text:
Japanese/Q&A/Archive 1

Vocabulary and Phrases
Questions about how a word is used, how it is different from other similar words, how it can be translated, etc.

I love you
How do you say "I love you" in Japanese? 205.188.116.132 07:12, 21 September 2006 (UTC)

 * We scarcely say :] Well it can be "(Anata wo) Aishite imasu" (formal) or "Aishite ru (yo)" (casual) but pehaps "Daisuki (da (yo))" better suits in cases. --marsian 17:31, 8 October 2006 (UTC)

no, not yet
what's "no, not yet" in Japanese? 63.215.29.239 12:48, 11 July 2007 (UTC)

 * A good Japanese phrase for "not now", would be: 今駄目 (いま だめ), Ima dame. Ima (今, いま) means "now" and dame (駄目, だめ) is "no good". Shinjitsu 13:31, 30 September 2007 (UTC)

みつ, よつ, etc
On Japanese:Lessons:Native Japanese counting it is taught that 3 can be みっつ or sometimes み (likewise, よっつ -> よ, むっつ -> む, やっつ -> や).

However, on KANJIDIC I also found the entries (三つ -> みつ, 四つ -> よつ, 六つ -> むつ, 八つ -> やつ). Are they equivalent (meaning, usage, formality, etc) to their doubled consonant variation?

Thanks.

Agro1986 14:00, 24 January 2006 (UTC)

 * Quick and inadequate answer comment (note I don't have any classical Japanese literature knowledge... so if you want something related to classics, sorry in advance):
 * At first, beware that at least these days we rarely say ひ ふ み... etc. みつ よつ むつ... also have limited usages. Well... probably they're just used as part of phrases. We never say "ぼくはみつかった" for "ぼくは三つ買った" (I bought it three). If I hear "ぼくはみつかった", I recognize it as "ぼくは見つかった" (I was found [note: "I was found" is formally: Boku wa mitsuke rareta, but casually and often said as "Boku wa mitsukatta"]). You may wonder whether "ぼくはリンゴをみつかった" is O.K., but we never say that. It doesn't mean a thing, or it's a poem. So, they are not used when you count something (again, at least nowadays).
 * Now, all I can do is just to show you some examples so please let me do that. For 三つ みつ, I can think of 三つ子 みつご (triplets). Well, in fact this continues as: 四つ子 よつご, 五つ子 いつつご, 六つ子 むつご, 七つ子 ななつご, 八つ子 やつご. For more than 8, I'm not sure. Another example: 三つ編み みつあみ (braid), 四つ辻 よつつじ (crossroad), 八つ橋 やつはし (kind of cinnamon cookie; google image). So perhaps (not sure) these are used for multiples things? No? Oh, help me Mr. or Ms. Linguist!
 * Another (but not direct) evidence that implies these words are rare is my ATOK does not convert みつ to 三つ or よつ to 四つ and so on. HTH. - Marsian / talk 18:56, 26 January 2006 (UTC)

Grammar and Syntax
Questions about how to use Japanese grammar, differences among grammatical constructions, how to translate grammatical constructions to an from Japanese, etc.

ha vs no houga
Are "osake ha ocha yori warui" (Japanese:Lessons:Nounphrase particles) and "osake no hou ga ocha yori warui" (Japanese/Lesson Comparisons) equivalent in meaning?

202.149.87.250 17:24, 2 October 2005 (UTC)

 * Yes, they're almost the same. Possible difference (depends on situations) is something like this:
 * for the latter, perhaps there're just two kinds of beverage: osake and ocha. Or, you just imagine these two in your mind.
 * for the former, the situation may be the same, too. However, this time there can be several kinds of beverage other than osake and ocha, and if that is the case, the expression might imply: "when comparing these two, at least this can be said: ocha is better than osake. But please note that I don't say anything about other drinks such as coffee or juice."
 * - Marsian / talk 06:55, 3 October 2005 (UTC)

 * I'm going to change warui (bad) to oishii (delicious, to taste good) because I think it makes a better example. I think the meaning of warui is a little unclear here. It probably means "is bad for you", not "tastes bad".
 * In osake wa ocha yori oishii, the topic/contrastive marker wa is used. That means that
 * osake is a topic (is either easily understood from context or has previously appeared with ha).
 * wa may be contrastive, that is, it may be contrasting osake with other beverages. "Sake tastes better than tea. (*but* other beverages may not)". Note how this agrees with Marsian's comment that there may be other beverages.
 * the sentence cannot be the answer to a question like
 * おさけ　と　おちゃ　と　どっち　が　おいしい？　(docchi is informal for dochira; dochira is too polite for informal sentences)
 * "Which one tastes better, sake or tea?"
 * In osake no hou ga ocha yori oishii, the subject marker ga is used. That means that
 * osake shouldn't be an established topic (shouldn't appear previously with wa). It may be being mentioned for the first time.
 * ocha wa oishii
 * Tea tastes good.
 * osake no hou ga (ocha yori) oishii yo (note: osake wa ocha yori oishii yo is also OK; everyone knows what sake is)
 * Sake tastes better (than tea).
 * the sentence could be the answer to a question like "Which tastes better, sake or tea?" Note how this agrees with Marsian's comment that in this case only the two beverages are being compared.

 * In fact, I have a question for Marsian or anyone else. Above I wrote
 * ocha wa oishii
 * X no hou ga (ocha yori) oishii yo (note: X wa ocha yori oishii yo is also OK)
 * Is there any situation where X wa ocha yori oishii yo is wrong for some noun X?
 * For example, in English we could say
 * A-san: I'm tall.
 * B-san: The man that I saw in Japan was taller. (the listener already knows about the man -> は is better? )
 * and
 * A-san: I'm tall.
 * B-san: A man that I saw in Japan was taller. (the listener is hearing about the man for the first time -> のほうが is better? )

 * -ToothingLummox 11:54, 3 October 2005 (UTC)

 * Well, I've never thought of. And even after five-hour thinking (hey, where's your vector analysis, Marsian?!), I'm still not sure what exactly you'd like to know...
 * First of all, both can be used for both cases regardless whether or not the listener knows the man. However, I prefer のほうが like 「あの人 の ほうが 高いよ」. I don't like 「あの人 は 君 より 高いよ」 because, as you know, we avoid to say obvious pronouns such as 君より(も). In this case, は cannot be used without 君より(も), although there's another possibility 「あの人 は もっと(ずっと) 高いよ」 but this is slightly different in the meaning.

 * BTW, your point, the/a problem is more likely the matter of the last part of the sentence (I don't know the linguistic term), isn't it? For example (rough translation in English is presented just for other readers),
 * A-san「おれ 結構 背 (が) 高い よね？」 "I'm tall, don't you think so?"
 * B-san「(い)や、あの人 (は or のほうが) お前 より 高かった じゃん」 "Well, the man was taller, as you know." - A-san also knows the man. Probably A-san will respond 「あぁ あの人 ね」 "Yeah, he was."
 * B-san「(い)や、あの人 (は or のほうが) お前 より 高かった けど な」 "Well, a man was taller..." - A-san may not know the man. If that is the case, probably A-san will ask 「え？ あの人 って？」 "Huh? Who's the man?"
 * Note I don't actually say は nor のほうが (in fact, I cannot(needn't) specify which one I'm saying(!), which made it difficult to analyze this matter). As you know, this often occurs in real conversations.
 * ... Again, I'm afraid I miss the point. - Marsian / talk 17:20, 3 October 2005 (UTC)

 * You've answered my question quite nicely, and pointed out a couple of things I hadn't thought of. Thanks.
 * - ToothingLummox 06:12, 6 October 2005 (UTC)

Kanji and Kana Questions
Questions about how to write kanji and kana including stroke order, choice of kanji for a given word, which form of writing to use when, etc.

Inconsistent kanji stroke writing?
Compare

chikara (http://taka.sourceforge.net/current/kanji/J4E4F) vs ku (http://taka.sourceforge.net/current/kanji/J3665)

and

hidari (http://taka.sourceforge.net/current/kanji/J3A38) vs migi (http://taka.sourceforge.net/current/kanji/J3126)

Are those correct? Both pairs have similar shape and I expected them to have similar stroke writing order. Thanks. Agro1986 13:27, 26 September 2005 (UTC)

 * The stroke order is right, although many Japanese people write the horizontal strokes first on all of these. Here is a Shogakukan (Japanese textbook publisher) webpage of easily miswritten kanji from elementary school with nice little movies.
 * --ToothingLummox 20:23, 26 September 2005 (UTC)

 * My favorite example of this is the stroke order for 右(みぎ) and 左(ひだり) . I couldn't believe it when I learned these were written differently. We will try to include little things like that in the kanji section of the Wikibook.
 * --Aaronsama 17:30, 27 September 2005 (UTC)

Mother Stroke
<rb>輩</rb><rp>(</rp><rt>やから</rt><rp>)</rp> contains the radical <rb>非</rb><rp>(</rp><rt>あら.ず</rt><rp>)</rp> and <rb>車</rb><rp>(</rp><rt>くるま</rt><rp>)</rp>. That is intuitively obvious.

However, dictionaries (example http://www.nuthatch.com/kanji/demo/6bcd.html) say that <rb>母</rb><rp>(</rp><rt>はは</rt><rp>)</rp> has the <rb>毋</rb><rp>(</rp><rt>なかれ</rt><rp>)</rp> radical in it. How? The shape is obviously different! Thanks. Agro1986 05:13, 1 October 2005 (UTC)

 * Radicals are sometimes written differently as part of a character, and sometimes the same radical is written differently in different characters. I think the reasons are mostly historical (orthographic reforms, etc). My dictionary says that the old form of 毎 had 母 on the bottom. Sometimes the radical and the character are quite different. I was surprised to learn that 舎 (pre-WWII form: 舍) can have the radical 舌, and 承 can have the radical 手. You should be aware that some characters have multiple radicals, and that the radical may vary depending on the dictionary.
 * -ToothingLummox 12:52, 1 October 2005 (UTC)

Yowai stroke order
This is Taka's version: http://taka.sourceforge.net/current/kanji/J3C65

However, when I view the stroke order from the program Wakan, it disagrees with Taka. Wakan says that the snakey shapes on yowai should be written like the snakey shape here: http://taka.sourceforge.net/current/kanji/J362F

Which one is correct, Taka or Wakan?

- Agro1986 13:58, 2 December 2005 (UTC)

 * Hi. I doubt Taka just made a mistake. See, for example,, or 弓 on . - Marsian / talk 23:42, 16 December 2005 (UTC)

Multiple stroke order
My friend (which had studied Japanese longer than me) said that some kanji (he mentioned mimi (ear)) can have multiple correct stroke order. Is it true?

Btw I have seen on my brother's Chinese language book that mimi's stroke are written in a different order than taka's (http://taka.sourceforge.net/current/kanji/J3C2A). Since it's a Chinese book my only thought was that Chinese may write the same kanji in a different way.

- Agro1986 13:58, 2 December 2005 (UTC)

 * Firstly, though I do not know, according to 筆順,
 * "中華人民共和国の筆順とは異なっている. "
 * the stroke orders of Japanese kanjis are different from those of Chinese kanjis
 * Secondly, for 耳, I thought that Taka's was right. However, it seems there're two ways of writing: See this web page (漢字筆順字典). There're two for 耳 (the first one is Taka and mine, and perhaps more common), and, surprisingly, three for 馬 and four for 必!
 * Quote from the page:
 * "筆順につきましては、1958年に文部省が示した【筆順指導の手びき】が標準になっております. "
 * Standard for stroke orders is "Hitsujun shidou no tebiki (guideline for stroke order teaching)", published by the Ministry of Education in 1958.
 * "ただ、この指導書には、文字通り「手引き」であって、「ここに取りあげなかった筆順についても、これを誤りとするものでもなく、また否定しようとするものでもない」と書かれているそうです. （江守賢治著【筆順の解明】日本習字普及協会）"
 * However, according to a book named "Hitsujun no kaimei (understanding stroke order)", in the guideline it says that "This is just a guideline and does not intend to negate other stroke orders nor regard them as incorrect."
 * So, in my opinion, perhaps it's not so bad to follow the "standard" stroke order, but you don't have to stick with it. Actually, I myself do write 弱 as Taka's "wrong" stoke so that I can spare time ;) And more, as you know, we're spending less and less time for "writing", but shifting to "type", where stroke order doesn't mean a thing.

 * Nevertheless, I'd like to reccomend you to search with "筆順" if you're interested in stroke orders. For example, the two websites above ( and ) were direct results of googling(search result). HTH. - Marsian / talk 23:42, 16 December 2005 (UTC)

Missing Reading
The kanji 明 "akarui" (bright) and 日 "hi" (day) can be combined to make the word 明日 ("ashita" or "asu") which means tomorrow. My guess is that the 明 is read as "a" and 日 as "shita" or "su". However I am surprised to know that "shita" and "su" is not a reading of 日. It's the same with the kanji "tai" (big) and "hito" (person) that, when combined, reads as "otona" (the kanji hito doesn't have "na" or "tona" as one of its reading on the dictionaries).

So, are the readings missing from the dictionaries or am I missing something :)?

- Agro1986 13:58, 2 December 2005 (UTC)

 * These are examples of 熟字訓  (jukujikun), or "compound kun readings". Jukujikun readings are kun readings that apply to the particular combination of characters (jukuji), rather than being the sum of the readings of individual characters. In other words, 大人 is "otona", but the reading applies to the whole word rather than being derived from the readings for 大 and 人. That's why you can't find these readings for the individual characters. Note that some jukujikun are joyo kanji readings ("approved" readings) and some aren't (like "ashita"). Jukujikun readings seem to come up a lot in important time expressions:

 * 一昨日 - おととい　the day before yesterday
 * 昨日 - きのう　yesterday
 * 今日 - きょう　today
 * 明日 - あす or あした　tomorrow
 * 明後日 - あさって　the day after tomorrow
 * 今朝 　けさ　this morning
 * -ToothingLummox 03:56, 16 December 2005 (UTC)

 * I didn't know the word 熟字訓... ;) I'm not sure if it's jukujikun but 二十日(hatsuka, 20th in a month) or 二十歳(hatachi, 20 years old) is also prominent, and what a small Japanese child might not be able to read.
 * BTW, though I don't know how exactly you non-Japanese type the words, but if you can use any Japanese-IME (er, Japanese/Computing in Japanese is helpful?), verification is quite easy. Just type it. Both "ashita" and "asu" (plus pressing "spacebar") give 明日. More, you can try "asuka" for 明日香.
 * In fact, some of us (including me) sometimes forget kanjis since they are too dependent on IMEs. "Ototoi... er... kinou is 昨日, it's clear, but, ototoi...? er... ok, I'll type it with my cell phone...(yes, you can write kana + kanji with japanese cell phone)" - Marsian / talk 23:42, 16 December 2005 (UTC)

I can't write English without typing it in to a spell checker! Gerard Foley 22:44, 22 December 2005 (UTC)

I'm not sure 'kesa' is Jukujitai. The word 今日 is read 'kyou' nowadays, but it used to be read 'kefu', and 'sa' seems like a shortening of 'asa' (similar to the word '裸足' (hadashi), which seems like a combination of 'hadaka' (naked) and 'ashi' (foot). --ܫܘܢܪܐ

始 vs 初

 * Lurker 4.2 at 17:58, 23 February 2006 (PST?)
 * I think it is more likely a mistake, but two different kanji used for hajimemashite in the first part of the introduction (Konnichiwa/Formal salutations). First, in the Phrases section, the kanji 始 is used. Later, in Grammatical Construction, 初 is used instead. Which is correct? If both are correct, why can one word be written with two different characters? -- Lurker 4.2
 * Ok, you will find both, but 初めまして is preferred, especially among younger speakers (graph of usage by age group). The two characters have similar meanings; 始 means begin while 初 means for the first time.
 * It's not that uncommon for there to be more than one acceptable way to write a Japanese word, especially native Japanese words. Keep in mind that at some point in the past, Chinese characters were pressed into service to represent native Japanese words. So the Chinese character for horse 馬 is now the Japanese kanji for uma (horse). For more difficult words, who's to say that only one Chinese character is a good match? In fact, in some cases the characters are actually used to add meaning- the same basic native Japanese word is written with different characters depending on the nuance. かえる (kaeru, to change) is a good example of this:
 * 変える change (the nature or character of one thing)
 * 換える convert (something into something entirely different), go from one thing to another
 * 替える replace, switch
 * 代える substitute for, use in place of
 * Orthographic reforms, stylistic reasons (artistic types can and do assign nonstandard readings to characters), and double meanings (perhaps to write something using more auspicious kanji) are other reasons that words are written different ways.
 * ToothingLummox 14:17, 24 February 2006 (UTC)

Culture and History
Questions about the Japanese mindset, how Japanese react to different situations, how Japanese history affects modern life, etc.

Pronunciation
I have a Japanese aunt. She speaks English well, with a very strong Japanese accent. She once talked to my mom one day about getting her license. Mom thought she said "rice ends". So, my aunt explained that the Japanese often confuse L with R since they don't have the former. Do the Japanese really have no L? --68.73.146.102 20:51, 9 May 2006 (UTC)

 * (please be aware I'm NO linguist) Hmm, I don't know if we do not have L, but it's true we do not need to distinguish R and L. It's simply unnecessary. Although in romaji, the characters are written as "Ra, Ri, Ru, Re, Ro" (see Japanese/Kana and others for more) but even if you pronouce them as "La, Li, Lu, Le, Lo", no one will mind it, or, they even might not notice the differences. For example, a camel is ラクダ (rakuda) in Japanese, but I believe you can safely pronounce it as "Lakuda" and everybody'll understand what you're talking about. In fact, I doubt in this case it's more like Lakuda than Rakuda... but you know, I don't know if I can tell the differences, so... ;) - marsian 12:41, 11 May 2006 (UTC)

 * The Japanese sound written with "R" is actually neither the English R sound nor the English L sound, so asking which sound is "missing" is somewhat misleading.

 * From the wikipedia article on Japanese pronunciation:

 * (transcribed above) is a lateral apical postalveolar flap. It is similar to the Korean r. To an English speaker's ears, its pronunciation lies somewhere between a flapped r  (as in American English better and ladder), an l, and a d, sounding most like d before, and most like l before.

 * In other words, if you say "Eddie" quickly, you'll almost be saying eri (collar).
 * As Marsian points out above, most Japanese speakers can't distinguish the English R sound from the English L sound (although with a little practice they definitely can pronounce them more than adequately). If you are speaking Japanese and aren't sure how to make the Japanese sound, you can get away with an English L sound.
 * ToothingLummox 09:01, 18 May 2006 (UTC)

n followed by k
In the second lesson of the introductory course on Japanese (Japanese/Lessons/Introduction/Konnichiwa/Pronunciation), the moraic n (without the apostrophe) is said to come only before m, b, or p. However, it does not leave clear how to pronounce the nk in words like benkei. Is this another case of the moraic n or is it pronounced differently?

 * Well... I do not know grammar. It's not my part. I just rec for you (sorry a bit loud maybe). --marsian 17:31, 8 October 2006 (UTC)

 * Actually, I think the text just says that moraic n sounds like m before m, b, or p. The moraic n certainly comes before other consonants. Before k and g, it sounds like the English ng in sing. But this is the way n is pronounced before k in English too. If you don't believe me, try saying sink without pronouncing the k. --ToothingLummox 10:41, 8 December 2006 (UTC)

How is -ei pronounced in japanese?
I don't know who posed this question, but:

When in the middle of the word, 'ei' is usually pronounced as -ee- (long vowel e, not like English double e, but more like 'eeh'), for example: beikoku (USA), keiko (practise), seinen (youth, young man, adult age), meishi (business card), keitai (cell phone), eiga (movie). When it comes at the end of a word, it can be pronounced the same way (for example: gakusei (student), although I've also heard this as '-ei'), but in some cases it is more like the -ei as in the English 'vein', especially for short words like for example: rei (zero), tokei (watch, clock). Shinjitsu 13:00, 30 September 2007 (UTC)

title: Japanese/Q&A/Archive 1


text:
Cookbook:Sukiyaki

Sukiyaki is a kind of shabu-shabu (a Japanese dish) but it is a bit sweeter.

Ingredients

 * Beef, sliced thin
 * 1 napa cabbage
 * Green onions
 * Firm tofu
 * Shiitake mushrooms
 * Spinach
 * Shirataki noodles

Sauce

 * Soy sauce
 * Sake
 * Sugar
 * Water

Procedure

 * 1) Wash the vegetables, and cut them into large pieces.
 * 2) Soak the mushrooms in warm water for 15 minutes.
 * 3) Mix the sauce ingredients in a small bowl.
 * 4) Heat an electric skillet on low heat, and grease with a little bit of oil.
 * 5) Put a few slices of beef into the skillet, and cook them until brown.
 * 6) Add sauce (don't add all of them at the same time).
 * 7) Sort the beef slices to the sides. Add the rest of the ingredients in an organized fashion.
 * 8) Serve the sukiyaki with bowls of rice, with a raw egg yolk as the dip. Add more ingredients as necessary.

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

title: Cookbook:Sukiyaki


text: User talk:219.103.120.144

title: User talk:219.103.120.144


text:
General Astronomy/The Theory of the Naked Singularity

Black holes are objects of mystery, and recent studies have revealed that they may be even stranger than once thought. The core of the black hole is termed the "naked singularity". It is a gravitational singularity that is predicted to be, infinite in density. Such an object's mere existence completely defies the laws of physics as we know them, but it is logical to assume that the center of the black hole should be infinitely compacted. However, such an object would be forever cloaked by the event horizon of its host black hole, so observation is most probably impossible.

Some have gone so far as to say that this cloaking is a deliberate result of a kind of "cosmic censorship" that prevents the naked singularity, as radically as it defies the laws of physics, from being released from beyond the event horizon. What exactly would result from the exposure of the enigmatic core remains highly speculative (as does, the entire subject matter).

Potential for human use of the naked singularity is also something that has been discussed; the observation and study of a body with infinite density would undoubtedly prove highly revealing to astronomers, and may shed light on black holes and other aspects of physics and astronomy.


text:
User talk:Kesne~enwikibooks

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- – Mike.lifeguard  | talk 07:49, 13 January 2008 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

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

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:08, 19 April 2015 (UTC)

title: User talk:Kesne~enwikibooks


text:
User talk:Arthurwolf

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. – Mike.lifeguard  | talk 07:51, 13 January 2008 (UTC)

Myanmar
This does not appear to be textbook material. It may well be more appropriate on Wikipedia as it is encyclopedic in content. It may well be deleted soon. Thanks -- Herby talk thyme 13:28, 13 January 2008 (UTC)

Copyright problem with Image:Myanmar.jpg

 * In fact, this is a copyright violation and will be deleted within a week per policy. – Mike.lifeguard  | talk 20:13, 17 January 2008 (UTC)

Image advice
Wikimedia Commons is a free image repository run by the Wikimedia Foundation. You can use any image there as if it existed on Wikibooks using the same markup. They have many maps that are totally free to use, which don't require you to upload them here. I suggest you use images from Commons instead of searching the internet to find images that you can use, since most images on the internet are not free to use. Hope that helps. – Mike.lifeguard  | talk 15:28, 20 January 2008 (UTC)

title: User talk:Arthurwolf


text:
User talk:Timo Puschkasch

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Laleena (talk) 12:40, 13 January 2008 (UTC)

title: User talk:Timo Puschkasch


text:
User talk:Bariczemoke

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Laleena (talk) 12:44, 13 January 2008 (UTC)

title: User talk:Bariczemoke


text: User talk:196.209.83.58

title: User talk:196.209.83.58


text: User talk:122.2.119.205

title: User talk:122.2.119.205


text:
Cookbook talk:Units of measurement

This page, the subject of which is crucial to good cooking, requires attention. Much of the information is presented in a long list of items instead of as an instruction for the inexperienced cook. It is not very easy to understand the meaning.SuW (talk) 13:37, 13 January 2008 (UTC)

title: Cookbook talk:Units of measurement


text:
Cookbook:Potato Stew

Stewing is a great way to take care of left over potatoes. Potato stew goes well with sausages, meatballs, or smoked, salted or gravad fish.

Ingredients

 * 10 boiled or raw potatoes
 * 30 ml wheat flour
 * 4 dl milk, preferably with high fat content (about 3%)
 * 20 ml butter (optional)
 * Salt
 * White pepper
 * Dill

Using boiled potatoes

 * 1) Peel and dice the cold, already boiled, potatoes; make the cubes about 1–2 cm across.
 * 2) Mix the flour with the milk in a saucepan. Be sure to make a smooth mix without lumps; it may help to add just a little bit of milk at the time until a smooth thick substance forms, then add the rest of the milk.
 * 3) Add the butter, and bring the sauce to a boil.
 * 4) Add the potatoes and boil gently for 5 minutes.
 * 5) Add salt, pepper, and dill to taste.

With raw potatoes

 * 1) Peel and dice the potatoes; make the cubes about 1 cm across.
 * 2) Put the diced potatoes in a saucepan, and add milk until it almost covers the potatoes.
 * 3) Simmer until the potatoes are soft (about 10 minutes) stirring occasionally.
 * 4) If the stew is too thin, add some roux to the potatoes and boil for a few more minutes.
 * 5) Add salt, pepper, and dill to taste.

Notes, tips, and variations

 * The dill can be substituted by parsley or chive.
 * Add 1–2 tablespoons (15 ml) of Dijon mustard to touch up the flavor.
 * For a low-fat alternative, omit the butter. Omitting the butter works perfectly fine but the stew will lose some of its smoothness and luster.

title: Cookbook:Potato Stew


text:
XForms/Search Form

Motivation
You want to create a search form that uses a single input text field and submits a search request to a search service on a remote web server.

Discussion
We are all familiar with the simple front end to search engines like Google that display a simple search field. There are two simple features we will demonstrate in the first version. 1) The input cursor will be positioned in the search field when the form loads. When you press the "Enter" key the search will automatically be executed.

We will also discuss a way to have a single form display both simple search and complex search functions.

Method
We will first create a simple search input field and give it an id of "search-field". We will also add an action to the input that will fire off the submission when the Enter key is pressed.

In this example, q is a reference to the query string we will be sending to the remote server.

From the prior example we learned that you can have the cursor automatically positioned in the search field when the form loads by adding the following action added to your model:

Link to XForms Application
Load XForms Application

Sample Program
In this example we will create a simple front end to Google's search engine. The format of the REST API for the Google search engine is the following:

In this REST query the parameters are:
 * hl = language (en for English)
 * q = search query string

We can create an instance that has these parameters in our model:

Full Program Listing

    Google Search Example  Search string:      Search</xf:label> </xf:submit>

Discussion
You can also send over a dozen other parameters to the Google search service. For example if you want to restrict the search results to a specific web site or sub-site you can just add an additional "site" parameter that restricts search results to that site. For example the following URL will restrict the search results to pages on this wikibook:

http://www.google.com/search?hl=en&q=xforms+site%3Ahttp%3A%2F%2Fen.wikibooks.org%2Fwiki%2FXForms

Note that because forward slashes are part of the search query they are replaced with a %2F string.

The OpenSearch XML standard may also be of interest. This standard allows any search service to specify the parameters to a search engine and how the data is returned to a search client.

title: XForms/Search Form


text:
Talk:Playing a Video Game

Talk page like discussion in the book
Is the book supposed to look like a discussion between people? I don't say it's bad, it could help in the learning process, I don't know. 143.233.245.73 (talk) 19:22, 27 February 2008 (UTC)

I agree, it shouldn't read like a person-to-person conversation. A third-person point of view should be taken. Also, it should be modified to read less like it's written for a young child. Much of what is there can also be compressed to read more smoothly. Richalex2010 (talk) 17:56, 28 April 2008 (UTC)

You guys think this is good now? ~VNinja~ 20:47, 2 July 2008 (UTC)

Edit Hiatus
Hey. Sorry I haven't edited this in a while. I have an excuse, but I won't waste either of our times typing it so you can read it. Anyway... My "Edit Hiatus" may possibly last another few days, but then I'll be back on top of things, okay? ~VNinja~ 12:52, 9 July 2008 (UTC)

Yea, I've pretty much forgotten about this book. Sorry. ~VNinja~ 11:52, 5 October 2009 (UTC)

title: Talk:Playing a Video Game


text: User talk:80.177.20.33

title: User talk:80.177.20.33


text:
Wikibooks:New page patrol

What is new page patrol?
New page patrol means watching the new page feed to find pages which are vandalism, nonsense, spam, misnamed, don't fit within project scope, are duplicates, etc. In the past this has been done entirely manually, which meant lots of work was duplicated. A new software feature allows us to make sure efforts don't overlap.

What's the new software feature?
New page patrol has long been a maintenance task Wikibookians performed, but a new software feature that was enabled recently makes division of labour easier. Until the feature was enabled, there was no way to tell which pages on Special:Newpages had already been looked at by another user. This feature allows users with the sysop, bot, and patroller rights to mark pages as patrolled. Patrolled pages appear on a white background on Special:Newpages; unpatrolled pages appear highlighted in yellow. You can hide already-patrolled pages, and you can sort by namespace (the "all" option is now fixed too).

How do I mark a page as patrolled?
To mark a page as patrolled, you must open it from the link provided on Special:Newpages. Towards the bottom right corner of the page, a "mark this page as patrolled" link appears. Click it to patrol the page. You can now click the link to go back to Special:Newpages to continue patrolling, or you can click the edit tab to edit the page if needed. It's best to mark a page as patrolled, then go back and tag it/fix it/whatever.

Admins, bots and patrollers have all pages they create automatically marked as patrolled.

What do I need to know to do new page patrol?
You need to read and understand the following policies: inclusion policy, deletion policy, naming policy. You must also understand how to use the following templates properly: If you're also going to patrol new images, you'll also need to use:
 * and
 * and
 * and
 * and
 * and
 * and
 * and
 * and
 * and
 * and
 * and
 * and

What should I mark as patrolled?

 * Mark as patrolled
 * All pages that meet the requirements in our inclusion and naming policies
 * All pages that don't meet those requirements, but have been tagged or otherwise dealt with
 * Remember to mark pages as patrolled, then go back and tag them or fix them or whatever (this ensures that you don't forget to go back to patrol the page, but also makes sure that it's marked as taken care of as soon as you start - there won't be duplication of efforts).

 * Don't mark as patrolled
 * Anything you want a 2nd opinion on
 * Patrol only these namespaces: Main, Wikibooks, Cookbook, Wikijunior. Watch for strange stuff in the other namespaces, but you don't have to patrol them.

How do I get patroller rights?

 * Main page: User rights

Once you've read and understand this page, and the policies and templates linked from it, list your request on WB:RFP, where an admin will process it. You should do some new page patrolling without the right so other new page patrollers can see your work. This lets us gauge whether you know what you're doing before letting you mark pages as patrolled because once you have the right, nobody is likely to check your work. Remember that patrolled pages can be hidden, and patrollers rarely examine previously-patrolled pages.

title: Wikibooks:New page patrol


text:
User talk:Trifon~enwikibooks

Thank you very much for helping out with the XForms Tutorial and Cookbook! --Dmccreary (talk) 17:23, 13 January 2008 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:48, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:36, 19 April 2015 (UTC)

title: User talk:Trifon~enwikibooks


text:
System Monitoring with Xymon/Other Docs/HOWTO/Custom Server Scripts

Server-side scripts look almost the same as client-side scripts, but they will typically use the bbhostgrep utility to pick out hosts in the bb-hosts file that have a special tag defined, and then send one status message for each of those hosts. Like this:

Note that for server side tests, you need to loop over the list of hosts found in the bb-hosts file, and send one status message for each host. Other than that, it is just like the client-side tests.

This script is saved in ~/hobbit/server/ext/my_script.sh, and you add its description in ~hobbit/server/etc/hobbitlaunch.cfg:

The service can now be added to the bb-hosts file:


text:
User talk:Lids~enwikibooks

Laleena (talk) 17:34, 13 January 2008 (UTC)

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:22, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:11, 19 April 2015 (UTC)

title: User talk:Lids~enwikibooks


text: User talk:Rrosenfeld

title: User talk:Rrosenfeld


text:
User talk:Jan Melody Girl

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Laleena (talk) 17:45, 13 January 2008 (UTC)

title: User talk:Jan Melody Girl


text:
User:Kieranxxxx~enwikibooks

Hi and welcome to my accout

title: User:Kieranxxxx~enwikibooks


text:
User talk:Kieranxxxx~enwikibooks

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- – Mike.lifeguard  | talk 17:58, 13 January 2008 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

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

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:09, 19 April 2015 (UTC)

title: User talk:Kieranxxxx~enwikibooks


text:
Happiness/Prioritizing

Seeking happiness is like running a business: you have limited resources to make as much profit as possible. Because supply is limited, it must be used as efficiently as possible.

title: Happiness/Prioritizing


text:
User talk:168.169.103.251

Please don't spam. If you want to test something, please use the sandbox. Thanks. Hoogli (talk) 18:23, 13 January 2008 (UTC)

title: User talk:168.169.103.251


text:
User:Ldvbin

About Me

 * Occupation: Digital Design Engineer (Large FPGA design, Virtex 4, II Pro, etc)
 * Education: BSEE, working on MSEE

title: User:Ldvbin


text:
Ada Programming/Platform/Ncurses

ncurses is a programming library providing an API, allowing the programmer to write text user interfaces in a terminal-independent manner. ncurses provides an official Ada interface.

title: Ada Programming/Platform/Ncurses


text: User talk:69.140.158.110

title: User talk:69.140.158.110


text:
Megauniversity

In this book we introduce seven Distance Education Cases chosen from seven different countries around the world. The countries include South Africa, Thailand, Korea, Myanmar, Bangladesh, Turkey and Malaysia. We mainly focus on Megauniversities as in 5 of the countries. The other two cases (Myanmar and Malaysia) discussed are not yet Megauniversities but hopefully will be in the near future. We hope you will edit our cases and add some more megauniversities and other distance education institutions later.

title: Megauniversity


text:
Megauniversity/Anadolu University

Introduction
Anadolu University is one of the national universities in Turkey which locates in Eskişehir. The university has established in November 6, 1958 and started distance education service in 1982. They house 12 faculties, 7 schools, 4 vocational schools, 9 institutes (4 graduate schools, 5 institutes) and 28 research centers and units and hold with approximately 1,075,200 students. Distance Education System of Anadolu University has 3 faculties with 1,050, 000 students. 40 % of students who attend their education are those who attend Anadolu University, Now Anadolu University is considered one of the ten mega-universities of the world which provide the distance education system.

Turkey Profile
General Background According to the Survey by OECD (2005), there are 72,064,000 people in Turkey. As ethnic composition, Turkish dominates mainly. In the South-East region, many Kurdish live there and there is also Armenian Greek and Jew, even these numbers are small. Turkey is a predominantly Muslim country (Sunnah). As other religions, Jewish religion, Greek orthodox Church and Armenia orthodox Church are raised. In spite of an Islamic country, Turkey tries to corporate with European countries and set the goal to be a signatory of EU. Now, Turkey is an accession country of EU, and a signatory of NATO, OECD, OSCE. GDP in the country is now 7710.832 and GDP Growth is 7.3802 % in 2005(from OECD Survey). Turkey keeps economic growth however, still the labor environment is not fully developed. For example, employment rate for men 68.183% and that for women is 23.6941% (OECD, 2005). As you can see from this data, the gender difference is still serious problems.

(The information from OECD site and the Ministry of Japanese Foreign Affairs(Japanese sites))

Education Infrastructure of Education is not fully developed even primary school level. Since 1997, establishment of the Basic Education Law, enrollment figures for Primary school are increasing (1,000,000 btw 1991-1996), however the rate is not changed due to the increasing of population itself (10% still, not enroll for primary education). As to the secondary education level, the situation is more serious. In addition, the access for education is differ among gender, social-economic status and locations (70 % who could not enroll primary education is female) Especially, the east and southeast area on which poor people concentrate, the access to education is limited. with regards to the tertialy education, in academic year 2001-2002, there were 775,132 new enrollment for full-time bachelor’s students, at the same time there were 623,465 new enrollment for Distance education (The Council of Higher Education, 2003). The ratio of the total number of students in tertialy education to age 18-21 population is only 33 % (The Council of Higher Education, 2003). In tertialy education, the demand is significantly over the supply. The quality of education is not assured. In general, educational level in Turkey is worse than other EU nations (for example only 26 % of 15-years in Turkey have level 3 on OECD’s 6 level proficiency scale for program-solving skills—-in EU,it is 60%). The quality of education is actually incumbent upon where students live. Experienced teachers are not available enough in remote areas. For becoming a signatory of EU, the education reform is urged. For example, raising complementation rate of primary school and assuring quality of Education like, developing Modern Curriculum so on.

(For more details, visit The World Bank-countries-Turkey and The Council of Higher Education in Turkey )

History of Distance Education
1983 Established Year
 * Distance Education System was established to resolve the shortage of higher education. First, it started as providing students with business and economic bachelor degree programs. 29,500 students enrolled at that time.

1983-1992 Widen Programs and Areas
 * Open Education Faculty had become offering a degree completion programs for teachers (Ministry of Education), associate degree programs in midwifery, nursing (Ministry of Health) health technicians, veterinary sciences and agriculture (Ministry of Agriculture). Services were also disseminated for Turkish citizens living in Western Europe and The Turkish Republic of Northern Cyprus.

1993 E-certification Programs have been Started
 * The Faculty of Business and Economics were organized and 4 years bachelor’s degree programs were provided.
 * The associated degree programs, certification programs and degree completion programs were provided by Open Education Faculty.

 1996 Produce Exam System
 * Exams systems were developed and have started to manage exams by themselves.

1998 Reformation Year
 * setting the goal that all of academic units are available in Distance Education System
 * cultivating new chances for Lifelong learning
 * reforming all three faculties, system, courses and contents ---tring to integrate texts with TV and Internet programs. CD-ROMs were developed.
 * enhancing interaction between students and organization, for example, broadcasting “News form our University.

1999 Collaborate with Outside Institutions
 * Video conference system became the components of DE and collaboration with other universities has begun though this system via terrestrial and satellite networks.
 * providing prepare courses for exams serves for students via internets, taped and live programs on TRT 4 broadcasting.
 * Interactive educational system was offered in various ways.
 * Early childhood and English teaching Programs ware founded by collaborating with the Ministry of Turkish Education

2001-2002 Enhance Flexibility
 * Information management associate degree have been provided via Internet as online courses.
 * Second University as a second educational opportunity have been started.
 * Transitions application have been started by collaborating with Turkish Education board

2003-2004 Sratrt E-TV Service
 * e-television services were started; students can see the broadcasting TV programs on the web and serve them on their computer. There are now 1196 TV programs for the 163 courses on the Internet

2005-2006 Start degree completion programs via Distance Education
 * Open education faculty gain the right to offer the degree completion programs via distance education

(For more details, visit Anadolu University-open education at a glance-Open Eduation System )  In this way, with overlooking the history of distance education in Anadolu University, it is concludes that 1) Anadolu continues to peruse the flexibleness in education 2) Anadolu actively tries to integrate new technology into the existing system 3) Anadolu is influenced by educational demands of national ministries and develops the programs with them.

Organization
Anadolu University possesses 2 campuses in Eskişehir and 81 bureaus throughout 83 provinces in Turkey. Anadolu University Distance Education System has 3 facilities, Faculty of Economics, Business Administration and Open Education.

  The Faculty of Economics

 * 4 years bachelor programs

The Faculty of Business
 * 4 years bachelor programs

 The Faculty of Open Education
 * associated degree programs
 * e-certificate programs(no entrance examination is required.)
 * degree completion programs
 * West Europe Programs(Some of courses are available for those students who live in outside Turkey, West Europe.)

Collaborating with other faculty & institutions
 * blended degree programs in information management and English language teaching.
 * Web-based MBA is provided in conjunction with the faculty of Economics and Administrative Sciences and Graduate Studies Programs in Empire State College, State University in New York.
 * Online Master Problems in Hospitality management and teaching developmentally disabled children.

Student Demography
Now, there are 1,050, 000 Distance Education students. According to Simon et al (2003), the vast majority of the students enrolled in distance education system are working adults with full- or part-time jobs. Even though Anadolu University offers the WEP for other nations in West Europe, it is guessed that international students are relatively few. From the survey by The Council of Higher Education (2003), the total number of higher education students in 2001 is 1,568,384 and among those, only 16,328 students are international ones. It means that only 1.04 % of students in Turkey are from outsides country. Since current data is not available yet, the exact thing could not be said, but now 2008, it is expected that students from International are slightly increasing in Anadolu University because 1) the impact of becoming an accession country enhances the circulation of students, 2) Online degree programs are provided with institutions outside Turkey.

Courses
Instruction Deliverly Textbook Even though Anadolu University actively incorporates new technology into the Distance Education System, the Textbook is a core media to bring instructions to students. Anadolu has the special teams for textbook developments which are composed by contents experts, editors, instructional designers, TV editors, art directors, language experts and measurement and evaluation experts. After the reformation of the Distance Education System and courses in 1999, textbooks have been also reformed to accord with TV and online programs and new teams were organized. Now, they have 281 different textbooks for distance education courses which has been developed by these experts.

TV and Radio programs TV and Radio Programs are broadcasted respectively on TRT4 and on TRT Radio 1. These programs have been developed with help by educational technology and technical experts, and now have reached to the number of 5200 for TV and 400 for radio which were produced. TV programs are broadcasted 24 weeks per year, 37 hours per week.

Surpport Service

Video Conference System It is used for collaborating with other organizations and for students’ counseling. By now, Anadolu University collaborated with Ahmet Yesevi International Turk-Kazak University, Open University in UK, CNED France, NIME in Japan, Germany (Colonge) and Istanbul (Aksaray). These video conferences are facilitated via terrestrial line and satellite. Academic Counseling Services Students are given chance to interact with other students and instructors. They can gain academic advises from instructors. These services are available in 10 countries in evenings and weekends.

E-learning services Students are given the right to access e-contents for free and able to gain those options –e-books, e-television, e-exam, e-drill and practices, and e-audio books.

Exam preparations service Since 1999, taped TV and Live TV programs have been produced and provided for students to prepare the final examinations. Each format is broadcasted for one week. Students also have chances to ask the question as to programs by phone. Calling an 800 number which is free is available as an option.

Virtual Classroom In 2003, a virtual class room for undergraduate program in English language teaching has been started to create an interactive leaning environment.

"News from our university” It is 10 minutes broadcasting programs for making the relationship between students and the university. Information about events on the campus, the university, courses and programs are provided. This service is implemented though the academic year and the program will be updated every other week.

Analysis of Distance Education System in Anadolu University; from a theoretical aspect It is said that from the aspect of course production, the theory “Industrialized Educational System” by Peters (1967) well describe the Distance Sysytem of Anadolu University. It was easily expected that Anadolu University, Turkey in general had started Distance Education System with limited technology at that time. Even Peters claimed industrialized theory in 1967, this theory could be well applied in 1982, starting year, of Anadolu University. Infrastructures were not well-developed at that time and text were main instructional delivery. In addition, the aim of establishment was bringing education for the increasing number of prospective students. Thus, these backgrounds have accelerated to produce the mass instruction with keeping a certain level of quality by instructional design system. Now, technological availability enables to use more sophisticated mediums such as Internet, however text is still main core materials, thus Peters’ theory is still applied. The current courses provided by Anadolu also apply to “Guided Didactic Conversation” by Holmberg (1995). Anadolu University clarifies “student’s center, making much of interactivity”. It seems like to apply those theories which focus on “Interaction and communication” by such as Moore (2005). However 1) their interactivity is limited as an optional service (for example, not used as a main curriculum), 2) interactivity technology are used a limited way (for example, internet, computers are used as publishing contents, teleconferencing system is used to bringing instruction for outside institutions). From these aspects, these limited interactivities could not be fully matched to the theories related to “Interaction and communication”, rather, their enhanced ideology “students-center” “enhancing rich support services” with old type medium “text”, “TV”, are applied to the theory by Homberg, which make much of discourse, interactivity with contents.

(For more details, visit Anadolu University-open education at a glance-learning environment & see Anadolu University sites in general)

The Purpose of Distance Education
Anadolu University which has started the distance educational services since 1982, first started for providing an alternative chance for higher education. The Distance Education Service of Anadolu University has begun to fill the gap between increasing demands for higher education and the shortage of supply. Their purpose of distance education was to solve educational problem in Turkey and raise educational levels of Turkish citizen. This vision is passed down to now and will be passed in the future. Thus, the distance education system of Anadolu University targets to those people who could not continue their educations by the traditional way. Now, their purpose of Distance education is expanding as facing the life-long learning society. The Council of Higher Education in Turkey shows the clear direction and vision for higher education and distance education. It defines Distance Education as providing all people with chances to keep learning through the lifetime. Behind this vision of life-long learning society, one can see the contemplation of Turkey--- for being the member country of EU. It appears that Turkey is now making efforts to go along with EU, in the ideological level. Since the Council of Higher education governs all of the national universities, Anadolu University, with no exception, pose their Distance Education System along this line. Anadolu University raise the Distance Education as the means for providing all people with educational chancesfor self-development, self-actualization, vocational developments throughout the lifetime.

The Impact on Education in Turkey
Anadolu University declares the clear visions and its roles as a higher educational institution. These visions and roles are strictly in correspondence with the vision declared by The Council of Higher Education which governs all of the national universities in Turkey. As in the previous sections, only 33% of youths receive higher education. In addition, those who can earn a higher education might be regionally decided. The map on the top of this chapter plots the number of universities along the region. From this plotting, one can soon find out that higher education institutions are disproportionately located in west part of the country where are a quite more wealth parts in Turkey. People living in geographically disadvantaged places are in general in low social economic status. Thus, economical reasons, when provided chances to enrollment, they could not continue their learning without working for money. Thus, with respects to providing those people with educational chance, distance education system which is free from time and space constrains is strongly needed.

Among courses offered by Distance Education System in Anadolu University, courses for teacher preparation is significantly important. After establishing the Basic Education Law (Law No. 4360), it is the national goal to enhance the access to primly education, updating curriculum and teachers training. As seen in the report by the World Bank (2007), the disproportional availability of skilled teachers causes serious problems in Turkey primarily and second Education. Anadolu University has opened courses for the purpose of teacher training in response to this national demand. Distance Education System, which covers throughout nations with 73 bureaus and advanced technology, provides many teachers in disadvantaged regions with opportunities to pursue higher knowledge and skills. Anadolu University also opened many courses at the past time for Turkey Army, Polices and Teachers in response to demands by Ministries. Thus, Anadolu University has the significant role of Education in Turkey, both for citizens and the nation.

Even though other universities also provide some distance educational programs, Anadolu university is posed as the center of Distance Education and is expected to lead distance and open education filed. Anadolu University is only an university which has fully autonomy to implement the distance education and collaboration with other universities. As to other universities, in general, the Council of Higher Education decides the course exchanges between two institutions. On the other hand, Anadolu University is assigned as the providers of any courses as the form of distance education and other institutions are freely to negotiate with Anadolu to utilize the courses provided by Anadolu.

(For more details, visit Ministry of National Education in Turkey,The Council of Higher Education in Turkey and The World Bank-country report-Turkey)

The Impact on Distance Education Field
Now, Anadolu leads the distance education filed in the Western Europe and Middle East Area as higher education institution and research organization. They publish the referee journal “TOJDE” (The Turkish Online Journal of Distance Education) for the purpose of enhancing the implementation of Distance Education among Middle East area and communications among institutions in the area through the research. The impact on the world level is a quite not sure, but it is said that Anadolu University takes an initiative for Distance Education in Middle East Area.

(For more details, visit the TOJDE sites, . You can read some articles.)

Areas of Improvement
Completion rate In the most recent figures in year 2000, 34% of students earned degrees in 2 years programs and 23 % in 4 years programs with the minimum terms (MacWilliams, 2000). This figure shows lots of distance learners face the difficulty to go though their programs. In 2006, just fewer than 50 % completed 2 years programs, whereas only 25 % completed 4 years bachelor programs (Aydin et al, 2006 qtd by Akbulut et al, 2007). Thus, as to 2 years programs, the situation has improved; however, still in 4 years bachelor programs, no improvement can be seen. In addition, earlier drop-out rate is a quite high. About 45 % students will drop out in the first 2 years (Aydin et al, 2006 qtd by Akbulut et al, 2007).

The background of this issue is that most of the students work as full or part-time, and time management is a quite difficult. What is more, “the distance” between other learners and instructors causes the feeling of isolation and students gradually loose their motivation. Even though, Anadolu university provides 58 academic counseling centers throughout the nation (MacWilliam, 2000), it seems like not working well. Further supports, especially earlier support is needed to prevent from earlier drop-out.

Since only 8 % can access in Internet in their daily life (MacWilliam, 2000), just-in-time feedbacks or emotional supports are difficult in the current situations. Providing more supports centers or rising the level of living in citizens is required.

Quality assurance The issues about quality assurance are raised in 2 levels: one is the quality assurance for students’ learning outcomes; the other is the quality assurance for Anadolu University, itself.

Achievements are mainly evaluated by multiple questions (MacWilliam, 2000; Akbulut et al, 2007). The reliability of assessments is of doubt.

The quality assurance of Anadolu, itself is not enough. Given Anadolu accounts for the disproportionably high distance learners-99% in Turkey, Anadolu is of monopoly in Distance Education filed. The lack of competitor in general keeps the monopoly from further development. There is no standard assessment system of higher education, of course of Distance Education in Turkey. The quality of enrollment figures is also of problem. Because legally required for open acceptance, Anadolu faces difficulty in upgrading its standard (MacWilliam, 2000).

These issues related to quality assurance actually results in the distrust toward Distance degrees. Anadolu do not indicate that degrees were eared by distance education, apparently reflecting employers’’ distastes for distance degrees (MackWilliam, 2000).

Take an initiative for faculty development

Staff upgrading is one of the priorities Anadolu have to embark on. Akbulut et al (2007) claimed from their survey for instructors, they found that relatively few instructors involve in in-service training even though most of instructors have motivation to upgrade their instructions. Aydin(2003) pointed out that in Turkey in general, there are no tradition of professional development for university teaching (qtd by Akbulut et al, 2007). It is prospected that technological advancement and diversification of student’s demography and needs are accelerated in future in Distance Education. For meeting these initial demands of professional development, the system of professional development has to be developed. It appears that a faculty or a division is required to take an initiative as organizing instructors.

The role as a research institution As Latchem (2007) suggested, in Asian Distance Education field, there are lack of the culture for research. Anadolu university, even publishing an original journal and holding symposiums, it appears that the research culture is not well mature. Further development is also needed as a research institution.

Reference
''Akbulut, Yavuz. Kuzu, Abdullah. Latchem, Colin & Odabasi, Ferhan'' “Change Readiness among teaching Staff at Anadolu University, Turkey” Distance Education, Vol 28, No.3 November, 2007 pp335-350.

Anadolu University Sites (access to 2007/12/24-2008/01/05)

Higher education council “Regulations on Inter-University Distance Higher Education Based On Communication And Information Technology" “The Turkish Higher Education System (Part 2 Governance) 2003“The Turkish Higher Education System (Part3-Current Status) 2003

MacWilliams, Bryon “Turkey’s Old-Fashioned distance education Draws the Largest student Body on Earth” The Chronicle of Higher Education, Sep, 22, 2000

Ministry of education in Turkey Sites

Moore, M.G., & Kearsley, G. Distance Education: A Systems View-2nd edition- Wadsworth Publishing.2005

Latchem, Colin. “A Framework for Researching Asian Open and Distance Learning” Distance Education, Vol.28, No.2, August, 2007 pp.133-147

OECD “Country Statistical Profile 2007-Turkey” 2007

Simonson, M. Smaldino, S.E., Albright, M.J., & Zvacek, S. “Teaching and Learning at a Distance: Foundations of Distance Education Prentice Hal.” 2005

The World Bank “Turkey: Education Sector Study (2006) Sustainable Pathways to an Effective, Equitable, and Efficient Education System for Preschool through Secondary School Education”

title: Megauniversity/Anadolu University


text:
User talk:24.227.174.14

Join Us!
-- – Mike.lifeguard  | talk 19:15, 13 January 2008 (UTC)

title: User talk:24.227.174.14


text: User talk:70.169.113.65

title: User talk:70.169.113.65


text:
Ancient History/Egypt/Introduction

Egypt has a history almost older than any other civilization on Earth, a history that stretches back many thousands of years. Evidence of human existence around the Nile dates back to at least the Paleolithic era, over 12,000 years ago. Civilization there started to develop when small tribes of hunter-gatherers and fisherman settled there, and a culture began to form. From there, the population living by the Nile thrived, as the yearly flooding of the Nile brought incredibly rich soil for farming, and by 6000 BC, advanced agricultural practices had developed, as did large-scale building construction. Three thousand years later, Egypt was united from many petty rulers and established as a kingdom. Traditionally this feat is attributed to King Menes, also known as Narmer, though the process was apparently long drawn out. Menes is said to have been the first king in a lineage of dynasties that would rule Egypt for the following three thousand years. During this time of unification under a sovereign ruler, Egypt's thriving increased exponentially, and a deeper culture formed; Egyptian religion, art practices, language, customs, and quality of living became richer and more advanced. They developed hieroglyphics, a more complex pantheon of gods, and extensive class system of living, with peasants, merchants, priests, and nobles, among other groups.By the time of the eighteenth dynasty, around 1500 BC, Egypt had risen to become an international power, solidifying its power on a regional scale, and conquering many enemy neighboring countries.

title: Ancient History/Egypt/Introduction


text:
Ancient History/Egypt/Pyramids

The Egyptian pyramids are ancient pyramid-shaped masonry structures located in Egypt.

There are over 100 pyramids in Egypt. Most were built as tombs for the country's Pharaoh and his consorts during the Old and Middle Kingdom periods.

The earliest known Egyptian pyramid is the Pyramid of Djoser, which was built during the third dynasty. This pyramid and its surrounding complex were designed by the architect Imhotep, and is generally considered to be the world's oldest monumental structures constructed of dressed masonry.

The best known Egyptian pyramid are those found at Giza, on the outskirts of Cairo, especially the Great Pyramid (also called the Great Pyramid of Giza, Pyramid of Khufu or Pyramid of Cheops), it is the largest Egyptian pyramid and is the only one of the Seven Wonders of the Ancient World still in existence.

title: Ancient History/Egypt/Pyramids


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Ancient History/Egypt/Egyptology

Egypt was a popular tourist destination from the 1st century AD onward. The mysterious monuments, long considered the oldest in the world, were considered romantic and stunning by writers as various as the 2nd century AD novelist Apuleius and the English 17th century AD poet John Keats. Napoleon toured the ruins in 1802 AD and used the vista of the pyramids to inspire his troops. In 1821, Jean-Louis Champollion cracked the hieroglyphic code using the Rosetta Stone, a black basalt monument with texts in hieroglyphic and hieratic Egyptian, and Greek. In 1922, Howard Carter discovered and recorded the contents of the tomb of Pharaoh Tutankhamun. The study of ancient Egypt remains popular among amateurs and professionals today.

title: Ancient History/Egypt/Egyptology


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Ancient History/Egypt/Decline

Lack of several critical material resources, particularly iron and straight timber, caused Egypt to import these items using wealth from its natural resources of gold, and control of the Africa-Asia trade routes. Regular conflicts with the Hittite Empire and the Assyrians for control of the Levant (modern-day Syria, Lebannon, Israel, Palestine, and Jordan) sapped Egypt's military resources. Over time, Egypt became weakened both within and without. It succumbed to invasion by the Kushites in the 7th century BCE, and then fell to the Second Babylonian Empire in the 6th century BCE. The Persians added Egypt to their empire in the 5th century BCE, Alexander the Great conquered Egypt in the 3rd century BCE, and then Julius Caesar and Octavian Augustus Caesar annexed Egypt for the Roman Empire in the 1st century BCE. It would not achieve independence from outside forces until the 7th century CE.

title: Ancient History/Egypt/Decline


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Programmable Logic/Testbenches

=Test Bench Design= The purpose of a good test bench is to create an accurate, automated, and controlled environment to test a digital logic design in. Increased accuracy in a test bench allows the nuances of the design functionality to be verified, tested, and debugged with the help and visibility of a simulator. Automation in a test bench allows design changes to be tested quickly and easily and provides the facilities for easy regression testing to help obtain design confidence. The control provided by a test bench allows the testing of particular corner cases that are hard to create in a lab setting and allows the concentration of testing a particular part of a design.

The main disadvantage of test bench testing is speed. Simulating digital logic designs often requires the use of complicated hardware models for microcontrollers and communication interfaces. These situations often come up in high bandwidth applications (video). Since test bench design can often take as long (or longer) than the design itself, the ability to scale your test data and test bench to test part of a design are often necessary evils depending on the schedule and budgeting constraints of a project.

"Ideal" Testbenches
The figure below shows a block diagram of an “ideal” test bench (if one was designing with unlimited budget, time, and has perfect specifications for the design).

In this design, the “testbench” itself is merely a module without any external interfaces that instantiates the many modules that make up the modules that do the actual testing. The wrapper testbench and all the testing modules that make up the test bench (everything except the design to be tested) are often collectively referred to as a testbench. Often instantiated in a test bench wrapper is the design to be tested, external interface models, test data generators, signal verification modules, and a control module that controls the external interface modules and reports information to the user.

Ideally, the only interfaces to the design under test are the external interface models. This allows the design to be controlled and communicated with as it would be when implemented on an actual chip on a circuit card. Although cumbersome sometimes, this allows interface and control issues in a design to be identified and corrected earlier in the design process and with the help of a simulator for debugging.

title: Programmable Logic/Testbenches


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User talk:Muna~enwikibooks

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.

Questions such as that you left on the internal combustion page should be asked at one of the reading room. Thank you for your time. Mattb112885 (talk to me) 19:59, 13 January 2008 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:30, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:17, 19 April 2015 (UTC)

title: User talk:Muna~enwikibooks


text:
User talk:217.158.132.8

Join Us!
-- – Mike.lifeguard  | talk 20:15, 13 January 2008 (UTC)

title: User talk:217.158.132.8


text:
User talk:J.M.Pearce

Please feel free to post any questions concerning the IPS wikibook here.

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. -- Herby talk thyme 14:51, 14 January 2008 (UTC)

Class project
Hi there. We're always glad to see class projects at Wikibooks. To help us help you, please take a few moments to add this project to List of class projects, and review Guidelines for class projects if you haven't already done so. The guidelines are a great resource for students as well, if they ever come across something they need help with, that's a page that will either help, or point them to another page to get help. As well, you and your students are always welcome to ask the community at WB:HELP, and I'm generally quickly available on my talk page. Happy editing! – Mike.lifeguard  | talk 03:12, 13 February 2008 (UTC)

title: User talk:J.M.Pearce


text:
User:J.M.Pearce

Hi - I am Joshua Pearce, a physics professor at Clarion University of Pennsylvania. I strongly beleive in the open nature of information and think that wikibooks and sites are going to lead a beneficial intellectual revolution for humankind.

This semester I am experimenting with the Introduction_to_Physical_Science or IPS wikibook in my physical science courses. We will be using the wikibook to generate and practice solving basic physical science questions.

I contribute primarily to Appropedia, the site for collaborative solutions in sustainability, poverty reduction and international development. See my detailed and reasonably well updated profile there.

title: User:J.M.Pearce


text:
XForms/Deselect Events

Motivation
You want to catch a deselection event when you navigate away from a page.

title: XForms/Deselect Events


text:
User talk:Schumam

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Laleena (talk) 22:49, 13 January 2008 (UTC)

title: User talk:Schumam


text: User talk:66.53.211.4

title: User talk:66.53.211.4


text:
XForms/Advanced Search

Motivation
You want a simple search function and a separate advanced search options tab.

Source Code

    Google Search Example  Simple <xf:toggle case="simple-search" ev:event="DOMActivate" /> </xf:trigger> <xf:trigger appearance="minimal" class="tab"> <xf:label>Complex</xf:label> <xf:toggle case="advanced-search" ev:event="DOMActivate" /> </xf:trigger> <xf:switch>

<xf:case id="simple-search"> <xf:input ref="instance('search-params')/q" id="search-field"> <xf:label>Search string:</xf:label> <xf:action ev:event="DOMActivate"> <xf:send submission="search-google" /> </xf:action> </xf:input> <xf:submit submission="search-google"> <xf:label>Search</xf:label> </xf:submit> </xf:case>

<xf:case id="advanced-search"> <xf:input ref="instance('adv-search-input-params')/q" id="adv-search-field"> <xf:label>Search string:</xf:label> <xf:action ev:event="DOMActivate"> <xf:send submission="adv-search-google" /> </xf:action> </xf:input>

<xf:input ref="instance('adv-search-input-params')/site" id="site-field"> <xf:label>Site URL:</xf:label> <xf:action ev:event="DOMActivate"> <xf:send submission="adv-search-google" /> </xf:action> </xf:input>

<xf:submit submission="adv-search-google"> <xf:label>Search</xf:label> </xf:submit> </xf:case>

</xf:switch>

title: XForms/Advanced Search


text: User talk:67.72.98.91

title: User talk:67.72.98.91


text: User talk:72.207.206.34

title: User talk:72.207.206.34


text:
Radiation Oncology/Melanoma/Randomized

Cutaneous Melanoma: Randomized Trials

In process of crosslinking from Cutaneous Melanoma chapter

Prevention
Sunscreen:
 * Australia; 2011 (1992-6) PMID 21135266 -- "Reduced Melanoma After Regular Sunscreen Use: Randomized Trial Follow-Up" (Green AC, J Clin Oncol. 2011 Jan 20;29(3):257-63.)
 * 1621 pts (ages 25-75) randomized to daily vs discretionary use of sunscreen application to head and arms in combination with beta carotene or placebo supplements. Followed through 2006.
 * 11 new primary melanomas in the daily sunscreen group vs 22 in the discretionary group (HR=0.50). Reduction in invasive melanomas (3 vs 11) was substantial compared with preinvasive melanomas.
 * Conclusion: Melanoma may be preventable by regular sunscreen use in adults.

Surgical Margins

 * UK Melanoma Study Group (1993-2001) -- surgical margin 1 cm vs. 3 cm
 * Randomized. 900 patients, high risk melanoma, thickness >=2.0 mm, trunk or limbs. Excluded palms and soles. Arm 1) 1 cm excision margin vs. Arm 2) 3 cm excision margin. ELND or SLND or adjuvant therapy not allowed.
 * 2004 PMID 14973217 — "Excision margins in high-risk malignant melanoma." (Thomas JM, N Engl J Med. 2004 Feb 19;350(8):757-66.) Median F/U 5 years
 * Outcome: local recurrence 1 cm 3.3% vs. 3 cm 2.9% (NS), in-transit/nodal recurrence 32% vs. 28%. No difference in DSS or OS. Median OS after locoregional recurrence 28 months vs. 18 months (p=0.05)
 * Conclusion: Higher locoregional recurrence rate with 1 cm margins in high risk melanomas, but no difference on survival

 * Intergroup Melanoma Surgical Trial (1983-89) -- surgical margin 2 cm vs 4 cm
 * Randomized. 468 patients intermediate thickness (1.0-4.0 mm) melanoma, on trunk or proximal extremity. Arm 1) 2cm surgical margin vs Arm 2) 4 cm surgical margin. Secondary randomization to observation vs ELND (see below). Also, nonrandomized 272 patients with distal extremity or H&N enrolled prospectively to 2 cm excision (Group B)
 * 2001 PMID 11258773 (Free full text) — "Long-term results of a prospective surgical trial comparing 2 cm vs. 4 cm excision margins for 740 patients with 1-4 mm melanomas." (Balch CM et al. Ann Surg Oncol. 2001 Mar;8(2):101-8.) Median F/U 10 years
 * Outcome: surgical margin 2 cm 0.4% vs. 4cm 0.9% (NS), anytime failure 2.1% vs. 2.6% (NS). 10-year DSS 70% vs. 77% (NS). LR profoundly affected by presence of ulceration (RR approx 6)
 * LR impact: LR strongly associated with survival. 5-yr OS of 9% for pts with LR as first relapse (n=13), 11% for any LR (n=28), vs 5-yr OS 86% if no LR. Higher LR for head/neck 9.4%, vs 5.3% dist ext, 3.1% trunk, 1.1% prox ext. Patient who had LR all died of melanoma within 10 years.
 * Conclusion: 2 cm margins are safe for intermediate thickness melanomas

 * Swedish Melanoma Study Group (1982-1990) -- surgical margin 2 cm vs 5 cm
 * Randomized. 769 patients, intermediate thickness (0.9 - 2.0 cm). Excluded H&N, distal extremities, vulva. Arm 1) resection margin 2 cm vs. Arm 2) resection margin 5 cm
 * 1996 PMID 8646678 -- "Resection margins of 2 versus 5 cm for cutaneous malignant melanoma with a tumor thickness of 0.8 to 2.0 mm: randomized study by the Swedish Melanoma Study Group." (Ringborg U, Cancer. 1996 May 1;77(9):1809-14.) Median F/U 5.8 years
 * Outcome: Local recurrence 2 cm 0.8% vs. 5 cm 1.0% (NS) No difference in DFS, DSS, or OS
 * Conclusion: Recommend excision margin of 2 cm

 * France/UK (1981-2000) -- surgical margin 2 cm vs. 5 cm
 * Randomized. 337 patients, melanoma <=2.0 cm. Excluded age >70, toe/nail/finger, and acral melanoma. Arm 1) 2 cm excision vs. Arm 2) 5 cm excision. Second randomization for adjuvant isoprinosine
 * 2003 PMID 12673721 -- "Surgical margins in cutaneous melanoma (2 cm versus 5 cm for lesions measuring less than 2.1-mm thick)." (Khayat D, Cancer. 2003 Apr 15;97(8):1941-6.) Median F/U 16 years
 * Outcome: Local recurrence 2 cm 0.6% vs. 5 cm 1.8 cm (NS). Median TTR 3.5 years. 10-year DFS 85% vs. 83% (NS). No difference for second randomization.
 * Conclusion: Surgical margin of 2 cm sufficient for melanoma <=2 mm

 * WHO Melanoma Programme Trial #10 (1980-?) -- surgical margin 1 cm vs 3 cm
 * Randomized. 612 patients with clinical Stage I melanoma, thickness <=2 mm. Facial or digital melanoma excluded. Arm 1) 1 cm surgical margin vs. Arm 2) 3 cm surgical margin
 * 1991 PMID 2009058 -- "Narrow excision (1-cm margin). A safe procedure for thin cutaneous melanoma." (Veronesi U, Arch Surg. 1991 Apr;126(4):438-41.). Mean F/U 8 years
 * Outcome: Local recurrence 1cm 1.3% vs 3 cm 0% (NS). 8-year OS 1cm 90% vs. 3 cm 90% (NS); DFS 82% vs. 84% (NS). First event most frequently nodal relapse (7%).
 * Conclusion: Narrow 1cm excision as effective as wide excision

Lymph Node Evaluation

 * Multicenter Selective Lymphadenecomy Trial (MSLT-I) (1994-2002) -- SLNB vs. observation
 * Randomized. 1,269 patients. Clinically localized primary cutaneous melanoma, wide local excision, intermediate Breslow thickness (1.2-3.5 mm). Arm 1) SLNB + LND if node positive vs. Arm 2) observation + LND if nodal relapse
 * 2006 PMID 17005948 -- "Sentinel-node biopsy or nodal observation in melanoma." (Morton DL, N Engl J Med. 2006 Sep 28;355(13):1307-17.) Median F/U 5 years
 * Outcome: 5-year DFS SLNB 78% vs. observation 73% (SS), but this was predominately due to expected nodal relapse in the observation arm. 5-year DSS 87% vs. 87% (NS). LN+ SLNB 16% immediately vs. observation 5-year failure 16% (NS), however, higher LN+ burden in delayed arm SLNB 1.4 vs observation 3.3 (SS) indicating disease progression during observation
 * SLN Status: 5-year DSS SLN- 90% vs. SLN+ 72% (SS). If LN+, 5-year DSS SLNB+ 72% vs. observation LN+ 52% (SS). If SLN+, 70% had only that LN+, 28% had 2-3 LN+, and 2% had 4+ LN+
 * Conclusion: No overall survival difference. However, staging by SLNB can identify patients with LN+, whose survival is improved by immediate LND

 * Intergroup Melanoma Surgical Trial (1983-1989) -- elective LND vs. observation
 * Randomized. 740 patients, Stage I-II melanoma, intermediate Breslow thickness (1.0-4.0 mm). WLE minimum margin 2cm. . Planned subgroup analysis based on previously known risk factors
 * 2000 PMID 10761786 (Free full text) — "Long-term results of a multi-institutional randomized trial comparing prognostic factors and surgical results for intermediate thickness melanomas (1.0 to 4.0 mm). Intergroup Melanoma Surgical Trial." (Balch CM, Ann Surg Oncol. 2000 Mar;7(2):87-97.) Median F/U 10 years
 * Outcome: 10-year OS ELND 77% vs. observation 73% (NS). In non-ulcerated subgroup, ELND 84% vs observation 77% (SS). In thinner subgroup (Breslow 1.0-2.0), ELND 86% vs. observation 80% (SS). In extremity subgroup, ELND 84% vs. observation 78% (p=0.05)
 * Negative predictors: Breslow thickness, ulceration, age >60
 * Conclusion: No benefit overall; however, survival benefit for select patient populations (non-ulcerated, thickness 1.0-2.0, extremity).

 * WHO Melanoma Trial #14 (1982-1989) -- immediate LND vs delayed LND
 * Randomized. 240 patients. Trunk melanoma, Breslow thickness >=1.5 mm (median 3.3 mm). WLE with 3cm margin. Arm 1) immediate LND vs. Arm 2) delayed LND until clinical metastases
 * 1998 PMID 9519951 -- "Immediate or delayed dissection of regional nodes in patients with melanoma of the trunk: a randomised trial. WHO Melanoma Programme." (Cascinelli N, Lancet. 1998 Mar 14;351(9105):793-6.) Mean F/U 11 years
 * Outcome: 5-year OS delayed LND 51% vs. immediate LND 62% (NS)
 * LN Status: LN+ in delayed LND 37% vs. immediate LND 22%. Median TTF 8 months. Survival of patients with immediate LN+ better than with delayed LN+ (p=0.04)
 * Conclusion: No difference. However, immediate LND offers improved survival in patients with LN mets

 * Mayo Clinic (1971-1976) -- immediate LND vs delayed LND
 * Randomized, 3 arms. 173 patients, localized malignant melanoma. Arm 1) delayed LND until clinical progression vs Arm 2) delayed LND 3 months after primary surgery vs. Arm 3) immediate LND. H&N and midline lesions excluded. Breslow depth <1.5mm in 57%
 * 1978 PMID 638981 -- "A prospective randomized study of the efficacy of routine elective lymphadenectomy in management of malignant melanoma. Preliminary results." (Sim FH, Cancer. 1978 Mar;41(3):948-56.)
 * Outcome: 5-year OS delayed LND 63% vs. short delayed LND 56% vs. immediate LND 54% (NS)
 * LN Status: positive LN delayed LND 16% vs short delayed LND 9% vs. immediate LND 4%
 * Conclusion: Elective LND not beneficial in management of melanoma
 * 1986 PMID 3747613 -- "Lymphadenectomy in the management of stage I malignant melanoma: a prospective randomized study." (Sim FH, Mayo Clin Proc. 1986 Sep;61(9):697-705.)
 * Outcome: No difference in OS or DMFS
 * Prognostic factors: level of invasion, thickness
 * Conclusion: No difference

 * WHO Cooperative Trial (1967-1974) -- immediate LND vs delayed LND
 * Randomized. 553 patients, Stage I (T1-3N0) melanoma of the extremities (83% lower extremities), Breslow thickness >=1mm in 90%, >=4mm in 31%. Satellite nodules permitted. Tumors >5 cm excluded. Wide local excision with at least 3cm margin. Arm 1) immediate LND vs Arm 2) delayed LND until clinically positive LNs detected. For lower extremity, inguino-illiac LND; for upper extremity, axillary en bloc resection including pectoralis minor
 * 1982 PMID 7074555 -- "Delayed regional lymph node dissection in stage I melanoma of the skin of the lower extremities." (Veronesi U, Cancer. 1982 Jun 1;49(11):2420-30.)
 * Outcome: 5-year OS immediate LND 68% vs delayed LND 69% (NS); 10-year OS 9% vs. 13% (NS). No subset benefited from immediate LND.
 * LN status: Frequency of LN+ in immediate arm 20% vs. frequency of clinical LN failure in delayed arm 22%. Mean TTF 13 months. No survival difference between patients with initially positive LN and with delayed positive LNs. 5-year OS 46% vs. 41% (NS)
 * Conclusion: Delayed LND as effective as immediated dissection in Stage I melanoma of extremities

Adjuvant Interferon

 * DeCOG (2001-2004) -- Interferon x1.5 years vs x5 years
 * Randomized. 840 patients, resected cutaneous melanoma, minimum thickness 1.5 mm, clinically N0 (SLN in 76%, SLN+ in 18%). Arm 1) IFN alpha2 3MU 3x/week x18 months vs Arm 2) same IFN x60 months
 * 2010 PMID 20048184 -- "Efficacy of Low-Dose Interferon {alpha}2a 18 Versus 60 Months of Treatment in Patients With Primary Melanoma of >= 1.5 mm Tumor Thickness: Results of a Randomized Phase III DeCOG Trial." (Hauschild A, J Clin Oncol. 2010 Feb 10;28(5):841-6. Epub 2010 Jan 4.) Median F/U 4.3 years
 * Outcome: Relapse-free survival 1.5 years 76% vs 5 years 73% (NS), DMFS 82% vs 80% (NS), OS 86% vs 85% (NS)
 * Conclusion: Prolongation of IFN therapy showed no clinical benefit

Supportive Care

 * Denmark Psychoeducation (1991-2001)
 * Randomized. 262 patients, primary malignant melanoma, T1-4N1-2aM0. Arm 1) control vs. Arm 2) six weekly 2-hour sessions of psychoeducation. Replication study of UCLA study
 * 2007 PMID 18089864 -- "Survival after a psychoeducational intervention for patients with cutaneous malignant melanoma: a replication study." (Boesen EH, J Clin Oncol. 2007 Dec 20;25(36):5698-703.)
 * Outcome: No difference for OS or for recurrence; however, nonparticipants had 2x higher death rate
 * Conclusion: Psychoeducation doesn't increase survival

 * UCLA (1985-1986)
 * Randomized. 68 patients. Stage I-II melanoma, surgical treatment only (wide excision, some with LND). Arm 1) controls vs. Arm 2) 6 week structured psychiatric group intervention
 * 1993 PMID 8357293 -- "Malignant melanoma. Effects of an early structured psychiatric intervention, coping, and affective state on recurrence and survival 6 years later." (Fawzy FI, Arch Gen Psychiatry. 1993 Sep;50(9):681-9.)
 * Outcome: Death rate control 29% vs. intervention 9% (SS); recurrence rate 38% vs. 21%
 * Poor predictors: male, greater Breslow depth
 * Conclusion: Psychiatric intervention had beneficial impact on survival

title: Radiation Oncology/Melanoma/Randomized


text: User talk:76.6.72.249

title: User talk:76.6.72.249


text:
Megauniversity/Bangladesh Open University

Introduction
Bangladesh is a country in South Asia. It is bordered by India on all sides except for a small border with Myanmar to the far southeast and by the Bay of Bengal to the south.

In the late 18th century, British came to dominate this region. East Bengal (today Bangladesh) joined movement for the independence of India with West Pakistan. And India achieved independence in 1947, but East Bengal and West Pakistan (both primarily Muslim) separated from India (largely Hindu) because of the difference of religion and they jointly became the new country of Pakistan. East Bengal became East Pakistan in 1955, but subjected to political and linguistic discrimination as well as economic neglect at the hands of West Pakistan, East Pakistan declared independence in 1971 and was renamed Bangladesh (it means the country of Bengal and official language is Bengali).

Bangladesh (the population is 150,448,339 ) is among the most thickly populated countries in the world. The government is a parliamentary democracy which has been suspended under emergency law since 11 January 2007. Geographically the country straddles the Ganges Delta and is easily affected by annual monsoon floods and cyclones. Recently the big cyclone attacked southern eastern coast area in 15 November 2007. It was said that the number of casualty was more than 3,000 and about 300,000 people became displaced.

Despite sustained domestic and international efforts to improve economic prospects, Bangladesh remains one of the Least Developing Counties (LDC) in part due to its large population. Its GDP per capita is $2,300. However, World Bank says that Bangladesh has recorded impressive economic and social gains since the 1990s. And it also mentions that the growth performance, coupled with an impressive decline in the population growth rate from 2.5% in the 1980s to 1.7% in 1990-2004, has led to a doubling of annual per capita GDP growth, from 1.6% in the 1980s to 3.3% in 1990-2004.

About the Educational situation in Bangladesh, please refer to wikipedia "Education in Bangladesh"

History of Distance Education in Bangladesh
The history of Distance Education in Bangladesh goes back to 1956, when the Education Directorate was assigned with the responsibility for distribution of 200 radio receivers to educational institutions. This led to the creation of an Audio-Visual Cell and the Audio-Visual Education Centre (AVEC in 1962). After the independence in 1971, there emerged a need to provide mass education. And in 1978, the School Broadcasting Programme (SBP) launched under the President Ziaur Rahman. In 1983, the project was changed into National Institute of Educational Media and Technology (NIEMT). Then in 1985, NIEMT was replaced by the Bangladesh Institute of Distance Education (BIDE) and it offered the Bachelor educational program in distance mode. BIDE’s success motivated policy makers to establish an open university. Finally in 1992, the Parliament of Bangladesh decided to establish BOU passing “the Bangladesh Open University Act.

Purpose of BOU
The Bangladesh Open University (BOU) is the only university to use Distance Education as a method of delivery. BOU teaching media includes printed course books, study guides, radio and television broadcasts, audio cassettes and occasional face-to-tace tutorials. The main building of BOU is located at Gazipur, about 49 kilometers north of Dhaka-the capital city of Bangladesh. It is designed for those who want to acquire new vocational or educational skills by studying at home or at work-places. It especially meets the need for people who are deprived of education in formal schools.

Because of large population of Bangladesh, educational facilities are inadequate to offer educational access to all people. So, the objectives of BOU are "to create educated and trained work-force by providing access to a wide range of educational and vocational training programs for all levels of people particularly for disadvantaged and rural masses including women who are generally deprived of formal education and training" ". This is mentioned in the Act-1992, No-38, 3(5).

The Government of Bangladesh and the Asian Development Bank (ADB) extended the funds for setting up the BOU.

Programs
BOU provides two types of programs Formal (21 programs) and Non-formal (19 programs), thorough seven different kinds of schools.

Formal Programs
In Formal programs, there are four levels, i.e. Certificate, Diplomas, Degree and Masters. Students can utilize Regional Resource Centers (RRC), Coordinating Offices (CO) and Tutorial Centers (TC). There are 12 RRCs, 80 COs and 1000 TCs in 35 areas (2006). The students have to take two examination, one each semester. The main media which students use in studying is print materials. Also, BOU offers 25 minutes radio programs everyday and 20-25 television programs five days a week.

Non-Formal Programs
On the other hands, Non- Formal Programs don’t conduct any examination. They offer educational opportunity to those who cannot read and write. The objectives of Non-Formal Programs is to let people be familiar with modern and sustainable techniques in agriculture, poultry farming, health and nutrition, environment protection etc.

Impact to educational circumstances in Bangladesh

 * Educational Impact
 * Increased Access to Basic Education and Career-Development Training of rural disadvantaged groups, particularly the dropouts with no access to formal schooling. ADB report says that 60% of the sample students is from rural areas. And as you can see from the table above, most popular programs of BOU are the SSC and HSC programs.
 * Increased general knowledge of the Rural Poor to improve their living conditions

According to Asian Development Bank (ADB), establishing BOU has contributed to improve the beneficiaries' socioeconomic status. ADB research proved that almost 90% of the sample of BOU graduates who were employed thought their socioeconomic status had improved.
 * Social Impact

Areas of Improvement
Quality Assurance According to ADB, BOU curricula are reported slightly lower than national standard in Bangladesh (qtd by Isram et al, 2006). The relevance of coerces and actual works is also held in much doubt, from the survey for employers. (qtd by Isram et al, 2006). No professional tutors are also problematic, since they are not trained as tutor who takes a role of emotional support.

Modernize instruction Even though, instruction is available on TV or radio, they are not well developed. In addition, the broadcasting is restricted owing to short period of broadcasting by the government owned TV and radian station. (Isram, 2006). Thus, still the text is a main instructional delivery. BOU bring ICT technology into view, the limitation of costs and infrastructure hold DE back in primitive stage.

Place for face-to-face session For examination (A test is implemented as face-to-face), for practice session in agriculture, for tutorials, BOU have to rent some spaces from other institutions(Haughey, 2004), which limits schedule. Further arrangements and expansions of learning centers are required.

Books & Reports

 * Haughey. Margaret, Faruque. Abuhena Mohammed, Hensley. Donna & Robinson. Bernadette “Learning for and in the workplace” Vocational Education and Open and Distance Learning Volume-5, 2004, p183-202

 * Isram. Md. Tofazzal, Rahman. Md. Morschedur, & Rahman. K.M. Rezanur “Quality and Process of Bangladesh Open University Course Materials Development” TOJDE, April 2006

 * Asian Development Bank, "Bangladesh Open University Project (Program Performance Audit Reports)", October 2002

 * Parves Sultan, "Bangladesh Open University: An Evaluation"

Internet HP

 * http://en.wikipedia.org/wiki/Bangladesh
 * https://www.cia.gov/library/publications/the-world-factbook/geos/bg.html
 * http://web.worldbank.org/WBSITE/EXTERNAL/COUNTRIES/SOUTHASIAEXT/BANGLADESHEXTN/0,,menuPK:295769~pagePK:141132~piPK:141107~theSitePK:295760,00.html
 * http://www.bou.edu.bd/
 * http://www.commonlii.org/bd/legis/num_act/boua1992282/


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