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Radiation Oncology/TBI

Overview

 * Goals of TBI:
 * Immunosuppression - lymphocyte elimination to allow grafting of donor bone marrow
 * Eradication of malignant cells - leukemia, lymphoma, rarely solid tumors
 * Eradication of cells with genetic disorders - Fanconi's anemia, thalassemia major, Wiskott-Aldritch syndrome
 * Benefit over chemo:
 * No "sanctuary" sites (e.g. testes, brain)
 * Delivered dose is independent of blood supply
 * Delivered dose is independent of renal and hepatic function
 * No cross-resistance with other agents
 * Dose can be homogeneous, and tailored to "boost" areas at risk and "spare" more sensitive organs
 * TBI dose required for adequate immunosuppression is high, so typically a combined chemo-TBI approach is used
 * Cyclophosphamide has been used commonly; Etoposide has been used increasingly in ALL
 * There is no randomized data, but fractionated TBI is typically given after cyclophosphamide
 * There have been efforts to eliminate TBI from the conditioning regimen, because TBI was seen as one of the major causes of transplant-related mortality. Also, the risk of long-term toxicity such as secondary malignancies, pneumonitis, impaired growth, and endocrine dysfunction was worrisome. A meta-analysis suggested that survival was comparable between CY-TBI and BU-CY regimens, with better toxicity profile for the cyclophosphamide-TBI strategy
 * Acute effects of whole-body irradiation are also important to understand from a radiation protection perspective

TBI vs. Chemo-ablation only

 * For patients undergoing allogeneic bone marrow transplant, cyclophosphamide 120 mg/kg + TBI has been the standard of care since 1970's
 * In effort to decrease some of the long-term complications of TBI, efforts were made to replace it with chemotherapy only. Cyclophosphamide + busulfan was the typical combination
 * 5 trials in 1980's randomized patients to CY-TBI (or Etoposide-TBI) vs. BU-CY. In one meta-analysis, TBI-based regimens were as good for survival as BU-CY, with lower incidence of veno-occlusive disease. In the other meta-analysis, focusing on myeloid leukemia patients only, the long-term survival and toxicity was comparable, with perhaps small survival benefit to CY-TBI
 * A reasonable fractionation schedule would be 12 Gy in 6 fractions daily, at 10 cGy/min

Meta-analysis

 * Meta-analysis, 2001 PMID 11739158 -- "Busulfan plus cyclophosphamide compared with total-body irradiation plus cyclophosphamide before marrow transplantation for myeloid leukemia: long-term follow-up of 4 randomized studies." (Socie G, Blood. 2001 Dec 15;98(13):3569-74.)
 * 4 trials (GEGMO, Nordic, SFGM, Fred Hutchinson), subset AML/CML patients (488) analyzed. Mean F/U 7 years
 * CML: no difference between BUCY and CY-TBI. Projected 10-year OS 65% vs. 63%
 * AML: Projected 10-year OS 51% vs. 63% (NS)
 * Toxicity: CML: CY-TBI increased risk of cataracts, BUCY increased risk of irreversible alopecia, otherwise comparable. Long-term complications mostly result of chronic GVHD
 * Conclusion: Comparable long-term outcomes, with some (NS) benefit for CY-TBI in AML

 * Meta-analysis, 1998 PMID 9733266 -- "Survival, disease-free survival and adverse effects of conditioning for allogeneic bone marrow transplantation with busulfan/cyclophosphamide vs total body irradiation: a meta-analysis." (Hartman AR, Bone Marrow Transplant. 1998 Sep;22(5):439-43.)
 * 5 trials.
 * Outcome: OS and DFS better with TBI, but NS (p=0.09)
 * Toxicity: More veno-occlusive disease with BUCY (HR 2.5, SS), otherwise no difference
 * Conclusion: TBI-based regimens at least as good for survival, and less BVOD

Randomized

 * FORUM Trial (2013 - 2018)
 * Randomized. Multinational. 417 patients. ALL, <=18, CR pre-stem cell allogeneic transplant. Arm 1) TBI 12 Gy (2 Gy x 6 fractions over 3 days, lung block at 10 Gy) plus Etoposide or Fludarabine/Thoirtepa and Treosulfa/Busulfan vs Arm 2) chemotherapy only
 * 2 years; stopped early PMID 33332189 -- "Total Body Irradiation or Chemotherapy Conditioning in Childhood ALL: A Multinational, Randomized, Noninferiority Phase III Study" (Peters C, J Clin Oncol. 2021 Feb 1;39(4):295-307. doi: 10.1200/JCO.20.02529. Epub 2020 Dec 17.)
 * Outcome: 2 year OS TBI 91% vs chemo only 75% (SS).
 * Toxicity: 2 year treatment mortality 2% vs 9% (SS)
 * Conclusion: Improved OS and lower relapse following TBI with etoposide compared to chemotherapy only. Recommend for patients >4 years with high risk ALL undergoing allogeneic HSCT

 * Fred Hutchinson (1988-1992) -- CML; CY-TBI vs. BU-CY
 * Randomized. 142 patients with CML in chronic phase, treated with cyclophosphamide 120 mg/kg + TBI 12/6 vs. busulphan 64 mg/kg + cyclophosphamide 120 mg/kg
 * 9-years, 1999 PMID 10627126 -- "Long-term follow-up of a randomized study comparing cyclophosphamide and total body irradiation with busulfan and cyclophosphamide for patients receiving allogenic marrow transplants during chronic phase of chronic myeloid leukemia." (Clift RA, Blood. 1999 Dec 1;94(11):3960-2.). Median F/U 7.7 years
 * 9-year outcome: OS: BUCY 73% vs. CY-TBI 65% (NS); relapse 19% vs. 22% (NS)
 * Non-relapse mortality: 20% vs. 25% (NS)
 * Conclusion: BU-CY better tolerated, and comparable efficacy
 * 3-years, 1994 PMID 8081005 -- "Marrow transplantation for chronic myeloid leukemia: a randomized study comparing cyclophosphamide and total body irradiation with busulfan and cyclophosphamide." (Clift RA, Blood. 1994 Sep 15;84(6):2036-43.
 * 3-year outcome: No difference in OS (80%), relapse (13%) or EFS (CY-TBI 68% vs. BUCY 71%)
 * Toxicity: No difference in VOD; more creatining elevations and acute GVHD in CY-TBI group
 * Conclusion: BU-CY better tolerated, similar OS and relapse

 * SFGM (French)(1988-1991) -- CML; CY-TBI vs. BU-CY
 * Randomized. 19 centers. 120 patients with CML, in first chronic phase. Treated with cyclophosphamide 120 mg/gk + TBI vs. busulfan 16 mg/kg + cyclophosphamide 120 mg/kg. RT: 13 patients single 10 Gy dose, 42 patients fractionated (mostly 12/6 BID over 3 days). Median dose rate 8 cGy/min; median lung dose 10 Gy.
 * 5-years, 1995 PMID 7718899 -- "Allogeneic bone marrow transplantation for chronic myeloid leukemia in first chronic phase: a randomized trial of busulfan-cytoxan versus cytoxan-total body irradiation as preparative regimen: a report from the French Society of Bone Marrow Graft (SFGM)." (Devergie A, Blood. 1995 Apr 15;85(8):2263-8.) Median F/U 3.5 years
 * 5-year outcome: OS CY-TBI 66% vs. BUCY 61% (NS); DFS 51% vs. 59% (NS)
 * Transplant mortality: 29% vs. 38% (NS)
 * Conclusion: BU-CY acceptable alternative to CY-TBI in CML patients

 * Nordic BMTG (1988-1992) -- AML/ALL/CML; CY-TBI vs. BU-CY
 * Randomized. 167 patients with leukemia. Treated with cyclophosphamide 120 mg/kg + TBI vs. busulfan 16 mg/kg + cyclophosphamide 120 mg/kg. RT: 10/1 or 11.3-12 Gy in 3-7 fxs at 4-12.7 cGy/min
 * 7-years, 1999 PMID 10090927 -- "Increased risk of chronic graft-versus-host disease, obstructive bronchiolitis, and alopecia with busulfan versus total body irradiation: long-term results of a randomized trial in allogeneic marrow recipients with leukemia. Nordic Bone Marrow Transplantation Group." (Ringden O, Blood. 1999 Apr 1;93(7):2196-201.)
 * 7-year outcome: DFS early disease 68% vs. 66% (NS); DFS advanced disease 17% vs. 49% (SS); OS early disease 72% vs. 67% (NS; OS advanced disease 17% vs. 49% (SS)
 * Toxicity: VOD of liver: BUCY 12% vs. TBI 1% (SS); hemorrhagic cystitis 32% vs. 10% (SS); acute GVHD comparable but chronic GVHD 59% vs. 47% (SS). GVHD death 22% vs. 3% (SS). Obstructive bronchiolitis 26% vs. 5% (SS). Cataracts 6% vs. 20% (SS).
 * Transplant mortality: early disease 21% vs. 12%; advanced disease 64% vs. 22% (SS)
 * Conclusion: BUCY associated with more severe late toxicity. In advanced stage worse DFS and OS, in early stage disease comparable
 * 3-years, 1994 PMID 8167351 -- "A randomized trial comparing busulfan with total body irradiation as conditioning in allogeneic marrow transplant recipients with leukemia: a report from the Nordic Bone Marrow Transplantation Group." (Ringden O, Blood. 1994 May 1;83(9):2723-30.)
 * 3-year outcome: OS BUCY 62% vs. TBI 76% (SS); relapse similar
 * Toxicity: VOD of liver: BUCY 12% vs. TBI 1% (SS); hemorrhagic cystitis 24% vs. 8% (SS); seizures 6% vs. 0% (SS). GVHD death 17% vs. 2% (SS). In advanced patients, transplant mortality 62% vs. 12% (SS)
 * Conclusion: TBI is treatment of choice, especially in advanced disease; BUCY acceptable in early disease

 * GEGMO (1987-1990) -- AML; CY-TBI vs. BU-CY
 * Randomized. 101 patients with AML in first remission, >14 years. Preparation for transplant via 1) Cytoxan (120 mg/kg) + TBI vs. 2) Cytoxan + busulfan (16 mg/kg). Transplant from HLA-identical sibling. RT: 7 patients single 10 Gy dose, 34 patients 12/6 BID over 3 days, others also fractionated. Median dose rate 5 cGy/min; lung shielding to between 6-10 Gy
 * 10-years, 2001 PMID 11392326 -- "Long-term follow-up of a randomized trial comparing the combination of cyclophosphamide with total body irradiation or busulfan as conditioning regimen for patients receiving HLA-identical marrow grafts for acute myeloblastic leukemia in first complete remission." (Blaise D, Blood. 2001 Jun 1;97(11):3669-71.)
 * 10-year outcome: OS: CY-TBI 59% vs 43% (SS); DFS 55% vs. 35% (SS)
 * Relapse: CY-TBI 25% vs. BUCY 37% (NS); trend toward early relapse in BUCY group (1-year 10% vs. 25%, p=0.05)
 * Second cancers: 2 in each group (4%)
 * 2-years, 1992 PMID 1586710 -- "Allogeneic bone marrow transplantation for acute myeloid leukemia in first remission: a randomized trial of a busulfan-Cytoxan versus Cytoxan-total body irradiation as preparative regimen: a report from the Group d'Etudes de la Greffe de Moelle Osseuse." (Blaise D, Blood. 1992 May 15;79(10):2578-82.). Median F/U 2 years
 * 2-year outcomes: DFS CY-TBI 72% vs. BUCY 47% (SS), OS 75% vs. 51% (SS)
 * Transplant mortality: CY-TBI 8% vs. 27% (p=0.06)
 * Conclusion: Busulfan limited in this setting

 * SWOG 8612 (1987-1991) -- leukemia; TBI/VP-16 vs. BU-CY
 * 3-years, 1993 PMID 8471778 -- "A prospective randomized comparison of total body irradiation-etoposide versus busulfan-cyclophosphamide as preparatory regimens for bone marrow transplantation in patients with leukemia who were not in first remission: a Southwest Oncology Group study." (Blume KG, Blood. 1993 Apr 15;81(8):2187-93.)
 * Randomized. 122 patients with advanced leukemia who failed first line. Treated with TBI/VP-16 vs. BU-CY. RT: 13.2/11 at 1.2 Gy/fx TID. Median F/U 2.6 years
 * Outcome: No difference in DFS or OS.
 * Toxicity: well tolerated
 * Conclusion: Two regimens are equivalent

RT Dose

 * Fred Hutchinson -- CML
 * Randomized. CML in chronic phase. Cyclophosphamide 120 mg/kg, then randomized TBI 12/6 daily vs. 15.75/7 daily
 * 4-years, 1991 PMID 2015394 -- "Allogeneic marrow transplantation in patients with chronic myeloid leukemia in the chronic phase: a randomized trial of two irradiation regimens." (Clift RA, Blood. 1991 Apr 15;77(8):1660-5.)
 * 4-year outcome: RFS 12 Gy 58% vs. 15.75 Gy 66% (NS). OS 60% vs. 66% (NS).
 * Transplant mortality: 24% vs. 34% (NS)
 * Conclusion: Higher RFS with higher dose, but no difference in OS due to higher mortality from other causes

 * Fred Hutchinson (1985-1988) -- AML
 * Randomized. 71 patients with AML in first remission. Cyclophosphamide 120 mg/kg, then randomized TBI 12/6 daily vs. 17.75/7 daily
 * 11-years, 1998 PMID 9694737 -- "Long-term follow-Up of a randomized trial of two irradiation regimens for patients receiving allogeneic marrow transplants during first remission of acute myeloid leukemia." (Clift RA, Blood. 1998 Aug 15;92(4):1455-6.) Min F/U 7.5 years
 * 11-year outcome: OS 51% in both arms (NS); cumulative relapse 12 Gy 39% vs. 17.75 Gy 14% (p=0.06); cumulative non-relapse mortality 19% vs. 38% (p=0.05)
 * Conclusion: OS similar, higher mortality in higher dose arm during first 6 months
 * 3-years, 1990 PMID 2224134 -- "Allogeneic marrow transplantation in patients with acute myeloid leukemia in first remission: a randomized trial of two irradiation regimens." (Clift RA, Blood. 1990 Nov 1;76(9):1867-71.)
 * 3-year outcome: RFS 12 Gy 58% vs. 17.75 Gy 59% (NS); OS 65% vs. 59% (NS); cumulative relapse 35% vs. 12% (p=0.06)
 * Transplant mortality: 12 Gy 12% vs. 17.75 Gy 32% (SS); moderate/severe GVGH 21% vs. 48% (SS)
 * Conclusion: Higher TBI dose reduced probability of relapse but did not improve survival; significantly higher toxicity with higher dose

Cranial boost

 * U. Michigan (1994-2003) - PMID 15978741, 2005 — "Utility of cranial boost in addition to total body irradiation in the treatment of high risk acute lymphoblastic leukemia." Alexander BM et al. Int J Radiat Oncol Biol Phys. 2005 Nov 15;63(4):1191-6.
 * Purpose: Evaluate role of cranial boost.
 * Retrospective. 67 pts. High-risk pts treated with or without a cranial boost in addition to TBI prior to BMT. All received chemotherapy for conditioning. TBI was most commonly 2 Gy BID to 12 Gy or 2.5 Gy qd to 10 Gy. Cranial boost given in 39% of pts, median dose 11 Gy
 * Conclusion: cranial boost not associated with lower CNS relapse rate.

Toxicity

 * Gustave Roussy, 1993 (France) PMID 8449718 -- "Prospective study of the clinical symptoms of therapeutic whole body irradiation." (Chaillet MP, Health Phys. 1993 Apr;64(4):370-4.)
 * Prospective. 31 patients receiving 10 Gy in 4 hours TBI, prior to high dose cyclophosphamide for BMT.
 * Acute side effects: 90% nausea (despite ondansetron), 80% vomiting, 42% headaches, early (during TBI) xerostomia 61%, temperature peak to 40.8C during first 6 hours, parotitis 74% during first 24 hours

Acute Parotitis

 * ''Please see the Acute Parotitis Toxicity section for more information

 * Rapid destruction of serous cells by apoptosis; cell membrane damage as early as 2 hours after RT
 * Increase in serum amylase even after 0.5 Gy; typically dose-dependent. Peak (up to 50x) 1-2 days after RT. Return to normal in 5-6 days.
 * Frequently with associated parotid gland swelling, dry mouth, and loss of taste

Radiation Protection

 * Effects related to whole body irradiation, typically as a result of nuclear accidents or nuclear warfare. Please see Radiation Event Medical Management webpage at the U.S. Department of Health & Human Services
 * Prodromal Syndrome
 * Threshold 1 Gy
 * Increasing dose leads to increased severity and decreased latency (time-to-onset)
 * Three main syndromes depending on dose
 * Mean whole body lethal dose ~4 Gy
 * Survival unlikely >8 Gy
 * Hematopoietic syndrome (3-8 Gy)
 * Gastrointestinal syndrome (10-50 Gy)
 * CNS syndrome (>50 Gy)
 * Hematopoietic syndrome
 * Depression of blood components (leukocytes drop -> granulocytes spike then drop -> platelets drop) in 2-3 weeks; death in 1-2 months
 * Symptoms: chills, fatigue, petechial hemorrhages, mouth ulceration, epilation
 * Treatment
 * Careful nursing, prophylactic antibiotics if ANC <0.5, cytokines/bone marrow growth factors
 * Bone marrow transplant somewhat controversial at 8-10 Gy; only 1 BMT successful in saving a life. BMT >10 Gy resulted in death anyway by GI syndrome
 * GI syndrome
 * Death of intestinal stem cells -> latency of 4-5 days before replacement for mature cells not available; death in 3-10 days
 * Symptoms: nausea, vomiting, diarrhea, fatigue, dehydration
 * Mean survival time independent of dose
 * CNS syndrome
 * Symptoms: Severe nausea/vomiting/diarrhea in minutes, disorientation, respiratory distress, visual symptoms, seizures, coma
 * Mean survival time dependent on dose

title: Radiation Oncology/TBI


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User:Whiteknight/Textbooks

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title: User:Whiteknight/Textbooks


text:
Radiation Oncology/Toxicity/Parotid

Parotid Gland Radiation Toxicity

Normal Tissue Tolerance

 * Mean MTD dose: 25 Gy; expect recovery to pre-treatment within 1-2 years, but can continue to improve even at 5 years
 * Emami tables: TD5/5 32 Gy; TD50/5 46 Gy

 * Michigan
 * 2007 PMID 17141973 -- "The impact of dose on parotid salivary recovery in head and neck cancer patients treated with radiation therapy." (Li Y, Int J Radiat Oncol Biol Phys. 2007 Mar 1;67(3):660-9. Epub 2006 Dec 4.)
 * Prospective. 142 patients treated with 3D-conformal or IMRT. 266 parotid glands flow rates (stimulated and unstimulated) measured prior, and at 1, 3, 6, 12, 18, and 24 months
 * Outcome: high dose results in less saliva. Largest reduction at 1-3 month after RT, followed by gradual recovery
 * Stimulated flow: mean dose <24 Gy - recovery to pretreatment at 12 months vs. mean dose >30 Gy does not recover to normal
 * Unstimulated flow: mean dose 25 Gy - recover to 86% pretreatment vs. mean dose >40 Gy recovery to 30% pretreatment
 * 1999 (1994-1997) PMID 10524409 -- "Dose, volume, and function relationships in parotid salivary glands following conformal and intensity-modulated irradiation of head and neck cancer." (Eisbruch A, Int J Radiat Oncol Biol Phys. 1999 Oct 1;45(3):577-87.)
 * Prospective. 88 patients treated with 3D-conformal or IMRT. 152 parotid stimulated and unstimulated flow rates measured prior and at 1, 3, 6, 12 months after completion. NTCP endpoint defined as flow rate <=25% at 12 months
 * Mean MTD: 24 Gy for unstimulated and 26 Gy for stimulated, returned to 76% and 114% of pre-treatment respectively.
 * Higher mean dose: little saliva with no recovery over time
 * Partial volume thresholds: 67% to 15 Gy, 45% to 30 Gy, 24% to 45 Gy (correlated highly to mean dose)
 * NTCP parameters: TD50 = 28.4 Gy, n=1, m=0.18

 * Washington University, 2005 PMID 15990009 -- "Dose-volume modeling of salivary function in patients with head-and-neck cancer receiving radiotherapy." (Blanco AI, Int J Radiat Oncol Biol Phys. 2005 Jul 15;62(4):1055-69.)
 * Prospective. 65 patients, treated with IMRT (45) or 3D conformal (20). Salivary flow measured prior, and at 6, 12 months. Xerostomia defined as <25% pretreatment flow
 * Final model: mean dose 25.8 Gy reduces single gland flow to 25%. Function lost ~5%/1 Gy of mean dose

 * Utrecht (Netherlands)
 * 2005 PMID 15964708 -- "A comparison of mean parotid gland dose with measures of parotid gland function after radiotherapy for head-and-neck cancer: Implications for future trials." (Roesink JM, Int J Radiat Oncol Biol Phys. 2005)
 * Conclusion: "Stimulated flow measurements using Lashley cups, with a complication defined as flow </=25% of the preradiotherapy output, correlated best with the mean parotid gland dose."
 * 2005 PMID 15936542 -- "Long-term parotid gland function after radiotherapy." (Braam PM, Int J Radiat Oncol Biol Phys. 2005)
 * Conclusion: "Salivary output can still recover many years after RT. At 5 years after RT, we found an increase in the salivary flow rate of approximately 32% compared with at 12 months after RT."

Acute Parotitis (Sialadenitis)

 * Rapid destruction of acinar cells by apoptosis; cell membrane damage as early as 2 hours after RT
 * Increase in serum amylase produced by acinar cells even after 0.5 Gy (and typically after first or second treatment); appears to be dose-dependent. Peak (up to 50x) 1-2 days after RT. Return to normal in 5-6 days. Frequently associated parotid gland swelling, dry mouth, and loss of taste
 * Salivary (parotid) serum amylase is a very rapid and sensitive bio-indicator of radiation exposure; no change in pancreatic serum amylase
 * Treatment is with aspirin or NSAIDs; symptoms typically resolve within 48 hours

After TBI

 * Florence, 2001 (Italy) PMID 11776255 -- "Proposal for biochemical dosimeter for prolonged space flights." (Becciolini A, Phys Med. 2001;17 Suppl 1:185-6.)
 * Evaluated different doses per fraction and fractionation schedules. Direct correlation between absorbed dose, and serum amylase (synthesized by acinar cells) and tissue polypeptide antigen (synthesized by ductal cells)
 * Elevation after I-131 also correlates to dose

 * MD Anderson, 1992 PMID 1620884 -- "Post-irradiation hyperamylasemia as a biological dosimeter." (Dubray B, Radiother Oncol. 1992 May;24(1):21-6.)
 * Prospective. 31 patients with TBI, 40 patients with H&N RT, and 22 patients with pancreatic RT
 * Outcome: significant increase in serum amylase at doses >0.5 Gy; sigmoid function of dose and maximum amylasemia
 * Conclusion: Post-RT hyperamylasemia is good for triage of accidentally irradiated patients

 * Karolinska, 1991 (Sweden) PMID 1716901 -- "Isoamylase levels in bone marrow transplant patients are affected by total body irradiation and not by graft-versus-host disease." (Brattstrom C, Transpl Int. 1991 Jun;4(2):96-8.)
 * Pre-TBI: Mean serum amylase 3.2 (50% salivary, 50% pancreatic).
 * Post-TBI: Mean serum amylase 100.3 (90% salivary, 10% pancreatic). All patients clinical symptoms of parotitis, none pancreatitis
 * Time course: Peak within 24 hours, normalized in 5 days, then subnormal for 3 weeks
 * Dose: 7.5 Gy at 26cGy/min peak 32 vs. 10 Gy at 4 cGy/min peak 76 (SS). 6 month amylase higher after 7.5 Gy regimen

 * Lange, 1990 (Germany) PMID 1700482 -- "Increased serum amylase in patients after radiotherapy as a probable bioindicator for radiation exposure." (Hofmann R, Strahlenther Onkol. 1990 Oct;166(10):688-95.)
 * Prospective. 41 patients with TBI or H&N RT.
 * Dose-dependent amylase increase up to 80x; pancreatic proteins contribute minimally
 * Conclusion: Serum amylase bioindicator for radiation exposure

 * Royal Marsden, 1986 (UK) PMID 2420486 -- "Salivary amylase and pancreatic enzymes in serum after total body irradiation." (Junglee D, Clin Chem. 1986 Apr;32(4):609-10.)
 * Prospective. 6 patients given TBI (high dose cyclophosphamide followed by ~10 Gy RT). Measured pancreatic enzymes (trypsin, amylase, lipase) and salivary amylase
 * Parotitis: Salivary amylase increased by up to 50x, peaking first day after RT. Associated with clinical parotitis. Resolved by 48 hours. Xerostomia and altered taste persisted for up to 6 months
 * Pancreatitis: Pancreatic enzymes increased to much smaller degree, and inconsistently. No associated clinical pancreatitis
 * Conclusion: Parotitis consistent after TBI

 * Guildford, 1982 (UK) PMID 6178460 -- "Changes in serum amylase and its isoenzymes after whole body irradiation." (Barrett A, Br Med J (Clin Res Ed). 1982 Jul 17;285(6336):170-1.)
 * Prospective. 12 patients. Amylase levels evaluated
 * Total serum amylase: rapid rise within 12 hours of RT; maximum at 36 hours, normalize by 6 days. Majority from salivary damage, with much smaller pancreatic component. Clinically associated with swelling of the parotid gland, dry mouth, and loss of taste

 * 1981 PMID 6164661 -- "Early membrane injury in lethally irradiated salivary gland cells." (El-Mofty SK, Int J Radiat Biol Relat Stud Phys Chem Med. 1981 Jan;39(1):55-62.)
 * Rat experiments. 2-20 Gy to neck. Light and electron microscopy.
 * Parotid glands: acinar cell necrosis 12-24 hours after RT. >2x increase in serum amylase prior to cell necrosis. As early as 2 hours, signs of cell membrane injury
 * Submandibular and sublingual glands were resistant

 * 1973 PMID 4699791 -- "Radiation-induced change in serum and urinary amylase levels in man." (Chen IW, Radiat Res. 1973 Apr;54(1):141-51.)
 * In the field, 1-3 Gy to people can produce 12x increase in serum amylase activity

After Whole Brain RT

 * 1980 PMID 6155101 -- "Acute parotitis and hyperamylasemia following whole-brain radiation therapy." (Cairncross JG, Ann Neurol. 1980 Apr;7(4):385-7.)
 * Parotitis observed in 4 patients. Previously unreported
 * Acute symptoms included fever, dry mouth, pain, swelling, and tenderness. Hyperamylasemia. Among 10 patients receiving WBRT, 8 had serum amylase elevations without symptoms

After mantle field

 * Fox Chase, 1995 (1967-1993) No PMID |Publisher Abstract -- "Acute parotitis during mantle irradiation: Incidence, onset, duration, and treatment" (Fein D, Radiation Oncology Investigations, Volume 2, Issue 6, Pages 291 - 294, 1995)
 * Retrospective. 126 patients treated with mantle for HL, up to external acoustic meatus.
 * Clinical parotitis: 5%; palpable swelling in 3% all during first week. Treated with aspirin, and symptoms resolved within 48 hours. If no treatment, can persist for 5 days

After I-131 Administration

 * Royal Marsden, 2007 PMID 17305259 -- "Salivary gland toxicity after radioiodine therapy for thyroid cancer." (Hyer S, Clin Oncol (R Coll Radiol). 2007 Feb;19(1):83-6.)
 * Prospective. 76 patients treated with I-131 for thyroid CA.
 * Symptoms: 26% toxicity - 15% within 48 hours (sialadenitis), 11% after 3 months (xerostomia); 5 patients in database with chronic salivary gland swelling (up to 23 years)
 * Conclusion: Salivary gland compromise frequent

 * UCLA, 1984 PMID 6737074 -- "Sialadenitis following I-131 therapy for thyroid carcinoma: concise communication." (Allweiss P, J Nucl Med. 1984 Jul;25(7):755-8.)
 * Retrospective. 87 patients receiving I-131 for thyroid Ca
 * Outcome: 11% developed acute and/or chronic sialadenitis of the parotid (5 patients) or submandibular (4 patients) or both
 * Conclusion: This complication occurs more often than has been appreciated

Xerostomia

 * to be edited ...
 * Please see Supportive Care for management

title: Radiation Oncology/Toxicity/Parotid


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User:Cronholm144~enwikibooks/Calculus

 * Ch. 1 (I will expand on this later, but the section we have now is fairly good)
 * Ch. 2 Derivatives (i.e. limit definition)
 * Intuitive examples by way of secant lines and kinematics
 * Formal definition
 * Discussion of differentiability and interpretations
 * Variety of differentiations using definition only
 * Exercises

 * Ch. 3 Differentiation Rules
 * Basic Differentiation Rules
 * Constants
 * Power
 * Constant rule
 * Sum and Difference
 * Exercises
 * Advanced Differentiation Rules
 * $$e^x$$ simple
 * Trig Functions
 * Chain rule
 * Exercises
 * Reinterpretation of rules already presented in terms of chain rule.
 * Exercises
 * Implicit
 * Inverse trig
 * Natrual log
 * Exercises
 * Higher derivatives
 * Hyperbolic
 * Exercises

 * Ch. 4 Applications of Differentiation
 * Local Extrema
 * Mean Value Theorem
 * Concavity
 * First and Second derivative tests
 * Exercises
 * Related Rates
 * Exercises
 * Linear Approximation
 * Exercises
 * L'hospital's rule
 * Exercises
 * Newton's method
 * Exercises
 * Physics (et all)
 * Exercises
 * Economics
 * Exercises

 * Ch. 5 Integrals
 * Informal approach
 * discussion of area
 * method of exhaustion
 * Semi-formal
 * Riemann sums
 * left, right, midpoint, and trapezoidal
 * Exercises
 * Illustration using physics
 * Formal
 * Definition of the Definite integral
 * mention definite integral vs. area under curve
 * Rules of Integration
 * limits
 * constant
 * add/sub
 * constant rule
 * Other properties of integral
 * Exercises
 * Fundamental Theorem
 * Exercises
 * Definition of the Indefinite integral
 * Rules of Integration
 * Exercises
 * Lengthy treatment of e^x and Ln(x)

 * Ch. 6 Techniques of Integration
 * Integration by substitution
 * Integration using disks
 * Integration by cylindrical shells
 * Trig Integrals
 * Trig substitution
 * Partial fractions
 * Approximate integration and error bounds
 * Improper Integrals

 * Ch. 7 Applications of Integration
 * Area between curves
 * Volume
 * Solids of Rotation
 * Arc length
 * Surfaces of revolution
 * Physics and Engineering
 * Economics and other
 * Probability

 * Ch. 8 Beginning Differential Equations
 * Direction fields
 * Euler's method
 * Exercises
 * Separable DE's
 * Exercises
 * Growth modeling
 * Exponential
 * Logistic
 * Exercises

For now this is my list feel free to make changes and suggestions--Cronholm144 13:19, 19 June 2007 (UTC)
 * Ch. 9 Parametric and Polars
 * Ch. 10 Infinite Sequences and Series
 * Ch. 11 Vectors
 * Ch. 12 Vector functions
 * Ch. 13 Partial Derivatives
 * Ch. 14 Multiple Integrals
 * Ch. 15 Vector Calculus
 * Ch. 16 whatever else
 * Ch. 17
 * Ch. 18
 * Ch. 19

title: User:Cronholm144~enwikibooks/Calculus


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Talk:Movie Making Manual/Effects/Slow Motion

Please fix this page.

it is a blatant attempt to promote specific video cameras. Slow motion film is the format that has been successfully used for the past 50 years and there is an incredible legacy of slow motion cinematography that has actually increased the quality of all of our lives. Did you know that slow motion film cinematography of a 747 engine being blown up was used to increase airplane safety? Seat belt safety was chronicled on slow motion FILM.

it wasn't done on a varicam or a band pro cam or digital cam. Since I have a bias towards the truth of film, can someone from wikipedia just make this page right.

Film has a 50 year head start on the digital guys and the way the page is constructed makes it seem like film is an afterthought.


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Adventist Youth Honors Answer Book/Knot/Alpine butterfly

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Adventist Youth Honors Answer Book/Knot/Carrick bend

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Adventist Youth Honors Answer Book/Knot/Cat's paw

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Cookbook:Loaf Pan

| Bakeware

A loaf pan is a deep rectangular pan used to bake quick breads (banana bread, zucchini bread, et al), yeast breads (white, wheat, rye, et al), and meatloaf. Loaf pans are commonly available in aluminum or stainless steel, with enameled cast-iron and non-stick silicon also available at higher price-points. Loaf pans are frequently sold based on the size of bread-loaf they would bake; 1lb, 1.5lb and 2lb loaf pants are the most common in the home kitchen, but larger models exist for use in restaurants and industrial kitchens.

title: Cookbook:Loaf Pan


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Adventist Youth Honors Answer Book/Knot/Constrictor

See also: Knots/Binding knots/Constrictor

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Adventist Youth Honors Answer Book/Knot/Double bowline

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Adventist Youth Honors Answer Book/Knot/Double sheet bend

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text: Adventist Youth Honors Answer Book/Knot/Fisherman's bend


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Pharmacology/Antiepileptics

These notes are written by a pharmacy student for pharmacy students.

Status epilepticus

Benzodiazepines (sedatives & hypnotics) Indication: More commonly used for the treatment of status epilepticus rather than maintenance treatment. For the pre-hospital treatment of status epilepticus, buccal midazolam (or alternatively, the less socially desirable rectal diazepam) is used. IV Diazepam is given at hospitals in conjunction with IV Phenytoin to stop seizures.

MOA: The therapeutic effect of benzodiazepines in epilepsy is through acting on the benzodiazepine site of the GABA receptor which potentiate the binding of GABA to the GABA site on GABA A and B receptors (however the therapeutic effect is thought to be mostly due to the GABA A receptor) leading to the influx of Cl- ions to cause hyperpolarisation. The BZ site and GABA sites are on different subunits of the GABA receptor. By increasing GABA, neuronal firing is decreased, decreasing activation of nerves, causing the sedative, hypnotic and muscle relaxation effects.

Note: Benzodiazepines are recommended for short term use only (not more than a month) due to the potential of the individual of developing dependence, tolerance and withdrawal to the medication. The patient should be withdrawn slowly from the medication (dose titration) to avoid these effects. They should be used with caution in the elderly, due to altered pharmacokinetics in the elderly, are more susceptible to the sedative and hypnotic effects. This could lead to confusion and falls, however this practice point is more relevant in other uses of benzodiazepines, as it would be highly unlikely for a benzodiazepine to be used in long term use of controlling epilepsy.

While used for hospital treatment of status epilepticus, the patient should be monitored for signs of respiratory depression.

Maintenance treatment

More commonly used antiepileptics are Valproate, Carbamazepine and Lamotrigine in that order.

Things to note: Valproate has been found to be effective in most types of epilepsy and is often considered as first line treatment.

Carbamazepine is first line treatment in partial seizures, simple or complex. It is often used as an alternative to Valproate, eg. when the patient cannot tolerate the sedative effects of Valproate.

Lamotrigine is a newer drug which has been found to be an effective alternative, however can sometimes cause a rash which can lead to a more serious rash known as Steven-Johnson's syndrome (a life threatening condition where the skin falls off.) Therefore, early signs of skin rash should be taken seriously as it is a common adverse effect. Lamotrigine is considered for treatment during pregnancy due to less incidence of teratogenic effects compared to other anti-epileptics.

Epilepsy during pregnancy

A benefit risk assessment is important for the mother and child, and usually, the case is that there is more risk for both mother and child if the mother does not control her epilepsy during pregnancy. It is best that women with epilepsy who are wishing to get pregnant should have their epilepsy properly controlled before conceiving and have higher doses of folic acid supplements. However, should the woman learn that she is pregnant after the first trimester without preconception preparation, the teratogenic effects of more teratogenic anti-epileptics, eg. Valproate, would have already occurred and there is not benefit in switching anti-epileptics (if damage has occurred, 'the damage is already done' as the first trimester is when most of the development of the foetus occurs)

title: Pharmacology/Antiepileptics


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A-level Mathematics/OCR/M2/Impulse

Impulse can be defined as Force x Time (i.e. the magnitude of a force multiplied by the time it acts for), and is measured in Ns (newton seconds).

If an impulse is applied to a body, the impulse is equal to the change in momentum of the object. This produces the impulse-momentum equation: Ft = mv - mu.

title: A-level Mathematics/OCR/M2/Impulse


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Talk:Haskell/Graph reduction

Explain Confluence?
Should we note that reduction is confluent, or rather that it might be imaginable that it's not? Arguably, this is assumed intuitively and an explanataion only eats space but doesn't add additional insights. Unless there's either an informal proof or a good non-confluent example, I wouldn't mention confluence at all. --apfeλmus 10:34, 20 June 2007 (UTC)

''So far, we implicitely assumed that every sequence of reductions would yield the same normal form. After all, we're replacing equals by equals and the result should be the same. But "equal" only means that we can convert from one to the other by expanding function definitions or abstracting a given expression into a function application, there is no guarantee that always applying only one direction of the equivalence will lead to a unique normal form. Of course, intuition tells us that for expanding function applications, this should nevertheless be the case and we can in fact rely on the following''

 * Theorem: Every Haskell expression has at most one normal form, i.e. the order of reduction doesn't change the result.

''This follows more or less from the Church-Rosser theorem stating that the untyped lambda-calculus is confluent. We will not proof this here, but to appreciate the result, we'll show an example of a term rewriting system that does not enjoy unique normal forms.''

Show the example!

 * The confluence theorem is of interest when studying deeply lambda-calculus and reduction strategies of lambda-terms; however, it has a nontrivial part, mentioning that every 'terminating' sequence of reduction leads to the same normal form. But $$(\lambda x y. x) 1 \Omega $$ terminates only with a call-by-name strategy (like Haskell's one), not with a call-by-value one.
 * Reduction order is also important for infinite data structures.
 * So, what you say is correct as long as the reduction strategy is lazy.
 * --Blaisorblade (talk) 15:52, 6 January 2008 (UTC)

Solutions to Graph reduction exercises
There ought to be a tool that automatically generates solutions to these exercises, so that we don't have to do it ourselves. -- apfeλmus 13:58, 21 June 2007 (UTC)

Supercombinators means Combinatory logic?
The page mentions supercombinators about GHC implementation. Are you talking about the ones in: http://en.wikipedia.org/wiki/Combinatory_logic ?
 * Yes, pretty much. Apparently, this wikibook section is not written yet, the todo notes just track what I have in mind for it. The notes are based on SPJ's book chapter 13, in particular 13.2.1.

The question arises since I've read in http://www.cl.cam.ac.uk/teaching/Lectures/founds-fp/Founds-FP.ps.gz (lecture notes of a Cambridge course) about the work of David Turner (also mentioned in the above wikipedia article), who used them to implement graph reduction. The naive approach exposed in the article does not work well because the graph representing a function may be shared, so you must either copy the graph before starting reductions, or use combinators (I've not yet fully understood the solution).
 * It's actually fairly simple. For evaluating something like, there are several options:
 * Copy the body  and replace every occurrence of x with 5.
 * Evaluate the body  while keeping in mind that   (environment).
 * Defer the "keep in mind" part to the lambda expression, i.e. use (super-)combinators which looks like . In other words, instead of storing expressions as , store them as  . This is pretty neat and thus that's how ghc and others do it.
 * Btw, thanks for your lecture notes, I think they make a very good reference concerning lambda calculus for the wikibook.
 * -- apfeλmus 10:17, 6 January 2008 (UTC)

title: Talk:Haskell/Graph reduction


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A-level Mathematics/OCR/M2/Uniform Circular Motion

Uniform circular motion describes a body which is following a circular path at a constant speed. For M2 you will only need to consider this where the circular path is horizontal.

Angular velocity is the rate at which a body turns through an angle. It is therefore defined as change in angle/time taken. If a body travels on a circular path, and turns through one revolution per second, its angular velocity is (2π radians) divided by (1 second), so its angular velocity is 2π rad/s.

The usual symbol for angular velocity is ω (a lower-case omega). The body's "tangential speed" and angular velocity are related by the equation v = rω, where v is in m/s and r is the radius of the circle (in m).


text: Adventist Youth Honors Answer Book/Knot/Timber hitch


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Reaktor/Tutorials/Pitchbend

How to insert a Pitchbend controller into a synth
Insert a PitchBend MIDI Module into the instrument and connect it via a "+" module in parallel to the MIDI NotePitch module.

To add Bend Range, create a fader,and call it "Bend Range". Set the Min value to -12, the Max to 12, and the step size to 1. Connect a PitchBend MIDI module and the Bend Range fader via a "*" module (Multiply). Now connect the output of the "*" module in parallel to the MIDI NotePitch module via a "+" module.

title: Reaktor/Tutorials/Pitchbend


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Reaktor/Tutorials/Hold switch

How to insert a Hold Switch into a synth
Sometimes, it is useful to hold a note or chord indefinitely without continuously holding down keys or pushing the sustain pedal. You can achieve that with a hold switch that can be implemented as follows:

1. insert a button at the instrument level (toggle type, range 0-1)

2. assign it to MIDI controller 66 (no connections are necessary)

Notes

- make sure that the instrument properties allow for a hold control, and that it is assigned to cc #66

- check if the button's MIDI in is activated

- don't copy + paste the button from another instrument, it won't work!!

title: Reaktor/Tutorials/Hold switch


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Reaktor/Tutorials/Aftertouch

How to implement a generic aftertouch
1. insert a Channel AT or Poly AT module into your instrument

2. insert a IC Send module, connect it to the AT module you just created

3. switch the IC Send module to "Always Active"

4. switch the IC Send module to "Visible"

Notes

The IC Send module gives you a list where to route the aftertouch to. From this list, you can select an arbitrary controller to receive the aftertouch signals. Note, however, that AT signals normally range from 0 to 1 and thus may have to be adjusted to appropriately control a specific parameter of your instrument that has a different range.

title: Reaktor/Tutorials/Aftertouch


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User talk:Arnd Klotz

Hello, welcome to Wikibooks!

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! -- Herby talk thyme 12:33, 20 June 2007 (UTC)

New pages
Hi - thanks for the contributions. These pages really need to be subpages of an existing book. As this is Wiki"Books" the format for pages is Bookname/Subpage name in general. Nothing need be lost as you can use the "move" tab to rename you page. Regards -- Herby talk thyme 12:33, 20 June 2007 (UTC)

OK
I did it. Thanks for the hint.

title: User talk:Arnd Klotz


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Change Issues in Curriculum and Instruction/Final Assignment Links/Camilla Walck

1. Ethics in Education
I personally feel that teaching students ethics is one of the most important lessons we deliver. After all, how much of our core curriculum will our students actually remember in five years? ten years? What they will remember is what we teach them about empathy, social responsibility, and morality. No matter what future career our students pursue, ethics will play a role. All educational endeavors should address ethics. Ethics is cross-curricular. Imagine exploring global warming in science with a perspect on the effects of global warming in China. Through this lesson the students can learn about the agriculture of China, the livelihood of the Chinese, and develop empathy for those who may be affected. In addition to science, the students are learning geography and economics. Including debates and discussions on these global topics also fosters communication skills, student discourse, and collaboration. Perhaps the English teachers can have the students write to some of the farmers to learn about their personal lives. Teachers need to be taught how to bring ethical issues into core curriculum. According to Mathew White (IB,2007), the true strength of an ethical education is that it can act as the foundation for peace. Sadly, many students are not taught ethics at home and the responsibility falls solely on the educational system. Perhaps the events that unfolded at Virgina Tech could have been prevented if the individual who committed such horrible acts had been taught to be ethical in his decisions.

I feel that a great way to bring ethics into the educational system is the requirement of community service hours. Through community service students learn about the plight of others. In addition, they gain the satisfaction of helping others. Serving others teaches empathy, concern, and social responsibility. The quote below is included because I wanted to point out the importance of the teacher modeling ethical behavior. Included in this behavior is a love for his/her students that should be shown each day.

2. Multicultural Education
This topic blends well with my number one choice, ethics. Teaching multiculturalism allows students to see that the world is full of variety. This variety goes beyond skin color to include religious beliefs, social organization, political beliefs, and cultures. By investigating and learning about others, students begin to see the bigger picture of their existence. When students are isolated from multicultural experiences, they begin to feel that their way of life is the only way of life. This leads them to the thought of their way of life being the only acceptable way of life. Multicultural education also reinforces ethical education. Respect for others is a vital trait that every human must possess. With our world becoming more and more interconnected, multicultural education becomes even more important. Many of our students will be entering a work force that consists of diverse individuals from all walks of life. They must be able to not only understand other cultures, but be accepting of them as well. How can students who lack multicultural education perform in a multicultural world?

==3. The Digital Divide: The various issues that surround access to technology have a major impact on the extent to which and ways in which technology can be effectively employed in today’s educational system in American and beyond.==

Teaching todays "digital natives" requires traditional teaching styles to change. The traditional lecture centered classroom will quickly disengage the new digital native learner. Digital natives are used to having information fast, interacting with that information, and being able to manipulate information. Traditional teachers must take on authentic teaching styles. They must engage the students in activities that work with the way their minds have been molded. Incorporating technology in their delivery is vital. There are so many ways to do this - power point (not a big fan, but better than overhead transparencies), internet searches, email buddies, electronic presentations, wikibooks, digital games, and bloggs are all ways of delivering material that will stimulate the digital native. The best digital presentations are those that are interactive and allow the student to manipulate material.

Reaching the digital native does not simply require the use of technology. Their brains can not absorb material that is presented in traditional lecture style alone. They need lessons that are interactive, constructivist in nature, and involve manipulative skills. Laboratory designs, debates, discussions, simulations, and demonstrations are all effective in engaging the digital native. Using differentiated lesson styles keeps the digital native engaged in the lessons.

As a final note, I think that the education of teachers on how to use technology effectively in the classroom is vital. This class has taught me more about technology than any other class I have taken. The use of wikibooks has enlightened me to new ways of incorporating technology in my classroom. I have shared my learning with other teachers in my school and found them to be eager to learn more. My students enjoyed the process of using wikibook and were amazed at my level of knowledge. It was the first time that I, a digital immigrant, was able to teach them, digital natives, a new technology skill. Also, as a side note I really love elgoog.

4. Maximizing the Effectiveness of Dialogue: Effectively using conversation in Education.
Dialogue in education seems to mainly be that of the teacher dispensing material and the students asking the questions. This is not effective. Students and teachers should be asking the questions and discussing the answers together. It is a myth that lecture does not lend itself to inquiry. I believe that lecture has its place in education, but it is the delivery method of the lecture material that must change. By actively engaging students in discourse throughout a lecture, having them come up with their own ideas based on the lecture, and debating lecture material, the teacher can bring effective dialogue into the classroom. According to the National Science Standards students learn through discourse. Verbalization of ideas allows students to self-analyze their thoughts, and modify their beliefs by hearing those of others. This brings collaboration and team work into the classroom - two skills that will be vital to the success of students regardless of their career choices.

Another area of change that is needed is the level of dialogue between teachers at all grade levels. Often teachers become isolated in their individual classrooms, schools, and divisions. There is much that can be gained through teacher discourse on educational practices. I have found that just being in this class with teachers from different school districts has given me new insights into education that I previously did not possess. Through discourse and collaboration with other teachers great things can be accomplished. Hopefully we will set up a Second Life and continue our dialogue. However, it is ironic that we need another dimension to communicate in when we often fail to communicate in the real one.

5. The student as teacher and the teacher as learner.
Following up on my number 4 choice, this issue is very important. Many teachers feel that they must have all the answers to any question the students come up with. Many students believe that the teacher knows everything. These two attitudes must change. Teachers need to be comfortable letting students know that they often do not know the answer to their questions. Then the teacher can foster collaboration with the learning process through teacher-student investigation. In addition, when presenting material, the teacher needs to be open to allowing the students to come up with their own questions. The teacher can guide the students to acceptable questions while allowing the students to take ownership of their investigations. Guiding them to acceptable questions allows the teacher to make sure the standards are being investigated so the students can still be successful on the SOL's or other standardized tests. My argument for student-directed learning is that the student will learn the material much deeper if he/she is involved in the creation of the learning process. This makes the student much more interested in finding the answers.


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User talk:FloNight

Hello, welcome to Wikibooks!

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! -- Herby talk thyme 14:21, 20 June 2007 (UTC)

title: User talk:FloNight


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User talk:68.82.161.244

Please do not add inappropriate external links to Wikibooks. Wikibooks is intended to be read without the need for external reference and requires content rather than external links particularly those which are for advertising or promotion. Inappropriate links may include (but are not limited to) links to personal web sites, links to web sites with which you are affiliated, and links that exist to attract visitors to a web site or promote a product. If you feel the link should be added to the article, then please discuss it on the article's talk page rather than re-adding it. See the welcome page to learn more about Wikibooks. Thank you. Webaware talk 14:30, 20 June 2007 (UTC)

title: User talk:68.82.161.244


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Change Issues in Curriculum and Instruction/Final Assignment Links/Rose Hotchkiss

Accountability
Accountability is not going to go away. Nor should it. As an educator, I believe in accountability, but under the present, standards-based accountability system, linked to high stakes testing, it seems that schools are destined to fail. No Child Left Behind has raised a number of issues while creating a climate of anxiety and discontent within our schools. Accountability should be a tool that promotes growth and improvements in the education system, and though I believe the initial intent of NCLB was precisely that, I do not believe that it is turning out that way. My experience is that NCLB is hindering, more than helping, student learning. With the pressure on schools to “make the scores,” teachers are implementing instructional strategies that ignore what they know about best practices and how children learn. Important content areas such as science and social studies are less apt to be taught, while the arts are barely in the picture. In addition, our best and brightest teachers are leaving the profession often out of frustration with an impossible job. Accountability is multifaceted and American schools are in desperate need of a system that promotes collaborative learning communities that develop in students the shills they need for the 21st century. Until we resolve the accountability issues, I feel that our entire educational system is in danger. For this reason, accountability is my number one change issue. Many of the other change issues we have discussed fall under the umbrella of accountability. With the intense pressures on teachers for test scores, Web 2.0 and current technologies that our digital natives have at their disposal are viewed as interruptions of, rather than tools for, education. With high stakes testing, many teachers feel too overwhelmed to explore these new tools with their students. Curriculum, instructional materials, and pedagogy tend to reflect the accountability system; teachers will go with whatever gets the best test results. Isolation prevails as well as a result of the current accountability system. Teachers feel isolated from the parents and communities as they are called into question when school report cards are published. In a sense, the general public becomes the enemy. Teachers are often placed at odds when one another when a school “fails” due to the test scores of one or two teachers. And schools work against schools as they compare test results. In North Carolina, teachers receive monetary rewards when their school meets their testing goals. There are hard feelings when one school, that serves predominantly white middle class kids, always makes their goals. Each teacher gets a fat check for $1500.00 while teachers serving schools in poorer minority neighborhoods get nothing but a bad name in the local paper. We need schools that work together, teachers that support one another, and communities that are truly learning communities. The right accountability system is the first step to getting our schools on the right track.

Teachers as Learners, Learners as Teachers
I love learning and I feel that it is the single most important thing about me as teacher. I do not believe that any teacher can be effective if he or she is not also a learner. The notion of the teacher as the imparter of knowledge and the student as the recipient is outdated. Many, many teachers, however, still fit this stereotype; which is why this is one of my top five issues. It is my belief that this is a critical change issue that must be addressed before effective reform of any kind can take place in today’s schools. In order for teachers to be effective in today’s classroom, where abundant knowledge is accessible with the click of a mouse, teachers and students must become collaborators within a learning community; a community which extends well beyond the walls of the classroom. An increasingly important role for teachers is that they must be models for the practice of learning.

Reform in Reality
Most would agree that education reform is sadly needed. What is not agreed upon is how that reform should look or how it should take place. There are many reform proposals all containing pros and cons. What we are currently stuck with is a system of high stakes testing promoted by No Child Left Behind. Most teachers would agree that NCLB has more cons than pros and yet they feel powerless to change what is mandated. While teachers feel they lack a voice in true education reform, there are things they can do, within the education structure that currently exists, to foster the competencies that students need to function effectively in a flat world. Though teachers may feel restricted by state standards and high stakes testing, they are not powerless. Standards cannot be ignored and therefore teachers must understand their strengths and address their weaknesses. Standards are not “the curriculum,” but rather are intended to be a framework for the design and development of the curriculum. Although many teachers may know the standards for their grade level and subject area, very few know and understand the standards across grade levels and subject areas. That is a good place for teachers to start. In general, however, standards tend to lack cross disciplinary coherence. Teachers must look for the ‘conceptual lens’ through which the curriculum might be taught. Teachers could work collaboratively to identify the major concepts and enduring understandings at each grade level. It is critical that we teach concepts rather than facts. By teaching concepts, the necessary facts will be included. For example, when teaching the water cycle, one should also address current real-world issues such as how the water cycle is impacted by deforestation or by the damming of rivers. How does that impact the way people live and the way communities, states, and nations interact? It is critical that students are exposed to concepts that cross disciplines and have relevance, meaning, and authenticity. Teachers must ensure that learning, not testing, is the goal. They are the only ones in a position to do so. While I believe that teachers must unite and become proactive on issues of education reform, the most realistic, and immediate thing they can do is to change what happens in their own classroom. Each of us has that power.

Web 2.0 (as a classroom tool and a tool to connect parents and community)
Web 2.0 has had a drastic impact on journalism, politics, and business and has the potential to affect education in equally powerful ways. Web 2.0 presents an awesome set of tools for teaching and learning. Kids are using new technologies that their teachers are often completely unaware of. We can fight the growing technologies, as many teachers do, or we can embrace them, explore them, and use them to our advantage. Web 2.0 provides opportunities for students to collaborate and share ideas and contribute to other students learning. Here on the read/write web, the lines between teacher and learner blur. The National Technology Plan released in 2005 states, “Today’s students, of almost any age, are far ahead of their teachers in computer literacy.” With the advent of Web 2.0, we must rethink the way we deliver curriculum as well as our expectations for students. Blogs, wikis, and podcasts are easy to use web tools that have the potential to be very powerful when used effectively in the school setting and forces us to rethink our ideas about curriculum, literacy, and the way students think and learn. Not only does Web 2.0 have potential to directly impact the teaching-learning process in classroom, but it also has great potential as a tool to communicate with parents and involve them in the teaching learning process. A Weblog can become a portal to the classroom that keeps parents informed and connected. Podcasts can provide educational material that parents can use to review and reinforce important concepts with their children at home. The possibilities are endless. As teachers concerned with improving the teaching learning environment we would be amiss if we did not utilize these tools.

Kids and Nature
As my final ‘top five,’ I feel compelled to add, even at this late date, yet another change issue that seems rather far removed from the ones we’ve discussed so far. While this is an issue that has long been a concern of mine, for whatever reason, it didn’t come to mind throughout this course as a change issue. In a conversation with a friend yesterday, she mentioned a book that she knew would interest me - Last Child in the Woods: Saving Our Children from Nature Deficit Disorder by Richard Louv – and it suddenly occurred to me that this is a huge change issue. Children of the digital age have become increasingly alienated from the natural world, and according to Louv (2005), with disastrous implications, not only for their physical fitness, but also for their long-term mental and spiritual heath. Kids who play outside on nature’s playgrounds (trees, fields, streams, woods) are more creative and inventive, and more likely to play cooperatively. While the elementary school curricula is full of information and references to nature, how often do we actually get kids out to experience it first hand. They read about the world’s biomes and probably visit virtual habitats on-line. But how many of those children have ever stood quietly in the woods listening to the trees, or waded in a stream, or turned over a rock to see what’s underneath? How do we instill in our children the essential need to be stewards of the environment when they are so disconnected from the natural world?


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User talk:LordFransie~enwikibooks

Hello, welcome to Wikibooks!

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!

Have you seen Electronics/Component Identification ? You are welcome to use the text and pictures in that chapter for the "PCB Components for dummies" book.

However, I hope that you can help us improve the "Component Identification" chapter. I hope that, with your help, that chapter will have pictures and plain text that is so easy to read that there would be no need for a separate "PCB Components for dummies" book.

--DavidCary 14:57, 20 June 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 LordFransie. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name LordFransie~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

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

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:12, 19 April 2015 (UTC)

title: User talk:LordFransie~enwikibooks


text:
Change Issues in Curriculum and Instruction/Other Issues Worth Investigating/12 June, 2007

1. Ethics in Education

2. Multicultural Education


text:
Talk:Change Issues in Curriculum and Instruction/Other Issues Worth Investigation/12 June, 2007

I added two change issues to the list for last class. Please feel free to edit them. The titles are brief, but I think they get the point across. Camilla


text:
User:FloNight

Hello! I live in Kentucky with my husband and one house cat. I have three two  one no child(ren) in college. I'm FloNight on most English Wikimedia project. I'm most active on Wikipedia-English. The fastest and best way to contact me is by email.

I am FloNight on:   en.Wikipedia Commons Wikiversity Wiktionary Wikisource Wikiquote Metawiki

See my WikiMatrix for details about my accounts.

title: User:FloNight


text: Adventist Youth Honors Answer Book/Knot/Hunter's bend


text:
Change Issues in Curriculum and Instruction/Final Assignment Links/Lauren Florin

Teaching social skills/manners/ethics in the classroom
I feel that we need to start emphasizing other aspects related to life in our schools (other than academics). Schools today are so focused on the standardized tests, that we have completely abandoned the role of teaching our students key skills that they will need after they graduate. If our students do not have social skills, manners, or ethical standards, they cannot possibly survive in our flat world. Many teachers feel that it is the parent's job to teach these critical skills to their children. However, in today's society, teachers often spend more time with their students in a given week than parents spend with their own children. Due to this, I feel that it is the responsibility of the schools to take ownership over these areas and teach them to every student. This is not something that should only be looked at in the early grades. Teachers at every grade, PK-12, should nurture these skills so that by the time our students graduate, they are well rounded individuals who will be able to succeed in life. Perhaps there should be a curriculum designed to support these aspects. It does not have to be detailed, but maybe it should contain certain components that should be stressed at each grade. I don't know if this is the way to go, but something needs to be done.

The Future of Accountability? -- Dumbing down the test? Incentives for Passing?/Tests geared toward low level learning.
In theory, NCLB is a great reform proposal. Who doesn't want every child in our country to succeed academically? The problem is that it is not possible for 100% of students in our public schools to pass these state standardized tests. While I agree it is a fantastic goal to have, requiring that the pass rate be 100% by 2014 is unrealistic. Since there are penalties for not meeting AYP, something is going to have to be done to help our students pass. The only way to meet these continuously stringent goals, in my opinion, is for the tests to be dumbed down so that more students can pass it. This is a big problem. What is the point of having standardized tests that are dumbed down? If this is what the future holds, then accountability is really just a big joke.

Another problem with the state standardized tests is that they are not assessing the types of learning that we would like our students to achieve. The tests are not testing students on their ability to problem solve, evaluate information, or synthesize information. Instead, they are mostly assessing the student's ability to recall information, comprehend information, and sometimes apply what is given. While I understand that these multiple choice tests are the easiest to give and grade (and therefore the cheapest), we are doing a disservice to our students by not only giving them tests that are asking them to regurgitate information but also by teaching to these low level tests.

Digital Divide
Before this class, I had never really thought about this topic; however, in today's society, this is a huge issue in education. Our students are digital natives who are used to using technology for most aspects of their lives. Everything is at their fingertips and they are used to using technology for everything they need. This is a huge problem since our schools and teachers are not equipped to deal with this type of student. We expect them to sit at desks for extended periods of time, listen to the teacher lecture about a topic that he or she is an "expert" on, read from textbooks, and handwrite tests and essays. While it is important for students understand that all of these are important at some point, this is not the way that these students enjoy learning. In today's society, students could (and should) be researching and writing papers collaboratively online, learning how to evaluate online sources, and using the latest technology to enhance their learning. The only way that this can happen is for educators to realize the importance of staying current with the latest technology. This is not happening in our current schools! Even our technology specialists are way behind. We need to do something soon, or we are going to get so far behind the curve that we will never catch up.

Education Reform
In the United States, with education being on the political agenda, there seems to be a new reform proposal implemented with each incoming president. While I commend their efforts for trying to fix our education system, they are doing so in the wrong way. For one, they need to allow a given reform to stay in place for more than four to eight years. How can we really know if something is effective if we don't leave it in place long enough to effectively evaluate it. Second, educators need to have a say in how our schools should be reformed. Educators are the individuals who are in the classrooms and really know what works and what doesn't work. They also would be more willing to implement something if they felt committed to it. Third, the US needs to reevaluate the importance of education and reproportion the amount of money that is allotted toward it. We cannot change our schools for the better if we do not increase funding. Just like Allen and Cosby said in their book, American Schools: The Billion Dollar Challenge, we need to treat education as a matter of national security. If we don't effectively change our schools, the next generation will not be able to successfully compete our flat world.

Moving up the Food Chain: Become comfortable with questioning our own / the system’s assumptions and traditions about the way education should work.
We need to be comfortable questioning not only the educational system but also our own assumptions about it. Our education system is old and outdated. Just because we have been doing something a certain way for 100 years does not mean that we should continue doing it that way. Whose to say that it was ever effective? Educators need to not only question their own viewpoints, but they need to challenge others to question their own as well. Most individuals (especially those not in education) do not realize how ineffective some of our traditional teaching practices are. They think that since they learned a certain way and they turned out good, that that particular way is the best way. Trying to get these individuals to understand that our way is not effective is definitely a challenge, but it can be done. To start, we need to challenge all educators to really question their own assumptions about education. From there, the rest of society's assumptions can be challenged as well.


text:
Guide to Unix/Explanations/Signals

Signals
Signals are software interrupts that notify processes that some condition or event has occurred. Examples of events that generate signals are:

 * a process attempts a divide by zero
 * a user presses the INTERRUPT key at the terminal
 * a process sends another process a signal with the kill command of the kill function

A list of all the different signals can be displayed using $ kill -l

The kill command can also be used to send signals to other processes. Start a background process that sleeps for 1000 seconds: $ sleep 1000 & [1]    14936 $ ps   PID TTY      TIME CMD 14936 pts/7   0:00 sleep 12203 pts/7   0:01 bash

Note that the process id will (most likely) be different when you run it. The command-line below sends the SIGKILL signal to process 14936 (in this case): $ kill -KILL 14936 $ ps  PID TTY      TIME CMD 12203 pts/7   0:01 ksh [1] + Killed                  sleep 1000 &

Upon receiving the SIGKILL signal the sleep process terminates.

Traps
Processes can respond to signals in three different ways:

 * perform the default action
 * ignore the signal.
 * execute a specified function (called a signal handler)

The default action performed by a process when it receives a signal depends on the signal type. Most (like SIGKILL) cause the process to terminate. Others like SIGQUIT cause the process to terminate and generate a core dump: $ sleep 1000 & [1]    14950 $ kill -QUIT 14950 $ ps  PID TTY      TIME CMD 12203 pts/7   0:01 bash [1] + Quit(coredump)          sleep 1000 & $ ls core core Core files can be large so delete it: $ rm core

Signals can be caught using the trap command. Create the following shell script in the file catch_signal.sh: trap 'echo "GOTCHA!"' INT KILL while : do sleep 10 done
 * 1) !/bin/bash

Run catch_signal.sh in background: $ catch_signal.sh & [1]    15053 $ kill -INT 15053 $ GOTCHA! The signal was caught and instead of terminating (which is the default action for SIGINT) the message "GOTCHA!" was echoed to standard output.

Some signals however can't be caught, SIGKILL for example: $ kill -KILL 15053 [1] + Killed                  catch_signal &

Run catch_signal.sh; in foreground: $ catch_signal

Hit the interrupt key (control-C usually): ^CGOTCHA!

Now hit the quit key: ^\catch_signal[3]: 15102 Quit(coredump) $ ls core # will have generated a core file core

Nohup
Commands run with nohup do not terminate when the user logs off.

Create the script in the file dont_hangup.sh and make it executable:
 * 1) !/bin/bash

while : do date sleep 100 done

Run it in background preceded by the command nohup: $ nohup dont_hangup.sh & [1]    15224 Sending output to nohup.out

Check its running: id (12203 in this case): $ ps -fu aholt aholt 15224 12203 pts/7 sh ./dont_hangup.sh aholt 15232 15224 pts/7  sleep 100

Make a note of the parent process id (12203 in this case) of "dont_hangup" and the terminal device and log out of your session.

Log back in again. See that dont_hangup.sh is still running: $ ps -fu aholt aholt 15224     1 ? 0:00 sh ./dont_hangup.sh aholt 15237 15224 ? 0:00 sleep 100

While "dont_hangup.sh" is still running, its parent process has changed. The process id of the parent is 1 (not 12203 as before) and it is no longer associated with a terminal device. Using nohup is equivalent to ignoring the SIGHUP, that is: trap '' HUP

title: Guide to Unix/Explanations/Signals


text:
A-level Chemistry/OCR (Salters)/Electronic configurations

Period 3 transition metals
All these elements have electron configurations that begin 1s2 2s2 2p6 3s2 3p6 but they have different 3d and 4s subshells. 1s2 2s2 2p6 3s2 3p6 is the electronic configuration of argon, so instead of writing this out over and over again, it's neater to write [Ar], which means the same thing.

All these d-block metals follow the same pattern, with the 4s subshell filled and the 3d subshell filling, except Cr and Cu which are 4s1 in order to allow a half-full and full 3d subshell, respectively. The exception for chromium and copper occurs because a half-full or full 3d subshell is lower in energy than expected, probably due to a quantum mechanical effect.

Transition metal ions
The electronic configurations of transition metal ions can seem counter-intuitive. For neutral transition metal atoms, the 4s subshell fills first, followed by the 3d subshell, which we assume is because 3d is slightly higher in energy than 4s.

However, in transition metal ions, the 4s empties first, which implies that it is higher in energy than the 3d. So which is higher in energy, 3d or 4s? The answer is they are very close in energy, and changing from a neutral atom to an ion causes the 3d to decrease in energy relative to the 4s, meaning that in ions, the 4s empties first, whereas in neutral atoms, the 4s fills first.


text: Template:Classproject

title: Template:Classproject


text:
Puzzles/Statistical puzzles/A Bug Running/Solution

Puzzles | Statistical puzzles | A Bug Running | Solution

The bug must move seven times to the right and seven times up. Any such sequence, e.g. RRUUURURRUURUR is a valid path. Therefore the solution is $${14 \choose 7} = 3432$$. In the case of an $$n$$ x $$n$$ board the answer is $${2n-2 \choose n-1}$$.


text:
Talk:Honda Nighthawk/Fuel System

Someone should note which position is which... i.e. when the petcock is horizontal, it is in the "On" position. Folks who don't have a user manual for their bike (common now that Nighthawks are getting older) might need/want this info.

title: Talk:Honda Nighthawk/Fuel System


text:
Principles of Finance/Section 1/Chapter 4/Bonds/The Yield Curve

The "Yield curve" plots the yield (return) of a financial instrument [e.g. bond] as a function of time. Usually, the yield curve has an "S" shape and sometimes referred to as the "S curve" (which helps junior students to remember its shape). This emphasizes two characteristics, namely as time increases, diminishing returns sets in, indicated by the asymptotic shape. The other influencing factor is that the curve is monotonically non-decreasing, indicating that one expects a better return on an investment the longer the investment is held [under non-Giffen market conditions]. Given that consumers behave rationally and that there are no other influencing factors, the yield curve reflects the status that consumers prefer to get a better return on an investment. If the curve was not increasing, then a consumer is expected to pull out his money at the peak and then reinvest at some later time.

According to Keynesian economics, a "Giffen market condition" is one in which demand increases as price decreases and interest rates are positive. Historically, there are times when this supply-demand curve was not followed, e.g. during the Irish potato famine. During that time, prices of potatoes went up as the demand decreased. However, there were many government induced factors in the economy going on during those times. A negative interest rates implies that one would get less money back at the return than at the time of the investment.


text:
Principles of Finance/Section 1/Chapter 3/Applications of Time Value of Money/Perpetuities

A "perpetuity" is a theoretical bond which makes payment during its entire life. One realizable example of this is a company issued stock which always pays dividends each year. The lifetime is defined from the time of issuance until buy back or potential bankruptcy.

A perpetuity, such as preferred stock, can be valued by simply dividing the payment by the applicable discount rate.

PVPerpetuity = $$\frac{C}{r}$$

Example:

XYZ Corp. preferred stock pays a $2 dividend every year. This dividend is expected to remain constant for the forseeable future. If investors are requiring a 10% return, what is the stock selling for?

$$PV = \frac{$2}{.10}=$20$$

Therefore, XYZ Co. stock should sell for $20 per share.

Growing Perpetuities
A growing perpetuity is one whose payments increase at a certain rate forever. They can be valued by the following formula, where C1 is the payment during the upcoming payment period, r is the discount rate, and g is the growth rate:

PVGrowing Perpetuity = $$\frac{C}{r-g}$$

Example:

Madeline and Thurgood Johnson wish to set up a trust fund for their grandson which will begin paying $5,000 next year. They wish to have the payments grow at 5% per year to keep pace with inflation. If the current discount rate is 8%, what should they pay for the perpetuity?

PVGrowing Perpetuity = $$\frac{$5,000}{.08-.05} = $166,666.67$$


text:
Talk:Mohawk

Creating a course
Hey,

I would like to help you develop a real course here that people can use to learn Mohawk. I have a lot of experience as a lesson developer, but I don't know much Mohawk at all, so I would just guide you through the process, discussing what phrases or grammar to introduce, what kind of exercises would make sense, which explanations are hard to understand for a beginner and the like. I would really like to learn more Mohawk as I'm visiting Kahnawake in October. Thanks for adding these resources!

Junesun 19:28, 20 June 2007 (UTC)

title: Talk:Mohawk


text:
Concepts of Computer Graphics/Output Space/Vectors

In two dimensional graphics, the area of Graphic design, the main modes of transporting images and shapes are vectors and pixels. Think of vectors like outlines. Imagine a shape, such as that of a bottle. If you were to create an icon that looked like a simplified, one color representation of the shape of a bottle, you would achieve this by drawing the outline, the outer edge of the bottle, as seen from where you look at it. To draw it with vectors, you create points around that edge. Just drawing points and lines will create a jagged form, that looks a bit like a cut-out made from paper with a scissor. To create curved lines without creating an enormous amount of points and lines, "off-curve points" are used, they act to create a tension on the line, pulling it in a direction for a part of the line's trajectory. The basic points that always sit on the line are, in contrast, called "on-curve points". The most common vector format is the cubic bezier-curve, which can be recognised as two off-curve points that come out of every on-curve point. "Cubic" describes the number of points used to make one curved line, a cube has four corners. A vector curve is often called a "path", since it needs to start somewhere and end somewhere, the line will travel across that path.

Vector shapes can ge geometrical primitives, such as circles, squares or triangles, or complex shapes built up from curve points and corner points.

Such a line can be scaled infinitely, since a curve is always a curve. But every representation of a digital curve becomes a square or a cube on the way from the mathematical innards of the computing device (laptop, smartphone, gaming console or other) into the forms that we can see. On screens, they are represented by the square pixels that make up that screen. On print, a similar process happens, but usually printed so fine we can't see the pixels, as they are often lost in the grain of the paper. A pixel is one square that represents a color or shade in a mosaic. The larger mosaic image is called a bitmap. A map of bits. The most simple form of bitmap image, an uncompressed two color black and white mosaic, is transmittable as a series of zeroes and ones in computer code, where the only raw data needed additionally is the length of each line of pixels. If you shrink a large image, represented on the screen as a mosaic of 2000 by 2000 squares across, down to 3 by 3 squares, you get an nine squares of color. Everything else is lost, and if you scale it up again, you just have the nine squares, in varying sizes.

For graphic designers, you mostly talk about vectors when dealing with artwork, and in particular logos. Vectors can scale infinately, while a pixel representation is like a mosaic. Imagery that is re-used in various sizes and locations, like icons, logos, and letter-shapes (usually inside font files) are best transmitted in vectors, since scaling up (or down) will not cause problems in the same way that bitmap imagery will. A small bitmap logo taken from the header of a website will not look good printed on a banner the size of a house.

Fonts are almost exclusively vector-based, but are with few exceptions translated into bitmap before viewing. The most common exception is the plotter, a printing or cutting device that is most commonly used to cut out the letters that go on many road signs and other signage, since they can travel diagonally, something printers cannot.

Most graphic output devices, screens and printers, work much in the same way typewriters did. Lines are drawn from right to left, down the page, or screen. The old, big CRT screens would literally scan lines this way down the screen, 24-30 times a second usually, fast enough for the eye to pictures rather than an amazingly fast dot and it's trail of light. In three dimensional graphic space, these concepts mostly hold, but are expanded upon. 3D printing often involves building shapes out of voxels, which are the three-dimensional counterpart to pixels, cubes to squares. A basic 3d printer simply adds layer upon layer of material to build up an object, scanning lines the same way computer printers do, but building up into the air. The 3d graphics that are commonly seen in computer games and video effects are mathematical shapes much like vectors, but there are more varieties to the methods of building such shapes. While the (mostly) manually made curve points in bezier curves of a logo or an illustration serve every purpose of a two-dimensional image, three dimensional shapes can be simple or complex, so many different methods exist to create them, and major 3d authoring programs offer a variety of these input methods. In the 1970s, Vector based computer graphics was commonly used to display lines, text, and symbols on a CRT. Even though terminals have mostly fallen out of use, the concepts of vector based displays are inherently present in most computer graphics APIs, e.g., DirectX, AutoCad dwg and post-script. The idea is that the designer specifies the line segments to be drawn in the output space [screen], freeing him or her to think about drawing fundamental geometric primitives and turning over the conversion of the vector to a raster image to the API.

A further extension of this idea is think about 3D parts in space and time as well as the feature history and level of detail. A 3D part is oriented in space and its corresponding 2D projection is calculated as a collection of 2D vectors. This leads to the fundamental idea of CAD/CAM. Common CAD/CAM interchange standards are IGES and /STEP/.


text:
Gender and ICT

Table of Contents

 * List of Abbreviations
 * Foreword
 * Preface
 * Introduction
 * Taking a Closer Look at Women's Realities
 * Placing a Women's Empowerment Back Into the Gender Equality Framework
 * Gender Analysis in Development is a Conscious Choice
 * Lessons Yet Unlearnt
 * Implications of Integrating a Gender Perspective at National Level
 * Final Analysis and Conclusion
 * Resources
 * References
 * About the Authors

Information
This book is donated by UNDP Asia-Pacific Development Information Programme (UNDP-APDIP) to the community. The original publication by:

Authors: Angela M. Kuga Thas, Chat Garcia Ramilo, Cheekay Cinco)

© UNDP-APDIP, ELSEVIER, 45 pages

ISBN 81-312-0494-4

ISBN 978-312-0494-8

is located at http://www.apdip.net/publications/iespprimers/eprimer-gender.pdf

This wikibook is available under the terms of GNU Free Documentation License and Creative Commons Attribution License 2.5

title: Gender and ICT


text:
Template:Gender and ICT

 Gender and ICT  List of Abbreviations — Foreword — Preface — Introduction — Taking a Closer Look at Women's Realities — Placing a Women's Empowerment Back Into the Gender Equality Framework — Gender Analysis in Development is a Conscious Choice — Lessons Yet Unlearnt — Implications of Integrating a Gender Perspective at National Level — Final Analysis and Conclusion — Resources — References — About the Authors

title: Template:Gender and ICT


text:
Gender and ICT/List of Abbreviations

 * APC: Association for Progressive Communications
 * APCTT: Asia-Pacific Centre for Technology Transfer
 * APDIP: Asia-Pacific Development Information Programme
 * APWINC: Asian Pacific Women’s Information Network Center
 * APWW: Asia-Pacific Women Watch
 * AWORC: Asian Women’s Resource Exchange
 * C2C: Citizen-to-Citizen
 * C2G: Citizen-to-Government
 * CEDAW: Convention on the Elimination of All Forms of Discrimination Against Women
 * CSO: Civil Society Organization
 * DAGS: Demonstrator Application Grant Scheme
 * GDI: Gender Development Index
 * GEM: Gender Evaluation Methodology
 * GISP: Government Information System Plan
 * GPL: General Public Licensing
 * GTZ: Gesellschaft for Technische Zusammerabeit
 * ICANN: Internet Corporation for Assigned Names and Numbers
 * ICT: Information and Communications Technology
 * ICTs: Information and Communication Technologies
 * ILO: International Labour Organization
 * IT: Information Technology
 * ITU: International Telecommunication Union
 * NGO: Non-Governmental Organization
 * NRS: Nari Raksha Samiti
 * PLCPD: Philippine Legislators Committee on Population and Development
 * PM&E: Participatory Monitoring and Evaluation
 * SEWA: Self Employed Women’s Association
 * SGSIP: Seed Grant and Small Innovative Project
 * SHG: Self-Help Group
 * SITA: Studies in Information Technology Applications
 * SME: Small- and Medium-Sized Enterprise
 * UDHR: Universal Declaration of Human Rights
 * UN: United Nations
 * UNDP: United Nations Development Programme
 * UNESCAP: United Nations Economic and Social Commission for Asia and the Pacific
 * UNESCO: United Nations Educational, Scientific and Cultural Organization
 * UNIFEM: United Nations Development Fund for Women
 * VAW: Violence Against Women
 * VOIP: Voice Over Internet Protocol
 * WAO: Women’s Aid Organization
 * WENT: Women’s Electronic Networking Training
 * WNSP: Women’s Networking Support Program
 * WSIS: World Summit on the Information Society

title: Gender and ICT/List of Abbreviations


text: Category:Book:Gender and ICT

title: Category:Book:Gender and ICT


text:
Gender and ICT/Foreword

Two decades ago, at the Third UN World Conference on Women in Nairobi, we realized the potential of the new Information and Communication Technologies (ICTs) to advance gender equality and women’s empowerment. A decade later, we realized what it would take. A genuine Information Society demands the equitable participation of all members of society in the creation, management and use of its products. Without this, the notion remains an empty promise.

UNIFEM has worked for over a decade to help make the promise a reality for women. It is true that some women can use technology to access new markets, to access information and to compete on more equal terms with men. In countries or communities where strict cultural norms and traditions isolate women in their homes, for example the Internet has greatly facilitated their access to knowledge information. But technology is never neutral. It cannot by itself change the power structures that are deeply embedded in society. While the Internet has been a powerful tool for global advocacy for ending violence against women and other human rights abuses, for example, it has also served to facilitate the dramatic increase in sex tourism and trafficking in women and girls.

The constraints to women’s access to and control over ICTs are by now well known. Despite advances that have reduced prices for computers and connectivity in many regions, they are still beyond the reach of most women worldwide. Telecommunications infrastructure is largely urban centred, Internet content is still primarily in English and online use of some languages has been constrained by technical design. Women have less time to use computers, email or the Internet regularly. Similarly, the unequal participation of women in decision-making, and their lack of needed skills and training factor into the gender gap in ICT policy and design.

So long as women are viewed solely as consumers of ICTs, they will never be able to fully participate in their benefits. Enabling women to realize these benefits means building their capacity not only to access technologies, but also to participate in their design, influence their content and shape their uses. Women are producers as well as consumers of information and knowledge. Women must also participate in shaping the regulatory environment that surrounds content and use. Without such an environment the digital divide will remain – between rich and poor, between those with the advanced education and skills and those without, and between women and men. But we also need to ask to what extent women are involved in, and gender issues addressed in the shaping of regulations – with regard to both content and use.

UNIFEM is supporting the development of websites, virtual communities and networks and CD-ROMS on such issues as gender and trade, ending violence against women, and women’s human rights, as well as region-specific initiatives such as Arab Women Connect, which offers web-based information spaces in Arabic and English. We are currently partnering with Cisco Corporation in Jordan in the creation of e-villages, which is building the capacity of rural women to secure jobs in the new economy. Our Digital Diaspora initiative in Africa is harnessing the technical know-how and business expertise of entrepreneurs in the diaspora to women’s organizations and business associations in Africa to strengthen women’s economic security through training in ICTs, the creation of business partnerships and access to finance. In India we have set up a web-based centre for journalists on gender and HIV/AIDS, and in South Asia and Africa we are supporting networks of HIV positive women by linking them through an online resource centre.

Importantly also, women themselves are actively seeking help in building their ICT skills – in rural villages as well as big cities. Significant progress has been made, in Asia-Pacific and elsewhere, examples of which are highlighted in this publication. However, in looking at their impact on the ground, we must also realize that, for the most part, they remain at the level of pilot projects and ad hoc policies. We need to find ways to ensure they are scaled up and adopted in all countries and regions, and reach women everywhere at home and at work, even in remote areas.

It is within this context that I welcome this publication by UNDP Asia-Pacific Development Information Programme (UNDP-APDIP) and the Association for Progressive Communications Women’s Networking Support Program (APC WNSP), placing the discussion of ICTs and gender within a gender equality framework. While acknowledging the benefits, both real and potential, of the much-heralded Information Society, they have moved forward to address the implications of integrating a gender perspective at a national level. What policies need to be put in place? What steps can be taken to expand the reach of good practice examples? It is time we move the discussion from the potential to the reality, and begin an in-depth policy dialogue on how to operationalize the recommendations that have been signed and agreed to by Member States.

At the most recent World Summit on the Information Society (WSIS) in 2005, UNDP-APDIP worked with UNIFEM South Asia and several other partners to organize a pre-WSIS Summit forum for Civil Society Organizations (CSOs), academics and leading activists from the country level to dialogue on some of the more pertinent issues we face in charting the way forward. We look forward to greater collaboration with UNDP-APDIP, UN partners, international donors and CSOs to eliminate the inequalities that still define today’s Information Society.

An Information Society is not built by designs and intents but by concrete measurable actions. It is only when global commitments and national policies are translated into meaningful public policy development and implementation, that we can say for certain that we are making progress towards a true Information Society, and genuine e-quality for everyone, both women and men.

Noeleen Heyzer Executive Director, UNIFEM

title: Gender and ICT/Foreword