text:
More C++ Idioms/Smart Pointer

= Smart Pointer =

Intent
To relieve the burden of duplicating changes to the signature of the body class in its handle class when Handle Body idiom or Envelope Letter idiom is in use.

Also Known As

 * En Masse (whole) Delegation

Motivation
When Handle/body idiom is used, it may become necessary to duplicate the interface of the body class in the handle class because handles are used by the user code. This duplication is often tedious and error prone. Smart Pointer idiom is used to relieve this burden. Smart Pointer idiom is often used along with some sort of "smartness" in the handle class such as reference counting, automatic ownership management and so on.

Solution and Sample Code
There are at least two overlapping ways of implementing the smart pointer idiom depending upon the intended use.

 * Completely pointer like semantics
 * Less pointer like semantics

Both of the above variations define an overloaded arrow operator in the so called "handle" class. Lets begin with the completely pointer like semantics.

Using the -> operator alone mitigates the problem of duplicating interface of body class in the handle class. An alternative is to overload deference (*) operator as show in the code snippet above but it is not as natural as the earlier one. If the Handle abstraction is a some sort of pointer abstraction then both the overloaded operators should be provided (e.g., std::auto_ptr, boost::shared_ptr). If the Handle abstraction is not a pointer like abstraction then * operator need not be provided. Instead, it could useful to provide const overloaded set of arrow operators because client always interacts with the handle class objects. For the client code, handle is the object and hence const-ness of the handle should be propagated to corresponding body whenever it's appropriate. In general, the obscure behavior of being able to modify a non-const body object from within a constant handle should be avoided. Unlike pure pointer semantics, in some cases, automatic type conversion from Handle class to Body class is also desirable.

An alternative to using member conversion functions is to use the Non-member get idiom as shown below. The overloaded non-member get functions must be in the same namespace as the Handle class according to the Interface Principle.

Known Uses

 * std::auto_ptr (Completely pointer like semantics)
 * boost::shared_ptr (Completely pointer like semantics)
 * CORBA Var types in C++ (TAO_Seq_Var_Base_T< T > Class in TAO (The ACE ORB) - less pointer like semantics)

Related Idioms

 * Handle Body
 * Envelope Letter
 * Reference Counting

title: More C++ Idioms/Smart Pointer


text:
Radiation Oncology/Sarcoma/Synovial Sarcoma

Synovial Sarcoma
 * MD Anderson; 2007 (1960-2003) PMID 17689031 -- "Long-term outcomes for synovial sarcoma treated with conservation surgery and radiotherapy" (Guadagnolo BA, Int J Radiat Oncol Biol Phys. 2007 Nov 15;69(4):1173-80. Epub 2007 Aug 6.)
 * Retrospective. 150 patients with M0 synovial sarcoma. Conservation surgery + RT (32% preop RT, 68% postop RT). Median F/U 13.2 years
 * Outcome: OS 5-years 76%, 10-years 57%, 15-years 51%; DFS 59%, 52%, 52%; LC 10-years 82%; DM 10-years 44%
 * Poor predictors: tumor >5cm, age >20
 * Conclusion: Adequate local control with surgery + RT. Elective nodal RT not indicated

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


text:
Radiation Oncology/Sarcoma

Sarcoma

Soft Tissue Sarcomas
 * Official Guidelines
 * Staging
 * General STS Overview
 * General STS Treatment Approaches
 * Retroperitoneal sarcoma

Fibrous Tumors
 * Superficial fibromatosis: Dupuytren's contracture
 * Superficial fibromatosis: Peyronie's disease
 * Deep fibromatosis: Desmoid tumor
 * Dermatofibrosarcoma protuberans
 * Fibrosarcoma

Muscle Tumors
 * Uterine Leiomyosarcoma
 * Rhabdomyosarcoma

Synovial Tumors
 * Pigmented Villonodular Synovitis
 * Synovial sarcoma

Blood Vessel Tumors
 * Angiomyxoma
 * Angiosarcoma
 * Hemangiopericytoma
 * Hemangioendothelioma
 * Kaposi's sarcoma

Peripheral Nerves
 * Malignant Peripheral Nerve Sheath Tumor

Bone Tumors (see Radiation Oncology/Bone)
 * Staging
 * Overview
 * Osteosarcoma
 * Chondrosarcoma
 * Fibrosarcoma
 * Ewing's Sarcoma
 * Chordoma

By Location or Organ
 * Breast sarcoma
 * Sarcomas of the Aorta
 * Sarcomas of the Hand and Foot

Other Links
 * RTOG Sarcoma trials
 * Randomized evidence

title: Radiation Oncology/Sarcoma


text: User:Mpatel

title: User:Mpatel


text:
User talk:Mpatel

Created new page. Mpatel 13:14, 18 November 2007 (UTC)

title: User talk:Mpatel


text:
Talk:Yet Another Haskell Tutorial/Language basics/Solutions

The return in the last exercise should be explained in the tutorial beforehand otherwise it would require reading ahead before solving the problem.


text:
User talk:Feiliu

Welcome message
Hello, and welcome to Wikibooks!

Here are some tips to help you get started:
 * To learn the wiki-markup-language syntax, see Help:Editing.
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~
 * There is a box at the top of the edit window that will insert this, too; it looks like part of a signature.
 * Remember to conduct any editing experiments in the sandbox.
 * You can tell the community something about yourself in your userpage.
 * You can get to this page by clicking the tab at the top of the page labeled with your registered username.
 * If you are a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI (requests for importation) to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using Wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Reading Room with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Please take a look at Naming policy before starting a new book.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be a good idea to add this page to your "watchlist" so that you can see when any new information is posted there. You can do that by clicking the tab labeled "watch" at the top of the page.

Good luck! --Panic 14:56, 18 November 2007 (UTC)

title: User talk:Feiliu


text:
User talk:Weeblewonder

Welcome message
Hello, and welcome to Wikibooks!

Here are some tips to help you get started:
 * To learn the wiki-markup-language syntax, see Help:Editing.
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~
 * There is a box at the top of the edit window that will insert this, too; it looks like part of a signature.
 * Remember to conduct any editing experiments in the sandbox.
 * You can tell the community something about yourself in your userpage.
 * You can get to this page by clicking the tab at the top of the page labeled with your registered username.
 * If you are a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI (requests for importation) to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using Wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Reading Room with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Please take a look at Naming policy before starting a new book.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be a good idea to add this page to your "watchlist" so that you can see when any new information is posted there. You can do that by clicking the tab labeled "watch" at the top of the page.

Good luck! --Panic 14:56, 18 November 2007 (UTC)

title: User talk:Weeblewonder


text:
User talk:Mtnbiker

Hi Mitch,

To get an image on the page, you'll need to either upload one to http://commons.wikimedia.org, or find one that's already there. To upload, I thin you have to create an account (I don't think they allow anonymous uploads there). You should use the same user name there as here, because sometime in the semi-near, but still seemingly far-off future, they will unify logins across all wikimedia projects (including wikibooks and wikipedia).

--Jomegat 15:33, 18 November 2007 (UTC)

title: User talk:Mtnbiker


text:
Technology Supported Learning & Retention/Course Evaluation Checklist

Course Evaluation Checklist

In keeping with the theme of Seven Principles for Good Practice in Undergraduate Education, we have put together a list of questions that address each of the principles that may be included in the online portion of a course. In many cases, technology would be included to provide the support. A second list of items are provide to address the learning environment. Some sample technologies and their application are included as a guide.

Seven Principles for Good Practice in Undergraduate Education
These checklist items are guided by Chickering & Gamson's perspective that the goal of a proper undergraduate education should be active, cooperative, and challenging.

The specific items were adapted from Instruction and technology: Designs for everyday learning Mehlenbacher, © 2007 Research-based recommendations for practice in WBI across five dimensions http://www4.ncsu.edu/~brad_m/projects/litre_assess07.rtf

1. encourage student-faculty contact

Instruction

 * Does the course include computer-based instruction, such as tutorials, simulations and drills?
 * Are course management functions used to integrate the presentation and interaction for the course activities such as advising, delivery of course content, evaluation, collecting and returning assignments?
 * Are online resources included to support didactic teaching, that is, supplying course content, posting assignments, or other information germane to course work?
 * What technology options are used to personalize instructor "presence" - avatar, post signature, formatted text?

Individual learning support one-on-one

 * Is mentoring, such as advising and guiding learners provided via email, web meetings, instant messaging?
 * Can the learner experience project-based instruction, either within the classroom or in projects involving community, national, or international problem-solving?
 * Is there Temporal independence (teachers and learners do not need to synchronize their meeting times and instructors have the ability to control their schedules)?

2. encourage cooperation among students

Student-student interaction

 * Do learners engage in real dialog?
 * Is there a public record of conferencing, such as discussion forum posting, threaded discussions, emails to lists of participants, archived chat sessions?
 * Are learners encouraged to participate in personal networking and professional growth and such activities as finding persons with similar interests on scholarly discussion lists?
 * Is interactive chat used to brainstorm with teachers or peers and to maintain social relationships?
 * Are learners required to participate in peer review of writing, or projects involving peer learning, groups/peer tutorial sessions, and peer counseling?

Collaboration

 * Are learner activities included for facilitating collaboration?
 * Is technology used as a medium of collaboration, conversation, discussions, exchange, and communication of ideas?
 * Are course activities provided to encourage collaboration and knowledge exchange between different groups of people (different professional groups, people from different domains, experts and novices, for example)?
 * Are there examples of externalizing group processes and increasing awareness of them?

Knowledge building

 * Are learner activities included for building of new knowledge on the basis of others' contributions, sharing cognitive load?
 * Is computer mediation (for indexing, storing, searching, disseminating information) included?

3. encourage active/engaged learning

Personal experience

 * Is there integration of theoretical knowledge with participants' practical experience?
 * Is technology used as a medium for participating in simulated experiences, apprenticeships, and cognitive partnerships?
 * Does the course include an international platform for the expression and contribution of artistic and cognitive understandings and meanings?

Participation

 * Is there a simple, familiar interface so all learners can participate?
 * Are there activities emphasizing the links between authentic work activities and e-learning material and virtual discussion?
 * To what extent is there Geographic independence - learning without restriction to the physical buildings of the learning institution?
 * What functionality is provided to increase learners' control over their own educational experience and the way that they are asked to learn particular materials?

4. give prompt feedback

Assessment / evaluation

 * Are structured support and guidance for learning in all phases of the learning process included?
 * What activities support conscious reasoning and self-assessment, setting one's own (ie., not set by the environment) learning goals (What do I know; What should I learn?)?
 * Are assignments returned graded with notes and comments?
 * How quickly are student questions answered?
 * Are answers to students' questions accessible by all students in the class to ensure other students with the same questions do not need to ask the question as well?

5. emphasize time on task

Activities

 * Are learners required to develop individual and group presentations?
 * Is there integration of e-learning with face-to-face learning situations whenever possible?
 * Are shared workspaces provided for collaborative activities?
 * Are there tasks that force groups to collaborate and co-ordinate knowledge?

Resources

 * Do learner activities include retrieval of information from online information archives, such as OPACs, ERIC, and commercial databases?

6. communicate high expectations

Framework

 * Do learners have online access to instructor expectations, eg. course syllabus, assignment information, grading criteria?
 * Is an evaluation rubric published showing grading critera and associated scoring for each major assignment?
 * Do students provide input to the grading criteria?

Model behavior

 * Is the instructor communicating frequently as a demonstration of appropriate communication?
 * Are students talking more electronically (via e-mail or a chat program) than they do in a face-to-face situation?

7. respect diverse talents and ways of learning

Media

 * Is there appropriate inclusion of hyperlinked textual material, incorporating pictures, graphics, and animation?
 * Are learners offered different forms of representation and different forms of learning activities (reading, writing, discussing, using metaphors, audio, visual, etc.)?
 * Are there videotaped elaboration of subject matter, including interviews, and panel discussions?

Alternative learning

 * Are course materials provided in multiple formats for visual, auditory, read-write and kinesthetic learning?
 * Are there guest lectures included, which promote interaction between learners and persons in the larger community?
 * What tools are provided for the identification, evaluation, and integration of a variety of information?
 * Is there Platform independence from any particular hardware or software type (eg. media players, browser-specific display requirements)?
 * Are ADA compliant standards met or exceeded?

Learning Environment Technology Considerations
from Instruction and technology: Designs for everyday learning Mehlenbacher, © 2007 http://www4.ncsu.edu/~brad_m/projects/litre_assess07.rtf

Usability Heuristics for WBI ( Web-Based Instruction)  Design and Evaluation

 Learner Background and Knowledge

Accessibility

 * Have the web-based materials been viewed on different platforms, browsers, and modem speeds?
 * Is the site ADA compliant (e.g., red and yellow colors are problematic for visually-challenged users)?
 * Have ISO-9000 standards been considered?

Customizability & maintainability

 * Does printing of the screen(s) require special configuration to optimize presentation and, if so, is this indicated on the site?
 * Are individual preferences/sections clearly distinguishable from one another?
 * Is manipulation of the presentation possible and easy to achieve?

Error support & feedback

 * Is a design solution possible that prevents a problem from occurring in the first place?
 * When users select something does it differentiate itself from other unselected items?
 * Do menu instructions, prompts, and error messages appear in the same place on each screen?
 * Is the feedback of the appropriate type (textual, graphical, auditory) for the information being displayed?

Navigability & user movement

 * Does the site clearly separate navigation from content?
 * How many levels down can users traverse and, if more than three, is it clear that returning to their initial state is possible with a single selection?
 * Can users see where they are in the overall site at all times?
 * Do the locations of navigational elements and general layout of text and graphics remain consistent?
 * Is the need to scroll minimized across screens and frames within screens?

User control, error tolerance, & flexibility

 * Are learners allowed to undo or redo previous actions?
 * Can users cancel an operation in progress without receiving an error message?
 * Are multiple windows employed and, if so, can they be manipulated easily?
 * Can learners annotate the instructional content themselves?

Social Dynamics

Mutual goals & outcomes

 * Are learners rewarded for communicating?
 * Are communication applications provided that allow synchronous and asynchronous interaction?
 * Do communication applications allow information revision, organization, and management?
 * Are interactions organized around instructional objectives and task deliverables?

Communication protocols

 * Are instructions provided for engaging with other learners online?
 * Are instructions and resources related to collaboration, teamwork, and group processes provided?
 * Have methods and guidelines for copyright, fair use, and the management of group rights been made available?
 * Are documents, resources, and task instructions shared across learners?

Shared resources

 * Does environment support group presentation, analysis, problem solving, and artifact construction?
 * Can learners control whether information and communication is private at the individual and group level?
 * Are various media able to be exchanged with ease by learners?
 * Can learners manipulate planning and scheduling resources individually and in groups?

Instructional Content

Completeness

 * Are levels clear and explicit about the “end” or parameters of the site (thus avoiding unnecessary learning)?
 * Are there different “levels” of use and, if so, are they clearly distinguishable?
 * Are the beginnings and endings of tasks easy to identify?

Examples & case studies

 * Are examples, demonstrations, or case studies of user experiences available to facilitate learning?
 * Are examples divided into meaningful sections, e.g., overview, demonstration, explanation, and so on?

Readability & quality of writing

 * Is the text in active voice and concisely written (> 4 < 15 words/sentence)?
 * Are terms consistently plural, verb+object or noun+verb, etc., avoiding unnecessarily redundant words?
 * Do field labels reside on the right of the fields they are closely related to?
 * Does white space highlight a modular text design that separates information chunks from each other?
 * Are bold and color texts used sparingly to identify important text (limiting use of all capitals and italics to improve readability)?
 * Can users understand the content of the information presented easily?

Relationship with real-world tasks

 * Is terminology and labeling meaningful, concrete, and familiar to the target audience?
 * Do related and interdependent functions and materials appear on the same screen?
 * Is sequencing used naturally, if sequences of common events or narratives are expected?
 * Does the site allow users to easily complete their transactions or selections?

Interaction Display

Aesthetic appeal

 * Does the screen design appear minimalist (uncluttered, readable, memorable)?
 * Are graphics or colors employed aesthetically and functionally, accompanied and identified in text, meaningfully labeled, and reducing unnecessary information where possible?
 * Are distractions minimized (e.g., movement, blinking, scrolling, animation, etc.)?
 * Is the information design pleasant, engaging, attractive, fun, stimulating, or emotionally satisfying?

Consistency & layout

 * Does every screen display begin with a title/subject heading that describes contents?
 * Is there a consistent icon design and graphic display across screens?
 * Is layout, font choice, terminology use, color, and positioning of items the same throughout the site (< 4 of any of the above is usually recommended)?

Typographic cues & structuring

 * Does text employ meaningful discourse cues, modularization, chunking?
 * Is information structured by meaningful labeling, bulleted lists, or iconic markers?
 * Are legible fonts and colors employed?
 * Is the principle of left-to-right placement linked to most-important to least-important information?

Visibility of features & self-description

 * Are objects, actions, and options visible?
 * Do users have to remember information from one part of a dialogue to another?
 * Are prompts, cues, and messages placed where users will be looking on the screen?
 * Do text areas have “breathing space” around them?
 * Is white space used to create symmetry and to lead the eye in the appropriate direction?

Instructor Activities

Authority & authenticity

 * Does the site establish a serious tone or presence?
 * Are users reminded of the security and privacy of the site?
 * Are humor or anthropomorphic expressions used minimally?
 * Is direction given for further assistance if necessary?

Concurrency

 * Are feedback and assessment made available for learner viewing?
 * Are site features and materials germane, timely, and designed around learner needs and expectations?
 * Is instructor-learner feedback thought-provoking (e.g., encouraging elaboration, clarification, questioning)?

Intimacy & presence

 * Is an overall tone established that is present, active, timely, respectful, and engaging?
 * Does the discourse model solidarity, acceptance, warmth, and trustworthiness?
 * Does the site act as a learning environment for users, not simply as a warehouse of unrelated links?

Environment and Artifacts

Help & support documentation

 * Does the site support task-oriented help, tutorials, and reference documentation?
 * Is help easy to locate and access on the site?
 * Is the help table of contents or menu organized functionally, according to user tasks?

Learn more...

 * Seven Principles for Good Practice in Undergraduate Education
 * http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm

 * Instructional Immediacy and the Seven Principles: Strategies for Facilitating Online Courses
 * http://www.westga.edu/~distance/ojdla/fall63/hutchins63.html
 * Online Journal of Distance Learning Administration, Volume VI, NumberIII, Fall2003 State University of West Georgia, Distance Education Center

 * Development and Adaptation of the Seven Principles of Good Practice in Undergraduate Education
 * link to PDF doc
 * Arthur Chickering and Zelda Gamson. How the seven principles were developed and uses made of them in the late 1980s and early 1990s.

 * Implementing the Seven Principles: Technology as Lever
 * http://icebreakerideas.com/implementing-the-seven-principles/

 * Sloan-C Quality Matters - Rubric for evaluating online courses
 * http://www.esac.org/fdi/rubric/finalsurvey/demorubric.asp
 * an easy to use web form that includes a broad overview of components that should be considered as measures of quality in online courses. The rubric assumes that the course being evaluated is a complete, online course. This differs from the purpose of the checklists in that we want to encourage instructors to include new technologies to any course. There is no one standard measure of quality, as implied by the Quality Matters rubric.

 * 21st Century Learning: 'We're Not Even Close'
 * http://www.thejournal.com/articles/21543
 * technology can be an aid in nine key areas of education:
 * * Building conceptual understanding of core content;
 * * Addressing misconceptions;
 * * Fostering inquiry and investigation;
 * * Applying knowledge and skills to interdisciplinary challenges;
 * * Creating and transforming knowledge for meaningful purposes;
 * * Collaborating with others;
 * * Apprenticing with experts;
 * * Engaging and motivating students; and
 * * Differentiating instruction to meet individual needs.


text:
User talk:Ecomeau~enwikibooks

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

Also, I imported the fire safety page from wikipedia to here, the page can be found here. If you have any other questions feel free to ask. Regards. Mattb112885 (talk to me) 16:55, 18 November 2007 (UTC)

How to rename
Hi Ecomeau

You can rename a book by using the "move" tab and changing the name to what you want. For subpages you may want to look at the naming convention; if the book name is "Fire safety" then an a subpage called "subpage" should be called "Fire safety/subpage" and can be linked to using the syntax subpage which will look like this: subpage. Let me know how it goes. Mattb112885 (talk to me) 15:32, 19 November 2007 (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 Ecomeau. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Ecomeau~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 23:07, 17 March 2015 (UTC)

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

title: User talk:Ecomeau~enwikibooks


text: User talk:141.154.36.86

title: User talk:141.154.36.86


text: User talk:71.100.0.106

title: User talk:71.100.0.106


text:
User talk:The Grimm Ripper/archive

Hi Grimm, welcome to Wikibooks, hope you like the place and choose to stay. By the way, if you want to discuss an article, please do so on the talk page, by clicking "Talk" if you're using the default skin, or using "Discuss this page" otherwise. Thanks Dysprosia 03:23, 30 Jul 2004 (UTC)

welcome back
Welcome back! Gentgeen 09:56, 7 Nov 2004 (UTC)

good recipe
Thanks for the Gyoza recipe. My wife has been wanting to make it and now she has a recipe to do so. Naturally, I'm appreciative too since I get to eat the result :-) liblamb 03:11, 8 Nov 2004 (UTC)

Quite welcome, I was equally pleased when I learned the process. Grimm

Cookbook:Wonton Wrapper
I think wonton wrappers deserve a page to themselves. There are other recipes that depend on such wrappers. I added Cookbook:Egg Roll (needs something larger, maybe 7" square) and Cookbook:Wonton Soup. There may be others. AlbertCahalan 23:59, 16 Apr 2005 (UTC)

 * Oh - that's a good point. Thanks. Grimm 00:02, 17 Apr 2005 (UTC)

Thanks
Thank you for saving the Ethiopian cuisine page. Some people depress me.

Myths?
What exactly is a myth about treating beans so that don't cause serious farting?

 * It works fairly well.
 * Woe to those who omit this procedure.

If beans don't make you fart, then consider yourself blessed. That's not normal.

AlbertCahalan 03:44, 26 May 2005 (UTC)

 * Unless I'm sorely mistaken, canging the water, throwing it away, rinsing the beans, etc. doesn't do anything that would remove the Oligasaccarides responsible for 'farting'. If people have a problem with emission control they're better off looking to comercial preprations of enzymes designed to break said sugars down. Grimm 19:47, 27 May 2005 (UTC)

Calculus
Hey, I'm homeschooled and in 11th grade this year, and I am not sure if I need to take a precalculus class before calculus. The first chapter of Wikibook calculus is precalculus and mentions only a few things. If I were to take precalculus, that would take a whole year!! What do you think would be in a high school precalculus class in a bit more depth? (please respond on my page)— [  Mac Davis ] (talk)

title: User talk:The Grimm Ripper/archive


text:
User:Pbteen32904

Salsa and Chips From Food Network Kitchens
[]

4 ripe tomatoes or 4 plum tomatoes, cored and roughly chopped 1/2 medium onion, finely chopped (about 3 tablespoons) 1 jalapeno (or to taste), minced 1/4 cup chopped fresh coriander (cilantro) Kosher salt and freshly ground black pepper, to taste Tortilla chips, recipe follows

In a small bowl, mix together the tomatoes, onion, jalapeno, coriander. Season with salt and pepper. Cover with plastic wrap and set aside for 1 hour. Serve with tortilla chips.

Tortilla Chips Vegetable oil for frying Twelve 6-inch corn tortillas (preferably white) Fine salt

Pour the oil into a large heavy-bottomed pot to a depth of about 2 inches. Place a deep-frying thermometer in the pot. Heat the oil over medium heat to 360 degrees F. Meanwhile, stack the tortillas, and cut the pile into sixths to make chips. Raise the heat to high. Working in batches, fry the chips, turning them with a skimmer or slotted spoon, until golden brown, about 2 minutes. Using a slotted spoon, transfer the chips to a paper towel-lined pan to drain. (Return the oil to the proper temperature between batches.) Cool and season with salt. Serve. ==

--Pbteen32904 18:49, 18 November 2007 (UTC) pbteen32904

title: User:Pbteen32904


text:
Talk:Statistics/Multivariate Data Analysis/Principal Component Analysis

Please whatever computational aspect we do here let us focus on MatLab...as it seems the language most people use these days to understand the mathematical concepts as much easier to learn and comprehend and less numerical using graphics.

Variance
The main point of PCA is that the components explain, in order, the variance of the data. If we start off with n components and do a PCA, we finish up with n components. However, the first principal component explains the most variance in the data, the second component the next most variance, and so on. This means that it's often possible to omit the least important components -- dimensionality reduction.

All the principal components are linear combinations of the original components, so nothing gets added or lost (up to the point where we discard unimportant principal components).

--84.9.67.105 (talk) 15:18, 11 April 2008 (UTC)


text:
User:Guanako93/monobook.js

Viva El Salvador

title: User:Guanako93/monobook.js


text:
Muggles' Guide to Harry Potter/Magic/Knarl

Overview
The Knarl is largely indistinguishable from a hedgehog.

Extended Description
The Knarl is mentioned three times in the series. The first time, in Harry Potter and the Order of the Phoenix, is when Professor Grubbly-Plank is being inspected by Professor Umbridge. Responding to a query about her course plans, Professor Grubbly-Plank says that she still has to teach the class how to detect Crups and Knarls.

Later that same year, Hagrid, then teacher of Care of Magical Creatures, expresses his dissatisfaction with the Ministry-approved curriculum by saying he can't understand why anyone would prefer learning about Knarls instead of Chimaeras.

The final instance, in the same book, is when Harry, in his Care of Magical Creatures OWL, must distinguish Knarls from Hedgehogs; we are told that he did this by offering them milk.

In Fantastic Beasts and Where to Find Them, "Newt Scamander" tells us that the only difference between Knarls and Hedgehogs is that, offered food, a Knarl will believe that it is a trap and will react angrily.


text:
User talk:Dghorse~enwikibooks

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 Dghorse. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Dghorse~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.

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Renamed
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text:
User talk:Doug craft

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 00:02, 19 November 2007 (UTC)

title: User talk:Doug craft


text:
User talk:Ahemmeri

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 00:04, 19 November 2007 (UTC)

Copyright problem with Image:Characteristics.gif
I'm reading through The Practice of Learning Theories and I see that you put quite a bit of work into it. Thank you. Is there anything I can do to help? --DavidCary (talk) 03:07, 8 January 2008 (UTC)

title: User talk:Ahemmeri


text: User talk:72.154.204.221

title: User talk:72.154.204.221


text: User talk:76.247.155.247

title: User talk:76.247.155.247


text: User talk:81.57.19.103

title: User talk:81.57.19.103


text:
Wikibooks:Licensing guidelines

Wikibooks uses the GFDL license, which is a "copyleft" style of free license. This page is going to talk about what this license means, how it affects us, and how it restricts what kinds of things can be contributed and uploaded to this project.

Copyright Dictionary
There are many terms that many readers will find unfamiliar, but which are important to this discussion.

 * A work:A "work", in the sense of copyrights, is any piece of intellectual property created by a person or a group of people. This can be a document, a software program, music, sound, video, illustrations, photographs, etc.
 * By attribution: Attribution means that proper credit is given to authors, editors, translators, copiers, and distributors of a work. Think of attribution like citations in an academic paper. Attribution licenses, such as GFDL and CC-BY licenses ensure that the creator of a work always gets the proper credit and recognition for their work.
 * Copyleft: This is a play on the traditional term "Copyright". Where traditional copyrights are only concerned with preserving the rights of the content creator, copyleft licenses are also concerned with the usage rights of the content consumers. Copyleft licenses, such as the GFDL, or CC-BY-SA licenses, allow a user to copy, distribute, and modify a work, such as a webpage or a book, so long as the work is properly attributed to previous authors, and that future versions of the work are also released under the same license.
 * Derivatives: A derivative work means that you take a work that somebody else has created or distributed, and modified it. Every time you edit a wikibooks page, you are producing a new derivative of the page.
 * Fair use: Fair use is not a copyright license. Fair use is a legal defense that can be invoked when you use another person's intellectual property without receiving explicit permission to do so. Fair use is applied when explicit permission cannot be otherwise obtained, and when a free or copyleft alternative cannot be employed for the same purpose. Fair use requires a justification for why the work must be used without receiving permission, and it also requires a proper citation for the source of the material that is to be used.
 * Share-alike: Share-alike is the more professional way to say "viral". A share-alike license, such as the GFDL or the CC-SA licenses require that all derivatives of a work must also be released under the same, or in some cases a similar license to that of the original work.
 * Viral: A license is viral if it forces future versions of a work to also be released under the same license. For instance, the GFDL requires that all copied, modified, or translated revisions of a work must also be released under the GFDL. Viral licenses help to ensure that free contributions, such as contributions to Wikibooks, are always free.

Image Uploads
Images on Wikibooks must be released under an acceptable free-use license, or in some cases can be used under fair use. Notice that a contributor may not upload their own work as "fair use", or with any special rights reserved. If you are the original creator of an image, you may not upload your own copyrighted work as fair use. As the creator of the image, it is possible for you to grant a license to Wikibooks to use the image.

Because of the viral nature of the GFDL, and the free nature of our content, fair use is far from an ideal situation for use with images here. Fair use should not be employed if a free alternative is available, or if one can be easily created.

title: Wikibooks:Licensing guidelines


text: Adventist Youth Honors Answer Book/Arts and Crafts/Ceramics


text:
Adventist Youth Honors Answer Book/Arts and Crafts/Ceramics (General Conference)

1. Tell briefly the history of early ceramics.
Ceramics began in China 6,000 years ago during the New Stone Age whose advent was marked by the invention pottery. The earliest earthenware was moulded by hand and the potter's wheel was something that came much later. In the beginning, clay was fired at a temperature of about 500-600 degrees celsius. Painted pottery began to be known during the period of Yangshao and Longshan Cultures.

The large legion of terra-cotta soldiers and horses of the Qin Dynasty (221 - 207 B.C.) which were discovered in the province of Shaanxi in 1974, are eloquent proof of the high skills in kiln-firing and sculpture attained at that early age. The art of pottery reached another peak of development in the Tang Dynasty (618 - 907 A.D.), as evidenced by the renowned "tri-coloured glaze."

Wucheng Village of Qingjiang County, Jiangxi Province vessels of blue-glazed ware have been unearthed. Upon examination, they proved to have been made of kaolin and fired at high temperatures of 1,200C. Their surface is coated with a glaze, whose chemical composition is very close to that of their bodies. Certain procelains of the Song (960 - 1279) and Ming (1368–1644) dynasties were already celadon, though at its early stages.

Chinese ceramics became known to the world at large from the Tang Dynasty so much so that the word "china" became the name of procelain. Chinese procelain, together with Chinese tea and silk flowed through the Silk Road and other land and sea routes to foreign countries.


text:
Radiation Oncology/Endometrium/Clear Cell

Endometrium Clear Cell Carcinoma

Pathology

 * Endometrioid (75-80%)
 * Clear cell (5-10%)
 * Clear due to presence of glycogen
 * Tubulocystic, papillary, or solid patterns
 * Psammoma bodies not as common
 * Have to be present in at least 25-50% (depending on pathologist) of sample to qualify as clear cell
 * Aggressive, with myometrial invasion in ~80%
 * Papillary serous (1-5%)
 * Complex papillary architecture, similar to papillary serous CA of ovary
 * Presence of psammoma bodies
 * Marked nuclear atypia
 * Believed to transform from endometrial surface epithelium
 * Mixed pattern
 * Serous and endometrioid histology present next to each other in the specimen
 * If >50% serous component, classified as papillary serous
 * If 10-50% serous component, classified as mixed serous
 * Rare tumor types (<2%)
 * Mucinous, squamous cell, transitional cell, small cell

Whole Abdomen RT

 * GOG 94 (1986-1994)
 * 2006 PMID 16213007 -- "Adjuvant whole abdominal irradiation in clinical stages I and II papillary serous or clear cell carcinoma of the endometrium: a phase II study of the Gynecologic Oncology Group." (Sutton G, Gynecol Oncol. 2006 Feb;100(2):349-54.)
 * Phase II. 21 patients treated with TAH/BSO, PPALND, WART 30/20 and pelvic boost to 50 Gy
 * Outcome: >50% failures within RT field
 * UPSC: 5-year OS 38%, PFS 38%
 * Clear cell: 5-year OS 54%, PFS 54%
 * Toxicity: 17% Grade 3-4 GI toxicity (SBO, proctitis, N/V)
 * Conclusion: WART alone not adequate, chemotherapy needs to be a component of treatment. Clear cell better outcome than UPSC

 * Stanford; 2000 (1979-1998) PMID 11020574 -- "Treatment of high-risk uterine cancer with whole abdominopelvic radiation therapy." (Smith RS, Int J Radiat Oncol Biol Phys. 2000 Oct 1;48(3):767-78.)
 * Retrospective. 48 patients with Stage III-IV endometrial ACA (n=22) or Stage I-IV UPSC or CC (n=26), treated with postop WART. Median dose 30 Gy abdomen (in 1.2-1.5 Gy/fx) and 50 Gy pelvis (in 1.2-1.8 Gy/fx). PALN boost to 44 Gy in 9 patients. Vaginal brachy in 24 patients. Mean F/U 3.1 years
 * Outcome: 3-year OS all patients 77%, ACA 89% vs. UPSC/CC 68%; UPSC/CC Stage I-II OS 87% vs. Stage III-IV 61%; DFS 87% vs. 31%
 * Toxicity: major complications (SBO) 7%, no deaths, 23% required break >1 week
 * Conclusion: WART is safe, effective. Recommend with vaginal cuff brachy for Stage I-II. Recommend with concurrent or sequential chemo in Stage III-IV UPSC/CC until results of GOG 94 and GOG 122 become available (see Advanced Stage chapter).

Retrospective results

 * U. Chicago; 2003 (1980-2000) PMID 12654437 PDF -- "Outcome and patterns of failure in pathologic stages I-IV clear-cell carcinoma of the endometrium: implications for adjuvant radiation therapy." (Murphy KT, Int J Radiat Oncol Biol Phys. 2003 Apr 1;55(5):1272-6.)
 * 38 pts with clear cell histology who were treated with TAH/BSO. 22 received post-op RT.
 * 5-yr DFS 38.5%. Median time to failure 18 mos. There was no correlation of outcome with stage, myometrial invasion, cervical invasion, peritoneal fluid, or extrauterine involvement. Of 16 relapses (42%), 8 failed in the pelvis; no pelvic failures for those treated with RT. 6 pts (16%) para-aortic node recurrence; 5% - abdomen; 24% - distant.
 * Conclusion: Recommend RT to the pelvis, even in early stage cases.

Phosphorus-32 (P32)

 * HOG 97-01 PMID 15721431 -- "Intraperitoneal radioactive phosphorus (32P) and vaginal brachytherapy as adjuvant treatment for uterine papillary serous carcinoma and clear cell carcinoma: a phase II Hoosier Oncology Group (HOG 97-01) study." (Fakiris AJ, Gynecol Oncol. 2005 Mar;96(3):818-23.)
 * Phase II. 21 patients s/p TAH-BSO, residual peritoneal disease <3mm, negative PPALN. Intraperitoneal P-32 15 mCi within 8 weeks. Vaginal BT. Median F/U
 * Outcome: 2-year OS 89%, DFS 80%; recurrences 5/21, but only 2/21 intraperitoneal
 * Toxicity: No Grade 2-4
 * Conclusion: Adjuvant intraperitoneal P-32 and vaginal BT feasible, well tolerated


text:
User:Firecircle

Hello everyone! I am an AT&T retiree who has spent most of his spare time looking for surviving indicators of the one-time existence of Atlantis. I have lectured and written books and scientific papers on the subject, and now for the last few years I have been maintaining a website on the subject called Quest for Atlantis.

In my younger days I enjoyed hot rodding and drag racing, but as I got older I began to jump at every oppertunity to travel the world in search of what I call "The Vestiges of Atlantis". Although trained in anthropology and archeology, I am somewhat of a "renegade" scholar (a diffusionist, heaven forbid). Do I dare compare myself with Graham Hancock or Barry Fell? Whatever.

I have always had an interest in linguistics and the Indo-European family of languages in general, and have enjoyed my studies in that field. When I got deeply into study on Atlantis, I found I should have been studying Basque (Euskara), Berber and Welch instead of Latin, Greek and Sanskrit. However, the Sanskrit studies did open up some possibilities into the Hindu epic literature, which has added to the Atlantis picture. (People seem to be unaware that the originators of that literature once lived in central Europe--not far from the areas once occupied by the Atlanteans.)

Having a website, I am trying to familiarize myself with the computer world and the internet. My main problem with this is, I hate to "read the book" and often get into trouble. I hope I am well accepted as a Wikibook user, and possible contributor. Firecircle 05:47, 19 November 2007 (UTC)

title: User:Firecircle


text:
User:Antome/sandbox

sandbox.

title: User:Antome/sandbox


text:
User:John Vandenberg

Hi, my name is John. I am an admin on English Wikipedia, English Wikisource and Multilingual Wikisource.

Reading_room/Feature_requests

title: User:John Vandenberg


text:
User talk:222.153.169.222

--AdRiley 08:41, 19 November 2007 (UTC)

title: User talk:222.153.169.222


text: Talk:Card Games/Klondike

title: Talk:Card Games/Klondike


text:
User talk:Mistress Selina Kyle~enwikibooks

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 15:20, 19 November 2007 (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 Mistress Selina Kyle. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Mistress Selina Kyle~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
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text:
User talk:80.193.66.130

THIS IP ADDRESS REPRESENTS ALL COMPUTERS ON NYCC SCHOOLS BROADBAND (North Yorkshire, UK)
80.193.66.130 (talk) 15:46, 6 March 2008 (UTC)

title: User talk:80.193.66.130


text:
User talk:PaigeSHawkins

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Mattb112885 (talk to me) 15:39, 19 November 2007 (UTC)

Copyright problem with Image:Table 1.jpg

 * There is no need to upload images of tables to use here. You can create tables using wiki markup; this way, other users will be able to easily edit the tables. Please see m:Help:Table for how to use wiki markup to create tables. As well, the image of a table you uploaded will be totally useless because it is so small; it is impossible to tell what the text says. If you'd like the image deleted, please add to the image description page. Thanks! – Mike.lifeguard  | talk 18:51, 20 November 2007 (UTC)

title: User talk:PaigeSHawkins


text: User talk:216.226.108.200

title: User talk:216.226.108.200


text:
User:Kdr~enwikibooks/monobook.css

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title: User:Kdr~enwikibooks/monobook.css


text: User talk:81.159.217.183

title: User talk:81.159.217.183


text:
Wikijunior talk:How Things Work/Nuclear Bomb

Nuclear bombs. How they work.
On this page, you say you are describing: How a NUCLEAR BOMB works. However, you are describing an ATOMIC BOMB! There are a lot of major differences between the two types of bombs! THEY ARE NOT THE SAME THING!!!!!!! There are NOT two types of Nuclear weapons! There is only ONE!!! That is a bomb which uses FUSION. Bombs that use FISSION are called ATOMIC BOMBS! Not nuclear! Nuclear bombs have never ever been used in a war! The bombs dropped on Japan were Atomic bombs! When those bombs were used, NUCLEAR WEAPONS had not even been invented yet!!!! Nuclear bombs use fusion-- NOT fission! They are also over 100 times more powerful than Atomic bombs! Atomic bombs use fission. In an Atomic bomb, they used Uranium 235 in the first one and Plutonium in the second one. Atomic bombs are also called "Dirty Bombs", because, they create more fallout, radiation and similar after affects than nukes. Nuclear bombs don't split atams, they fuse two atoms together. It takes a lot more energy and force to do this than it does to split the atoms. That creates a larger explosion. Nukes also use different materials to create the explosion. Usually, they use: "Tritium and Derillium". They smash these two elements together and fuse the atoms together (NOT split the atoms!), creating a much more powerful, Nuclear explosion! What I'm saying here is that thd two types of bombs, Atomic and Nuclear, are NOT the same thing at all! They are very different from each other! Please fix this on this page and update it. Astronomer69 (discuss • contribs) 21:49, 26 January 2016 (UTC)
 * Feel free to fix it yourself, taking account that the intended audience is eight year old children. Thanks - QuiteUnusual (discuss • contribs) 11:36, 27 January 2016 (UTC)
 * You are confusing thermonuclear bombs with nuclear bombs with atomic bombs! Thermonuclear bombs use fusion and have never been used in anything. (Might blow up the whole Earth!) Nuclear bombs are the same as atomic bombs and can use fusion or fission and have been used. Very confusing indeed. --Red-back spider (discuss • contribs) 10:54, 14 August 2020 (UTC)


text:
User:Houney lee

Houney.Lee Li Lei From Beijing China. houney.lee@gmial.com

title: User:Houney lee


text:
French For Football

French For Football: About This Book

An ongoing relationship with a society and its culture helps individual learners maintain and develop their foreign language skills. If the objective is to quickly get to grips with real-life vocabulary, then faster progress can be made by concentrating on a single leisure interest of the student.

Initiatives like the Arsenal "Double Club" and the Soccerlingua web site have shown the value of football-based modules and short courses for enthusing younger language students. However, the vocabulary presented in these activities is only a fraction of the vocabulary commonly found in the media and in real life.

A Wikibook for individual study is free to achieve a greater depth of specialisation than possible with books and courses aimed at a general audience. This book combines French language with the topic of football, but the techniques used here could be applied to any other combination of language and leisure activity.

A collection of French football phrases and a French football glossary are two early results of the work for this book. A large collection of words and phrases has already been assembled, but further contributions are always welcome.

The main method of vocabulary collection is reading match reports on French sports web sites, like those on the Resources page. Words and phrases are chosen if they often occur in match reports but are outside the basic French vocabulary generally taught in schools. The aim is for the learner to be able to read match reports without needing to refer to a dictionary too often.

As we progress, the vocabulary will be classified by topic, pronunciation, grammar, difficulty and frequency to help decide where each word could fit into an overall lesson plan. There are separate pages for this linguistic work, allowing the collection and analysis of vocabulary to progress independently.

The collection of French football phrases is probably the best one aimed at the general reader now available on-line. It is in an easily edited format so if you have something new, a correction or an improvement you can start right now! Remember, all earlier versions of the text are preserved in the Wikibooks page histories, so any mistakes can be easily put right.

Working Notes
(Listed in order of production)
 * French football phrase book (phrases arranged by situations & topics, with translations)
 * French football word list (vocabulary - alphabetical with examples)
 * Analysis of Vocabulary (vocabulary - table sortable by grammar or pronunciation)
 * Sorted Vocabulary (vocabulary sorted and grouped according to ease of pronunciation)
 * Gender (nouns and adjectives - sorted by word endings)
 * Pronunciation (examples of French phonetics with links to speech recordings)
 * Introductory Material
 * The National Leagues
 * Miscellaneous
 * Texts

Guidelines

 * Frequently Asked Questions
 * Manual of Style
 * Book Planning

Useful Resources

 * French Wikibook
 * Other useful resources

Reference Sections

 * Adjectives
 * Adverbs
 * Gender
 * Negation
 * Prepositions
 * Pronouns
 * Sentences
 * Tenses
 * Verbs
 * Basic Grammar
 * French football glossary (French football vocabulary - alphabetical with grammar)

Main Sections

 * Contents

title: French For Football


text:
French For Football/Notes/Words And Phrases

=French Football Words and Phrases=

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H
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text:
World Stamp Catalogue/Soviet Union/1990

  Почта СССР

CPA # 6163-6278 (116)

Here complete descriptions of 1990 USSR stamps are given.

Здесь приведены полные описания почтовых марок СССР 1990 года.

 * All available images of 1990 USSR stamps are on the Wikimedia Commons:

 * Все имеющиеся изображения почтовых марок СССР 1990 года находятся на Викискладе:

 * Commons-logo.svg Stamps of the Soviet Union, 1990

 * You can also see standard images of 1990 USSR stamps on Wikimedia commons:

 * Типовые изображения почтовых марок СССР 1990 года можно также посмотреть на Викискладе:

 * Commons-logo.svg Каталог ЦФА (6001-6380)

Attention! The stamps are sorted by CPA (Central Philatelic Agency) catalog numbers, not by dates of their issue!

Внимание! Марки отсортированы по номерам каталога ЦФА, а не по дате выпуска!

The names of stamps and stamp series are made according to all used 7 catalogues.

Названия марок и серий марок составлены по всем используемым 7 каталогам.

Sources: / Источники:
 * USSR stamp catalogue, 1990. Marka Publishing Center, 1991 / Каталог почтовых марок СССР 1990 г. ИТЦ "Марка", 1991
 * Michel catalogue, USSR stamps / Каталог почтовых марок СССР "Михель"

  Почта СССР

title: World Stamp Catalogue/Soviet Union/1990


text:
French For Football/Notes/Analysis Of Vocabulary

= Analysis of Vocabulary =

This page provides a more detailed analysis of the words in the French football dictionary.

Back to top


text: French For Football/Notes/The National Leagues


text:
French For Football/Notes/Miscellaneous

Use of Numbers

 * Numbers 1 to 20 can be directly linked with positions in league tables which contain 20 teams.
 * The number of goals scored home and away, goal difference and points use smaller numbers.
 * There is also shirt numbers and their association with particular players.
 * Number of appearances, goals scored per player use numbers 20 to 100+.
 * Stadium capacity & match attendance figures use numbers in the thousands & tens of thousands.

Use of Time

 * Clock time is important in relation to the start times of matches and TV / Radio broadcasts.
 * Transport timetables need time.
 * The playing time remaining in a match, and the identification of different periods like the first and second halves & extra time use time expressions.
 * Fixture timetables relate to calendar dates, day & month names, intervals between games and rest periods.
 * Time intervals relate to injuries and contract durations.
 * Years relate to the dates of competitions and famous matches.

Money

 * Ticket Prices
 * Value of player contracts

Old / Superseded Notes

 * Players and Officials
 * Describing Play
 * Locations and Facilities
 * Words and Phrases

title: French For Football/Notes/Miscellaneous


text:
French For Football/FAQ

Frequently Asked Questions (Foire aux questions)

(Note: if you don't find an answer here, you can add your own questions at the bottom of the page!)

Why not merge this book with the main French Wikibook?
To develop a single topic in great depth in the main French Wikibook would create an unbalanced presentation, and could make that book less attractive to the general reader.

Doesn't this book duplicate material which is present in the main French Wikibook?
This is thought to be justifiable, as the material is being presented in a completely different way and is aimed at a narrower audience - i.e. students with a strong interest in football.

What level of language competence is taught in this book?
It is not easy to give a simple answer to this question as the course is not written to satisfy any standardised scheme for measuring fluency. The aim is more to give students sufficient fluency to talk to French speakers about football, and to understand the core factual elements of football reports in broadcast, printed and on-line media. Thus greater emphasis is put on listening and speaking followed by reading and then writing with least importance, with the vocabulary always being heavily biased towards the subject of football. Generally, standards will be used if helpful to the aims of this book and set aside if not helpful.

Why not write this as a school text book?
Schools usually have to follow a strictly defined curriculum and provide courses which are of equal interest to all students. They are probably more interested in a range of self-contained work sheets of which a few could be used in a class with mixed interests, such as the commercial "Football Fever" flashcards by Susan Thomas for UK primary schools. It seems from the publicity material that a more comic-like style is used there for younger readers and the main focus remains to help children with their French exams by exercising as much standard vocabulary as possible. Wikiversity would be the best place for free learning materials like that. As there is no known pre-existing book on this topic, it is thought better at this stage to concentrate on a recreational book, which maximises the football vocabulary and which can be used by older learners at home or in evening classes.

Why not include American Football and Rugby in this book?
This could create difficulties for the students who would prefer to skip the sections which are of less interest to them, but would miss out material on common vocabulary and grammar if they did that. As a language course, it is intended that students work through all the lessons in the book sequentially.

Why are there so many mistakes in this book?
If you can see something that is obviously wrong, then why not correct it yourself? That's how Wikis are supposed to work. If you are proposing a major rewrite though, it would be polite to post a proposal on the discussion area of the relevant page so the original authors can comment on it. Remember, co-operation and mutual respect are the watchwords for working together in Wikibooks.

Why are literal English translations sometimes used instead of more idiomatic expressions ?
Idiomatic English expressions often have a weak relationship with words used in the French expressions, and can cause confusion about the meaning of the French words. For example "il donne le coup-franc" could be translated into "he takes the free kick", but "donner" is "to give" not "to take".

Couldn't the material be arranged in a more logical way?
If the book were about the history or development of football, then a different order might have been used. Generally the material is intended to be arranged according to the difficulty of the language for the student. Why not join the debate in the discussion part of the Planning page?

What is the actual process behind the writing of the book?
This is described on the Planning page.

How can I contribute?
If you are interested in this subject, it is quite likely you can make a positive contribution somewhere. The table below gives some suggestions for areas where you might be able to help depending on your background and experience.

title: French For Football/FAQ


text:
French For Football/Manual Of Style

This page gives the overall aim and style of the book for the guidance of contributing authors, and is intended to remain fairly stable while the book is being written. The detailed contents of the book and progress of the writing are shown on the Planning page. Current activity is concentrated on gathering suitable source material in a phrase book and glossary. The book introduction presented to the student is shown here: Introduction

Intended Users of "French For Football"
Students from beginners onwards, who are looking for a different kind of course to motivate their learning of French.

The students must have a strong interest in football.

Most students are most likely to studying the book at home with each module designed to take about 45 minutes. Two successive modules would be suitable for an evening class of 1.5 to 2 hours.

Substantial use is made of external media including DVDs, web pages and internet radio stations so the student needs a DVD player and internet access (preferably broadband).

Learning Objectives

 * To understand the greater part of match commentaries broadcast over TV or radio in French.
 * To understand a large part of TV and radio interviews and discussions about football.
 * To understand the essential information from sports reports and features in newspapers, magazines or on the internet.
 * To be able and willing to hold extended conversations in French, about football.

A major purpose of this book is to give a more rewarding appreciation of French society to students who might otherwise only engage with the French people on a superficial level.

What this book is not

 * A school text book or supplementary information pack
 * A football instruction manual or history
 * A comprehensive description of French football
 * A book that covers any other individual sports or sport in general

General Organisation of Material
The course is broken down into modules/lessons suitable for about 45 minutes of study. When printed in book form, it is planned that there would be two pages of about 50% study material and 50% exercise material making up the module. In addition to proper names, it is estimated that each module can introduce about 40 - 60 new words. All spoken material is to be placed in a separate appendix for scripts, which will include scripts which form part of the lesson and also extra spoken material associated with the lesson.

The guideline quantities of text in each module are:

Material in appendices for grammar, verb tables, vocabulary and answers to exercises are considered additional to the estimates shown above.

Stages or Levels
These modules or lessons are grouped under 4 main stages or chapters appropriate to the student's progress and linked with particular types of supplementary material. i.e. DVDs, radio & TV broadcasts, web sites and printed sports news.

Introductory
Essential material is presented to enable comprehension of match commentaries of recent World Cup and European Championships on DVDs or videotapes. French versions of these can be imported at reasonable cost, and the students are encouraged to believe they have embarked on an enjoyable course. There will be easy exercises in writing and speaking to describe the main events in the matches.

Stage 1
Further material and information about the French football leagues is provided. Match reports broadcast by French radio stations and brief reports on the internet is studied. There is some use of video material, but less than in the previous stage.

Stage 2
Students develop their conversational skills by describing the team they support and their own involvement as a player or supporter. Material for skills training is introduced. Sports reports in newspapers and longer articles on the French Wikipedia is studied.

Stage 3
Vocabulary to describe different styles of play and team tactics is introduced. The business aspects of the game including transfers, sponsorship and the effects of the media are discussed.

Appendices
An overall grammar reference, verb tables and glossary are provided. Also answers to exercises and scripts for spoken mini-dramas used with the modules.

Style of Presentation
Colourful and striking language is preferred including colloquial usages, but no little or no slang.

The style should be equally acceptable to teenagers and adults; i.e. not too stuffy or too jazzy.

Translations included are the ones used in the context of football, other alternative meanings are generally omitted. (Unless this creates particular problems.)

Module topics are relevant to the grammatical content where possible, e.g. by using well known sequences of past or planned events to explore the use of different verb forms.

Use is made of students' existing knowledge of football, e.g. by discussing well known events and current issues on which student are likely to have their own views.

Additional vocabulary may be provided by the tutor, or researched by the students.

To avoid confusion a focussed and graduated approach to different elements of grammar and linguistics underpins the material. This applies particularly to exercises whose results can be assessed.

Grammar and essential vocabulary can be revised in say, every 3rd or 4th module, which could otherwise be skipped if no revision is thought to be needed.

The material is suitable either for private study, or classroom use by selection of optional exercises and activities.

Possible Pitfalls
Any biographical information that is included should be kept to a minimum and avoid gossip or controversy.

Other “facts” about football should be verifiable from reliable sources to avoid too many embarrassing goofs.

In a classroom situation, students may want to resort to English in order to say things for which they do not yet have the words. The tutor should be ready to handle this.

Students working on their own may find it difficult to practice their speaking and conversation skills.

title: French For Football/Manual Of Style


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French For Football/Planning

How to Write This Book
It is intended to link the grammar and vocabulary in this book closely to the subject material in order to keep the student interested. The decision on whether to include particular vocabulary or grammar depends on whether it is used when talking about football. Most of the "standard" grammar is still needed, but a large part of the "standard" vocabulary can be omitted and more words and phrases which are specific to football can be included instead.

The phases for writing the book are:
 * 1) Vocabulary related to football is gathered together in a phrase book and word list and analysed, initially to identify the more common and "easier" words to include in the introductory lessons. (see analysis)
 * 2) The appendices from the French Wikibook are adapted and extended to use football-related vocabulary. (see grammar)
 * 3) Lessons for an introductory chapter are written. These cover basic grammar and vocabulary with a bias towards football, but without focussing strongly on any particular themes.
 * 4) Notes and lesson text are written, organised by the subject matter or themes independently of the final module structure of the book. These texts have internal language development from low to high difficulty but without any fixed boundaries between levels of difficulty.
 * 5) The material from the previous phases is allocated to named modules in order to give text filling 2 pages in the book, and a lesson duration of about 45 minutes following the guidelines given in the Manual of Style.
 * 6) The appendices containing the supporting material are compiled. i.e. dialogue scripts & answers to exercises.
 * 7) Audio recordings are made.

Characters in Dialogues
It could be more interesting for the student and the people making the audio recordings if the characters in the dialogues have personalities which are reflected in their vocabulary and expressions. Story lines which develop as the book progresses may also be desirable, although the plots should not constrain the material too strongly.

Here are some suggested characters & situations:

 * Members of a family, highlighting parents and children interested in football. e.g. father & son.
 * Friends of the family, English visitors.
 * Students at college (e.g. in Paris).
 * Members of a local team, playing in a minor league.
 * Staff on a national radio station, reporting on football and doing interviews.

Players and Officials in General
Contents

 * 1) Introduce general vocabulary for general player positions such as forwards, midfielders, defenders describing their positions on the pitch and typical actions.
 * 2) Vocab for different variants of playing positions.
 * 3) Other people like the trainer, manager, referee and line judges can be similarly described.
 * 4) Vocabulary for different periods & contingencies in the match. e.g. 2 halves, extra time, free kicks, penalty shoot-outs etc.

Grammatical features

Constructions used for describing roles & responsibilities, times.

Specific vocabulary

Describing Play
Contents

 * 1) Identify cardinal points and markings on the pitch.

Grammatical features

Constructions used for player's skills and performance & ranking. Expressions relating to beliefs and opinions.

Specific vocabulary

Locations and Facilities
Contents

 * 1) Vocab needed for finding out about matches, and how to get tickets.
 * 2) How to get to the stadium via public transport or car.
 * 3) Introduce vocabulary for the stadium, ticket office, turnstiles, seating arrangements, pitch,  team bench, dugout, shelter, changing rooms.
 * 4) Location of exits, refreshments & toilets.
 * 5) Descriptions of 2/3 major stadiums e.g. Wembley, Std de France.
 * 6) Questions to test comprehension and fluency.

Grammatical features

Constructions used for describing locations & directions.

Specific vocabulary

Players & positions
General Contents

 * 1) Itemisation of skills needed in different roles. e.g. goal-scoring, speed, agility, stamina, team spirit, passing accuracy. Vocab for praising, defending or criticising player's performances.
 * 2) Brief profiles for 2 well-known English & French players in given positions.
 * 3) Class activity to draw up a list of the 6 most well-known players to class as a whole.
 * 4) Students to individually rate the player's different skills from 1-5, add up the results and produce a ranking of the players. If in work groups this can be a combined ranking. Arguments supporting their choices to be written down (in French).
 * 5) The tutor to combine the group rankings into a class overall ranking on the whiteboard.
 * 6) Tutor to initiate class discussion on the results.

Grammatical features

Constructions used for player's skills and performance & ranking. Expressions relating to beliefs and opinions, agreement and disagreement with others. All verbs in present tense.

Specific vocabulary

League Tables
Contents

 * 1) Vocab regarding clubs' positions in the league table.
 * 2) Background information on French Ligue 1 and lower leagues.
 * 3) Questions on the information above.
 * 4) An exercise demonstrating the alterations of a fictional league table as results come in.
 * 5) If the table represents a period near the end of the current season, language relating to promotion and relegation can be introduced.
 * 6) The current Ligue 1 can be researched and a series of questions set about it.

Grammatical features

Constructions used for clubs' points & ranking. Expressions relating to probabilities & possibilities.

Specific vocabulary

The Transfer Season
Contents

 * 1) Vocab regarding players' contracts & transfer history / prospects.
 * 2) Background information on specific French and English players could be given.
 * 3) Questions on the information above.
 * 4) A class activity involving a scenario of a set of clubs involved in transfers could be set up.
 * 5) This would have various fictional players being released, requirements for new players, transfer budgets per club etc.
 * 6) Players characteristics could be described under various headings such as age, position, style of play, goals scored, overall ranking, past injuries, value to present club etc. This could be a table.
 * 7) Club requirements could be described in short paragraphs which give the required player characteristics and maximum bid prices.
 * 8) Homework – research recent transfers in France and the UK.

Grammatical features

Constructions used for player's skills and performance & ranking. Expressions relating to options & possibilities. Verbs in present, past & future tenses.

Specific vocabulary

title: French For Football/Planning


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French For Football/Notes/Resources

Yahoo! Group

 * French For Football Yahoo! Group

Wiki Links

 * French
 * How to learn a language
 * Authoring Foreign Language Textbooks
 * Help:Editing
 * Important ideas for improving the language books
 * French Language page
 * Wikipedia on CEFRL
 * Picture Tutorial: How to use images
 * Wikipédia French Football Portal
 * Wikipédia Lexique du football
 * International Phonetic Alphabet for French

General Linguistic Resources
WordReference dictionary and language forum

Collins on-line dictionary

Le Trésor de la Langue Française Informatisé

French Words by Frequency of Use

Shtooka Project: Free audio base of French words

Le Point du FLE (Français Langue Etrangère)

HKU French Course

The Language Menu

French Grammar Checker

Football Resources
BBC "Ma France / Football" page

Arsenal Community Education "Double Club"

SoccerLingua Resources for (junior school) Teachers

I Speak Football - Multilingual EU Project

Lexique des sports olympiques d'été

French Sport Links

Termcat football word list

Kicktionary (Computer Linguistics Student Project)

Discover France Football Dictionary

Archéofoot (French only site)

UEFA Football Dictionary (book)

British Council Euro 2008 booklet (pdf)

Football Further

Media Links
Sport on Radio Station Europe 1

Sport on Radio France

French Football League Broadcasts

Football on EuroSport

TV5 Football

RTL Football

Sport web sites
Fédération Française de Football

Ligue de Football Professionel

UEFA web site

Livefoot.fr

Football at www.sport.fr

Football.fr

L'Équipe

Football and Culture
Le Renard des surfaces BD

Football at evene.fr

[http://editeurbouledeneige.free.fr/accueil.htm Allez les vers! 11 poèmes de Football]

title: French For Football/Notes/Resources


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French For Football/Contents

Note: This book is at a very early stage with material being assembled in note form before work on the lesson modules is started.

Contents
 * Introduction

Lessons
 * Part 1

 * Part 2

 * Part 3

 * Part 4

Appendices
 * Phrase Book
 * Scripts
 * Answers
 * Language Notes
 * Verbs
 * Glossary

Useful Links for Students
 * The Wikibooks French Course
 * General Vocabulary
 * How to learn a language

title: French For Football/Contents


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French For Football/Introduction

English
Imagine you are a football fan in a bar or kebab shop in France and football is on the television. Even if you have done French before, you are unlikely to have the vocabulary to talk to the locals about your shared interest. Or if they do speak some English, their vocabulary may be quite limited and it would be asking a lot to expect them to struggle with it during their time off. That's a shame because, for a lot of the French, the most interesting thing about other countries is their football.

The answer to this or similar situations is in this course, specially written to give you the language skills and vocabulary to talk about football in French. Give it a try, and soon you will be able to:

 * Understand match commentaries on TV and radio
 * Read match reports in newspapers and on the internet
 * Understand a large part of TV and radio discussions
 * Hold lengthy conversations in French about your favourite subject.

This course is written primarily for individual study at your own pace, with short lessons which should only take about 45 minutes to complete. No previous knowledge of French is required, but if you have done French before there will be lots of new vocabulary and colourful expressions to keep you interested.

By focussing on your interest you will find that language learning can be fun and effective at the same time. In the end, making contact with other people isn't about having textbook grammar and a perfect accent. It's about sharing an interest and having something to say.

Français
Imaginer que vous êtes un passioné du football dans un bar ou magasin de kebab en France et le football est à la télévision. Même si vous avez fait le français avant, vous êtes peu susceptible d'avoir le vocabulaire à parler aux gens du pays au sujet de votre intérêt partagé. Ou s'ils parlent de l'anglais, leur vocabulaire peut être tout à fait limité et il demanderait beaucoup à s'attendre à ce qu'ils luttent avec lui pendant leur temps libre. C'est une honte parce que, pour beaucoup du Français, la chose la plus intéressante au sujet d'autres pays est leur football.

La réponse au ce ou aux situations semblables est dans ce cours, particulièrement écrit pour te donner les capacités linguistiques et le vocabulaire pour parler du football en français. Lui donner un essai, et bientôt vous pourrez en mesure :

 * Comprendre les commentaires de match sur la TV et la radio
 * Lire les rapports de match en journaux et sur l'Internet
 * Comprendre une grande partie de TV et de discussions par radio
 * Tenir les conversations prolongées en français au sujet de votre sujet de favori.

Ce cours est écrit principalement pour l'étude individuelle à votre propre rythme, avec les leçons courtes qui devraient seulement prendre environ 45 minutes pour accomplir. Aucune connaissance précédente de Français n'est exigée, mais si vous avez fait le français avant qu'il y ait un bon nombre de nouveau vocabulaire et d'expressions colorées pour vous maintenir intéressé.

En se concentrant sur votre intérêt vous constaterez que la connaissance des langues peut être amusement et efficace en même temps. En fin de compte, la fabrication du contact avec d'autres n'est pas au sujet de avoir la grammaire de manuel et un accent parfait. Elle est au sujet de partager un intérêt et de avoir quelque chose à dire.

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Talk:French For Football

Untitled
Thank you for visiting this page. Any comments are most welcome. Recent Runes 19:53, 19 November 2007 (UTC)

Terminology

 * Unfortunately for the U.S. audience, "football" is ambiguous. In the U.S., the sport called "football" is not the sport which is called "football" in most of the rest of the world. You probably should mention this. The U.S. name for the sport you describe is "soccer". ...Selden 19:04, 20 November 2007 (UTC)

I don't think the word soccer is used much in French, or American Football played there very much, or compared with what they call le football in France. I have made a small clarification in the introduction nevertheless. Recent Runes 21:04, 20 November 2007 (UTC)

New Content
Hi. Is new content still in the pipeline for this book? Thanks for your efforts so far, this is ideal for my purposes. Ladders777

I do have a backlog of extra phrases to add to the phrase book and I hope to add about 30 per week, but it takes me a while to decide on the most common forms in use and find a reasonably idiomatic translation. I am allowing the dictionary to lag behind until I reach the 1000 phrase mark, when I will try to bring that up to the same level. Recent Runes (talk) 18:22, 8 August 2008 (UTC)

Audio Samples
Although some pages have links for uploading audio samples, there may be file name clashes with the French book due to template sharing. This will be sorted out at some point, but is not expected to cause any problems in the near future. Recent Runes (talk) 19:23, 16 June 2010 (UTC)

title: Talk:French For Football


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User talk:Georgeryp

'''Hi. I check my talk page on the English Wikipedia more often, so I'll respond quicker if you choose to leave your message there or on my Wikispecies talk page.''' --Georgeryp 19:53, 19 November 2007 (UTC)

title: User talk:Georgeryp