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Optics/Refraction

Refraction is the change in direction and phase velocity of a wave due to a change in the medium in which the wave is traveling. A wave which undergoes this phenomenon is said to have been refracted. This phenomenon is most commonly observed when a wave passes from one medium to another at any angle other than 90° or 0°. Refraction is described by Snell's law (also known as the Snell–Descartes law and the law of refraction), which states that for a given pair of media and a wave with a single frequency, the ratio of the sines of the angle of incidence $$\theta_1$$ and angle of refraction $$\theta_2$$ is equivalent to the ratio of phase velocities $$v_1 \over v_2$$ in the two media, or equivalently, to the opposite ratio of the indices of refraction $$n_2 \over n_1$$:
 * $$\frac{\sin\theta_1}{\sin\theta_2} = \frac{v_1}{v_2} = \frac{n_2}{n_1} .$$

When a wave travels across an interface and into a medium with a higher index of refraction, the wave bends towards the normal. If a wave travels across an interface and into a lower index of refraction, the wave bends away from the normal. If a wave travels across an interface and into a medium with the same index of refraction, the direction of the wave's propagation does not change. The two most common indices of refraction used when first exploring the topic of refraction are air ($$n=1.00029$$) and water ($$n=1.33$$). To simplify calculations, the index of refraction of air is typically approximated to be $$n=1.00$$ (which is actually the index of refraction of a vacuum).

As the angle of incidence increases, the angle of refraction also increases. There comes a point in which the angle of refraction is 90° and means that the wave refracts parallel to the interface. This angle is called the critical angle and for angles greater than or equal to the critical angle, refraction does not take place and all of the light is reflected; this phenomenon is called total internal reflection and will be covered in the next section.

title: Optics/Refraction


text:
Business English

Welcome to the Business English textbook.

Contents

 * 1) /Topics/
 * 2)  Work
 * 3)  Branding
 * 4)  Marketing
 * 5)  Finance
 * 6)  Big business
 * 7)  Home office
 * 8) Computers and technology
 * 9) Engineering
 * 10) Sports
 * 11)  Business books and magazines
 * 12)  Cold calling
 * 13)  Starting your own business
 * 14)  American culture
 * 15)  American business culture
 * 16) Time management
 * 17) Bad news letters
 * 18) Routine and good news letters
 * 19) /Grammar/
 * 20) /Reading and Writing/
 * 21) /Speaking and Listening/
 * 22) /Interviewing/
 * 23) /Idioms/
 * 24) /Phrasal Verbs/
 * 25) Get
 * 26) Turn
 * 27) Up
 * 28) /Slang/
 * 29) /English Proverbs/
 * 30) /Activities and Dynamics/
 * 31) /Areas of English Proficiency/
 * 32) /Making a Personal Plan to Improve Your English/
 * 33) /Getting More Practice/
 * 34) /Tips for Teachers/
 * 35) /Course Outlines/
 * 36) /Links/

Related books

 * English as an Additional Language
 * English for B2 Students

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

title: Business English


text:
Business English/Idioms

Business Acronyms
ASAP  : As Soon As Possible

COB   : Close Of Business

COP   : Close Of Play

EOD. : End Of Day

PO    : Purchase Order

GR    : Goods Receipt

IR    : Invoice Receipt

R/E   : Rate of Exchange (also called FX exchange)

TOR   : Terms of Reference

P/C   : Price, Current

O/S   : Out of Stock, differs from...

OS    : ...On Sample

EBIT  : Earnings Before Interests and Taxes; Shows the result of the company before Interest expenditures and Income Taxes. It differs from...

EBITDA : Earnings Before Interests, Taxes, Depreciation and Amortization; ...that gives a more precise idea of final result (earnings or loss). It takes into account these two aspects of business in addition.

BOY   : Beginning Of the Year; Generally January, but in any case is considered the beginning of the financial year (for statements purpose).

EOY   : End Of the Year; Generally December, but in any case is considered the end of the financial year (for statements purpose).

SOP   : Standard Operating Procedures

YTD   : Year To Date; term generally used to indicate all the expenses a firm incurred in during a year (P&L)

WIP   : Work In Progress; Especially used for assets under construction.

Company Departments - Functional Areas

MKT   : Marketing R&D   : Research and Development H&S   : Health and Security M&R   : Maintenance and Repair HR    : Human Resources IT    : Information Technology AR    : Account Receivable

SG&A  : Selling, General & Administrative (regroups many depts. generally excluding manufacturing only, or manuf. + R&D)

Common English idioms
Black Tie - Not a true idiom; however, it can be misleading. It does not mean 'Wear a black tie', but rather a 'DJ' or dinner jacket and bow tie (alternatively a tuxedo)

e.g. or eg. - exempli gratia, for example

et al. - et alii, and others

i.e. or ie. - id est, that is; in other words

NB - Nota Bene, note well

PS - Post Script, Written after the end of an informal letter. Used in order to include a piece of information forgotten to be included at the beginning of the letter

RSVP - Repondez s'il vous plait, is an abbreviation for ‘répondez s’il vous plaît’, which means ‘please reply’. It is written on the bottom of a card inviting you to a party or special occasion.

CV - Curriculum Vitae, Latin expression meaning "course of life" in other words, a resumee.

N/A - Not Applicable

RGDS - Regards

title: Business English/Idioms


text:
Business English/Phrasal Verbs

English is filled with phrasal verbs, which are phrases made of one verb with one or more other words (usually prepositions) that work together to form a single, multi-word verb. You need to learn these in order to speak English naturally as well as to understand natural English.

 * Be
 * Come
 * Get
 * Go
 * Keep
 * Make
 * Turn
 * Up

 * Miscellaneous phrasal verbs

title: Business English/Phrasal Verbs


text:
English as an Additional Language

 * This Wikibook is mostly for English beginners or pre-intermediate students. We also have a book for B2 (Upper Intermediate) students called English for B2 Students

Contents

 * /Introduction/
 * /Overview/
 * Chapter 0: Morphology and Spelling
 * /The English alphabet/
 * /Pronunciation/
 * /General rules of spelling and capitalization/
 * /Inline pronunciation guide system/
 * Chapter 1: First Sentences
 * /Greetings and Expressions/
 * /Articles and Adjectives/
 * /Numbers and Time/
 * /Questions and Compounds/
 * /Practice text 1/
 * Chapter 2
 * /Plural forms of nouns/
 * /Personal pronouns/
 * /Copular verb to be: present tense/
 * /Practice text 2/
 * Chapter 3
 * /Simple present tense/
 * /Progressives/
 * /Negatives/
 * /Possessives/
 * /Practice text 3/
 * Chapter 4
 * /Simple past tense/
 * /Pronunciation of past tense ending - Regular verbs/
 * /Copular verb to be: past tense/
 * /Introducing prepositions/
 * /Direct Object Pronouns/
 * /Practice text 4/
 * Some Useful Guides and Words
 * /School and Education/
 * /Homework/
 * /Stores, Shopping and Money/
 * /Telling the Time/
 * Buying a Train Ticket
 * /Proverbs and Sayings/
 * /ELL Intervention Strategies/
 * /The "Th" Sound/
 * /Links/

ESL/EFL Lesson Plans

 * Beginner
 * Beginner-Intermediate
 * Intermediate-Advanced
 * Advanced

Related books

 * See Shelf:English language

Enska/Lærðu ensku 1

title: English as an Additional Language


text:
Business English/Phrasal Verbs/Get

The verb “to get” can be used in many ways. It means to obtain, have or receive, and can be used sometimes in place of the verbs, “to be” and “to become”. The verb is very flexible and sometimes, when combined with other words, can take on a whole different meaning. Following is a short list of some common verb phrases using “to get”. Note: s/b means “somebody”, s/th means “something”

Basic
(to) get drunk: to drink until intoxicated with alcohol The college boys lived to get drunk every weekend.

(to) get in s/th: to enter (a car, a body of water, a group, trouble ...) Come on, get in the car so we can go. That boy is always getting in trouble.

(to) get lost: to lose one’s way Goldilocks wandered far into the forest and soon got very lost, and had no idea how to leave.

(to) get mad: to become angry The girl got real mad when she found out that her boyfriend had forgotten to pick her up.

(to) get off s/th: to leave, especially an elevated or isolated place such as a bus, elevator or island. Opposite of “get on” We were so glad to get off of that elevator after being trapped there for over two hours in the heat.

(to) get on s/th: to enter, especially public transportation or small, elevated place. Opposite of “get off” The little girl was afraid to get on the ride at the carnival.

(to) get out: to do fun or enriching activities That lady never gets out, so has no idea what is going on in this world.

(to) get rained on: to be rained on It was a real bummer that the picnic had gotten rained on.

(to) get together (with s/b): to meet with one or more other people They got together every Thursday to play cards and catch up on each other’s lives. Spongebob got together with Patrick to plan their escape.

(to) get up: to arise, leave the bed It sure was hard to get up in the morning after drinking so much the night before.

Intermediate
(to) get along with s/b: refers to the quality of a relationship with someone I have not been getting along with my brother since he wrecked my car.

(to) get around: to be familiar with many places or things She needs some time to get around and see all that the city has to offer.

(to) get around to: to do something when time allows I’ll get in shape and pay my bills just as soon as I can get around to it.

(to) get away: to escape from work or stress to relax The family planned their vacations to get away from the city.

(to) get away with: to do something bad without consequence Not paying any taxes is like getting away with murder.

(to) get back to: to return to do something I should get back to work. We have been here at lunch for too long!

(to) get back at: to get revenge, act against a person who did one wrong After they insulted his mother, all Harry could think about was how to get back at those mean girls.

(to) get behind: to fall behind or not complete something, especially a responsibility, on time The work flow is so steady that it is easy to get behind if you do not plan and discipline yourself.

(to) get by: to live without luxury or extra money In this difficult economy it is all many families can do to get by.

(to) get down: to lower oneself from a higher position, to dance or have fun Chris hurt himself when he was trying to get down off of the bucking bronco. This warehouse party is a great place to get down with my friends.

(to) get revenge: like “to get back at”

(to) get shot (at): to be shot at Help me, I got shot! The last thing I expected walking through those woods was to get shot at.

(to) get through (to): to reach someone by telephone, to help someone understand something I finally got through when the cell phone signal got stronger. I’ve tried to get through to her for years so she can understand how she is messing up her life.

(to) get to: to be able or have the opportunity to do something, possibly in the future The children were so excited for the chance to get to go to the zoo. Emma will write a thank-you note as soon as she is able to get to it.

(to) get under s/th: to put oneself below something It sure was a good idea to get under the tree, because it kept them from getting rained on.

(to) get to: to be able to do, to arrive at The kids got to go to the zoo during the weekend. When the ambulance got to the crime scene, the driver was already dead.

(to) get wasted: to get drunk

Advanced
(to) get across s/th: to reach the other side, to communicate an idea The dead hoped to get across the River Styx in the phantom boat. The dentist hoped to get across to the students the importance of brushing their teeth.

(to) get ahead: to advance, often materially Billy was working two jobs trying to get ahead and save some money for his family.

(to) get ahead of oneself: to think or act too quickly or without thinking Now, you are starting to get ahead of yourself son, you should make a good business plan before you start sending flyers around town advertising your idea.

(to) get at (s/th): to say, often directly What are you getting at, that I am not doing enough valuable work here?

(to) get down to s/th: to eliminate the outer parts of something, to arrive at the important part of a discussion or activity We were getting down to our last bits of food when the rescue team finally arrived. Gentlemen, let’s leave the small talk to the side and get down to the business that we came for.

(to) get into s/th: to become interested in something, or to  get in Grandma Moses began to get into art when she was well into her eighties.

(to) get it together: to organize or discipline one’s affairs If that guy doesn’t get it together, he is going to have some serious problems to deal with.

(to) get out of s/th: to stop a continuing action such as a social activity or business, leave a place It was time to get out of the business when the customers all switched to the new product. Get out of here, you are driving me crazy!

(to) get over s/th: to recover from It may take Marge years to get over her divorce from Frank.

(to) get up to s/th: to reach an age, milestone or distant place The team finally got up to its goal of selling one million products.

(to) get with s/th, get “with it”: to come to understand current customs or way of thinking Come on man, get with the times, you should be wearing newer, more stylish clothes. Son, it is time for you to get with the program or you are going to get the boot.

title: Business English/Phrasal Verbs/Get


text:
Business English/Phrasal Verbs/Turn

turn in, turn on, turn out, turn over, turn off

title: Business English/Phrasal Verbs/Turn


text:
English as an Additional Language/School and Education

School is a place where students, often children, go to learn. The students, also called pupils, learn in groups called classes. A teacher (or teachers) instructs (teaches) each class. Students listen to the teacher and do schoolwork while at school and then homework in the evening at home.

Types of schools in the United States
In the United States, most children go to public schools for the levels K-12 (kindergarten & grades 1-12). Public schools are operated by the local government and controlled by a local Board of Education (BOA). Members of the BOA are paid representatives who are elected in each city or township. Public schools in each community are supported by local property taxes and are free to the students. Each state, as well as the federal government, has educational regulations that the local schools must follow.

Many people criticize the quality of learning in the local school systems, and are looking for new ways for their children to get an education. Some alternatives to public schools are private schools, magnet schools, Montessori schools, home schooling, for-profit schools and web- or Internet-based schools.

Most private schools are Catholic schools, other Christian schools or private academies. Private schools are usually not free. Students or their families must pay tuition, which can be very expensive. Some parents send their children to private schools to avoid the bad influences of other students. Many people hope that private schools will offer their children more attention or a better education.

Magnet schools are public or private schools that focus on a specific area of studies, such as the visual arts, performing arts (drama), or the sciences.

Montessori schools are learning environments where students can help direct their own studies. Students learn individually, guided by a teacher.

Home schoolers are students who learn at home with the help of a parent or a tutor, often with religious motivations. This method has been criticized for a long time as inadequate. However, a high percentage of these students are above-average performers, demonstrating academic excellence in comparison to their peers. Some people are concerned that home schoolers miss out on socialization, but parents answer that their children get plenty of social contact at church and in the family, and at neighborhood or community events. In addition, many of these parents desire to avoid the socialization that comes specifically from most public schools, and would prefer their children only to have their socialization from the aforementioned sources.

For-profit schools are schools set up by businesses to make money. Like public schools, these schools usually receive tax money from the government. For-profit schools are relatively new and the schools only exist in a few cities.

Internet-based learning is more common among university-level courses but is starting to be used by some students at the K-12 level.

Education
The goal of schools is to educate their students. Schools use teachers and teaching (didactic) materials to prepare their students with knowledge and skills for future work and life. Education is important for society to function and be productive. By law, American students are required to complete their education (go to school) through high school unless their parent or guardian signs a release note giving them permission to quit school before finishing 12th grade. The great majority of adult Americans have finished high school, and most have gone to at least some college (university-level studies).

People at the school
There are many people with many jobs at a school besides just students and teachers. The head of the school is called the principal. The principal is in charge of the teachers, administration of the school and the well-being of the students. The principal of each school answers to the superintendent of schools, who is in charge of the entire school system and works with the BOA to make sure that the students can learn effectively in a safe and positive environment. Janitors, custodians, groundskeepers and other maintenance workers clean the schools and make sure that the school grounds are clean, safe and tidy. Guidance counselors help students make decisions and counsel troubled students. The school psychologist helps when the problems are serious or abuse is involved. The school nurse helps sick students and helps assure their health. In many schools there are now police or security officers who maintain security for everyone at the school. The school secretaries help the principal, parents and students with various tasks. Teacher’s assistants are paid to help out in the classroom and often volunteers also help in the classroom in lower grades. Bus drivers pick children up from home in the morning and take them back home in the afternoon in long, yellow school buses. Substitute teachers (subs) teach or take care of classes when the regular teacher is absent. Cafeteria workers (lunch ladies) prepare and serve lunch and sometimes breakfast in the cafeteria. And sometimes other people come to visit the school to give presentations.

Vacations
Students traditionally attend school for five days a week, about six or seven hours a day, for most of the year. They have vacations, or time without classes, for a few months in the summer and a few weeks around Christmas/New Year’s. Summer vacation is a favorite time for children to relax and have a good time, although they tend to complain of boredom. Others use the time for activities such as athletics, and a somewhat smaller group feels the need to do independent studies over vacations.

Schoolwork is usually made up of writing papers, reading books, doing worksheets, solving mathematical problems, researching different topics, doing special projects, and so on. Of course, the type of schoolwork that a teacher assigns to his or her students depends on the level of the class and the topic under study, as well as the preference of the teacher. Homework is sometimes called assignments, which refers to a task that is assigned.

Classes
Students are divided by ages and ability levels into grades, which are usually subdivided into different groups or classes. “Class” can refer to the group of about 25 students who meet together habitually, even if together they study various topics, as is the case in lower grades. “Class” can also mean course, an academic topic or subject that lasts for a school year or part of a school year. A class of this sort only meets together certain hours of the week, for example one hour every day or three times a week. The other common meaning of the word “class” is everyone who is in the same grade level. In high school especially, the students in one grade are collectively known as a class, identified by their year of graduation. The students who graduate in 2006 are called the class of 2006.

One teacher teaches one class at a time. In lower grades, the same teacher usually has the same group of students, or class, all or most of the day. In higher grades, pupils have a different teacher for each class, or subject. Even in lower grades, specialized instructors usually teach certain courses like art, music, and gym.

Examples of “classes” as courses are reading, general science, and computer class. Students can take classes in the following areas: math (mathematics), including pre-algebra, algebra, geometry, trigonometry, calculus, and statistics; sciences, including biology, chemistry, physical science, physics, and laboratories (labs); language arts including English, literature, composition, and foreign languages like French or Spanish; music including band, orchestra, and choir; social studies, health, gym, government, art, shop, accounting, and home economics, and many more, depending on the school. Other classes or periods of the day include lunch, recess, and study hall.

Parts of the school grounds
The classroom is where most of the learning takes place, the office is where the principal and other school administrators and the secretary or secretaries work. The gym (gymnasium) is where students have gym class, and the locker room is nearby, where the students change clothes and shower after gym. The playground is where kids go for recess, and everyone who drives parks in the parking lot. Everyone eats lunch in the cafeteria (lunch room) except maybe the teachers, who "hide" in the teacher’s lounge and are believed to complain about the students. In reality, most teachers will have lunch, a discussion, and/or may grade schoolwork of the students. The cafeteria is often considered a social vice, because what often happens is that specific groups of children will sit at specific tables and permit only similar children at their table. Many can remember tables with "cool" people, and its opposite. Still, in some schools, this is less severe or nonexistent, while at others, extremely defined. Kids with problems (or a desire to get out of a class, as the case sometimes is,) can visit the school nurse in the nurse’s office or a guidance counselor in the guidance office. You can imagine what happens in the art, band and choir rooms. Many science rooms, especially at higher levels, have defining features, although they may vary. (ex. chemical storage, non-wood desks, tool storage, emergency features, etc.) The rooms are connected together by halls (hallways). Often, there are main hallways lined with lockers to store books and the like for the students. Many classrooms exist for teaching various subjects. Often, one teacher or group of teachers will have predominant use of the classroom for teaching, and will put posters and diagrams up throughout the room, often making the teacher(s) and/or subjects taught somewhat identifiable from a glance. As with most public establishments, there are often bathrooms throughout the school, and they are often subject to vandalism and lack of care in certain schools.

Levels of school
(Preschool and daycare); ages 0–5, 3-5 Elementary school (grade school): K-5 (kindergarten and grades one through five); ages 5–11 Middle school (junior high school): Grades 6-8; ages 11–14 High school: Grades 9-12; ages 14–18

The above is not status quo as one changes schools by any means. Often children may start late or early, or may stay back and skip grades. State and Local laws usually dictate ages for starting school. In some places, it may be four years and a certain number of months before one can enter elementary schools. There are also school systems that may split up their grades as K-6 to elementary and change other grades.

Preschool and daycare
Many children attend a sort of day-care or preschool before they are old enough to go to kindergarten. Preschool is usually only a few hours a day and may not be every day. Preschool and daycare can help working mothers be free to go to work. They also can help small children begin to build social skills. Preschool is not a standard part of public education. Preschools are usually small, private institutions run in the neighborhood.

Elementary school
Children begin school at age five or six when they enter kindergarten. Kindergarten in the United States is one year long and children typically attend half-days or every other day. Teachers are usually women and are with one class all or most of the day. Teachers’ assistants and classroom volunteers, usually parents, often help out with routine tasks in the classroom.

Classes may be as small as fifteen students to as large as thirty-five. Both boys and girls of about the same age are taught together in the same room. Subjects include basic reading, math, writing, and cultural issues.

Younger students tend to spend a large part of their day playing. For example, a kindergartner's play time is mixed in with time for learning basic concepts such as the alphabet, telling time, and how to read basic words. In later grades, play time is reduced to recess, an unstructured time where students can play or do sports or games for an hour or so.

Grading
Each student gets letter grades in each subject, which range from A to F with A being the best and F being the worst. Pluses (+) and minuses (-) are sometimes used to divide one letter into distinct levels. For example, “B” can be divided into B+, B and B-.

Normally, one must achieve a certain grade measured out of 100 to get a certain letter grade. The scales for what numerical grade constitutes what letter grade often differ by school and teacher(s). Usually, one must have a 92 or a 90 for an "A" range grade, and the letters usually change at a rate of one every ten points with some exceptions. "F" is usually placed at 60-72 percentage points, often at 65. Some systems might not even use "E" as a grade, and skip from "D" to "F" on such a scale.

A GPA (Grade Point Average) is sometimes done out of four points. Usually, achieving an "A" gets one a four, and anything less usually gets a lower point value. These point values are then averaged for this number. Sometimes, for more difficult levels of classes, these numbers are "weighted" in their point values as such.

Sometimes one will get a straight percentage grade, but it is rare to receive this without a letter grade as well.

Some schools now give "L" as a grade to all students, meaning "learning" and the practice is scorned upon. At that point, a grade doesn't matter, since one can not get something otherwise, and the system does not reward those working harder than their peers.

In order to weight assignments, many teachers at higher levels give a certain number of assignments and give them different point values. At the end of the grading period, the points earned is divided by the maximum point total and then multiplied by a hundred to give points out of one hundred.

Discipline
Sometimes students misbehave and must be disciplined. Each school has its own methods, which usually include trips to the principal’s office, notes or calls home to the parents, and after-school detentions. Typical offenses are smoking, fighting, cheating, cursing (cussing or swearing), picking on (bullying) other students, inappropriate clothing (violation of dress code), inappropriate touching or displays of affection, stealing, talking back (insolence), lateness (tardiness), skipping class (cutting class), vandalism, plagiarism or otherwise causing trouble or breaking the rules. Especially serious infractions of student conduct can result in long- or short-term suspension from school, expulsion, or even court dates and jail time, although this is less likely for juvenile offenders.

Several systems of discipline exist, as stated earlier. One common system is to divide the offenses into groups, levels, or tiers. Each one of these has its own unique punishments involved. In such a system, the lowest might be a minor offense, like talking in class, and may be met with a warning, but a repeat offense will put it in the next grouping. The highest usually involves federal offenses and are met extremely seriously.

One system would involve a unique punishment for every situation, but is often difficult to figure out in a school large and/or disorderly enough to prevent a central figure from doing such things, requiring someone such as the teacher to enforce such things on a lower level and decide this. A more efficient method than this case-by-case basis would be some set of rules or a code that would mandate unique punishments for every crime.

Younger children are often subjected to a small set of simplified rules in their classrooms that the teacher places, sometimes with the help of the students. This is in addition to whatever the school requires, but often includes what the school requires, as is relevant to a young child.


text:
Talk:A-level Mathematics/OCR

"Core" maths is no longer the correct term. It is now called "Pure" and the module is no longer called C1, it is P1. Further Pure 1 is FP1 etc...
 * I could swear that it was the other way around - they changed it from pure and it became core in the process. Hence schools have purchased books for "Core". - Estel 20:39, 7 Jan 2005 (UTC)

 * Estel is correct, for OCR at least. See the specification that is linked to on the actual page. Mattrix 16:21, 9 Jan 2005 (UTC)

 * Further that. Estel is correct. C1~P1, C2,3,4~P2,P3 as I understand it. This is the last any person will be able to do old 'Pure', such as those who are doing further maths. Those who are doing single maths are, in my school, forced to retake equivalent core modules. Secondly, I am currently taking some Maths exams (p3,4 ; m3 ; d1), and may write something on them here. Unfortunately I have no experience of the new system, so some fiddling around may be needed. --Mark Lewis 22:39, 11 Jan 2005 (UTC)
 * Correction, I'm taking the edexcel syllabus, so cannot really contribute fully, other than formulae etc.
 * You should still be able to contribute if you want as the syllabi are broadly similar and you can look at the OCR specification linked to on the main page for more information. Mattrix 15:42, 17 Jan 2005 (UTC)

Congrat Matt :D. This Wikibook is number 21 when it comes to a Google search of "C1 maths OCR revision" - Estel 15:03, 22 May 2005 (UTC)

Um well I think we should copy the syllabus as closly as possible, it clearly states CORE, and well, just leave it. --Mitchc 07:00, 23 August 2005 (UTC)

In my AQA syllabus, it is called "Pure Core Maths" - maybe that would be a good compromise? Guiltyspark 11:02, 26 May 2006 (UTC)

Is this the correct structure?
I was reading in the discussion on another page that this needs to have a mulitple refrence system, so that what is covered in P1 or C1, isn't repeated all over the place. I also question the DE section, does this need its own section or should more be filled in?--Mitchc 06:46, 27 August 2005 (UTC)

 * Yes a multiple reference system would be useful eventually, but will be quite difficult. I think the best strategy would be to get the book close to completion based solely on one specification, and then work on an adaption for the most similar specification, and so on. A completed book for one or two specifications is much better than a half-empty structure for lots of specifications. -- mattrix 20:10, 27 August 2005 (UTC)

 * I agree with mattrix, lets finish the content before we mess about with different contents pages. --Krackpipe 19:00, 28 August 2005 (UTC)

 * I have a suggestion for an improved structure to this wikibook --- separate the contents into pure maths, mechanics, statistics, etc. Within each of these categories, we introduce the concepts in a complete manner, and highlight (colour coding perhaps?) the different demands of the specification modules. --The.ginkgo.nut 16:24, 1 November 2005 (UTC)

 * I think this would be handier, but only once the content is much more complete. Then we can expand it to be more of a general A-level wikibook with pages linking to the exact parts you need to know for each syllabus. --Avxxv 19:26, 20 January 2006 (UTC)

Not that there's really much debate over it now, but the current structure seems to me to be the one which seems most useful, with the information broken down into the modules and topics on the OCR specification. Odd bloke 20:51, 1 December 2005 (UTC)

Worked problems?
Would it be a good idea to provide a couple of good worked problems for each section of the content? Ideally, the problems should be modeled after what might be expected in the actual exam. --The.ginkgo.nut 01:12, 15 November 2005 (UTC)

 * That's a good idea, so far, I've been using small examples to show certain concepts, but exam style answers with working would be a great help to students. --Krackpipe 19:59, 15 November 2005 (UTC)

Mathematics vs. Further Mathematics
Briefly: should Mathematics and Further Mathematics come under the same WikiBook, as they are different courses? If not, would at least some restructuring on this page make it clearer which parts are for which? Odd bloke 20:45, 1 December 2005 (UTC)

 * Further mathematics requires you to take the further pure modules, and any one of the applied modules (Stats, mechanics, or decision), so there is quite a bit of overlap between both courses. I think something saying like "further pure 1 + 2 and an applied module are required for the further maths course" and "the four core modules with two applied modules are required for a qualification in A-level mathematics" should be fine.--Krackpipe 21:25, 1 December 2005 (UTC)

"A module may only be taken as part of a Mathematics or a Further Mathematics course. A student must therefore take 6 unique modules to be awarded an AS (Advanced Subsidiary) Level qualification in Further Mathematics."

Is that true? Can you do AS Maths and AS Further Maths, without doing A2 Maths? Surely C3 and C4 are prerequisite for FP1. I did the edexcel course, and did it before the P's became C's, so it may be different, but it seems odd if this is true. Why do 2 AS's rather than 1 A-Level? Tango 20:59, 22 December 2005 (UTC)

 * You certainly can. FP1 only requires GCSE-level maths, as it is all new (harder stuff), taught at the same time as C1 and C2. And one would rarely choose to take two AS's, the 9 module option would be more common. Odd bloke 03:49, 9 January 2006 (UTC)

 * Depends on which board you are taking, It seems with OCR the maths and further maths can be taking side by side, conversly for edexcel the further maths modules are dependant upon the entire A level sylabus, and as such the modules are completely different and orderdered to the OCR modules.--82.153.238.161 15:17, 3 June 2006 (UTC)

Differential Equations
Is this really a module for OCR? Aleksev 13:33, 17 December 2005 (UTC)

 * I can't see it as a seperate module, although the subject is part of Further Pure Mathematics 3 (FP3), and Core Mathematics 4 (C4). Silverfish 17:19, 17 December 2005 (UTC)

 * It is a module, I'm currently taking it. CardboardCup 14:15, 12 March 2006 (UTC)

High school applications
I'm a high school teacher, and would like to contribute. It would be useful to me if this mapped onto high school courses. Does it, or, can we work on that? Let me know if/how I can help! 70.26.230.177 04:35, 26 December 2005 (UTC)
 * Sure, A-levels are taken between the ages of 16-18, so I think this is the same sort of material as high school. You can have a look at the syllabus on the front page of this book to see what topics need to be covered. From there you should be able to find out which parts of the books map onto high school courses. Krackpipe 12:40, 26 December 2005 (UTC)

is CS1 complete?
All pages in CS1 are marked as complete (4 green squares), shouldnt CS1 be marked as complete on this page as well?

PS. great job with this A-level book, it looks great, so much of this stuff isnt taught in the Canadian High School Curiculum.

--24.141.251.98 20:33, 31 December 2005 (UTC)

Answers to textbooks
When I was going through the course, I did some of my homework on the computer (in LaTeX, no less), so I can assemble things like User:Odd_bloke with relative ease. I've checked out the legality of this before (it falls under 'an annotated text'). Do people think this would be a valuable addition? Odd bloke 03:52, 9 January 2006 (UTC)

Proposed name change
All other books dealing with A-level subjects are styled with the first l of level being lower-case. In order to gain consistency throughout our A-level series, this book should be renamed A-level Mathematics. I trust this will be an uncontroversial change, but before asking User:Tsca.bot to help out, I thought I'd note it here to allow for any comments others may have, Jguk 07:14, 17 February 2006 (UTC)
 * I agree, go ahead with the change.--Krackpipe 19:03, 19 February 2006 (UTC)

Uncategorised pages
I have added on the contents page a couple of modules that were listed as orphaned. Please either integrate these modules into this book, or alternatively mark them for deletion. Thanks, Jguk 21:14, 3 July 2006 (UTC)

Broken Link
the Intro link appears invalid: http://www.ocr.org.uk/Data/publications/specifications_syllabuses_and_tutors_handbooks/AS_A_Level86696.pdf --Billymac00 (talk) 04:28, 15 March 2008 (UTC)
 * I've replaced the link with what seems to be a link to the same (or an updated) file. The file name is the same. Silverfish (talk) 15:30, 12 July 2008 (UTC)

Statistics 1 - OCR(MEI)
This page is currentely being edited, it is not as the query suggests, a page created in error. Could this be removed? Thanks. --Nothingtosomething (talk) 18:25, 13 April 2008 (UTC)

A question
I was thinking about adding to some of the AQA AS modules (C1 and FP1). Should content be written as prose, or as a summary of course content? Does each section deserve a (sub-)page of its own, or should it all be summed together in one document?

Never done anything on Wikibooks, so any advice/thoughts would be appreciated! =D --DTR (talk) 21:10, 19 December 2008 (UTC)

Thank you
To whoever created this, thank you very much. It's been a big help for me whilst studying polynomials for a-level. I hope you finish the job because I'm sure others would love to use the whole thing, and I will continue to use it if other parts I now need are added. Excellent job, big pat on the back!!

title: Talk:A-level Mathematics/OCR


text:
Programmed Math/Counting

Origin of Counting
Perhaps, counting began when early men did something like put a stone in a bowl or a pit in the ground for each of his flock that went out to graze. When the flock returned he would take out a stone for each returning animal. If there was a stone or stones left after the last animal returned he would know that he needed to find out what happened to that or those animals.

It is possible that he would begin to give a name for each group of stones, that is one stone, would have a name, two stones would have a name and so-forth. It is also probable that he already had a name for numbers based on counting with fingers. Counting on fingers might have been the beginning of dividing numbers into groups of ten.

Learning to Count
Watching a three year old learn to count there a number of apparent stages.

First they learn to repeat a series of sounds they hear "aye-bee-cee-dee..." and "one-two-three-four..."

Second they associate the sounds "one-two-three-four..." with pointing at a group of objects, but don't yet make the one to one association.

Then they start to learn the one to one association between the objects and the words.

Finally they start learning the rules needed to count accurately,

 * 1) Point at each object as you say the next word.
 * 2) Point at the object only once and move to the next.
 * 3) Don't randomly select the next object, but proceed sequentially.
 * 4) Remember where you've started and what you've already counted.

Demonstration
Given a set of objects,

start at one side

and proceed until

...

each has been counted.

title: Programmed Math/Counting


text:
Toki Pona

 * Note: This creative work by Wikibooks editors is based on the Toki Pona language, currently published in the official Toki Pona book and website: https://tokipona.org

Toki Pona is a constructed language designed by Canadian translator and linguist Sonja Lang. Toki Pona is a minimalistic language. Like a pidgin, it focuses on simple concepts and elements that are relatively universal among cultures. It was designed to express maximal meaning with minimal complexity. The language is spoken with only 14 phonemes and 120 to 137 generally accepted words, depending on the speaker. It was not designed as an, but instead inspired by Taoist philosophy, among other things.

The language as of 2022 has been in continuous use for almost 20 years, and the online communities in which it operates boast thousands or tens of thousands of members. The speaker community (corpus) is large enough for a formal linguistic survey. Please feel free to contribute to the writing of any section. Keep in mind that this is an objective document describing the usage of Toki Pona and not a creative document of language construction. Please briefly quote the Toki Pona and give due credit to all sources to support your analysis.

In sections where toki pona "lacks" a construction, explain what periphrasic techniques have been observed to express the same thing. Very frequently when one reads that a language lacks tense or grammar, what is being expressed is that the tense or grammar is isolating, periphrasic or lexical and not inflecting. toki pona is almost entirely isolating, so it will be tempting but incorrect to fill in all the sections with "toki pona does not have comparatives, datives, etc"

It is hoped that readers and contributors will both learn about field linguistics and better understand how toki pona has been used.

The Morphosyntax of Toki Pona

 * /Demographic information/ - Name of Language, Ethnology, Demography, Genetic Affiliation, Previous Research.,The sociolinguistic situation, Dialects
 * /Morphological typology/ - Traditional morphological typology,Morphological processes, Head/dependent marking
 * /Grammatical categories/ - Nouns, Verbs, Numerals, Modifiers, Adverbs
 * /Constituent order typology/ - Constituent order in main clauses, Verb phrase, Noun phrase, Adpositional phrases, Comparatives, Question particles and question words, Summary
 * /Noun and noun-phrase operations/ - Articles, determiners, and demonstratives
 * /Predicate nominals and related constructions/ - Predicate nominals, Predicate adjectives (attributive clauses), Predicate locatives, Existentials, Possessive clauses
 * /Grammatical relations/ - What constructions are used to express subject, agent and patient?
 * /Voice and valence adjusting operations/ - Valence increasing operations: Applicatives, Dative shift, Dative of interest, Possessor raising or external possession, Valence decreasing operations, reflexives and reciprocals, Passives, Inverses, Middle constructions, Antipassives, Object demotion or omission, Object [noun] incorporation
 * /Other verb and verb-phrase operations/ - Nominalization,Compounding (including incorporation), Tense/Aspect/Mode, Location/direction, Participant reference, Evidentiality, validationality, and mirativity, Miscellaneous
 * /Pragmatically marked structures/ - Pragmatic statuses, Negation, Non-declarative speech acts
 * /Clause combinations/ -Serial verbs,Complement clauses, Adverbial clauses, Clause chaining, medial clauses, and switch reference, Relative clauses, Coordination
 * /The language in use/

The Original Specifications of Toki Pona

 * /Areas where usage conflicts with the specifications/ -Observed toki pona usage may be wrong relative to the specification. The originally published lessons and word lists are analogous to style guides. They do influence how people use the language, but from a field linguistics standpoint, they are not authoritative.
 * /The evolution of toki pona/ -This refers to the real world evolution of usage.

Legacy Pages

 * First Lesson - Phonology
 * Toki Pona to English word list

Learning Toki Pona

 * Updated jan Pije's lessons

Toki pona Tokipono Toki pona Toki Pona トキポナ Токипона

title: Toki Pona


text:
Talk:Puzzles/Easy Sequence 5/Solution

The Solution isn't very well phrased. I'm not sure how to rewrite it.--Alsocal 03:33, 7 Jan 2005 (UTC)

The solution is wrong. The number sequence portrayed goes 3, 3-1=2,2*2+4, 4-3=1, 1*5=5, 5-6=-1,-1*6=-6...

It's nonsensical. The number 4 is skipped, then the number 6 is repeated.

And given only the first 4 numbers of this set, there's no reason anyone would divine that pattern.

title: Talk:Puzzles/Easy Sequence 5/Solution


text: Veterinary Medicine/Feline Anatomy

title: Veterinary Medicine/Feline Anatomy


text:
Archaeology

Archaeology or archeology (American English) is the study of human cultures through the recovery, documentation and analysis of material remains, including architecture, artefacts, biofacts, human remains, and landscapes. The goal of archaeology is to shed light on long-term human prehistory, history, behaviour and cultural evolution. It is the only discipline which possesses the method and theory for the collection and interpretation of information about the pre-written human past, and can also make a critical contribution to our understanding of documented societies. Other subfields of anthropology supplement the findings of archaeology, especially cultural anthropology (which studies behavioural, symbolic, as well as material dimensions of culture) and physical anthropology (which includes the study of human evolution and osteology). Other disciplines also supplement archaeology, such as paleontology (the study of prehistoric life), including paleozoology, paleoethnobotany and paleobotany, geography, geology, history, art history, and classics.

Archaeology is an approach to understanding lost cultures and the mute aspects of human history, without a cut-off date: in England, archaeologists have uncovered the long-lost layouts of medieval villages abandoned after the crises of the 14th century and the equally lost layouts of 17th century parterre gardens swept away by a change in fashion. In downtown New York archaeologists have exhumed the 18th century remains of the Black burial ground.

Archaeology has been described as a craft that enlists the sciences to illuminate the humanities.

Biblical Archaeology
Focuses on the periods referred to in the Hebrew and Greek scriptures (often called the Old and New Testaments), but embracing all of the ancient Near East and was originally concerned with the historical validation of events and personages.

Classical Archaeology
Focuses on the Classical World (Greece, Rome, and the Mediterranean). mainly on the lifes of these ancient countries and exploration

Historical Archaeology
Focuses on the most recent half millennium of human existence, particularly the expansion of European powers into the rest of the world and the impacts of the industrial revolution. Although this has become the standard meaning of historical archaeology, there are many situations where archaeology works as only one of the tools to discover the past, complementary to written or oral historical traditions. The archaeology of Ancient Egypt, Han China and many other places is also a historical archaeology.

Historic Site Archaeology
In the Americas, historical archaeology, or more properly, "historic site archaeology" is the term generally used to encompass the archaeology of Euro-Canadian/Euro-American and aboriginal/First Nation sites dating to the period of first European settlement or later. Sites attributable to the era of European exploration from Columbus to the advent of first settlement are often deemed to be "proto-Historic" in age and may be further categorized as being either pre-, post-, or proto-Contact in nature (the time of "Contact" between European and aboriginal/First Nations peoples being locally or regionally defined).

Near Eastern Archaeology
Focuses on the Ancient Near East and the early civilizations that arose in the area known as the Fertile Crescent.

Mesoamerican Archaeology
Study of the pre-columbian societies inhabiting much of Mexico, Guatemala, Belize, parts of El Salvador and Honduras. This area comprises shared cultural traits and were made up of many complex sites over thousands of years. Most famously, this area includes the ancient Maya, the Olmec, and the Aztecs.

New World Archaeology
Focuses on the Americas. Very broadly defined, this includes the study of all cultures from North and South America, including the many culture areas such as Mesoamerica, Amazonia, the Andes, the American Northeast, Southeast, Northwest and Southwest. Inuit and Native Canadian Archaeology is also part of this very broad term.

Prehistory
Focuses on the period before written history

Underwater and Maritime Archaeology
The specialty field of conducting archaeological investigations in submerged and maritime environments. This can include prehistoric sites, shipwreck sites, and other nautical/ maritime related contexts.

Zooarchaeology
The study of animal bones recovered from archaeological sites. Zooarchaeological research involves the identification and interpretation of animal bones recovered from archaeological contexts in the effort to gain information on the diets and patterns of animal exploitation of the people whose activities resulted in the formation of the site(s) under study.

Zooarchaeology involves much more than just the creation of so-called 'laundry lists' of animal species represented among the food remains recovered from an archaeological site (usually listed by taxa in order of abundance), although that was typically the limit of the extent to which the zooarchaeological data was cited in many archaeological reports until relatively recently. While such lists can be extremely useful to both archaeologists and zoologists, in more recent times zooarchaeological data has been used in the reconstruction of diet, seasonal scheduling of hunting/fishing activities, hunting and fishing methods, methods of butchery and food preparation, the use of animal bones and related materials for the production of tools and other artefacts (see: osteodontokeratic industry), the process of animal domestication and use, and much more.

Dendrochronology
As trees grow they create annual growth rings, which can be counted to determine the age of the tree when it was cut. The thickness of these rings is determined by annual climactic factors, and certain distinctive ring patterns found in several pieces of timber can be used to verify their contemporaneity.

Obsidian Hydration
Obsidian is a volcanic glass used by many cultures in tools and weapons. When a fresh surface is exposed (during the flintknapping process, for example), it attracts water from the surrounding atmosphere. This water diffuses into the obsidian and creates a hydration rind on the exposed surface. This rind can be viewed using a microscope, and its thickness can be used to determine how long ago the surface of the tool or weapon was produced by flintknapping.

title: Archaeology


text:
Robotics/Environment Sensors

Environment sensors are sensors that detect and interpret things in the outside world (such as obstacles, sounds, and signs) or about the outside world (such as temperature, pressure, and viscosity).

Some of the more common kinds of environment sensors are discussed here.

Object Sensors
There are several sensors that are designed to determine the location and size of various objects in the world.
 * Digital cameras can, with enough processing power, locate specific objects in their field of view.
 * Tactile sensors can detect how much force is being applied to a specific point.
 * Distance sensors use various methods to determine the distance to the nearest object in a given direction.

Media Sensors
Some sensors detect properties of the immediate environment, such as:
 * Temperature
 * Pressure & Sound

title: Robotics/Environment Sensors


text:
Robotics/Sensors/Computer Vision

A digitally acquired image comes in the form of a matrix of vectors. Each of these vectors is called a pixel and represents a specific color. If the matrix is displayed with each cell filled in with the corresponding color, it creates a picture of the scene from the point of view of the camera.

Camera Calibration
Cameras are devices which are used to convert 2-d or 3-d reality into 2-d representations. While post processing can re-create 3-d representations from the initial 2-d images, the camera output is a projection of reality on a 2-d plane. Because light is used as the projection mechanism, anything that alters the path or character of the light rays from the object to the sensor plane will affect the fidelity of that initial 2-d representation on the sensor plane.

Cameras are not perfect devices. Because they are built with real-world components having real-world characteristics, their ability to represent reality is limited by the physical properties of their constituent parts. Broadly speaking, there are three kinds of distortions that can occur:

 * Geometric - Spatial shifting of object representations on the sensor plane due to the design and characteristics of the optical system
 * Radiometric – Errors in the reported “brightness values” recorded on each pixel due to variations in pixel sensitivity, occurrence of “hot” or dead pixels, and varying pixel full well capacity.
 * Spectral – Errors in the reported “brightness values” due to the varying response of the sensor to different wavelengths of light.

The focus of this chapter is on Geometric Distortion – its causes and remedies.

Exterior Orientation
Exterior Orientation is defined as the position (x,y,z) and angle (tip, tilt, yaw) of the camera relative to the object scene. Even with a perfect camera, distortions due to the exterior orientation will be introduced. These can easily be removed by knowing these six elements of exterior orientation and employing techniques of solid analytical geometry. Solving for unknown exterior orientation elements is covered under the topic of photogrammetry and is generally considered part of the calibration of the entire camera system (which includes its object scene environment). Camera calibration, per se, usually refers to correcting for a camera's interior orientation.

Interior Orientation
Interior Orientation is defined as the relative orientation and characteristics of components within the camera proper. These include:

 * Calibrated focal length – the distance between the rear nodal point of the lens and the image plane when an object at infinite distance is brought to precise focus on the image plane.
 * Optical properties of the lens system – the ability of the lens to alter normal “pin hole” geometry by clever optical designs. For example, telecentric lenses behave like telephoto lenses in their ability to “compress depth” and eliminate scale errors due to perspective, yet are designed for near-range applications.
 * Principle point – where the optical axis intersects the sensor plane (not always in the center).
 * Angle of the optical axis to the sensor plane. Normally, the optical axis is perpendicular to the sensor plane. If it is not, the resulting image will have a characteristic distortion. There are times, however, when this angle is deliberately altered to achieve some other objective. For example, some cameras are capable of employing the “Scheimpflug condition” - whereby the image plane, object plane, and lens plane all intersect upon a common line. Assuming the lens law is observed, this configuration ensures that all points on the object plane will be in focus, even though it is not perpendicular to the optical axis. Although this configuration preserves focus, it introduces additional geometric distortions.
 * Flatness of the sensor plane – more of an issue with analog film than modern digital sensors.
 * Lens Distortion – properties of a lens that alter the ideal “pin hole” model. Lens distortion and lens / sensor plane orientation are typically the largest contributors to geometric distortion within interior orientation.

Lens Distortion
Lens distortion causes image points to be displaced from their ideal “pin hole model” locations on the sensor plane. These displacements can be further described as:

 * Radial – displacements either towards or away from the center of the image. Technically, displacements are radial to the principle point location. Radial displacements can be modeled with a polynomial, where the first few terms describe most of the effect.
 * Tangential – displacements occur at right angles to the radial direction. Typically, tangential displacements are much smaller than radial displacements.
 * Asymmetric Radial or Tangential – the error functions vary (different radial functions for different radials, different tangential functions for different locations on the image plane)
 * Random – displacements that cannot be modeled by any mathematical process.

Ideal Pin-hole Model
The pin hole model is used to represent the ideal lens. It simply enforces the idea that rays of light travel in straight lines from the object, though the pin hole, to the image (sensor) plane.

Expensive lenses approximate this pin-hole model behavior.

Goals of Camera Calibration
The goal of camera calibration is to correct the image displacements which occur due to elements of the camera's interior orientation. There are two general approaches used for camera calibration:

 * Model-based approaches – specific elements of the error are modeled and corrected for.
 * Mapping-based approaches – the focus is on generating a comprehensive reality-to-image (or image-to-reality) mapping function, without regard to understanding the underlying contributing causes.

Model-based Approaches
With a Model-based approach, one attempts to identify a few predominant factors contributing to error, model them, measure them, and correct for them. For each contributing factor, a mathematical equation is proposed to model the error. For example, radial lens distortion can be modeled with a four-term polynomial of the form:

delta r = (k1 * r) + (k2*r^3) + (k3*r^5)+ (k4*r^7)+ (k5*r^9) + .............

Usually, the first two or three terms are sufficient to completely describe the radial error. Note that this is a model of the error, not the actual error. Models can approximate the error, but never fully correct for error effects.

After determining the appropriate model (assume we pick the first three terms above to model radial lens distortion), the next step is to determine the values of the coefficients which best model the observed error. This can be accomplished in one of two ways:

 * Explicit Approach – Use of targets with known (x,y), (x,y,z), or angular positions. Precision calibration frames, field approaches, stellar observations, or collimator banks can be used to generate targets of known position.
 * Pros: Precise
 * Cons: Expensive and time consuming
 * Implicit Approach – Use of objects with known geometric properties, but no known positional or angular orientation. Examples include the checkerboard approach, where the property that all the control points lie in a plane is exploited. Similarly, the Plumb-line approach exploits the fact that a series of physical plumb lines hung from a straight bar not only define a plane, but also produce a series of straight parallel lines which could be imaged. If the lines in the resulting image are not straight, the error can be attributed to lens distortion.
 * Pros:
 * Relatively simple, fast, cheap
 * Simple models can usually account for most of the error
 * Cons:
 * Not as precise as explicit approach, but usually good enough

Summary of Model-based Approaches

 * Pros
 * Relatively simple, fast, cheap
 * Only a few factors influence geometry – mostly optical configuration and lens distortion
 * Simple models account for most of the error
 * Cons
 * Can only remove errors represented by terms in the model
 * Unknown causes of error are ignored, or simply result in higher residuals

Mapping-based Approaches
With a mapping-based approach, no attempt is made to understand the individual contributing causes of error. The entire focus is on generating a comprehensive reality-to-image (or image-to-reality) mapping function. Simple rubber-sheeting would be an example of such a transformation.

For example, imagine setting up a high precision x-y plotter in front of a camera, oriented so it is perpendicular to the camera's optical axis. Next, a pin-hole light source is mounted on the plotter pen holder in such a way as it can be moved to any location in its plotter-based x-y plane. Further, imagine that for every possible position of the light source, we can capture the row and column of the single pixel illuminated.

For a VGA format image (640 columns by 480 rows), there are 307,200 pixels. If we were to drive the plotter to each of 307,200 positions, and record what real world (x,y) coordinate mapped to each and every pixel, we would have achieved the building of an explicit mapping function.

With this approach, all potential causes of errors come out in the wash – whether they're known or not. All that matters is having the explicit image to reality mapping preserved.

In reality, nobody bothers to separately illuminate 307,200 pixels. However, the process can be approximated by collecting similar measurements on several hundred patches (16 * 16 pixels in size, for example) and employing a piece-wise transformation for each patch. This process could be further automated by driving the plotter to the hundreds of control point locations.

Summary of Mapping-based Approaches

 * Pros
 * Can handle any and all distortions – even those unanticipated.
 * Very precise – sub-pixel accuracy
 * Only needs to be done once - if nothing moves in the mean time
 * Lends itself to automated approaches
 * Cons
 * Lots of explicit control required. Control point generator must be a “trusted source” - plotter errors would be passed on.
 * Expensive and time consuming

Summary of Camera Calibration
By employing either a model-based or mapping-based approach to camera calibration, most of the image displacement errors caused by elements of interior camera orientation can be removed prior to further processing.

Image Segmentation
The purpose of image segmentation is to split a source image into multiple destination images or Regions of Interest based on certain criteria. For example, it may be beneficial to find a single part out of a bin. For navigation systems, it may prove useful to extract only floor lines from an image.

Algorithm: Region Growing
Start by finding a single set pixel. Search all the pixels around it. For every set pixel around one that is set, search all the pixels around it, and so on. This algorithm is not very efficient in terms of computational power, but it does extract regions with no post-processing required.

Algorithm: Edge Detection
Begin by searching for disparities in the image. Once a disparity surpasses a certain minimum size and threshold in luminosity or other characteristic, it is an edge. After all the edges have been found, look for regions bounded by edges. The example image has very well-defined edges, making it simple to process. However, many real world images have smoother gradients, making their edges harder to detect. Edge detection is also vulnerable to many types of noise, which will disrupt the edge detection.

Algorithm: MultiScaling
MultiScaling is a useful technique whenever multiple scales of an image can be obtained. Many camera image processors can emit a thumbnail along with the main image. This low-resolution thumbnail can be used as a plan for searching the main image. Specifically, any areas in the low-resolution image lacking in pixels likely represent empty or very sparse areas in the full image. If we are willing to sacrifice detection of small blobs for speed, MultiScaling is an efficient approach.

Algorithm: Sequential Searches
The goal of a sequential search is to examine each and every pixel once and only once. When new pixels are found, they are compared against previously found groups of pixels, and inserted into that group. If a pixel is found to be in two groups, the groups must be combined.

title: Robotics/Sensors/Computer Vision


text:
Robotics/Feedback Sensors

The way in which actuators perform is determined by the combination of several factors. The robot's control system sends the actuator some sort of control signal, and various factors of the environment affect what happens for any given control signal. Feedback sensors are used to detect the actuator's output so that the control system can correct for external factors.

For example, many robots are propelled forward by wheels connected to DC motors. The control system specifies the amount of power that should be applied to the motors to make them turn, but their speed is also affected by the amount of load on the motor. In order for the robot to travel at a constant speed, it is necessary to have a sensor that determines how fast the robot is moving, and adjusts the power level to the motors as needed.

There are several standard kinds of feedback sensor that are used: Now a days we are using latest feed back sensors are using in various engineering and other applications....
 * /Encoders/
 * /Tachometers/
 * /Accelerometers/
 * /Rate Gyroscopes/

title: Robotics/Feedback Sensors


text:
Radiation Oncology/GOG

Gynecologic Oncology Group (GOG)

 * Gynecologic Oncology Group website
 * Wikipedia GOG page
 * Wikibooks Endometrial cancer page

88XX-02XX

 * GOG 0230-C - Uterus/Carcinosarcoma - A Phase II Evaluation of GLEEVEC (NCI-Supplied Agent: STI571 [Imatinib Mesylate], IND#61135, NSC#716051) in the Treatment of Recurrent or Persistent Carcinosarcoma of the Uterus

 * GOG 0227-C - Cervix - A Phase II Evaluation of Bevacizumab (rhuMAB VEGF) (NSC# 704865 IND#7921) in the Treatment of Persistent or Recurrent Squamous Cell Carcinoma of the Cervix

 * GOG 0210 - Endometrium - A Molecular Staging Study of Endometrial Carcinoma

 * GOG 0209 - Endometrium - Randomized Phase III Trial of Doxorubicin/Cisplatin/Paclitaxel and G-CSF Versus Carboplatin/Paclitaxel in Patients with Stage III & IV or Recurrent Endometrial Cancer

 * GOG 0199 - Ovary - Prospective Study of Risk-Reducing Salpingo-Oophorectomy and Longitudinal CA-125 Screening Among Women at Increased Risk of Ovarian Cancer

 * GOG 0184 - Endometrium - A Randomized Phase III Study of Tumor Volume directed Pelvic Plus or Minus Para-Aortic Irradiation Followed by Cisplatin and Doxorubicin or Cisplatin, Doxorubicin and Paclitaxel for Advanced Endometrial Carcinoma

 * GOG 0182 - Ovary - A Phase III Randomized Trial of Paclitaxel and Carboplatin Versus Triplet or Sequential Doublet Combinations in Patients With Epithelial Ovarian or Primary Carcinoma.

 * GOG 0181-B - Endometrium - A Phase II Evaluation of Trastuzumab (MoAb HER 2) in Patients with Recurrent or Advanced Endometrial Carcinoma

 * GOG 9908 - Endometrium - Sequential chemotherapy and irradiation in advanced stage endometrial cancer: A Gynecologic Oncology Group phase I trial of doxorubicin-cisplatin followed by whole abdomen irradiation.
 * PMID 19135232 (2009)

 * GOG 9907 - Endometrium - Phase I trial of the treatment of high-risk endometrial cancer with concurrent weekly paclitaxel and cisplatin and whole abdominal radiation therapy
 * PMID 18962846 (2009)

 * GOG 9804 - Cervix - Phase I/II study of extended field radiation therapy with concomitant paclitaxel and cisplatin chemotherapy in patients with cervical carcinoma metastatic to the para-aortic lymph nodes
 * PMID 19010522 (2009)

 * GOG 9404 - Ovary - P53 MUTATION AND C-ERB B-2 EXRESSION IN ADVANCED STAGE EPITHELIAL OVARIAN CARCINOMA AND CORRELATION WITH PROGNOSTIC FACTORS AND TREATMENT OUTCOME

 * GOG 9303 - Ovary - CISPLATIN-DNA ADDUCTS IN OVARIAN CANCER AS A PREDICTOR OF RESPONSE TO PLATINUM-BASED CHEMOTHERAPY

 * GOG 9203 - Ovary - Phase I trial of paclitaxel and etoposide for recurrent ovarian carcinoma
 * PMID 11202808 (2000)

 * GOG 9001 (1990-92) - Endometrial - A phase I study of weekly cisplatin and whole abdominal radiation for the treatment of stage III and IV endometrial carcinoma: a Gynecologic Oncology Group pilot study.
 * PMID 8946862 (1996)

 * GOG 8809 - Ovary - FLOW CYTOMETRICALLY DETERMINED TUMOR DNA CONTENT IN OVARIAN TUMOR OF LOW MALIGANT POTENTIAL

201-300

 * GOG 258 (ongoing) - Endometrium - A Randomized Phase III Trial of Cisplatin and Tumor Volume Directed Irradiation Followed by Carboplatin and Paclitaxel vs. Carboplatin and Paclitaxel for Optimally Debulked, Advanced Endometrial Carcinoma

 * GOG 206 (ongoing, 2003-) - Cervix - Stage IB1. Sentinal lymph node biopsy.

 * GOG 205 (2005-2009) - Vulva - Phase II trial of radiation therapy and weekly cisplatin chemotherapy for the treatment of locally-advanced squamous cell carcinoma of the vulva. Unresectable, T3-T4 any N. RT + weekly cisplatin followed by resection of residual tumor.

 * GOG 204 - Cervix - Advanced. Rand to 4 cisplatin doublets (taxol, vinorelbine, gemcitabine, or topotecan)
 * PMID 19720909 (2009)

151-200

 * GOG 191 - Cervix - Stage III. Chemo-RT +/- EPO
 * chapter link
 * PMID 18037478 (2008): Stopped prematurely due to concerns about thromboembolism

 * GOG 185 - Vulva - Phase III randomized study of adjuvant radiation treatment versus radiation and chemotherapy (cisplatin) in patients with vulvar cancer and involved nodes

 * GOG 184 - Endometrium - A randomized phase III trial in advanced endometrial carcinoma of surgery and volume directed radiation followed by cisplatin and doxorubicin or with or without paclitaxel
 * PMID 19108877 (2009)

 * GOG 0177 - Endometrium - Phase III trial of doxorubicin plus cisplatin with or without paclitaxel plus filgrastim in advanced endometrial carcinoma
 * PMID 15169803 (2004), HER2-neu: PMID 17945336 (2008)

 * GOG 175 - Ovary - A Randomized Phase III Trial Of IV Carboplatin (AUC 6) and Paclitaxel 175 MG/M2 Q 21 Days X 3 Courses Plus Low-Dose Paclitaxel 40 MG/M2 Weekly VS. Carboplatin (AUC 6) and Paclitaxel 175MG/M2 Q21 Days X 3 Courses in Patients With Early Stage Ovarian Cancer

 * GOG 173 - Vulva - Sentinal lymph node mapping (Stage I-II)
 * ASCO 2009 Abstract #5505

 * GOG 172 - Ovary - A PHASE III RANDOMIZED TRIAL OF INTRAVENOUS PACLITAXEL AND CISPLATIN VERSUS INTRAVENOUS PACLITAXEL, INTRAPERITONEAL CISPLATIN AND INTRAPERITONEAL PACLITAXEL IN PATEINTS WITH OPTIMAL STAGE III EPITHELIAL OVARIAN CARCINOMA OR PRIMARY PERITONEAL CA

 * GOG 171 - Cervix - Expression of the MN Protein in Atypical Glandular Cells of Undetermined Significance (AGUS or AGCUS) as a Potential Diagnostic Biomarker of Cervical Dysplasia/Neoplasia

 * GOG 165 - Cervix - A RANDOMIZED COMPARISON of RADIATION PLUS WEEKLY CISPLATIN VS RADIATION PLUS PVI (PROTECTED VENOUS INFUSION) 5-FU IN PATIENTS WITH STAGE II-B, III-B, AND IVA CARCINOMA OF THE CERVIX
 * PMID 16230678 (2005)

 * GOG 163 - Endometrium - A Randomized Study of Doxorubicin + Cisplatin vs. Doxorubicin + 24 HOUR Paclitaxel + G-CSF In Patients With Primary Stage III & IV Or Recurrent Endometrial Carcinoma

 * GOG 161 - Uterus/Mixed Mesodermal - A Phase III Trial of Ifosfamide vs Ifosfamide Plus Paclitaxel in Patients with Advanced, Persistent or Recurrent Carcinosarcoma (Mixed Mesodermal Tumor) of the Uterus
 * PMID 17290061 (2007)

 * GOG 159 - Endometrium - A PHASE II STUDY OF GOSERELIN ACETATE (ZOLADEX) IN RECURRENT OR PERSISTENT ENDOMETRIAL CANCER

 * GOG 158 - Ovary - A Phase III Randomized Study Of Cisplatin & Paclitaxel (24 Hour Infusion) Versus Carboplatin & Paclitaxel (3-Hour Infusion) In Optimal Stage III Epithelial Ovarian Carcinoma

 * GOG 157 - Ovary - A Randomized Phase III Trial Of Carboplatin (AUC 7.5) & Paclitaxel 175 Mg/M Q 21D X 3 Courses vs. Same Regimen X 6 Courses In Patients With Selected Stage IC And II II (A,B,C) And Selected IA AND IB Ovarian Cancer.

 * GOG 156 - Endometrium - Stage IB and IIB, Surgery + Pelvic RT vs. Surgery + Adriamycin/Cisplatin
 * Closed due to nonaccrual

 * GOG 154 - Cervix - HUMAN IMMUNODEFICIENCY VIRUS (HIV) TESTING IN PATIENTS WITH INVASIVE CERVICAL CANCER

101-150

 * GOG 150 - Uterus/Carcinosarcoma - adjuvant WAI vs. CIM. No statistically significant advantage of one over the other. Pelvic recurrences reduced with RT
 * PMID 17822748 (2007)

 * GOG 149 - Cervix - A RANDOMIZED STUDY OF CISPLATIN PLUS IFOSFAMIDE & MESNA VS CISPLATIN, BLEOMYCIN,IFOSFAMIDE & MESNA IN STAGE IVB RECURRENT OR PERSISTENT SQUAMOUS CELL CARCINOMA OF THE CERVIX

 * GOG 146-H - Ovary - EVALUATION OF PYRAZOLOACRIDINE (PZA) IN RECURRENT,PLATINUM SENSITIVE OVARIAN CANCER

 * GOG 146-F - Ovary - EVALUATION OF 24-HOUR CONTINUOUS INFUSION OF TOPOTECAN IN RECURRENT AND PLATINUM-SENSITIVE OR METASTATIC OVARIAN CANCER

 * GOG 146D - Ovary - EVALUATION OF PYRAZOLOACRIDINE (PZA) IN RECURRENT PLATINUM SENSITIVE OVARIAN CANCER

 * GOG 145 - Vulva - Randomized study of adjuvant treatment including radiation therapy and chemotherapy in patients with vulvar cancer

 * GOG 141 - Cervix - Neoadjuvant chemo followed by rad hyst vs rad hyst alone. Closed early.

 * GOG 0136 - Other - Acquisition of Human Gynecologic Specimens and Serum to be Used in Studying the Causes, Diagnosis, Prevention and Treatment of Cancer

 * GOG 132 - Ovary - Phase III randomized study of cisplatin versus paclitaxel versus cisplatin and paclitaxel in patients with suboptimal stage III or IV ovarian cancer
 * PMID 10623700 (2000)

 * GOG 129-G - Endometrium - EVALUATION OF 9-CIS RETINOIC ACID(9-CRA, NSC#659722) IN THE TREATMENT OF REFURRENT OR PERSISTENT ENDOMETRIAL CARCINOMA PREVIOUSLY TREATED BY CHEMOTHERAPY

 * GOG 129-E - Endometrium - EVALUATION OF DACTINOMYCIN (COSMEGEN) IN THE TREATMENT OF RECURRENT OR PERSISTENT ENDOMETRIAL CARCINOMA.

 * GOG 127-J - Cervix - EVALUATION OF 9-CIS RETINOIC ACID(9-CRA.NSC#659722) IN PERSISTENT OR RECURRENT SQUAMOUS CELL CARCINOMA OF THE CERVIX PREVIOUSLY TREATED BY CHEMOTHERAPY

 * GOG 127-C - Cervix - EVALUATION OF CISPLATIN AND PENTOXIFYLLIN IN ADVANCED OR RECURRENT SQUAMOUS CELL CARCINOMA OF THE CERVIX

 * GOG 126-M - Ovary - Phase II Evaluation of Epothilone-B (BMS 247550) (IND #59699 NSC #710428) in the Treatment of Recurrent or Persistant Platinum and Paclitaxel Refractory Ovarian or Primary Peritoneal Cancer.

 * GOG 126-E - Ovary - EVALUATION OF PACLITAXEL & SDZ PSC IN RECURRENT PLATINUM RESISTANT AND REFRACTORY OVARIAN CANCER

 * GOG 126-D - Ovary - EVALUATION OF PYRAZOLOACRIDINE (PZA) IN RECURRENT PLATINUM RESISTANT AND REFRACTORY OVARIAN CANCER

 * GOG 125 (1992-3) - Cervix - Phase II para-aortic RT with chemo
 * PMID 9869224 (1998)

 * GOG 123 (1992-97) - Cervix - A RANDOMIZED COMPARISON OF RT & ADJUVANT HYSTERECTOMY VS RT & WKLY CISPLATIN & ADJUVANT HYSTERECTOMY IN PATIENTS WITH BULKY STAGE IB CARCINOMA OF THE CERVIX
 * PMID 10202166, 1999

 * GOG 122 - Endometrium - Advanced Stage III-IV, randomized to whole abdominal XRT vs doxorubicin-cisplatin.
 * ASCO Abstract 2003 - "Whole abdominal radiotherapy versus combination doxorubicin-cisplatin chemotherapy in advanced endometrial carcinoma: A randomized phase III trial of the Gynecologic Oncology Group" Randall ME et al.

 * GOG 120 (1992-97) - Cervix - A RANDOMIZED COMPARISON OF HYDROXYUREA VERSUS HYDROXYUREA, 5-FU INFUSION AND BOLUS CISPLATIN VERSUS WEEKLY CISPLATIN AS ADJUNCT TO RADIATION THERAPY IN PATIENTS WITH STAGE IIB, III, IVA CARCINOMA OF THE CERVIX AND NEGATIVE PARA-AORTIC NODES
 * PMID 10202165 (1999, Full text)
 * PMID 19823064 (2009) - age 55+

 * GOG 117 - Uterus/Carcinosarcoma - Adjuvant Ifosfamide And Mesna With Cisplatin In Patient With Completely Resected Stage I Or II Mixed Mesodermal Tumors Of The Uterus (Phase I)

 * GOG 115 - Ovary/Stroma - BLEOMYCIN (NSC#125066), ETOPOSIDE(NSC#141540) AND CISPLATIN(NSC#119875)(BEP)AS 1ST-LINE THERAPY OF MALIGNANT TUMORS OF THE OVARIAN STROMA (GRANULOSA CELL, SERTOLI-LEYDIG TUMOR, AND UNCLASSIFIED SEX CORD STROMAL TUMOR)

 * GOG 110 - Cervix - A RANDOMIZED STUDY OF CISPLATIN VS CISPLATIN PLUS DIBROMODULCITOL VS CISPLATIN PLUS IFOSFAMIDE AND MESNA IN STAGE IVB, RECURRENT, PERSISTANT SQUAMOUS CELL CARCINOMA OF THE CERVIX

 * GOG 109 / Intergroup 0107 / SWOG 8797 / RTOG 91-12 (1991-96) - Cervix - A RANDOMIZED COMPARISON OF 5FU INFUSION + BOLUS CISPLATIN AS AN ADJUNCT TO RADIATION THERAPY, VS RADIATION ALONE IN SELECTED PATIENTS WITH STAGE 1-A2,1B,IIA, CARCINOMA OF THE CERVIX FOLLOWING RADICAL HYSTERECTOMY AND NODE DISSECTION
 * PMID 10764420 (2000)

 * GOG 108 - Uterus/Carcinosarcoma - A phase III trial of ifosfamide with or without cisplatin in carcinosarcoma of the uterus
 * PMID 11063636 (2000)

 * GOG 101 - Vulva - Preoperative chemo/RT for unresectable T3 or with bulky nodes.
 * PMID 9747823 (1998, for T3/T4), PMID 11072157 (2000, for bulky nodes)

51-100

 * GOG 95 - Ovary -A Randomized Clinical Trial For The Treatment Of Women With Selected Stage IC And II(A,B,C) And Selected Stage 1A And 1B Ovarian Cancer, Phase III.

 * GOG 94 (1986-94) - Endometrium - Phase II. Whole abdominal radiotherapy in the adjuvant treatment of patients with stage III and IV endometrial cancer. Also included Stage I-II papillary serous or clear cell.
 * PMID 15913742 (2005), PMID 16213007 (2005, papillary serous or clear cell)

 * GOG 92 (1988-95) - Cervix - Post-op, randomized to +/- RT. Risk factors.
 * Sedlis PMID 10329031 (1999), PMID 16427212 (2006)

 * GOG 88 (1991-1991) - Vulva - RT vs bilateral groin dissection.
 * PMID 1526880 (1992)

 * GOG 87-D - Uterus/Sarcoma - A PHASE II TRIAL OF VP-16 IN PATIENTS WITH ADVANCED UTERINE SARCOMA

 * GOG 87-B - Uterus/Sarcoma - A PHASE II TRIAL OF IFOSFAMIDE (NSC109724) AND THE UROPROTECTOR MESNA (NSC113891) IN THE TREATMENT OF RECURRENT OR ADVANCED UTERINE SARCOMAS

 * GOG 86-A - Endometrium - MASTER PROTOCOL FOR PHASE II DRUG STUDIES IN TREATMENT OF ADVANCED OR RECURRENT CARCINOMA OF THE ENDOMETRIUm

 * GOG 85 / SWOG 8695 (1986-90) - Cervix - RT + hydroxurea vs RT + cisplatin/5-FU
 * PMID 10334517 (1999)

 * GOG 81-A - Endometrium - MASTER PROTOCOL FOR HORMONAL TREATMENT OF ADVANCED OR RECURRENT CARCINOMA OF THE ENDOMETRIUM

 * GOG 74 - Vulva - Early Stage I Carcinoma of the Vulva Treated with Ipsilateral Superficial Inguinal Lymphadenectomy and Modified Radical Hemivulvectomy
 * PMID 19193428 (2009), PMID 8623839 (1996), PMID 1553164 (1992)

 * GOG 73 - Vulva Melanoma - Malignant melanoma of the vulva treated by radical hemivulvectomy
 * PMID 8174062 (1994)

 * GOG 71 / RTOG 84-12 (1984-91) - Cervix - TREATMENT OF PATIENTS WITH SUB-OPTIMAL (BULKY) STAGE 1B CARCINOMA OF THE CERVIX. A RANDOMIZED OF RADIATION THERAPY VS RADIATION PLUS ADJUVANT EXTRAFACIAL HYSTRECTOMY
 * PMID 12798694, 2003 - Keys

 * GOG 56 (1981-85) - Cervix - RT with Hydroxyurea vs misonidazole.
 * PMID 3293456 (preliminary report, 1988), PMID 8336190 (1993)
 * Effect of thrombocytosis: PMID 10926792 (2000)

1-50

 * GOG 49 (1981-84) - Cervix - Surgical staging.
 * PMID 2599466 (1989), PMID 2227547 (1990), PMID 1551060 (1992), PMID 1733218 (1992) - ovarian met

 * GOG 37 (1977-84) - Vulva - Pts with positive nodes (from GOG 36) randomized to pelvic LN dissection vs RT.
 * PMID 3785783 (1986), PMID 19701032 (2009)

 * GOG 36 (1977-84) - Vulva - Surgery-pathologic study after lymph node dissection.
 * PMID 8314530 (1993), PMID 2014852 (1991) - Staging, PMID 3578430 (1987)

 * GOG 34 - Endometrium - Surgery + RT +/- doxorubicin
 * PMID 2298404 (1990)

 * GOG 26-A - Other - MASTER PROTOCOL FOR PHASE II DRUG STUDIES IN TREATMENT OF ADVANCED, RECURRENT PELVIC MALIGNANCIES

 * GOG 20 (1973-1982) - Uterine sarcomas and carcinosarcoma - Adjuvant doxorubicin vs. no additional tx. Some patients got RT, and this decreased vaginal recurrence rate. But no effect on survival.
 * PMID 3897471 (1985)

 * GOG 19 (1973-6) - Cervix - Surgical staging.
 * PMID 7353805 (1980)

 * GOG 16 - Endometrium - Preop vs. Postop RT
 * Closed due to poor accrual

 * GOG 4 - Cervix - Hydroxyurea or Placebo Combined with Radiation to Treat Stage IIIB and IV Cervical Cancer Confined to the Pelvis.
 * PMID 1193437 (1975), PMID 110744 (1979)

 * GOG 3 - Ovary - Treatment for Women with Disseminated or Recurrent Advanced Ovarian Cancer with Melphalan Alone in Combination with 5-Fluorouracil and Dactinomycin
 * PMID 7378989 (1980),

 * GOG 2 - Ovary - Radiotherapy (RT), Chemotherapy (CT), and Combined Therapy in Stage III Epithelial Ovarian Cancer

 * GOG 1 - Ovary - The Role of Adjuvant Therapy in Stage I Ovarian Cancer
 * PMID 6252780 (1980), PMID 7078855 (No abstract) (1982)

title: Radiation Oncology/GOG


text:
Talk:Movie making manual

Join the discussion on the MMM Google Group

Apple icon
I've seen that icon before. I know it's from iMovie or FCP or one of those. It looks awfully familiar; it's from an Apple product. It's altered, but I don't think that makes it legal. 65.35.3.81 23:13, 20 Feb 2005 (UTC)

 * Hi 65.35.3.81 (!), thanks loads for your comments. This issue was discussed briefly in the Google Groups list a while back... please do get involved in the discussion at the link above. Dan AKA Jack 10:15 21 Feb 2005 (GMT)

PC vs. Windows
The "Movie Making Manual-PC in film production" section should really read "Movie Making Manual-Windows in film production". A PC is a Personal Computer. Windows is just one OS that can run on the x86 arch.

 * Yeah, good idea. I'll move it... Dan AKA Jack 11:18 16 April 2005 (GMT)

WTF
I don't mean to be so negative, but I just read through the whole screenwriting section and it made me sick. It's HORRIBLE. The entire section focuses on futile tips and pointers to get a script accepted by a Hollywood studio and the screenwriter as merely one small cog in the machinery of one of them. The "writing for low budget" part made me laugh. It mentions writing extra scenes to have a "clean" version for when it goes to TV, and how to keep the rating down in order to sell more. In my opinion, this section should focus on ways to make a script believeable, with more focus on writing for low-budget, DIY projects. Ninety percent of the info here is completely worthless to anyone who isn't practically established in Hollywood.

 * Thanks for your comments. I would make two suggestions. Firstly, come and discuss your opinions in the MMM Google Group - we could do with a bit of controversy to spice things up! Secondly, if you don't like the content then edit it! Dan AKA Jack 8:55 22nd Sept 2005 (GMT)

 * As the person who wrote that section (for the most part) I'll say that it comes from my experience in the industry, dealing with a particular genre and distribution of film, namely action-adventure for the international market. Many other types of scripts exist for many other different demographic groups. I have written and read scripts from these other genres, however I do not feel qualified to run on about it as I have not yet produced these films. I think the section on screenwriting can benefit from your input as to how to makie a film believable, the two subjects do not have to remain mutually exclusive. The section needs more information... please write it. cauri 10:53 22nd Sept 2005 (GMT)

module naming
Hi, I believe you should consider refactoring the MMM to use either: See Naming policy for more information about this. Kellen T 17:08, 21 September 2005 (UTC)
 * A false namespace, like the cookbook. E.g. "Movie making manual:Screenplay format"
 * Subpages. E.g. "Movie making manual/Screenplay format"

 * Hi Kellen. Many thanks for your comments. To be honest, we gave quite a lot of thought to the module names (you can read our discussion on the topic here). Kellen, do you feel our existing naming convention is so bad that it MUST be changed? To be honest, it'll be a fair amount of work to change every module and I'm not eager to go through that hassle unless it's absolutely necessary. Dan AKA Jack 8:58 22nd Sept 2005 (GMT)

 * No, I don't think it must be changed, but it does look a bit odd in relation to the other books on here; I found myself having to look twice to find what the actual section name was in the title. The NP hasn't been accepted (yet) by WB as a whole, so there's no mandate in any case, but it might be easier now rather than later. Kellen T 08:28, 22 September 2005 (UTC)

 * OK, thanks for letting us know. I've alerted the MMM Google Group to this issue. Dan AKA Jack 10:27 22nd Sept 2005 (GMT)

 * On the topic of naming conventions, are there any naming conventions for categories? We're using quite a few categories for the movie making manual. See |this root MMM category to see our category naming in action. Dan AKA Jack 11:15 22nd Sept 2005 (GMT)

 * I don't think there are any conventions for categories. There's not really a lot of categorization going on here right now, so I don't think it's been seen as a real issue. The Cookbook has a lot of categories, but we have somewhat inconsistent names for them (fixing that is on my list of TODO's). I am sort of inclined to have a prefix on all the categories related to a particular book, e.g. "Category:Cookbook:Vegan recipes" or "Category:Movie making:Cinematography" because at some point I can see there being difficult overlaps when we have enough books. Who gets to own Category:Tools? or does that category just get polluted with modules from different books? Seems like the "top level" categories (ones w/o a prefix) should be for categorizing books as a whole, then scoped categories (w/ prefix) should be used w/in books.... but that's just me musing about it. Kellen T 17:25, 22 September 2005 (UTC)

 * Humf... OK, maybe I should think about prefixing all our categories. I've asked about categories in the staff lounge. Kellen, you might like to cut-and-paste your response to the staff lounge. Dan AKA Jack 18:37 22nd Sept 2005 (GMT)

title: Talk:Movie making manual


text:
Movie Making Manual/Hosting

Where should we host our Movie Making Manual?

=Reasons for keeping it on WikiBooks=
 * It's free
 * It's neutral teritory
 * It helps keep knowledge in one place
 * We're likely to get more hits
 * It'll be a real pain to move the book elsewhere
 * People are already starting to learn about the book and might be put off if we move it now

=Reasons for taking it elsewhere=
 * WikiBooks is SLOW (although they have ordered 5 new servers which may speed things up)
 * We can't get access to the MySQL database (not a major problem)
 * There's no easy way to backup all our work (although I imagine that wikibooks do run regular backups)

title: Movie Making Manual/Hosting


text:
Cookbook:Eggplant Parmesan (Melanzane alla Parmigiana) I

Melanzane parmigiana was originally a Sicilian dish called Parmiciana di melenzane, parmiciana being the slats of a wooden shutter which resemble the layering of the slices of eggplant in the dish. In the form in which it is now known worldwide, it is generally an oven baked dish consisting of aubergine, Parmesan cheese, mozzarella and tomato sauce.

Ingredients

 * 3–4 big eggplants (aubergines)
 * Tomato sauce
 * 200–300 grams of mozzarella cheese, sliced
 * Grated Parmesan cheese
 * Flour or breadcrumbs
 * Oil to fry
 * Salt
 * 2 eggs (optional)
 * Fresh basil (optional)
 * Pepper or other spices (optional), to taste

Procedure

 * 1) Wash eggplants and cut them in slices about 1–1.5 cm (or about ¼ inch) thick.
 * 2) Salt each slice on both sides, and use one of the following techniques to draw the water out. Then rinse off the salt under running water and let them dry. Arrange them on a plate, and cover them with another. Let them rest for 60–120 minutes, time permitting. Alternatively, place salted eggplant slices in a large strainer, cover, and place a weight (e.g., a pot of water) on top to help squeeze out the water faster.
 * 3) Bread and cook the eggplant slices, with one of these two methods. Do not overcook, as they will spend more time in the oven later.
 * 4) *For a thicker breading, dredge and fry them.
 * 5) *#Whisk the eggs in a shallow dish, and spread the crumbs (or flour) in another. Mix any dry spices in the flour.
 * 6) *#Dip each slice in eggs, cover both sides. Then, cover them in the crumbs, and fry them in a pan over medium heat.
 * 7) *For a light thin breading, dust with flour and bake. They should come out lighter than if fried.
 * 8) *#Arrange in a baking dish, dust each slice with flour, and drizzle with oil.
 * 9) *#Bake at 180°C (350°F) for about 10 minutes. Leave them in the baking dish.
 * 10) Layer the eggplant slices, tomato sauce, then mozzarella and Parmesan cheese in a baking dish. Some cooks add fresh basil leaves. Make as many layers as you wish, but 3 or 4 should be enough.
 * 11) For a nice crust, finish with another covering of Parmesan.
 * 12) Bake at 180°C (350°F) for about 20–30 minutes, or until cheese topping is lightly browned.


text:
BASIC Programming/Beginning BASIC/Variables and Data Types

Variables allow you to store and change information. Below is an example how to use variables.

Example Code for Variables
Example 1 (qBasic)

Example 1.2 (freeBasic)

Output
Example 1 Hello World 10

In Basic, a string variable ends in a $, and whole number variables, known as integers, end with a %.

Example 2 John Doe 42

If you use Dim varName As DataType to declare variables, you do not need to use a suffix.

Arrays
An array is a collection of values.


text:
Mac OS X Tiger/Appendix B

Repairing Permissions
The file system in Mac OS X is based on a derivative of UNIX called Darwin. All UNIX based systems use what is known as "permissions" to manage all the files stored on your drive, from files vital to the operation of the system itself to the photo of your pet rock.

Occasionally, the permissions of some files may become incorrect, and if this happens to system files, you can get problems including a slow down of the system to unexpected crashes or freezing.

Many times, you can "repair permissions" and the problems will stop occurring.

Open Disk Utility (found in /Applications/Utilities/Disk Utility) and select your hard drive from the list. The very first screen you see should have a button marked "Repair Permissions". Clicking this will start an automated process that will check the existing permissions on each file, and compare it to what it should be, then try to change the permissions on that file if it is incorrect. As the application does this, you may notice a lot of text scrolling in the window. This is the application doing its work. Once the process has finished, you should get a message stating if the repair was successful or not. If successful, quit the application and see if the problems you have been experiencing still exist.

Throwing the .plist
Applications in OS X use something called plist to save the preferences. For example, when you start an application for the first time, it might ask you if it should look for updates when started and where you want your files to be saved. When you start the application next time, it will remember what you decided the first time. That information is saved in a plist file. Sometimes these files become corrupted, and that can lead to very odd problems like applications not starting and files not being saved correctly. Throwing the applications plist might fix this problem. (Throwing a plist file will not damage the application, but it will delete all your preferences and the application will act as if it's your first time using it the next time you start the application.)

The easiest way to throw a plist file is to search for the application in spotlight using the applications name and put .plist afterwards. For example, the plist for Mail is com.apple.mail.plist and the plist for iPhoto is com.apple.iPhoto.plist. From the spotlight menu, click "Show All" and right-click the plist file. Pick "Reveal in Finder" and a finder window should come up with the plist selected. Drag to the Desktop (and make sure that the plist is no longer in the folder you took it from). Start the application and see if it works better. If it doesn't, you can put the plist you put on the desktop back, that way you didn't lose your preferences for nothing.

title: Mac OS X Tiger/Appendix B


text:
Mac OS X Tiger/Spaces disappear

If you use Font Book:

 * First close all applications.
 * Search for installed copies of the font with the Finder's Search and remove them from all system font files.
 * Open the font with FontLab 4.5 or higher (or your own favorite font manipulation application). BTW: This doesn't work with all kinds of file formats.
 * Choose from the File menu; Generate Font.
 * From the popupwindow Font Format button, change 'FontLab' to 'OpenType-CFF' and save the file.
 * By The Way: Do yourself a favour and choose a descriptive name, like TemplateGothicBold instead of temgotbol or something like that and avoid spaces. OS X doesn't have a problem with spaces, but a lot of others systems, like on the internet do.
 * Double-click the new .otf file and install it by clicking the button in the popup window.

title: Mac OS X Tiger/Spaces disappear


text:
Mac OS X Tiger/Locally increased lead

< Mac OS X

Problem: When I type a certain character, the lead of that line - and that line height only - increases. Solution: This is caused by a lack of the typed character in the font you are using.

In this example, as soon as we type a eurosign, the line height increases, only in that line. The cause of this is the lack of a eurosign in the font we are using, the Templete Gothic. Flash MX 2004 tries to help out by putting in a eurosign from another font and this causes the difference in line height. Avoid this character, use a different font or recompile your font with eurosign in it.

title: Mac OS X Tiger/Locally increased lead