy body mass index (BMI) and preventing obesity. Regular cardiovascular exercise (aerobic exercise) complements the healthful eating habits. Sometimes, the combination of diet and exercise will improve lipoprotein (cholesterol) levels; if not, a physician may prescribe "cholesterol-lowering" drugs, such as the statins. Treatment of cardiovascular disease depends on the specific form of the disease in each patient, but effective treatment always includes preventative lifestyle changes discussed above. Medications, such as blood pressure reducing medications, aspirin and other treatments may be involved.

Cancer: The consensus on diet and cancer is that obesity increases the risk of developing cancer. Particular dietary practices often explain differences in cancer incidence in different countries (e.g. gastric cancer is more common in Japan, while colon cancer is more common in the United States). Studies have shown that immigrants develop the risk of their new country, suggesting a link between diet and cancer rather than a genetic basis.

8. What is the difference between whole wheat flour and white flour, and which one has the higher nutritive value?
The two biggest differences between white flour and whole wheat are the processing and the nutritional value. Whole wheat flour has the higher nutritive value.

Flour is made from wheat berries. The wheat berry is made up of the bran, the germ and the endosperm. All parts are filled with nutrients and are used in whole wheat flour.

White flour on the other hand, uses only the endosperm - the starchy inner layer. There are a total of 30 nutrients present in whole wheat flour that are missing in white flour. The nutritional difference is immense and has measurable impact on our health.

The fiber content of whole wheat bread has several health benefits.

Fiber helps the digestive system. It also creates a 'full' sensation and thus can help with weight control. Research has been conducted by Harvard and other organizations that shows men and women who eat high-fiber foods are less likely to have heart attacks and strokes as compared to those who don't.

There is also an increased risk of diabetes in children who eat refined white flour - a risk that has been proven by the increase in cases of childhood diabetes.

9. What does RDA stand for? What does it mean?
Recommended Dietary Allowance (RDA) is the daily dietary intake level of a nutrient that is considered sufficient to meet the requirements of nearly all (97-98%) healthy individuals in each life-stage and gender group. The RDAs are established by the Food and Nutrition Board of the (US) National Academy of Sciences.

10. Why is it important not to take excessive amounts of some vitamins and minerals?
Fat-soluble vitamins may be stored in the body and can cause toxicity when taken in excess. Water-soluble vitamins are not stored in the body, with the exception of Vitamin B12, which is stored in the liver.

Some of the most common causes of vitamin poisoning are vitamins A, B3 and B6. Conversely, certain vitamins do not produce toxicity in excess levels: vitamin C has been used in clinical trials in dosages over 100,000 mg — over 1000 times the daily recommended intake — without ill effects.

Excess doses of mineral supplements can also lead to poisoning. Either or both of vitamin poisoning and mineral supplement poisoning can occur due to excessive intake of multivitamin supplements.


text:
Introduction to Physical Science/1.2

=Data= Data is information gathered from experimentation. Data can be any type of info that relates to the experiment. Data is usually classified as one of the following types.

Qualitative
Qualitative data is data that deals with the qualities of the things obseved. Qualitative data records such things as:
 * Color
 * Shape
 * Texture
 * Opacity
 * Odor
 * Sound

Quantitative
Quantitative data is data that records a number that represents a measurement. Quantitative data is usually a number followed by a label that describes which type of measurement it is. Quantitative data includes measurements such as:
 * Length
 * Mass
 * Volume
 * Density
 * Concentration
 * Solubility

=Organizing Data= Data is most useful in science when it is organized into a recognizable format. Formatting allows very fast reading and easy use in drawing conclusion.

Tables and Charts
Tables are graphical ways of representing data. Data represented in tables can be organized to allow ease of access and to permit faster reading. For example, if one was testing tab water contamination, you would have columns of various contaminants and rows for the location from which the water was obtained. Below is an example of a table: As can be seen from the table, it is possible to organize data in such a way as to allow fast reading with minimal work. Tables are more useful for larger sets of data and this was just an example.

title: Introduction to Physical Science/1.2


text:
Modern Greek/Reading Exercises/Reading 04

= Reading 04 =

Song: Γερακίνα
Γερακίνα is a very well known folk song.

Review of old vocabulary:

New vocabulary:

Γερακίνα
Κίνησε η Γερακίνα για νερό κρύο να φέρει ντρουμπου-ντρουμπου-ντρουμπου-ντρουμ

τα βραχιόλια της βροντούν τα βραχιόλια της βροντούν ντρουμπου...

Κι έπεσε μες στο πηγάδι κι έβγαλε φωνή μεγάλη ντρουμπου...

Κι έτρεξε ο κόσμος όλος κι έτρεξα κι εγώ καημένος. ντρουμπου...

Έριξα χρυσό κορδόνη και την έπιασα απ τη ζώνη ντρουμπου...

Γερακίνα θα σε βγάλω και γυναίκα θα σε πάρω ντρουμπου...

Translation: Yerakina moved to fetch cold water...her bracelets thunder (present). She fell into the well, and she shouted with a big voice (lit. brought a big voice out of her mouth). And everyone came running, and I came running, too, poor me. Threw down a golden rope, and hitched it to her belt. Yerakina, I'll pull you out, and take you for my wife.


text:
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