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Solved Question Papers - IIT JEE/ChemSol1996

Ideal Gas Mixtures
For a student who missed the tricky part of this question, it is going to be very confusing, because he would be left wondering if there is anything that has to be taken upto liquid helium temperature to be liquefied. The point here is that ideal gases are assumed to have zero intermolecular forces. No matter what the conditions are, they just do not have any IMF whatsoever to be liquefied! Check back the assumptions for ideal gas.

Balmer Series
The Balmer series corresponds to the energy level transition from some orbit to n=2. The shortest wavelength would be the one with the most energetic transition – naturally, n  ∞

$$v = R_H\left(\frac{1}{2^2}-\frac{1}{\infty^2}\right)=\frac{R_H}{4}$$

If we were to find the wavelength, using 1240/E (simplified equation of E = hc/λ) would’ve been advisable. 27419.25 how do you this find cm-1

A little warning
The point here is, people mess up in calculation. They might use the latter equation and then take its reciprocal – this at a time when they just require plugging in the value of Rhydberg's constant from the question paper!

This is the point of such easy questions, people who just browse the theory and equations before an examination under an illusion that the numerical problems would require only value substitution will slog here! The following applies to the students studying Science at SCHOOL in a laid back environment.

Personally, I have met many many people who take the Phy/Chem textbook and start reading it, skipping even the easiest in-text problems! Remember, we skip those questions because we do not want to think about them, because it is painful to think and hinder your pace when you want to READ pages in a hurry. These are those students who have a hilarious criterion of what they understand and what they don’t! If they have heard some terms from a chapter and have an idea of what the topics are, they feel they're ready for the chapter in the examination. If they have never bothered to read it, they say they are yet to study it! In the end, each and every examination they answer is disastrous.

Now, isn't it funny? And believe me; a lot of such students are people who have scored 90+ percents in their SSC, signifying that they are quite capable of studying HSC. You make the choice. Why ever do you want to read a Physics/Chemistry chapter when you do not even want to think about it? And why do you not want to think about it? Is it because you do not want to know that you did not understand what you read just five minutes ago?

My personal advice is very simple – give a text one reading at the most before you move onto the exercises. The most productive part of your studying would be searching the textbook for details when you need them in exercises!

Rate Constant
Just recall the Arrhenius equation. K = A(e)^(-Ea/RT) When T tends towards infinity, the exponential term will tend towards 1, giving the value of the rate constant at infinite temperature = A.

Ratio of RMS velocities
Simple application of RMS = $$\sqrt\frac{3RT}{M}$$

Taking the ratio, The required answer is $$\sqrt\frac{M_\left(oxygen\right) T_\left(hydrogen\right)}{ T_\left(oxygen\right) M_\left(hydrogen\right)} = 1$$

Note
By the way, most people, including relatively better placed students; make a little mistake of substituting molar masses in gm/mol in the equation of RMS speed. Whether or not you convert it into Kg/Mol, it will not matter here (because its a ratio that we calculated) but will introduce a BIG error (if at all you can call it an error and not a mistake!) in the calculation of the absolute value.

Orbital Angular Momentum
This is a trivial piece of information. The orbital angular momentum is $$\frac{\sqrt\left(l\right)\left(l+1\right)h}{2\pi}$$.

(nh/2π) is the angular momentum.

At this point of time, you might want to revise all the quantum numbers and their significance, including names etc. Such important but trivial info is very valuable for some rank deciding marks at the JEE. For example, checkout the Matrix Match question of JEE 2008 on quantum numbers. Not many people get it right because of lack of revision.

Note to editors
Write a note distinguishing the two quantities and supply convincing information, maybe from wikipedia.

The editor can be anyone – you, some professor or even me when I am free.

(i) Mechanism of dehydration of alcohol
For those who have a general degree of awareness in Organic Chemistry, the answer is protonation of alcohol, followed by generation of a 2 degree carbocation. This intermediate immediately changes to the more stable three degree carbocation by a methyl shift. This carbocation is the one which eliminates the beta Proton to give the alkene.

The reaction given is the generation of alkene in the presence of acid from an alcohol. More precisely, it is the dehydration of that alcohol by the acid.

The mechanism is very simple,
 * First the alcohol is protonated and H2O leaves.
 * Then, since the carbocation so formed has no nucleophile to react with, it eliminates a β proton to give the alkene. Now, the product that we would expect is 2,2dimethylbut-1-ene.

The produced product is not that. Infact, the actual product that is obtained has a different carbon skeleton than the alcohol! This is because the formed carbocation is 2 degree. This particular carbon skeleton permits the formation of a more stable carbocation (3 degree) through a methyl shift. This is the major point.

 * β deprotonation occurs on the rearranged carbocation and we get the alkene.

Checkpoints
We made a little point that deprotonation occurs because the carbocation has no nucleophile to react with? But, isn't the lone pair on oxygen in some other alcohol molecule a nucleophile? Will it not react with the carbocation? You give us the answer. [Hint: Check the mechanisms of dehydration of alcohol, there are two possible products under different reaction conditions.]

Also, some people are of the opinion that a two degree carbocation does not form at all! that is to say, it rearranges as soon as it forms to give a three degree carbocation. Now, the logic conveyed is a very obvious one and cannot be explained in more simple words. The point is, can you visualize whatever that was said? Think of a transition state mechanism as in your SN2 reactions.

Order of acidity
The order of acidity is decided qualitatively by the stability of the conjugate base. But the sad thing is, many many students do not even know what a conjugate acid/base pair is. Being unable to solve Ionic equilibrium questions is one thing and not knowing the basics is another!

The conjugate bases of the substituted phenols will all have a negative charge on the whole molecule. We say it is on the whole molecule and not on the oxygen atom because the anion is a resonance hybrid of various canonical structures with the negative charge on different positions. The resonance hybrid with maximum dispersion of the negative charge will be the most stable.

''Warning: - The following explanation provides the most basic reasoning that sprouts from the actual discussion on resonance hybrid. It will be beneficial for those who study their textbooks.''

 * Phenoxide - draw the resonance structures and see, the negative charge is dispersed on the two ortho positions, the para position and the oxygen atom.
 * Phenoxide with methyl on para position – Draw the resonance structure with negative charge on para position. The negative charge is on the carbon bonded to the methyl group, which is an electron donating group. This canonical structure is destabilized compared to the unsubstituted structure. So, its contribution is less towards the resonance hybrid, meaning that the resonance hybrid has less charge dispersion. 2<1 (acidity)
 * m-nitrophenoxide – See below
 * p-nitrophenoxide – In the resonance structure with negative charge para to oxygen, the nitro group withdraws the electron density (how? That's another resonance structure! -m effect), thus stabilizing that particular resonance structure. Contrast this with (2) and you'll realize that (4)>(1)>(2)
 * m-nitrophenoxide – There is no resonance structure with the negative charge on the meta position, so NO2 cannot withdraw electron density through -m effect. But then, -I effect due to its electronegativity still operates, and stabilizes it more than the phenoxide ion, although weakly.

So, the answer is (4)>(3)>(1)>(2)

Cannizarro reaction
Factual – it is the hydride ion transfer. Note carefully that a hydride ion is transferred and not a proton!

''NCERT behaved very strangely and eliminated the mechanisms of Cannizarro and Aldol Condensation reactions and much more from its course. Remember that Organic Chemistry is the only subject whose syllabus for AIEEE/JEE demands greater detail than the CBSE syllabi. In fact, studying organic chem on the surface has made it dull and rote-based for the normal student!''

The mechanism of the cannizarro reaction is: -
 * Nucleophillic addition of the hydroxide ion on the carbonyl carbon.
 * The anion becomes an -ate anion by eliminating a hydride ion and the acidic H.
 * The hydride ion acts as a nucleophile for addition over some other carbonyl carbon, creating an alcohol.

Hoffmann isocyanide test
Well, that says it. This is a direct question! ...Direct question even by board exam standards! However, since they demand a structure, you need to provide the location of bonds et-al. This is the only hurdle, but is not a big challenge if you have drawn the resonance structures of the cyanide ion some times.

Cell potential
''Now THIS, is a very very interesting problem! Simple to the end but very intriguing for the untrained mind!''

There are quite a few problems relating the solubility of a salt with some cell potential. Out of experience I can say that those problems do not have a good reputation! So, what happens when you see a similar one in an examination like the JEE? Loss of confidence, what else! Keep cool! Tough questions at the JEE are all about common sense. Let's see why.

We have been given the standard cell potential of the Cu2+/Cu redox couple and we are to find its cell potential at pH 14. We keep one fact in mind that cell potentials depend upon the concentration of reactants as given in the Nernst equation. But then, what has a 1 Molar concentration of hydroxide ions got to do with the concentration of cupric ions? EVERYTHING! Cupric hydroxide is a precipitate and the Q value of its precipitation cannot exceed its kSP. In other words, cupric and hydroxide ions are in equilibrium with the precipitate of cupric hydroxide.

At equilibrium, from the kSP of cupric hydroxide, we get the concentration of cupric ions at pH14 to be 10(-19) M. Plug this value in the Nernst equation and get your answer. Some calculation is required, so you are not home yet, but still, you can celebrate the gain of 3 marks which not everybody would have been able to fetch in examination conditions!

The only point to be kept in mind is that the number of electrons involved in this redox half cell is 2, so n=2 in the Nernst equation. The rest is just calculation.

The answer is -0.22 V

A little doubt
Now this is a doubt on my part. Any student or teacher who has the answer is very much welcome to answer it here!

The question has asked us to find the cell potential at pH 14. Now we used the pH 14 data to come to the conclusion that the concentration of cupric ions is 10(-19). If we give it a thought, the concentration can be anything less than this particular value then why did we carry on solving the problem with that particular value? Is it some assumption regarding cell potential that requires saturated solution? Or is it something much more trivial?

On Salt hydrolysis
This one is a direct question again. Make sure that you get it right anytime you do it!

Let h be the degree of hydrolysis and C be the concentration. Set up a reaction table,

 * The equilibrium constant would then be $$\frac{Ch^2}{1-h}$$

This is equal to the Kb of the cyanide ions, that is 10(-4.7). Remember that the sodium ions are spectator ions in the hydrolysis. Oh sorry, do I have to mention that cyanide ions will be in equilibrium with HCN, creating hydroxide ions? (I also apologize for any arrogant text! That just happens to be my native writing style!)

Look at the equation carefully. The denominator cannot be greater than one, so if the fraction as of the order 1/100000, it is only because degree of hydrolysis of cyanide ions itself is very small. That is to say, h<<1, or 1-h is approx 1.

We carry on with Ch2 = Kb

$$h=\sqrt \frac{K_b}{C} ch=\sqrt CK_b $$

The expression Ch is nothing but the concentration of hydroxide ions in water.

Just take the logarithms of the equation. We get $$-pOH=\frac{\log C}{2} \frac{\log K_b}{2}$$

Giving due respect to the signs of pKb and logKb, we get pOH = 2.5, pH = 11.5

Let us laugh a little
The general trend in such questions is to specify the pKa of the conjugate acid, hydrocyanic acid in this case. Most people are then trained to carrying on the question through Ka values – using Kb = Kw/Ka.

So when I came across an anonymous (and published) solution of this question by a JEE tutor, I was not surprised that he had elongated this simple problem by four more steps in giving the relations between pKa, pKb and pKw.

$$ h=\sqrt \frac{K_w}{CK_a}$$

Then after the logarithm steps, he replaced pKa with 14 – pKb (and using about three lines to explain this). It would take very subtle observation to realize he was spinning round in circles.

Disclaimer
I mention it clearly that the above section was not written with immodest intentions or under a superiority complex. It is just a modest way to make people realize that even JEE specific classes do not guarantee quality education. Very few are competent enough and even fewer stick to the basics while nurturing open thought. BCPL, Kota is one of the best in this regard. Please keep in mind that this is just a personal opinion!

Alkali Earth Metal Carbonates
Stability of these carbonates increases as the size of the AE Metal increases. So, IV < II < III < I. Many sources serves this statement as a fact, however I could not explain this on the basis of Fajan’s rule or otherwise. You are welcome to edit it here on wikibooks if you can provide a legitimate explanation.

Structure of molecules

 * NF3 – Same as NH3. It is a tetrahedron with one vertex occupied by a lone pair so that the overall molecule appears pyramidal.
 * Nitrate ion – The central atom is nitrogen in sp2 hybrid state. One oxygen is bonded through one σ and one π bond; the second one with a co-ordinate bond and the last one has a negative charge on it and is bonded by one σ bond.
 * BF3 – Of course sp2 hybrid with trigonal planar structure!
 * Hydronium ion – Three bond pairs and a lone pair, makes it the same as Ammonia. That is, sp3 hybrid with pyramidal shape. Actually, water has two lone pairs. But when a hydronium ion is formed from it, one lone pair of oxygen is shared with the 1S orbital of a proton making it the third bond pair.
 * Hydrazoic acid – Might give you the illusion of ammonia like structure – but however can one think of a sp3 hybrid hydrogen? Consider the structure below. One might want to refer the structure of the tri-iodide ion at the moment as well!

The answer is C.

Note
Note carefully that the molecules all look similar to the untrained student! And it is not an exaggeration to say that even sincere 12th students will not be able to tell the difference between these similar molecules! Hybridization’s theory is one thing and practicing it over a lot of molecules is another! I mention this here solely to emphasize that practice is the key! Most people make the mistake of reading the same text again and again. Why don’t read it once and then solve all the problems at the end of the chapter? Alternately, why not grab some question papers and search for questions from the particular topic? I devote a lot of space in this book just to emphasize that practice allows a student to take decisions at a much better speed! DECISION MAKING allows a student to solve questions at a better speed and also to avoid conflicting thoughts while attempting questions!

Calcium Carbide
On hydrolysis, CaC2 gives ethyne. This is enough to tell that the anionic part of calcium carbide is the same as ethyne minus two protons. The answer is then B

Cesium Tribromide
Alkali metals having a trivalent cation is an unheard statement for me. Tribromide ion is a possibility because we know I3- ion does exist. We just discussed its structure above. B

= = Q7 – Organic Chemistry =

Dipole moments
Benzene is a non polar molecule, because the vector sum of all of the bond dipoles in the molecule is zero. When one of the hydrogen is replaced by a methyl group, the resultant dipole moment is equivalent to a single C-H dipole moment in a methane molecule. Use your existing knowledge of vectors to come to this conclusion.

In p-dichlorobenzene all bond moments add up to zero. In o-dichlorobenzene, only two bond moments of antiparallel C-H bonds cancels. The resultant is a little less than vector sum of two C-Cl bond dipoles at 60o. [Why? Don’t forget the C-H bonds antiparallel to the C-Cl bonds!] Similarly, in m-dichlorobenzene the resultant dipole moment is a little less than two C-Cl bond dipoles placed at 120o.

So, Toluene>Benzene. In other words, toluene>p-dichlorobenzene. o-dichlorobenzene>m-dichlorobenzene. Amongst the meta isomer and toluene, the meta isomer has a higher dipole moment. [Why?]

B

3-ethyl-2-pentene
HBr in the presence of peroxide.

Br2/H2O

OMDM

Electrolysis
Obtaining sodium out of the electrolysis of any aqueous sodium salt is out of the question? Why would the Hall Heroultz process be important if it was so easy to obtain sodium? S2O82- is the reduction product of sulphate ions – so we cant obtain it at the anode. A is the answer then!

Note: - We require a better answer over here! Editors, please!

Effusion
Stick to the basics! We’ll simply use the fact that the ratio of rates of effusion of two gases is proportional to the square root of the inverse ratio of molar masses!

$$r_\left (H_2 \right) = \frac{Volume X}{Time taken}= \frac{X}{5 sec}$$

We’ll write relative rates of effusion as ratio of X/(Time taken by gas) and equate it with that given by graham’s law.

So for example, checking it with Oxygen,

This gives us TO2 = 20 seconds, which is correct. Answer is B. This was just an example, the QP expects you to verify all options before arriving to the correct one.


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Solved Question Papers - IIT JEE/ChemQP1996

IIT JEE 1996, CHEMISTRY

Instructions

 * 1) The time limit is three hours.
 * 2) Maximum marks - 100.
 * 3) There are Twenty questions in 'this paper. Answer to each new question should begin on a new page.
 * 4) Answer all questions.
 * 5) Answer must be written only in the language of your choice as shown on the Admit Card.
 * 6) Use of only Indo-Abrabic numerals, (0, 1, 2, 3 ............ 9) is allowed in answering the questions irrespective of the language in which you answer.
 * 7) There is no negative marking.
 * 8) Numbers in brackets on the right hand margin indicate the marks for the corresponding question.
 * 9) Answer all parts of a question at one place.
 * 10) Use of logarithmic table is permitted.
 * 11) Use of slide rule/calculator is not permitted.

Question 1
(i) A mixture of ideal gases is cooled up to liquid helium temperature (4.22 K) to form an ideal solution. Is this statement true or false ? Justify your answer in not more than two lines.

(ii) Calculate the wave number for the shortest wavelength transition in the Balmer series of atomic hydrogen.

(iii) The rate constant, the activation energy and the Arrhenius parameter of a chemical reaction at 25󿼇C are 3.0x 10-4 s-1, 104.4 kJ mo1-1 and 6.0 x 1014s -1 respectively. The value of the rate constant as T → &infin is:
 * (a)2.0 x 1018s -1
 * (b)6.0 x 1014s -1
 * (c)Infinity
 * (d)3.6 x 1030s -1

(iv) The orbital angular momentum of an electron in 2s orbital is:
 * (a)$$\frac{1}{2}\frac{h}{2\pi}$$
 * (b)$$\frac{h}{2\pi}$$
 * (c)Zero
 * (d)$$\sqrt2\frac{h}{2\pi}$$

Question 2
5 marks A 3.0 g sample containing Fe304, Fe203 and an inert impure substance, is treated with excess of KI solution in presence of dilute H2SO4. The entire iron is converted into Fe2+ along with the liberation of iodine. The resulting solution is diluted to 100 mL. A 20 mL of the diluted solution requires 11.0 mL of 0.5 M Na2S203 solution to reduce the iodine present. A 50 mL of the diluted solution, after complete extraction of the iodine required' 12.80 mL of 0.25 M KMnO4 solution in dilute H2SO4 medium for the oxidation of Fe2+.

Question 4
(i) A metallic element crystallises into a lattice containing a sequence of layers of ABABAB ......... Any packing of spheres leaves out voids in the lattice. What percentage by volume of this lattice is empty space? (ii) The standard molar enthalpies of formation of cyclohexane (1) and benezene (1) at 25󿼇C are -156 and + 49 kJ mol -! respectively. The standard enthallW of hydrogenation of cyc. lohexene (1) at 25󿼇C is-119 kJ tool -1. Use these data to estimate the magnitude of the resonance energy of benzene.

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


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Trigonometry/Sum into Product

These are exercises on the formulae derived in Book 1 for converting the sum or difference of two sines or two cosines into a product.

[1] $$\frac{ \sin 7 \theta - \sin 5 \theta }{ \cos 7 \theta + \cos 5 \theta }=\tan \theta$$ [2] $$\frac{ \cos 6 \alpha - \cos 4 \alpha }{ \sin 6 \alpha + \sin 4 \alpha }=- \tan \alpha$$ [3] $$\frac{ \sin A + \sin 3A}{ \cos A + \cos 3A}=\tan 2A$$ [4] $$\frac{ \sin 7A - \sin A }{\sin 8A - \sin 2A}=\cos 4A \sec5A$$ [5] $$\frac{\cos 2\phi + \cos 2\theta}{\cos 2\phi - \cos 2\theta}=\cot \left(\phi + \theta \right)\cot \left( \phi - \theta \right)$$ [6] $$\frac{\sin 2A + \sin 2B}{\sin 2A - \sin 2B}=\tan \left(A - B\right) \cot \left( A - B \right)$$ [7] $$\frac{\sin A + \sin 2A}{\cos A - \cos 2A}=\cot \left( \frac{A}{2} \right)$$ [8] $$\frac{\sin 5\lambda - \sin 3\lambda}{\cos 5\lambda + \cos 3\lambda}=\tan \lambda$$ [9] $$\frac{\cos 2B - \cos 2A}{\sin 2B + \sin 2A}=\tan \left(A - B \right)$$ [10] $$\cos \left( \phi + \theta \right) + \sin \left( \phi - \theta \right)=2\sin \left(45^o + \phi \right) \cos \left( 45^o + \theta \right)$$ [11] $$\frac{\sin \alpha + \sin \beta}{\sin \alpha - \sin \beta}=\tan \left( \frac{\alpha + \beta}{2} \right)\cot \left( \frac{\alpha - \beta}{2} \right)$$ [12] $$\frac{\cos \psi + \cos \omega}{\cos \omega - \cos \psi}=\cot \left( \frac{\psi + \omega}{2} \right) \cot \left( \frac{\psi - \omega}{2} \right)$$ [13] $$\frac{\sin \phi + \sin \theta}{\cos \phi + \cos \theta}=\tan \left( \frac{\phi + \theta}{2} \right)$$ [14] $$\frac{\sin A - \sin B}{\cos B - \cos A}=\cot \left( \frac{A + B}{2} \right)$$ [15] $$\frac{\cos 3A - \cos A}{\sin 3A - \sin A} + \frac{\cos 2A - \cos 4A}{\sin 4A - \sin 2A}=\frac{\sin A}{\cos 2A \cos 3A}$$ [16] $$a \cos \phi + b \sin \phi = \sqrt{a^2 + b^2}\cos[\phi-\tan^{-1}(\frac{b}{a})]$$

Matemática elementar/Trigonometria/Transformações de soma de funções trigonométricas em produtos/Exercícios

title: Trigonometry/Sum into Product


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User talk:Bauani

Bauani (talk) 21:14, 20 April 2008 (UTC)

title: User talk:Bauani


text: User talk:69.202.72.155

title: User talk:69.202.72.155


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User talk:Jac4571

Welcome!
Welcome, Jac4571!

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--AdRiley (talk) 22:04, 20 April 2008 (UTC)

title: User talk:Jac4571


text:
Talk:A Neutral Look at Operating Systems/Mac OS

virus
Due to their low usage, they are not a major target for hackers & theoretically as secure as windows vista or linux (seperation of root, via prompts) [this is factual and should be included in the article]. The actual security depends on the quality of code, ( this could be argued about for ever, as it has open source code which is more visibile etc) and should not be in the article, except for mentions of direct testing against its competition (like the competition mac recently lost), but even if this is mentioned it should be mentioned that there are few in the wild viruses for mac, mainly due to small user base.


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//Try to load in a saved collection vbd.loadNodeTreeCollection = function(text) { vbd.clear; var last = vbd.pageTree; var lines = text.split("\n"); for(var i = 0; i < lines.length; i++) { if(lines[i].match(/^===/) || lines[i].match(/\[\[category:/i)) { continue; } else if(lines[i].match(/^==.+==/)) { vbd.pageTree.pagename = vbd.extractHeadingName(lines[i]); } else if(lines[i].match(/^;/)) { var head = new PageHeading(lines[i].substring(1)); last.addHeading(head); last = head; } else if(lines[i].match(/^:\[\[/)) { if(lines[i].match(/Resources/)) { vbd.useresources = true; continue; } if(lines[i].match(/Licensing/)) { vbd.uselicensing = true; continue; } if(lines[i].match(/Wikibooks:/)) { vbd.usecollectionpreface = true; continue; } var page = new BookPage(vbd.extractLinkPageName(lines[i], vbd.pageTree.pagename)); last.addSubpage(page); } }  vbd.visual; vbd.pageTree.formspan.innerHTML = 'Successfully loaded collection!'; }

//take the wikitext of an arbitrary page and try to load a reasonable outline from it. vbd.loadNodeTreeTOC = function (text, title) { vbd.clear; var lastn = 0; var last = new Array; last[0] = vbd.pageTree; vbd.pageTree.pagename = title; var lines = text.split("\n"); for(i = 0; i < lines.length; i++) { lines[i] = lines[i].replace(/^[ \t]+/, ""); lines[i] = lines[i].replace(/[ \t]+$/, ""); lines[i] = lines[i].replace(/\r\n/g, ""); if(lines[i] == "") continue; if(lines[i].match(/^===.+===/)) { //heading var head = new PageHeading(vbd.extractHeadingName(lines[i])); last[0].addHeading(head); last[0] = head; } else if(lines[i].match(/^[\*\#]*\s*\[\[.+\]\]/)) { //subpage if(lines[i].match(/Resources/)) { vbd.useresources = true; continue; } if(lines[i].match(/Licensing/)) { vbd.uselicensing = true; continue; } if(lines[i].match(/Category:/i)) continue; var stars = lines[i].match(/^[\*\#]*/); var n = stars[0].length; if(n == 0) n = 1; var k = n - 1; if(last[k] == null) { k = 0; } last[n] = new BookPage(vbd.extractLinkPageName(lines[i], title)); last[k].addSubpage(last[n]); lastn = n;   } } vbd.pageTree.formspan.innerHTML = ""; vbd.visual; vbd.pageTree.formspan.appendChild(document.createTextNode( 'Successfully loaded outline from ' + title + ' TOC!' )); }

//try to get the name of a level-3 heading vbd.extractHeadingName = function(line) { line = line.substring(3); line = line.substring(0, line.indexOf("===")); return line; }

//Try to get the page name from a link. Very limited ability to deal with relative links vbd.extractLinkPageName = function(line, title) { line = line.substring(line.indexOf(""); if(end == -1) {    end = line.indexOf(""); } line = line.substring(0, end) if(line.charAt(line.length - 1) == '/') line = line.substring(0, line.length - 1); if(line.charAt(0) == '/') line = title + line; for(end = line.indexOf("/") ; end != -1; end = line.indexOf("/")) { line = line.substring(end + 1); } return line; }

//when saving an outline, find and remove an old save, if one is located on the page. vbd.killOldSaves = function(text) { var start = text.indexOf(''); var end = text.indexOf(''); if(start == -1 || end == -1) return text; //no previous save var prefix = text.slice(0, start); var suffix = text.slice(end + 36); return prefix + suffix; }

//force a page name to use appropriate capitalization vbd.forceCaps = function(title, isRoot) { if(isRoot) return vbd.forceTitleCaps(title); else return vbd.forceFirstCaps(title); }

//determines if the word needs to be capitalized. Returns 1 if it should be, 0 otherwise. vbd.isRealWord = function (word) { var preps = new Array('the', 'in', 'of', 'for', 'to', 'is', 'a', 'an'); for(var i = 0; i < preps.length; i++) { if(word == preps[i]) return 0; } return 1; }

//book names are forced to title caps vbd.forceTitleCaps = function(title) { title.replace("_", " "); var words = title.split(" "); for(var i = 0; i < words.length; i++) { if(words[i].length > 3 || i == 0 || vbd.isRealWord(words[i])) words[i] = words[i].charAt(0).toUpperCase + words[i].slice(1); } title = words.join(" "); return title; }

//page names are forced to have the first letter capitalized, but are not forced to have title-caps vbd.forceFirstCaps = function(title) { title.replace("_", " "); return title.charAt(0).toUpperCase + title.slice(1); }

//Create the wikitext of the selected navigation template vbd.makeTemplateText = function { var template = vbd.templates[vbd.template]; var book = vbd.pageTree.pagename; var text = "{"+"{subst:User:Whiteknight/" + template[0] + "|" + ((template[1])?("book="):("")) + book; if(template[2] == 1) { text += "|" + ((template[1] == 1)?("list="):("")) + vbd.pageTree.makeTemplateLinks; text += "Resources - " + "Licensing - " + "Discuss"; } return text + "}}"; }

//

// XXX: Drop-down menu utilities. These aren't implemented yet.

//vbd.createDropMenu = function(parent, children) { // var menu = wk.makeElement('div', {style:"position:absolute; top: 0px; left: 0px; z-index: 10; background-color: white;"}); // wk.appendChildren(menu, children); // menu.onmouseout = function { //   parent.removeChild(menu); // } //  parent.appendChild(menu); //}

// XXX: Drag'n'Drop utilities. These aren't implemented yet.

//document.addEventListener("mouseup", function(event) { // if(vbd.lastClicked && //    event.eventPhase == Event.BUBBLING_PHASE && //    event.currentTarget == event.target) { //    vbd.lastClicked.box.style.border = "none"; //    vbd.lastClicked = null; //  } //}, false);

//vbd.extractNumber = function(value) { // var n = parseInt(value); // return n == null || isNaN(n) ? 0 : n; //}

//vbd.moveMouse = function(e) { // vbd.lastClicked.box.style.left = (vbd.offsetX + e.clientX - vbd.startX) + 'px'; // vbd.lastClicked.box.style.top = (vbd.offsetY + e.clientY - vbd.startY) + 'px'; // vbd.status("x:" + vbd.lastClicked.box.style.left + " y: " + vbd.lastClicked.box.style.top); //}

//

title: User:Whiteknight/designer3.js


text:
User talk:Rfornal

Welcome, Rfornal!

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

Thank you for writing Developing Genealogy Web-Pages.

You may also enjoy editing other wikibooks such as Genealogy, Web Design, Authoring Webpages, and HTML Programming.

Share and enjoy. --DavidCary (talk) 23:11, 20 April 2008 (UTC)

title: User talk:Rfornal


text:
User:Kyoko

{| width=100% style="margin-bottom: 0.5em; border: #ba77fe solid 2px; -moz-border-radius: 10px; background: #D8BFD8;" My user page / ma page utilisateur / 私 の 利用者ページ |- | {| class="plainlinks" style="background: none; padding: 0px; margin: 0px;"  If you need to contact me quickly, please write on my English Wikipedia talk page.
 * colspan="2" |

 * valign="top" |
 * valign="top" |

Hello...
I'm Kyoko. I'm a 20-something woman from Montréal. My father's from Japan, and my mother's from Québec, and I am proud of my combined heritage. I speak English very fluently, French pretty fluently, and Japanese very badly. I am mostly active at English Wikipedia, but eventually, I have some works in mind that would probably be a better fit here at Wikibooks than at Wikipedia, where they might be seen as being too long. I plan on writing some extended plot summaries for The Divine Comedy (WP link here) and The Faerie Queene (WP link here), and possibly other works, as a supplement to what I already do at Wikipedia. This will take some time, of course, and it's more of a long-term goal. — Kyok o
 * }

title: User:Kyoko


text: Wikibooks:Requests for deletion/Pidgin

title: Wikibooks:Requests for deletion/Pidgin


text: Wikibooks:Requests for deletion/Eugene Fama


text: Wikibooks:Requests for deletion/History of Quebec and Canada


text: Wikibooks:Requests for deletion/Study Guide:US History and Study Guide:British colonies in the New World (2)


text:
LaTeX/Advanced Mathematics

This page outlines some more advanced uses of mathematics markup using LaTeX. In particular it makes heavy use of the AMS-LaTeX packages supplied by the American Mathematical Society.

Equation numbering
The  environment automatically numbers your equation:

You can also use the and  (or  from the  package) commands to label and reference equations, respectively. For equation number 1, results in $$1\,$$ and  results in $$(1)\,$$:

Further information is provided in the labels and cross-referencing chapter.

To have the enumeration follow from your section or subsection heading, you must use the package or use AMS class documents. Then enter

to the preamble to get enumeration at the section level or

to have the enumeration go to the subsection level.

If the style you follow requires putting dots after ordinals (as it is required at least in Polish typography), the command in the preamble will result in the equation number in the above example being rendered as follows: (1.1.1).

To remove the duplicate dot, add the following command immediately after

For a numbering scheme using, use:

in the preamble of the document.

Note: Although it may look like the works by itself, it won't reset the equation number with each new section. It must be used together with manual equation number resetting after each new section beginning, or with the much cleaner.

Subordinate equation numbering
To number subordinate equations in a numbered equation environment, place the part of document containing them in a environment:

Referencing subordinate equations can be done using either of two methods: adding a label after the command, viz. , which will reference the main equation (1.1 above), or adding a label at the end of each line, before the command, which will reference the sub-equation (1.1a or 1.1b above). As shown, it is possible to add both labels in case both types of references are needed. /Override_subsystem=/index

Vertically aligning displayed mathematics
A problem often encountered with displayed environments ( and ) is the lack of any ability to span multiple lines. While it is possible to define lines individually, these will not be aligned.

Above and below
The and  commands  typeset symbols above and below expressions. Without AMS-TeX the same result of   can be obtained with. This can be particularly useful for creating new binary relations:

or to show usage of L'Hôpital's rule:

It is convenient to define a new operator that will set the equals sign with H and the provided fraction:

which reduces the above example to:

If the purpose is to make comments on particular parts of an equation, the and  commands may be more useful. However, they have a different syntax (and can be aligned with the command):

Sometimes the comments are longer than the formula being commented on, which can cause spacing problems. These can be removed using the command :

Alternatively, to use brackets instead of braces use and  commands :

The optional arguments set the rule thickness and bracket height respectively:

The and  commands produce arrows which extend to the length of the text. Yet again, the syntax is different: the optional argument (using  and  ) specifies the subscript, and the mandatory argument (using   and  ) specifies the superscript (which can be left empty by inserting a blank space).

For more extensible arrows, you must use the package:

and for harpoons:

and
The and  environments, available through the  package, are used for arranging equations of multiple lines. As with matrices and tables, specifies a line break, and  is used to indicate the point at which the lines should be aligned.

The environment is used like the  or  environment:

Note that the environment must not be nested inside an  (or similar) environment. Instead, is a replacement for such environments; the contents inside an  are automatically placed in math mode.

suppresses numbering. To force numbering on a specific line, use the command before the line break.

is similar, but automatically numbers each line like the environment. Individual lines may be referred to by placing a before the line break. The or  command can be used to suppress the number for a given line:

Notice that we've added some indenting on the second line. Also, we need to insert the double braces before the + sign, otherwise latex won't create the correct spacing after the + sign. The reason for this is that without the braces, latex interprets the + sign as a unary operator, instead of the binary operator that it really is.

More complicated alignments are possible, with additional 's on a single line specifying multiple "equation columns", each of which is aligned. The following example illustrates the alignment rule of :

Braces spanning multiple lines
If you want a brace to continue across a new line, do the following:

In this construction, the sizes of the left and right braces are not automatically equal, in spite of the use of {{LaTeX/LaTeX|code=\left\{}} and }. This is because each line is typeset as a completely separate equation —notice the use of and  so there are no unpaired  and  commands within a line (these aren't needed if the formula is on one line). You can control the size of the braces manually with the, , , and commands.

Alternatively, the height of the taller equation can be replicated in the other using the command:

Using aligned braces for piecewise functions
You can also use {{LaTeX/LaTeX|code=\left\{}} and to typeset piecewise functions:

{{LaTeX/Example|code= \[f(x) = \left\{ \begin{array}{lr} x^2 & : x < 0\\ x^3 & : x \ge 0 \end{array} \right. \] $$ f(x) = \left\{ \begin{array}{lr} x^2 & : x < 0\\ x^3 & : x \ge 0 \end{array} \right. $$ }}
 * render=

The environment
The environment allows the writing of piecewise functions:

LaTeX will then take care of defining and or aligning the columns.

Within, text style math is used with results such as:

$$ a = \begin{cases} \int x\, \mathrm{d} x\\ b^2 \end{cases} $$

Display style may be used instead, by using the environment from :

Often the second column consists mostly of normal text. To set it in the normal Roman font of the document, the environment may be used:

Other environments
Although and  are the most useful, there are several other environments that may also be of interest:

There are also a few environments that don't form a math environment by themselves and can be used as building blocks for more elaborate structures:

For example: {{LaTeX/Example|code= \begin{equation} \left.\begin{aligned} B'&=-\partial \times E,\\ E'&=\partial \times B - 4\pi j,      \end{aligned} \right\} \qquad \text{Maxwell's equations} \end{equation} $$ \left.\begin{align} B'&=-\partial \times E,\\ E'&=\partial \times B - 4\pi j, \end{align}\right\}\quad\text{Maxwell}'\text{s equations}\qquad\mathrm{(1.1)} $$ }}
 * render=

Indented Equations
To indent an equation, you can set in the document class and then specify a certain value for the  variable:

Page breaks in math environments
To suggest that LaTeX insert a page break inside an environment, you may use the  command before the line break. Just as with, can take an optional argument between 0 and 4 denoting the level of desirability of a page break. Whereas 0 means "it is permissible to break here", 4 forces a break. No argument means the same as 4.

Alternatively, you may enable automatic page breaks in math environments with. It too can have an optional argument denoting the priority of page breaks in equations. Similarly, 1 means "allow page breaks but avoid them" and 4 means "break whenever you want". You can prohibit a page break after a given line using.

LaTeX will insert a page break into a long equation if it has additional text added using without any additional commands.

Specific usage may look like this:

Page breaks before display maths (of all various forms) are controlled by. Its default 10000 means never break immediately before a display. Knuth (TeXbook chapter 19) explains this as a printers' tradition not to have a displayed equation at the start of a page. It can be relaxed with

Sometimes an equation might look best kept together preceding text by a higher penalty, for example, a single-line paragraph about a single-line equation, especially at the end of a section.

Boxed Equations
For a single equation or alignment building block, with the tag outside the box, use :

If you want the entire line or several equations to be boxed, use a inside an :

There is also the mathtools which is able to box across alignment marks:

Custom operators
Although many common operators are available in LaTeX, sometimes you will need to write your own, e.g. to typeset the argmax operator. The and  commands display custom operators; the   version sets the underscored option underneath like the  operator:

However, if the operator is frequently used, it is preferable to define a new operator that can be used throughout the entire document. The and  commands are specified in the header of the document:

This defines a new command which may be referred to in the body:

Limits
There are defaults for placement of subscripts and superscripts. For example, limits for the lim operator are usually placed below the symbol:

To override this behavior, use the operator:

A lim in running text (inside ) will have its limits placed on the side, so that additional leading won't be required. To override this behavior, use the command.

Similarly one can put subscripts under a symbol that usually has them on the side:

Limits below and under:

To change the default placement of summation-type symbols to the side for every case, add the option to the  package. To change the placement for integral symbols, add to the options. can be used to change the default for named operators like det, min, lim, etc.

To produce one-sided limits, use as follows:

Subscripts and superscripts
You can place symbols in subscript or superscript (in summation style symbols) with :

It's impossible to mix them with typical usage of such symbols:

To add both a prime and a limit to a symbol, one might use the command:

It is very flexible: for example, to put letters in each corner of the symbol use this command:

If you wish to place them on the corners of an arbitrary symbol, you should use from the  package.

But a simple grouping can also solve the problem:

since a math operator can be used with limits or no limits. If you want to change its state, simply group it. You can make it another math operator if you want, and then you can have limits and then limits again.

Multiline subscripts
To produce multiline subscript, use the command:

Text in aligned math display
To add small interjections in math environments, use the command:

Note that any usage of this command does not change the alignment.

Also, in the above example, the command from the  package could have been used instead of  to reduce the amount of vertical white space added between the lines.

Changing font size
There may be a time when you would prefer to have some control over the font size. For example, using text-mode maths, by default a simple fraction will look like this: $$\textstyle \frac{a}{b}$$, whereas you may prefer to have it displayed larger, like when in display mode, but still keeping it in-line, like this: $$\displaystyle \frac{a}{b} $$.

A simple approach is to utilize the predefined sizes for maths elements:

A classic example to see this in use is typesetting continued fractions (though it's better to use the command described in the Mathematics chapter instead of the method provided below). The following code provides an example.

As you can see, as the fractions continue, they get smaller (although they will not get any smaller than in this example, where they have reached the limit). If you want to keep the size consistent, you could declare each fraction to use the display style instead; e.g.

Another approach is to use the command to select your preferred sizes. You can only define sizes for, , etc. One potential downside is that this command sets the global maths sizes, as it can only be used in the document preamble.

But it's fairly easy to use:, where ds is the display size, ts is the text size, etc. The values you input are assumed to be point (pt) size.

Note that the changes only take place if the value in the first argument matches the current document text size. It is therefore common to see a set of declarations in the preamble, in the event of the main font being changed. E.g.,

Forcing \displaystyle for all math in a document
Put

before to force all math to.

Adjusting vertical white space around displayed math
There are four parameters that control the vertical white space around displayed math:

Short skips are used if the preceding line ends, horizontally, before the formula. These parameters must be set after.

title: LaTeX/Advanced Mathematics


text:
User talk:Carvinginnyc

Thanks for your additions to the Wood Carving honor. If you see anything else in there that should be changed, or if you think of something you'd like to add, please feel free to do so. --Jomegat (talk) 01:42, 21 April 2008 (UTC)

title: User talk:Carvinginnyc


text:
User talk:Cyoh300

Welcome to Wikibooks, Cyoh300! – Mike.lifeguard  | talk 02:01, 21 April 2008 (UTC)

title: User talk:Cyoh300


text:
Cookbook:Buttermilk Biscuits

Buttermilk Biscuits are a variety of biscuits using cultured buttermilk as the primary liquid. Other biscuits use milk, or a combination of milk and cream, or powdered milk and water as the liquid. Since buttermilk is an acidic ingredient, typically an increased amount of baking soda is used, and baking powder is reduced or eliminated. This recipe is for one variety of Southern-style (U.S.) hand-rolled biscuits, which are formed in the hands as opposed to being rolled and cut, but the shaping style is optional. These biscuits are incredibly light and fluffy.

Procedure

 * 1) Move oven rack to highest position, and preheat to 450 °F.
 * 2) Grease the bottom of a cookie sheet with shortening or butter.

Dough

 * 1) Mix sifted self-rising flour, soda, salt, and sugar (if using) in a bowl.
 * 2) Using a pastry blender or fork, cut in shortening until evenly distributed, with no flakes of shortening bigger than a green pea remaining. It will look like cornmeal but coarser.
 * 3) Using a large spoon, fold in ½ cup buttermilk, then another ½ cup to moisten the flour evenly. Stir only long enough to moisten the mixture sufficiently. If dry flour remains after a few stirs, add the remaining 2 Tbsp buttermilk.
 * 4) Let mixture rest and rise 3–5 minutes. The mixture should be quite moist, but not pourable. If the mixture seems too dry, add more buttermilk.

Shaping

 * 1) Pour ½ cup all-purpose flour in a plate.
 * 2) Assuming you are right-handed, grab a teaspoon or so of the all-purpose flour in your left hand, and make sure your inner palm is mostly covered.
 * 3) With your right hand, using a soup spoon, scoop about 3 Tbsp of the biscuit mixture in your left hand.
 * 4) Working over the flour plate, Grab some flour with your right hand and sprinkle on top of the scoop of biscuit mixture. The wet mixture will not stick to your hands if enough flour is used.
 * 5) Begin gently tossing the biscuit back and forth between your floured hands until the outside of the biscuit is coated lightly with flour. The excess flour will fall off your hands back into the plate.
 * 6) Gently shape the dough into a fairly smooth ball, place on the greased biscuit sheet with sides touching, and press to flatten slightly to about 1-inch high.
 * 7) Grab a little more flour and continue with the next biscuit.

Baking

 * 1) Delicately but generously brush the biscuits with melted butter.
 * 2) Bake in the preheated oven for 12–16 minutes, depending on the biscuit size, until tops and bottoms are nicely browned.
 * 3) Serve immediately with softened butter. See notes section for additional ideas.

Ingredient notes

 * If cultured buttermilk is not available, similar results can be obtained by mixing 2 Tbsp lemon juice with enough milk to make 1 cup, and letting it stand 10 minutes.
 * Lard or butter may be used instead of shortening.
 * If self-rising flour is not available, substitute all-purpose flour and add baking powder and salt. An alternative is to add baking soda and cream of tartar. If desired, use only baking soda as leavening. This is acceptable since the buttermilk is acidic.
 * Cream may be substituted for ¼ cup of the buttermilk.
 * Use all-purpose flour for rolling to avoid tasting the leavening in self-rising flour.
 * The preferred flour is Southern "biscuit" flour, a soft wheat flour with a protein content of 2 g per ¼ cup. Non-Southern flours, at 3 g protein per ¼ cup, are acceptable.
 * For a traditional Southern topping, mix equal parts softened butter and molasses.

Procedural notes

 * If your hands become sticky when rolling biscuits, wash and dry your hands and use more flour.
 * Biscuits do not need to be kneaded. In fact, if you knead the biscuits, you will likely incorporate too much flour to get a high, fluffy biscuit.
 * If using a convection oven with the fan on, the oven rack may be in the center position.
 * Do not skip the resting step, as the flour needs a brief period to accept the moisture.
 * The sugar and salt may be dissolved into the buttermilk if desired. The sugar may be omitted altogether.
 * If you are unsure if a biscuit is done, use an instant read thermometer and remove when internal temperature reaches 205–210 °F.
 * Butter the baked biscuits immediately so the butter melts. Always used softened or melted butter as refrigerated butter is too hard and will tear the biscuit.
 * Low-protein flours require less buttermilk than higher protein flours. You will have to adjust the liquid in the recipe according to the protein content of the flour, the type of fat used (butter is part liquid), the humidity of the flour, and the desired texture of the final biscuit. In general, the mixture you roll should be quite moist, but not pourable.

 * If the dough isn't moist enough to stick to your unfloured hands, the dough mixture isn't moist enough for this style of biscuit. The biscuits will taste fine, but will not be as fluffy.
 * Instead of brushing the butter on the biscuits before baking, you can pour the butter slowly over each biscuit, letting the excess drip between the biscuits. Use your fingers to evenly coat each biscuit top with butter.
 * Thin biscuits can be made with the same recipe, except you will use less buttermilk and roll out ½ inch thick on a floured board. Cut with a floured biscuit cutter.
 * To save time, spread out all the biscuit mixture onto the pan using a spatula, and with floured hands, pat the "cake" to an even 1-inch height. Bake as usual.

Alternative dough mixing procedure

 * 1) Mix dry ingredients in a large bowl. Make a well in the center.
 * 2) Put all the shortening in the center of the flour. Add ¾ cup buttermilk, and using one hand, cream the buttermilk and shortening until mostly smooth.
 * 3) Gradually pull in flour from the sides, until the appropriate the flour has been incorporated. Add more buttermilk and flour as needed.
 * 4) Shape dough by hand or roll out on floured surface and cut with biscuit cutter, dipping cutter in all-purpose flour when cutting each biscuit.

Warnings

 * Biscuits are best consumed immediately. However, left-over biscuits can be heated or toasted. Buttering immediately helps for a better-tasting left-over biscuit.
 * Do not use bread flour (protein content 4 g per ¼ cup) as the biscuits will not be light and fluffy.

title: Cookbook:Buttermilk Biscuits


text:
D'ni/Conjunctions

There are several conjunctions used to conjoin phrases together

 * ga 'and'
 * rem'la tornen poant bonúec ga rísloen reprædtí 'The lizard spits acidic saliva and dissolves the rocks'

 * rúb 'but'
 * Gen kenen renavaox Riven, rúb ril navaot 'Gehn is the master of Riven, but not our master'

 * pam 'or'
 * Étrus lesel Myst pam Edanna? 'Atrus wrote Myst or Edanna?'

 * rú 'that'.
 * kotokituen rú kazíet ‘it was determined that we would detour’ (Conjunction introducing a secondary subordinate clause.)

Since D'ni writing has no commas, ga can be repeated between a series of words.

title: D'ni/Conjunctions


text:
LaTeX/Presentations

LaTeX can be used for creating presentations. There are several packages for the task, such as- Powerdot, Prosper, Seminar, etc, however, the Beamer package is the most widely used.

It should be noted that Latex produces the presentation as a PDF which can be viewed in fullscreen mode with some pdf reader (e.g. Okular, Evince or Adobe Reader). If you want to navigate in your presentation, you can use the almost invisible links in the bottom right corner without leaving the fullscreen mode.

= The Beamer package = The beamer package is provided with most LaTeX distributions, but is also available from CTAN. If you use MikTeX, all you have to do is to include the beamer package and let LaTeX download all wanted packages automatically. The documentation explains the features in great detail. You can also have a look at the PracTex article Beamer by Example.

The beamer package also loads many useful packages including xcolors, hyperref, etc. An introductory example and its output are shown below.

In above code, the Beamer package is loaded by the  command in the header. The usual header information may then be specified. In Beamer presentation a frame is an equivalent term for the slide (used in MS office). A frame is defined using the environment. The command specifies the title for each slide. The frame title and subtitle can also be passed with the environment as following. The usual environments ( itemize, enumerate , equation , etc.) may be used. Inside frames, you can use environments like block, theorem , proof , ... Also, is possible to create the Title page, if title and author are set.

Title page and author information
The title page is the first page where one may insert following information

It should be noted that the information within square braces, i.e., [ ] is optional. It is important to include the   command in the document (as in above code) to create the title frame. The commands   and   are equivalent.
 * Title and subtitle (optional)- Use and   commands, or use
 * Author(s) name- Use the  command.
 * Institute name- Use the  command. Note the use of   and   commands to associate the authors with their respective institutes.
 * Date and Place of presentation- It can be inserted using the  command.
 * Logo of Institute, etc.

Table of Contents
The table of contents, with the current section highlighted, is displayed by:

This can be done automatically at the beginning of each section using the following code in the preamble:

Or for subsections:

Sections and subsections
As in all other LaTeX files, it is possible to structure the document using Those commands have to be put before and between frames. They will modify the table of contents with the argument in brackets. The optional argument will be shown in the headline navigation on the slide, depending on the theme used. You can use  macro to generate a separator slide for a declared section, for example

References (Beamer)
The following example shows a manually made references slide containing two entries:

As the reference list grows, the reference slide will divide into two slides and so on, through use of the allowframebreaks option. Individual items can be cited after adding an 'optional' label to the relevant bibitem stanza. The citation call is simply. Beamer also supports limited customization of the way references are presented (see the manual).

The different types of referenced work are indicated with a little symbol (e.g. a book, an article, etc.). The symbol is set with the commands beamertemplatebookbibitems and beamertemplatearticlebibitems. It is also possible to use setbeamertemplate directly, like so

Other possible types of bibliography items, besides book and article, include e.g. online , triangle and text. It is also possible to have user defined bibliography items by including a graphic.

If one wants to have full references appear as foot notes, use the  from the biblatex package. For example, it is possible to use

Themes
Beamer offers two ways for define the themes- 1) Use built-in themes, 2) Use user-defined themes.

The Built-in solution
Beamer has several built-in themes which can be used by specifying their "Name" and their "color" in the preamble. This Theme Matrix contains the various theme and color combinations included with Beamer. For more customizing options, have a look to the official documentation included in your distribution of beamer, particularly the part Change the way it looks.

The full list of themes is:

The full list of color themes is:

User-defined themes
First you can specify the outertheme, which defines the head and the footline of each slide.

Here is a list of all available outer and inner themes: You can define the color of every element:

Colors can be defined as usual:

Block styles can also be defined:

You can also suppress the navigation symbols:

Fonts
You may also change the fonts for particular elements. If you wanted the title of the presentation as rendered by  to occur in a serif font instead of the default sanserif, you would use:

You could take this a step further if you are using OpenType fonts with Xe(La)TeX and specify a serif font with increased size and oldstyle proportional alternate number glyphs:

Math Fonts
The default settings for beamer use a different set of math fonts than one would expect from creating a simple math article. One quick fix for this is to use

Frames Options
The options to a frame can be passed as following Some of the useful options and their description is following.

 * plain : This option removes all the formatting from your slide and thus give you  extra space to accommodate a large figure or a large table.
 * shrink: If you want to include lots of text on a slide use the shrink option.
 * allowframebreaks : option will auto-create new frames if there is too much content to be displayed on one.
 * fragile: Before using any verbatim environment (like listings ), you should pass the option fragile to the  environment, as verbatim environments need to be typeset differently.  Usually, the form fragile=singleslide is usable (for details see the manual). Note that the fragile option may not be used with   commands since it expects to encounter a , which should be alone on a single line.

Hyperlink navigation
Internal and external hyperlinks can be used in beamer to assist navigation. Clean looking buttons can also be added.

By default the beamer class adds navigation buttons in the bottom right corner. To remove them one can place in the preamble.

Animations
It is possible to make figure and text to appear and disappear using the commands such as \pause, \uncover, \only and \itemize. Text or figures after these commands will display after one of the following events (which may vary between PDF viewers): pressing space, return or page down on the keyboard, or using the mouse to scroll down or click the next slide button. A short explanation of each command is as follows and refer to chapter 9 of the Beamer manual for more details..

The  statement can be used as following to provide a break. I.e. the text after the command will be displayed on next event (button click/ key press/etc.)

The  command specifies the appearance explicitly;   works the same but without reserving space when hidden.

The   command specifies appearance and disappearance of text by using   where a and b are the numbers of the events the item is to be displayed for (inclusive). For example:

A simpler approach for revealing one item per click is to use.

In all these cases, pressing page up, scrolling up, or clicking the previous slide button in the navigation bar will backtrack through the sequence.

Above command uncovers the item and they are visible only on/after the specified frame numbers. One may also use the command to see the uncovered items, which are shown with little opacity. This means if the visible text is in black then the uncovered text will be in gray. One may use  to revert this setting.

Similar option is also available for formatting the text. for example if you want the text to be of specific style then you may use command. For example one may use which will show the specified text in the respective formatting for specified slides. Similarly one may use

etc. commands.

Same is true for theorem, corollary, and proof environments. An example is given below. For the tables one must add  slide command before placing the new line (i.e., \\).

Handout mode
In beamer class, the default mode is presentation which makes the slides. However, you can work in a different mode that is called handout by setting this option when calling the class: This mode is useful to see each slide only one time with all its stuff on it, making any  environments visible all at once (for instance, printable version). Nevertheless, this makes an issue when working with the  command, because its purpose is to have only some text or figures at a time and not all of them together.

If you want to solve this, you can add a statement to specify precisely the behavior when dealing with  commands in handout mode. Suppose you have a code like this These pictures being completely different, you want them both in the handout, but they cannot be both on the same slide since they are large. The solution is to add the handout statement to have the following: This will ensure the handout will make a slide for each picture.

Now imagine you still have your two pictures with the only statements, but the second one show the first one plus some other graphs and you don't need the first one to appear in the handout. You can thus precise the handout mode not to include some only commands by:

The command can also be used to hide frames, e.g. or even, if you have written a frame that you don't want anymore but maybe you will need it later, you can write and this will hide your slide in both modes.

A last word about the handout mode is about the notes. Actually, the full syntax for a frame is and you can write your notes about a frame in the field note (many of them if needed). Using this, you can add an option or The first one is useful when you make a presentation to have only the notes you need, while the second one could be given to those who have followed your presentation or those who missed it, for them to have both the slides with what you said.

Columns
Columns environment divides a slide (vertically) into columns. Example

Blocks
Enclosing text in the block environment creates a distinct, headed block of text (a blank heading can be used). This allows to visually distinguish parts of a slide easily. There are three basic types of block. Their formatting depends on the theme being used.

PDF options
You can specify the default options of your PDF.

Numbering slides
It is possible to number slides using this snippet:

However, this poses two problems for some presentation authors: the title slide is numbered as the first one, and the appendix or so-called "backup" (aka appendix, reserve) slides are included in the total count despite them not being intended to be public until a "hard" question is asked. This is where two features come in:
 * Ability to exclude certain frames from being numbered. For instance, this may be used at the title slide to avoid counting it:
 * This stuff works around the problem of counting the backup frames:

= The Powerdot package = The powerdot package is an alternative to beamer. It is available from CTAN. The documentation explains the features in great detail.

The powerdot package is loaded by calling the powerdot class: The usual header information may then be specified.

Inside the usual document environment, multiple slide environments specify the content to be put on each slide.

= Simple presentations = The  class is very powerful and provides lots of features. For a very simple presentation, a class based on  can be used.

Beamer based themes/examples
Some of the nice examples of the presentation are available below

 * The Nord beamer theme
 * Metropolis theme
 * Kenton Hamaluik
 * A list of theme maintained at github

Links

 * Beamer (LaTeX)
 * Beamer user guide (pdf) from CTAN
 * The powerdot class (pdf) from CTAN
 * A tutorial for creating presentations using beamer

LaTeX/Faire des présentations LaTeX/Презентације

title: LaTeX/Presentations


text:
Java Persistence/Ebean

Ebean Ebean is a Java ORM based on the JPA specification. The goal of Ebean is to provide mapping compatible with JPA while providing a simpler API to use and learn. Index
 * 1) /Why Ebean/
 * 2) /Example Model/
 * 3) /Quick Start - examples/
 * 4) /Mapping via JPA Annotations/
 * 5) /Query/
 * 6) /Basics/
 * 7) /Future - Asychronous query execution/
 * 8) /PagingList/
 * 9) /Aggregation - Group By/
 * 10) /Save and Delete/
 * 11) /Transactions/
 * 12) /Caching/
 * 13) /Using raw SQL/

title: Java Persistence/Ebean


text:
User talk:Tyagi.anuj

Welcome to Wikibooks, Tyagi.anuj! – Mike.lifeguard  | talk 10:17, 21 April 2008 (UTC)

title: User talk:Tyagi.anuj


text:
Radiation Oncology/SCLC/Extensive Stage

Extensive Stage Small Cell Lung Cancer

Consensus guidelines

 * '''American Radium Society Appropriate Use Criteria on Radiation Therapy for Extensive-Stage SCLC
 * 2020 PMID 33011389 – Higgins KA et al., J Thorac Oncol
 * Evidence-based guidelines for specific extensive-stage SCLC variants rated by multidisciplinary expert panel
 * Conclusions:
 * Current evidence supports either prophylactic cranial irradiation or surveillance with magnetic resonance imaging every 3 months for patients without evidence of brain metastases
 * Patients with brain metastases should receive whole-brain radiation with a recommended dose of 30 Gy in 10 fractions
 * Consolidative thoracic radiation can be considered in selected cases with the recommended dose ranging from 30 to 54 Gy

Consolidation Thoracic Radiotherapy

 * Kragujevac, Yugoslavia (1988-1993) -- Consolidation chemoradiation vs consolidation cisplatin/etoposide
 * Randomized. 210 patients treated w/ 3 cycles of cisplatin/etoposide (PE).  Pts w/ distant-CR + local-CR/PR randomized to RT (54 Gy in 36 fx over 18 days) with concurrent carboplatin/etoposide followed by 2 more cycles of PE vs 4 additional cycles of PE.
 * 1999 PMID 10561263 "Role of radiation therapy in the combined-modality treatment of patients with extensive disease small-cell lung cancer: A randomized study." (Jeremic B et al. J Clin Oncol. 1999 Jul;17(7):2092-9.)
 * Outcome: Median OS RT 17 months vs chemo 11 months (SS); 5-year OS 9% vs 4%. No difference in DMFS.
 * Conclusion: Patients with good response to initial chemo may have improved overall survival with consolidative RT

 * Slotman (2009-2012) -- Consolidation chest RT vs no chest RT
 * Randomized. 498 patients, 42 hospitals in Europe, treated w/ 4-6 cycles cisplatin/etoposide (PE).  Pts w/ any response randomized PCI + thoracic RT vs PCI alone. PCI 20Gy/5fxs, 25Gy/10fxs, 30Gy/10,12,15 fxs (institution allowed only one regimen). Thoracic RT 30Gy/10fxs. PTV post-chemo volume +15mm margin, hilar and mediastinal nodal stations involved pre-chemo always included
 * 2015 PMID: 25230595 "Use of thoracic radiotherapy for extensive stage small-cell lung cancer: a phase 3 randomised controlled trial" (Slotman BJ et al. Lancet 2015 Jan 3;385(9962):36-42)
 * Outcome: Median FU 24 months. 1 year OS thoracic RT 33% vs 28% no thoracic RT (p=0.066). 2 year OS 13% vs 3% (p=0·004). 6 month PFS 24% vs 7% (p=0·001)
 * Conclusion: "Thoracic radiotherapy in addition to prophylactic cranial irradiation should be considered for all patients with ES-SCLC who respond to chemotherapy."

title: Radiation Oncology/SCLC/Extensive Stage


text:
Radiation Oncology/SCLC/Randomized

Randomized Evidence for Small Cell Lung Cancer

In process of being cross-linked...

Surgery vs. RT

 * LCSG 832 -- Induction + surgery + RT vs Induction + RT
 * Randomized. 328 registered, 146 randomized. Small cell lung cancer, limited stage (excluding SCV+ and positive pleural effusion), resectable disease after induction. Induction chemotherapy cyclophosphamide, doxorubicin, vincristine x5 cycles. If CR/PR (66%), randomized to Arm 1) surgery vs Arm 2) no surgery. All patients subsequently underwent thoracic RT 50/25 and PCI 30/15
 * 1994 PMID 7988254 -- "A prospective randomized trial to determine the benefit of surgical resection of residual disease following response of small cell lung cancer to combination chemotherapy." (Lad T, Chest. 1994 Dec;106(6 Suppl):320S-323S.)
 * Outcome: pCR 19%. 2-year OS 20% vs 20% (NS). Median OS for all patients 12 months, for randomized 16 months
 * Conclusion: Results do not support addition of pulmonary resection to multimodality treatment
 * MRC -- surgery vs. primary RT
 * Randomized. 144 patients with small cell or oat cell carcinoma of the bronchus. Diagnosed on bronchial biopsy and thought to be operable. Arm 1) surgery vs. Arm 2) primary RT
 * 10-years; 1973 PMID 4123619 -- "Medical Research Council comparative trial of surgery and radiotherapy for primary treatment of small-celled or oat-celled carcinoma of bronchus. Ten-year follow-up." (Fox W, Lancet. 1973 Jul 14;2(7820):63-5.)
 * Outcome: median OS surgery 6.5 months vs. RT 9.9 months (SS); 10-year OS 0% vs. 4%
 * Conclusion: Radical RT provides better survival than surgery in operable patients

Early vs Late Thoracic RT

 * London Lung Cancer Group (1993–1999) -- RT week 3 vs week 15
 * Randomized. 325 patients. Attempted to replicate NCIC study. Cyclophosphamide + Doxorubicin + Vincristine alternating with Cisplatin + Etoposide x 3 cycles each. RT dose was 40 Gy/15 fractions over 3 weeks. Arm 1) thoracic RT 40/15 week 3 vs Arm 2) thoracic RT 40/15 week 15. PCI 25/10 in patients with negative head CT after therapy
 * 2006 PMID 16921033 — "Early compared with late radiotherapy in combined modality treatment for limited disease small-cell lung cancer: a London Lung Cancer Group multicenter randomized clinical trial and meta-analysis." (Spiro SG et al., J Clin Oncol. 2006 Aug 20;24(24):3823-30.)
 * Outcome: Median OS early TRT 14 months vs late TRT 15 months (NS). Completion of all cycles of chemo early RT 69% vs late RT 80% (NS). Chest relapse early RT 26% vs. late RT 37% (SS)
 * Toxicity: Early RT 39% vs late RT 23% (SS)
 * Conclusion: No survival advantage for early thoracic RT
 * Japanese JCOG 9104 (1991–1995) -- RT week 1 vs. week 10
 * Randomized. 231 pts. All pts received 4 cycles of cisplatin 80 mg/m2 + etoposide 100 mg/m2 chemotherapy. Randomized to: Arm 1) concurrent RT 45/30 BID starting day 2 vs Arm 2) sequential RT 45/30 BID based on pretreatment volumes. PCI 24/16 BID if CR/near CR
 * 2002 PMID 12118018 — "Phase III study of concurrent versus sequential thoracic radiotherapy in combination with cisplatin and etoposide for limited-stage small-cell lung cancer: results of the Japan Clinical Oncology Group Study 9104." (Takada M et al. J Clin Oncol. 2002 Jul 15;20(14):3054-60.)
 * Outcome: 3-year OS concurrent 30% vs. sequential 20% (NS); 5-year OS 24% vs 18% (NS). After adjustment, hazard ratio for death in concurrent arm 0.7 (SS). Brain mets concurrent 19% vs sequential 27% (no p)
 * Conclusion: Suggestion for benefit of concurrent vs sequential chemo-RT
 * Kragujevac, Yugoslavia (1988–1992) -- RT week 1 vs week 6
 * Randomized. 107 patients with LS-SCLC treated with ACC HFX RT 54 Gy in 1.5 Gy BID + concurrent carboplatin/etoposide, and 4 sequential cycles of cisplatin/etoposide. Timing randomized 1) Concurrent CRT at weeks 1-4 vs. 2) concurrent CRT at weeks 6–9. PCI if CR
 * 1997 PMID 9060525 -- "Initial versus delayed accelerated hyperfractionated radiation therapy and concurrent chemotherapy in limited small-cell lung cancer: a randomized study." (Jeremic B, J Clin Oncol. 1997 Mar;15(3):893-900.)
 * Survival: median early 2.8 years vs. 2.2 years; 5-year 30% vs. 15% (SS). Higher LC but no difference in DM. Toxicity comparable
 * Conclusion: Initial thoracic concurrent ACC HFX RT with chemo better LC and survival than delayed RT
 * NCI Canada (1985–1988) -- RT during weeks 3-6 vs weeks 15-18
 * Randomized. 308 patients with limited-stage SCLC. All received CAV (cyclophosphamide, adriamycin, vincristine) x 3 alternating with EP (etoposide, cisplatin) x 3, every 3 weeks. Arm 1) Early thoracic RT to 40/15 concurrent with 2nd cycle of chemo (first cycle of EP; week 3) vs Arm 2) late thoracic RT concurrent with last cycle of EP (week 15). PCI in patients without progressive disease.
 * 1993 PMID 8381164 — "Importance of timing for thoracic irradiation in the combined modality treatment of limited-stage small-cell lung cancer. The National Cancer Institute of Canada Clinical Trials Group." (Murray N et al. J Clin Oncol. 1993 Feb;11(2):336-44.) Median F/U 5 years
 * Outcome: 3-year PFS early TRT 26% vs late TRT 19% (SS). 3-year OS 30% vs 21% (SS), 5-year OS 20% vs 11%. Isolated thoracic recurrence 19% vs 15% (NS), thoracic recurrence (isolated + elsewhere) 30% vs 30%.
 * Brain mets: before PCI early TRT 4% vs late RT 9% (NS), after PCI 13% vs 19% (NS), overall brain mets 18% vs 28% (SS)
 * Conclusion: Early administration of thoracic RT is superior to later thoracic RT
 * Denmark (1981–1989) -- RT week 1 vs RT week 18
 * Randomized. 199 patients with limited stage SCLC. Chemotherapy cisplatin/etoposide x3 cycles and cyclophosphamide, doxorubicin, and vincristine x6 cycles. Arm 1) Initial thoracic RT week 1 vs Arm 2) Late thoracic RT week 18. RT split course 22.5/11 – 21 days of chemotherapy - 22.5/11. PCI 25/11 added in 1984 for all patients
 * 1997 PMID 9294465 -- "Randomized study of initial versus late chest irradiation combined with chemotherapy in limited-stage small-cell lung cancer. Aarhus Lung Cancer Group." (Work E, J Clin Oncol. 1997 Sep;15(9):3030-7.)
 * Outcome: 2-year OS initial TRT 20% vs late TRT 19% (NS). 2-year local control 72% vs. 68% (NS). 2-year brain mets 19% vs 13% (NS)
 * Conclusion: Timing of thoracic radiation didn't influence in-field recurrence, CNS recurrence, or overall survival
 * CALGB 8083 -- RT week 1 vs week 9 vs chemotherapy only
 * Randomized. 399 patients, limited stage SCLC. Chemo cyclophosphamide + etoposide + vincristine (later replacing etoposide with adriamycin. Arm 1) Thoracic RT on day 1 vs Arm 2) Thoracic RT on day 64), or 3) chemotherapy only. RT dose 40 Gy + 10 Gy boost. PCI to 30 Gy.
 * 1998 PMID 9667265 — "Thoracic radiation therapy added to chemotherapy for small-cell lung cancer: an update of Cancer and Leukemia Group B Study 8083." (Perry MC et al. J Clin Oncol. 1998 Jul;16(7):2466-7.)
 * Outcome: Early TRT median OS 13 month vs late TRT 15 months vs chemo only 14 months (NS). Time to clinical failure not different between the two RT arms.
 * Conclusion: There is no difference between early and late thoracic RT

Hyperfractionation

 * NCCTG (1990–96) -- Late 50.4 q D  Vs. 48/32 split-course BID RT
 * Randomized. 262 patients with LS-SCLC. Induction cisplatin/etoposide x3 cycles, RT start 4th cycle. Arm 1) conventional RT 50.4/28 vs 2) split-course BID RT (24 Gy in 16 fractions, a 2.5-week break, and 24 Gy in 16 fractions) to the chest. Patients then received a sixth cycle of etoposide and cisplatin followed by prophylactic cranial RT (30 Gy/15#)
 * 7-years; 2004 PMID 15234027 — "Long-term results of a phase III trial comparing once-daily radiotherapy with twice-daily radiotherapy in limited-stage small-cell lung cancer." (Schild SE, Int J Radiat Oncol Biol Phys. 2004 Jul 15;59(4):943-51.) Median F/U 7.4 years
 * Outcome: The median survival and 5-year survival rate from randomization was 20.6 months and 21% for patients who received q.d. RT compared with 20.6 months and 22% for those who received b.i.d. RT. No difference in progression, intrathoracic failure, in-field failure (41% vs. 42%), or distant failure.
 * Toxicity: Grade 3+ esophagitis 5% vs. 12%; otherwise comparable
 * Conclusion: When RT given with the 4th cycle of chemotherapy, BID RT does not improve survival.
 * ECOG / Intergroup 0096 / RTOG 8815 (1989–1992) -- Early 45 Gy QD vs. 45 Gy BID
 * Randomized. 417 patients with LS-SCLC (pleural effusion, contralateral hilar/SCV excluded). Arm 1) RT 45/25 @1.8 Gy QD over 5 weeks vs. Arm 2) RT 45/30 @1.5 Gy BID over 3 weeks. RT started on Day 1 of chemotherapy; 4 cycles of cisplatin 60 mg/m2 and etoposide 120 mg/m2 (EP) Q3W. RT fields included bilateral mediastinum, ipsilateral hilum. Inferior border 5 cm below carina or including hilum. Elective ipsilateral SCV forbidden. PCI 25/10 given after chemotherapy for patients with CR
 * 8-years; 1999 PMID 9920950 Full text — "Twice-daily compared with once-daily thoracic radiotherapy in limited small-cell lung cancer treated concurrently with cisplatin and etoposide." (Turrisi AT et al. N Engl J Med. 1999 Jan 28;340(4):265-71.) Median F/U 8 years
 * Outcome: Median OS QD 1.6 years vs. BID 1.9 years (SS); 2-year OS 41% vs 47%; 5-yr OS 16% vs 26%. LR QD 52% vs BID 36% (p=0.06)
 * Toxicity: Grade 3 esophagitis QD 11% vs. 27%, no difference in Grade 4 esophagitis
 * Conclusion: Survival exceeds that of any previous randomized trial. Small difference between QD and BID at 2 years but 10% improvement at 5 years.

Continuous vs Interdigitated split-course RT

 * EORTC LCCG (1989–1995) -- continuous RT 50/20 vs interdigitated split RT 12.5/5 x4
 * Randomized. 349 patients. Chemotherapy cyclophosphamide, doxorubicin, and etoposide (CDE). Arm 1) continuous RT 50/20 started week 13-19 vs Arm 2) interdigitated split course RT 50/20 on weeks 5, 9, 13, and 17 @ 12.5/5
 * 1997 PMID 9256127 -- "Randomized trial of alternating versus sequential radiotherapy/chemotherapy in limited-disease patients with small-cell lung cancer: a European Organization for Research and Treatment of Cancer Lung Cancer Cooperative Group Study." (Gregor A, J Clin Oncol. 1997 Aug;15(8):2840-9.)
 * Outcome: 3-year OS continuous 15% vs interdigitated 12% (SS). No difference in local relapse
 * Toxicity: Grade 3-4 neutropenia continuous 77% vs interdigitated 90% (SS); toxicity compromised treatment dose delivery, such that full RT delivered in continuous 93% vs interdigitated 77% (SS).
 * Conclusion: Interdigitated schedule not superior; hematological toxicity compromised treatment delivery
 * Wake Forest (1987–1992) -- Continuous RT 50/25 vs. Split course RT 25/10 + 25/10
 * Randomized. 114 patients. Arm 1) RT continuous 50/25 during chemo cycle 1-2 vs. Arm 2) RT split-course 25/10 + 25/10 during chemo cycle 1–3. Chemo cisplatin/etoposide cycle 1, 2, and 5 + cyclophosphamide/vincristine/doxorubicin cycle 3, 4, and 6. PCI after CR
 * 2005 PMID 15845179 -- "Split-course versus continuous thoracic radiation therapy for limited-stage small-cell lung cancer: final report of a randomized phase III trial." (Blackstock AW, Clin Lung Cancer. 2005 Mar;6(5):287-92.) Median F/U 1.2 years
 * Outcome: 5-year OS continuous 18% vs. split-course 17% (NS); no difference in patterns of failure
 * Toxicity: Grade 3+ esophagitis continuous 9% vs. split-course 4%
 * Conclusion: Interdigitated split-course RT not better than continuous RT

Extensive Stage

 * Kragujevac, Yugoslavia (1988–1993) -- Consolidation RT vs consolidation cisplatin/etoposide
 * Randomized. 210 patients treated w/ 3 cycles of cisplatin/etoposide (PE).  Pts w/ distant-CR + local-CR/PR randomized to RT (54 Gy in 36 fx over 18 days) with concurrent carboplatin/etoposide followed by 2 more cycles of PE vs 4 additional cycles of PE.
 * 1999 PMID 10561263 "Role of radiation therapy in the combined-modality treatment of patients with extensive disease small-cell lung cancer: A randomized study." (Jeremic B et al. J Clin Oncol. 1999 Jul;17(7):2092-9.)
 * Outcome: Median OS RT 17 months vs chemo 11 months (SS); 5-year OS 9% vs 4%. No difference in DMFS.
 * Conclusion: Patients with good response to initial chemo may have improved overall survival with consolidative RT

PCI vs Observation

 * EORTC 08993/22993 (2001–2006) -- PCI (20/5 to 30/12) vs Observation
 * Randomized. 286 patients. Extensive stage SCLC and any response to 4-6 cycles of chemo. Treated with 1) PCI (20/5-30/12) vs. 2) no PCI.
 * 1-year; 2007 PMID 17699816 — "Prophylactic Cranial Irradiation in Extensive Small-Cell Lung Cancer." (Slotman B et al. N Engl J Med. 2007 Aug 16;357(7):664-72.)
 * 1-year outcome: decreased symptomatic brain mets: PCI+ 15% vs. PCI- 40% (SS), improved OS PCI+ 27% vs. PCI- 13% (SS); extracranial progression of 90%
 * Toxicity: PCI side effects, but clinically not significant
 * RT dose: 60% received 20/5 with impressive benefit. Given short survival, authors suggest shorter courses
 * Conclusion: PCI reduces risk of symptomatic brain mets, and improves DFS and OS in ED SCLC
 * Gustave-Roussy PCI-85 (1985–1993) -- PCI 24/8 vs Observation
 * Randomized. 294 patients with SCLC, in CR after initial therapy. Limited (~80%) or extensive stage eligible. Arm 1) PCI 24/8 vs Arm 2) observation. Extensive neuropsych testing. Primary endpoing occurrence of brain mets
 * 1995 PMID 7707405 -- "Prophylactic cranial irradiation for patients with small-cell lung cancer in complete remission." (Arriagada R, J Natl Cancer Inst. 1995 Feb 1;87(3):183-90.)
 * Outcome: 2-year isolated brain failure PCI+ 19% vs PCI- 45% 19% (SS); Development of brain mets 40% vs 67% (SS). 98% of brain mets in first 2 years. 2-year OS: PCI + 29% vs PCI- 21% (NS)
 * Toxicity: No difference on neuropsychological function or CT scan
 * Conclusion: PCI in patients with CR decreases risk of brain mets, potential effect on OS should be tested with higher power

PCI Dose

 * Intergroup PCI99-01 / EORTC 00223-08004 / RTOG 02-12 (1999–2005) -- PCI 25/10 vs PCI high dose (36/18 or 36/24)
 * Randomized. 720 pts with L-SCLC, in CR after chemo+thoracic RT. Arm 1) PCI with standard dose 25/10 vs Arm 2) PCI with high dose (36/18 QD or 36/24 1.5 Gy BID). All had brain imaging at baseline. Primary endpoint incidence of brain mets at 2 years
 * 2009 PMID 19386548 -- "Standard-dose versus higher-dose prophylactic cranial irradiation (PCI) in patients with limited-stage small-cell lung cancer in complete remission after chemotherapy and thoracic radiotherapy (PCI 99-01, EORTC 22003-08004, RTOG 0212, and IFCT 99-01): a randomised clinical trial." (Le Pechoux C, Lancet Oncol. 2009 Apr 20. [Epub ahead of print]). Median F/U 39 months
 * Outcome: 2-year incidence of brain mets standard 29% vs. high dose 23% (NS). 2-year OS 42% vs. 37% (p=0.05)
 * Toxicity: fatigue 30/34%, headaches 24/28%, N/V 23/28%
 * Conclusion: No significant reduction of brain mets after higher dose PCI, but significant increase in mortality. PCI at 25/10 should remain standard of care

title: Radiation Oncology/SCLC/Randomized


text:
Embedded Systems/Texas Instruments MSP430 microcontrollers

The MSP430 is a family of 16-bit RISC microcontrollers produced by Texas Instruments. The MSP430 microcontroller was developed at Texas Instruments in 1993. At the beginning Texas Instruments only offered the MSP430 in Europe. Since 1997 the MSP430 microcontroller family is offered world wide. The most important feature of the MSP430 is its low power consumption. However, the flexibility of its peripheral modules and the easy way to use it is the reason why this microcontroller is also used as a general purpose microcontroller.

Architecture
The MSP430 microcontroller is based on a von-Neumann architecture. The MSP430 von-Neumann architecture has one address space shared with special function registers (SFRs), peripheral control registers, RAM, and Flash/ROM memory. At the moment there are two compatible CPUs existing within the MSP430 microcontroller family. The MSP430 CPU uses 16-bit CPU register and 16-bit Program Counter. This basically means that with such a CPU an address range of 64kBytes could be addressed. Due to the von-Neumann architecture the address range covers peripheral control registers (address 0x0000 to 0x01FF), RAM (starting at address 0x0200), and for example Flash memory (e.g. for an MSP430F169 the Flash memory starts at address 0x1000). So the MSP430 derivatives with the MSP430 CPU usually have a maximum Flash memory of 60KByte. The other CPU is the MSP430 CPUx (or MSP430X). This is an extended CPU. The CPU registers are 20-bit registers. Also the Program Counter is a 20-bit register, which allows to address memory above the 64KByte limit that was seen before. Usually all MSP430s with a Flash memory above 60kByte Flash have the CPUx. Because the CPUx is based on MSP430 CPU the software that was written on a MSP430 CPU device is also running on MSP430 CPUx chips.

ADC12
The ADC12 module is a 12-bit SAR A/D converter. There is an input multiplexer that allows to select different internal or external analog input signals. Internal analog signals are a temperature sensor signal, half of the supply voltage (that could be used for a battery check), or the external positive and negative reference voltages. Sample rate can be adjusted by software and it can be up to 200ksps. Sample time can be defined by an integrated Sample Timer, by software using a control bit, or by output signals of Timer modules that are also available on MSP430. There are external pins or an integrated reference that can be selected as a reference voltage for the A/D converter core. The internal reference can be switched in 2.5V or 1.5V mode. Separate activation of the reference and ADC core allows reduction of current consumption.

ADC10
The ADC10 module looks similar like the ADC12. The ADC10 module is a SAR A/D converter. There is an integrated reference (1.5V, 2.5V, or external reference can be chosen). A sample timer allows the adjustment of the sample time. Beside the analog inputs there is also the possibility to choose a Vcc half voltage or a temperature sensor signal (integrated temperature sensor) as the analog input signal. Vcc half voltage can be used to measure the battery voltage that is usually directly applied to the Vcc pins of the MSP430. Main difference compared with ADC12 is the realization of the autoscan function. The ADC10 module uses a Data Transfer Controller (DTC) to move the conversion results to a definable source address - this means conversion results can be stored in RAM, Flash, or peripheral control registers. The sample rate of the ADC10 module is also in the range of up to 200ksps.

DAC12
The DAC12 module is a 12-bit monotonic voltage output D/A converter. Usually there are existing several DAC channels (up to 2). It can be configured in 8-bit or 12-bit output resolution. It was designed for optimized power consumption. So features can be found like programmable settling time versus power consumption. It is possible to select either the ADC12 reference or an external reference voltage as the reference voltage for the DAC12. Self-calibration option for offset correction and synchronized update capability for multiple DAC12 channels are available.

Analog Comparator
The Comparator_A or Comparator_A+ modules are analog comparators. It is possible to choose chip internal thresholds (0.25*Vcc, 0.5*Vcc, or a diode voltage as reference or temperature sensor). The internal connection of the comparator output to a capture input of a timer module allows charge/discharge time measurements, which makes it simple to realize a resistive measurement (e.g. using NTC to measure temperature). Especially ratiometric measurements allow to do conversion with a resolution of around 11-bits and higher.

A simple and cheap Starter Kit (eZ430-F2013)
This is a simple and cheap tool that is perfect to start with MSP430. It supports the MSP430F20x1, MSP430F20x2, and MSP430F20x3 devices. The eZ430-F2013 tool looks like an USB Stick. The USB stick consist of two parts. First the USB emulator and a removable target board. The eZ430-F2013 is delivered with one target board that uses an MSP430F2013. If someone wants to use an MSP430F2012 instead of the 'F2013 there are also a kit with 3 eZ430 target boards using MSP430F2012 available (eZ430-T2012).

A cheap wireless Starter Kit (eZ430-RF2500)
This one uses the same USB emulator than the eZ430-F2013. However, there are different target boards that uses beside an MSP430F2274 and CC2500. The kit is delivered with 2 RF boards, one battery holder, the USB emulator, and a CD ROM.

The LaunchPad (MSP-EXP430G2)
A very low-cost ($4.30) experimenter's board created with beginners and hobbyists in mind. Comes as a complete, assembled product (except for the header pins) with two MSP430 controllers, an external crystal, a USB cable, and freely downloadable development environments.


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Cookbook talk:Buttermilk Biscuits

I can't seem to get this in the cookbook. When I searched on Buttermilk Biscuits, I got a new page option. So I created this there. However, I can't seem to get it in the cookbook. Help! —Preceding unsigned comment added by Buttercrunch1 (discuss • contribs) 2008-04-22T01:49:29
 * G'day, it's now in the Cookbook. To make new Cookbook pages, just put "Cookbook:" in front of the page name. cheers, Webaware talk 05:35, 22 April 2008 (UTC)
 * Thank you!!

title: Cookbook talk:Buttermilk Biscuits