text:
Quest for Glory/Quest for Glory II

Introduction
Quest for Glory II: Trial By Fire is the second game in the series. It takes place in the land of Shapier, with our plucky hero having to deal with four elemental creatures and unravelling a conspiracy in the city of Rasier. Sidequests include some minor thieving as a thief, joining the eternal order of fighters as a fighter, and passing the W.I.T. entrance exam as a magic user. In addition, all character classes have the chance to become a Paladin for the next game by doing honorable actions, although this is particularly hard for a thief.

If you intend to play this game on a modern computer, using an emulator for older drivers such as VDMSound or DOSBox may help. A remake of the game is also planned at agdinteractive.

The interface is strictly conducted over a parser, typing pauses the action in the game to allow you to choose a command, and some built in verbs are available as short-cuts, such as accessing the map or your compass. Spells and actions must sometimes be targetted with a mouse, and you can right click on most objects to do an equivalent "look" command, so you don't have to struggle to figure out what they should be named. Conversations are two-way as before--you can ask about topics, such as rumors, elementals, and so on, or tell someone about a topic to relay information or initiate a conversation.

In addition to solving puzzles, you'll also have to engage in combat and work on perfecting your skills. You will have two or three gauges of health depending upon your character class. All character classes have Health Points and Stamina. Your health points determine how much damage you can take, and are decreased when you suffer damage in battle or gameplay situations. Losing all your health points kills you and ends the game. Your stamina determines how many actions you can perform, every time you perform an action it consumes a little bit of stamina. Performing actions which require stamina drains it and if you run out of stamina doing strenuous activity like running will lower your health. Some actions in battle can not be performed without sufficient stamina as well. Wizards also have mana points, which determine how many spells can be cast, each one draining a set amount of mana. If you are poisoned your health will drop steadily until it wears off or you cure yourself, and you also need to rest and get meals at the inn or eat rations to keep your character from starving or dying of exhaustion.

Your abilities and the ways you solve puzzles will vary with your character class. Fighters generally have to rely on brute force, and using strength and fighting monsters to clear their way through things. Thieves will rely on picking locks and breaking into places, using stealth to avoid notice, or disarming traps. Magic Users will want to use spells from a distance generally and find some creative application of magic to get through a situation. Paladins share traits in common with Fighters and Magic Users, and will generally take an approach more similar to Fighters, but they also get more helpful abilities at their disposal and have the ability to participate in more sidequests.

The game also uses a time-sensitive system where the game transitions between different hours of the day and night. You can rest for an hour at a time to recover some health, stamina, and mana, and you can go sleep for the night to restore all your stats. Most activities in Shapier can only be done during the day, but thieves may have a. Time passes extremely quickly while travelling, and you may be best off building a fire with a flame dart spell or a tinderbox at night to avoid getting woken up by monsters when you may be low on health or vulnerable. Keeping a large number of rations is also essential for making long trips across the world map.

General Advice
Early on in the game, the most important thing you can do is to avoid getting hopelessly lost in the streets of Shapier. Your first priority is finding the moneychanger so you can exchange your cash. Your second priority is buying a map and a compass so you can navigate the desert more easily and Shapier without even having to go through the alleyways. Ask Ali Baba for directions to the moneychanger and follow his somewhat confusing instructions carefully, then make your way back and get that map, you can use it from now on to travel anywhere you've visited instantly.

The game is on a very time-sensitive system, every few days a new elemental will show up and you'll need to find a way to defeat it. Build up your stats and explore a lot in the early days, and when an elemental shows up ask everyone you can find for advice. You'll want to sleep in the inn at night, buy rations from the meat seller, and have plenty of waterskins filled with water for when you go into the desert--pills are a must too.

Surviving in Shapier
Food and Shelter:

You'll need to buy rations from the meat seller in Shapier, or eat each evening at the Katta's inn, and you can rest at the inn for free throughout the game.

Combat/Survival:

Stocking up on pills from the apothecary is essential, other than that just save your game often, run away from the rhinos, and don't go picking any fights when you're too weak. You won't need to get into many fights in normal gameplay, but you'll want to practice your skills somehow.

Monsters:

(Daytime) (Day/Night) (Night)

Building up your Skills
Strength. Strength can also be increased by most activities involving physical exertion or consuming stamina, including running and fighting. Training with Uhura is a good way to build up combat related skills, including weapon use, dodging, and vitality. Otherwise you'll need to leave Shapier and wander in the desert to fight monsters, and you'll want plenty of water to survive out there.

Attributes such as Vitality can be increased by taking damage and engaging in combat, Intelligence can be increased by casting spells and solving puzzles, Communication is increased by talking to people, and Agility is increased by most any thief related action or dodging, and challenging the rope walker may help as well. Luck is increased by most random events including combat.

To practice the Climbing skill, you can repeatedly try to climb the ledge with the griffon, and the best way to build your Throwing skill is to just pick up a lot of rocks, and throw them all at once until you run out of rocks or stamina.

Pick locks. You can practice on virtually all of the doors of Shapier, there's only one door that will actually take you anywhere in any case. Not used very frequently.

Stealth is hard to build up, but going to the character menu and choosing to sneak will gradually increase it.

Combat based skills such as Dodge, Parry, and Weapon Use can be increased by going into combat and doing those moves repeatedly.

Magic Users can increase Magic just by casting any spell and can level up any spell by casting it repeatedly. The only spells which are really worth levelling up at all are the combat based spells which do damage, namely zap, flame dart, and force bolt.

Honor is a new stat you can increase by doing honorable actions, and is dropped whenever you perform dishonorably. Completing all the optional sidequests, and avoiding robbing anyone blind or doing anything deliberately cruel helps.

For a more detailed list of spells and abilities, see the main Quest for Glory page.

Walkthrough
Quest for Glory/Quest for Glory II/Walkthrough

Story
Quest for Glory II Plot

title: Quest for Glory/Quest for Glory II


text:
Physics with Calculus/Introduction/For Chemists

Chemistry as a science has benefited greatly from the development of physics. Physics has provided chemistry with many direct observations of ideas that were only previously theorized. For example, Avogadro's number was directly calculated by the observation of the decay of radioactive elements. The fundamental reasons for the structure of the periodic table were understood with the development of quantum mechanics. Linus Pauling's seminal work The Nature of the Chemical Bond solved complex chemical bonds using quantum mechanics. Many of the powerful tools that chemistry uses to probe the nature of matter rely on the application of physical principles. The richness of chemistry can only be appreciated as one comes to understand the foundations that it inherited from physics and the power these ideas have in pushing chemistry forward as it tries to solve problems in both the physical and biological worlds.

Since chemistry and physics have many things in common, the skills and techniques that are learned in the study of each discipline complement each other.

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


text:
Educational Technology Innovation and Impact/Multimedia Courseware/Using Laptops for Education

Using Laptops for Education
Integrating technology into education can be daunting. However, schools and school around the world are exploring the benefits and challenges of what happens when every student has a laptop computer. So far, there have been a number of programmes around the world that have looked at the use of laptops in education. There are variations in how these laptop programmes are designed, funded, and implemented, but the basic structure of a laptop programme is that each student has a laptop to use, and with the falling prices of laptops, more and more schools and colleges are considering initiating laptop programs.

If we look at the results from such existing programmes, a number of research groups have been studying the use of laptops in education and the conclusions are clear. According to the paper “A more complex picture: Laptop use and impact in the context of changing home and school access” (Rockman et al. 2000). There is a consistent and substantive impact on teaching and learning, and that computers are powerful interventions for both students and teachers, providing that they are implemented and used correctly. A study closer to home also showed that in pilot studies, lower-achieving children's national curriculum test scores rose half a grade in one term, which was attributed to students being inspired to learn by having the technology available at home as well as at school. (BBC News, March 2006)

The introduction of laptops for all students is a considerable change in the average classroom. In a laptop classroom, there is less lecturing and more individual and group project work. Teachers no longer have to provide all the information as students can gather much of what is needed from the Internet, they can work on their own more, or work in small groups to undertake projects. Students can do more work on their own and at their own pace, and the teachers can act more as consultants to them, offering individualized suggestions, mid-course corrections, and more frequent assessments of individual and group progress.

In a laptop classroom, there is much more independent learning since students now have access to powerful tools for accomplishing it. As independent learners, they also have to take on more responsibility for their learning, by working independently they have to monitor their own progress, identify the tools and resources they need to use, and know when to seek help. Developing the ability to learn independently, collaborate with peers to accomplish work, and communicate the conclusions of your work are the core of 21st-century skills, and a highly valued set of competencies in the world outside of school.

Word Count: 434

References:

Rockman et al. (2000). A more complex picture: Laptop use and impact in the context of changing home and school access. San Francisco, Ca: [On-line] Available: http://web.archive.org/web/20050517012511/http://www.b-g.k12.ky.us/Tech/Laptops.pdf Accessed: 10 April 2006

BBC News (2006) New Drive to give Pupils Laptops [On-line] Available: http://news.bbc.co.uk/1/hi/education/3514384.stm Accessed 10 April 2006

Bibliography:

Means B et al. (1993) Using Technology to Support Education Reform U.S Department of Education [On-line] Available:http://web.archive.org/web/19980420220206/http://odysseia.cti.gr/odysseas/documents/dod_usa1.doc Accessed: 12 April 2006-05-09

Powell A, Powell K (2006) Should Schools Provide Laptop Computers to Students? [On-line] Available: http://pittsburgh.about.com/b/a/245803.htm Accessed: 10 April 2006

Moss R (2004) Mobile Technology for Education [On-line] Available: http://coe.sdsu.edu/eet/articles/mobiletech/index.htm Accessed 12 April 2006

Mukherji S (2001) Students get Laptops for Coursework [On-line] Available: http://www-tech.mit.edu/V121/N43/43laptops.43n.html Accessed 10 April 2006

Koenig D (2004) Computer makers adapt laptops for tough school market USA Today [On-line] Available: http://www.usatoday.com/news/education/2004-04-26-school-laptops_x.htm Accessed 10 April 2006

Delisio E (2004)Tracing the Start of the Laptop Revolution in Schools Education World [On-line] Available: http://www.education-world.com/a_issues/chat/chat108.shtml Accessed 10 April 2006

Stager G (1995) In Australia... Laptop Schools Lead the Way in Professional Development [On-line] Available: http://www.stager.org/articles/edleadership.html Accessed 8 April 2006

Sargeant D(1997) Moving Toward a Mobile Teaching and Learning Environment: Using Notebook Computers. [On-line] Available: http://www.crk.umn.edu/technology/thinkpadu/thinkpadmobile.htm Accessed 13 April 2006


text:
Educational Technology Innovation and Impact/Computer Assisted Assessment

 * ePortfolios

 * Plagiarism Advisory Service


text:
Educational Technology Innovation and Impact/Mobile Learning

 * Asynchronous Learning


text:
Talk:Blender 3D: Noob to Pro/Blender Windowing System

User Preferences
I found the description of how to access the User Preferences pane rather difficult to follow at first. I'll try and think of a better way of putting it. TimTim 09:41, 18 April 2006 (UTC)

Question about Window headers section (moved from inline comment to this discussion page)
''Each of the windows we have discussed so far has a "header" that can optionally be displayed at the top or bottom of its window, or hidden altogether. The header area of the 3D Viewport, for example, shows the "View", "Select", and "Object" menus, as well as a variety of buttons and other controls. RMB in the header area, and a popup menu will appear, allowing you to change the location where the header is drawn, or whether it is drawn at all. As we have discussed, when Blender first starts up (using its default interface layout), the Blender screen is divided into 3 separate sections/windows: the 3D Viewport, User Preferences, and the Buttons Window. The topmost is the "User Preferences" window with its header (showing the "File" menu, among other controls) at the bottom but the bulk of its area "off screen" above the header. The 3D Viewport, on the other hand, has its header shown at the bottom. The Buttons Window has its header at the top of its area, so that it is adjacent to that of the 3D Viewport.''

If you turn off a header and later wish to make it reappear, RMB on the edge of the window in question and select "Add Header".

'''[Clarification requested: If you click the mouse on an edge shared by two windows. If neither has a header, which window is the header added to? (Similarly, if on an adjoining edge, and no header is chosen, which window is the header removed from?)]'''

''It is common for an edge to be shared by two windows. To select a specific window first move the cursor to the one that is to be operated on. No button is needed to be pressed at this time. Next move the cursor to the edge of the window and press the RMB to select the operation. Be careful not to allow the cursor to enter to far into the adjacent window. If you need to cancel the operation, press ESC. (drafted by hkb)''

Full-screen confusion.
As a total NooB, I first brought up this wikibook, and then installed and ran blender for the very first time. I'm a Linux user. Blender immediately ranm in full-screen mode, and there is no intuitive way to resize or minimize it to permit me to read the next step in the tutorial. This should be mentioned on this, the very first page that tempts a user to run blender for the first time. -68.110.230.28 (talk)
 * OK, I researched this and added a section. Will an experienced editor please review this? -68.110.230.28 (talk) 00:00, 24 May 2008 (UTC)
 * Done a major rewrite to avoid confusion between operating systems. Hope it helps.

section: Before you begin
You can use OS keyboard shortcuts to switch between applications: ALT+TAB (Linux&Windows) CMD+TAB (Mac); or to bring your desktop: CTRL+ALT+D (Linux), CMD+D (Windows), F3/F11 (Mac), but they show non-productive in short term.

This sentence is very poorly phrased, I'd suggest something like: You can use keyboard shortcuts for your operating system to switch between applications: .... or to return to your desktop / bring up your desktop ...

I'd probably scrap the last part of the sentence entirely. 121.222.155.117 (talk) 05:39, 24 September 2008 (UTC)

Red and Blue Boxes in diagrams
For the most other sections on this page, the boxes are close enough, but on the image dealing with a red and blue box outlining the command lines, the boxes are showing up on my screen as being too big, and are overlapping by half. The Red box surrounds both command lines, and the Blue surrounds part of the lower command line, and the button-box headers.

I knew it was a mistake (likely caused by my computer settings) when I saw it, and was able to determine what was happening by the text in the article section, but I figured I'd point out that the graphic should probably have the red and blue highlights incorporated into the graphic itself, instead of counting on everyone's browser displaying the overlay boxes the same way over the graphic over various platforms.

This computer is using IE-6 on Windows 2000, with the resolution set to 1280 by 1024 pixels, and Display font size set to "Small Fonts." I know it's outdated, it's my secondary computer, allowing me to keep doing other stuff while my primary machine is busy rendering, or.. as in this case, I can read the website tutorials fullscreen in one montior, and run Blender fullscreen in the other monitor. --Deadguy (talk) 17:17, 24 August 2009 (UTC)

Desktop Switching / Fullscreen issue
At least with Linux, there are as many ways to bring up windows or switch virtual desktops as there are desktop environment solutions, which are available in abundance. Switching between two adjacent virtual desktops would be an ideal way to go for this particular problem. For shortcuts to move between desktops, I like a CTRL+arrow keys kind of setup. Aziroshin (talk) 01:47, 10 August 2010 (UTC)

Outdated
The info on this page is written for version 2.49 and older. The only reason I came here was because I need to figure out how to use the 2.5x windowing system. It's not a big deal when a technique oriented tutorial doesn't get updated, since technique is the same even if the tools are different. But something as simple and fundamental as how to manipulate windows ABSOLUTELY NEEDS TO BE KEPT UP TO DATE. 68.47.244.135 (talk) 12:29, 22 September 2010 (UTC)
 * Yes, such as right clicking on the border (as instructed) does not give an option to split the window. :( --24.18.6.93 (discuss) 00:56, 5 February 2011 (UTC)
 * Agreed. Before this page, it's largely common sense and simply facts mathematic facts, but when you're talking about important areas of the interface, it needs to be updated asap - especially as it appears to have been this way for some time! 94.193.244.164 (discuss) 18:38, 27 April 2011 (UTC)

I hope I'm not out of line here, but I updated the screenshot and icons under Window types for 2.59 --Redconfetti (discuss • contribs) 05:27, 22 August 2011 (UTC)

Buttons Window ?
I have the newest Version of Blender, and also just started using it. I'm confused about the step with the "Buttons Window" Menu. Was this menu replaced elsewhere, or am i just to blind to see it? Hope you can help me!

 * No, you're not blind; the Buttons window simply doesn't exist in the 2.5* version, that's why you can't find it. It used to exist in the 2.4* version. I've switched the Buttons to Timeline window; by doing this, i noticed that it is not mentioned that the header for the 3D View and Timeline window is at the BOTTOM of its window instead at the top as the name "Header" implies. Currently figuring out where to mention this. Kerina yin (discuss • contribs) 07:58, 6 October 2011 (UTC)

 * See here about the Buttons window and what it is now: Information for those using Blender 2.57. Kerina yin (discuss • contribs) 10:11, 6 October 2011 (UTC)

Hide header not possible for info window
"To hide the header completely, move the mouse to the edge of the header furthest from the edge of the window (i.e. the top edge of the header if it is at the bottom of the window, or vice versa)"

This prompted me to try and hide the header for the info window, but it didn't work because the info window is collapsed. This was not immediately apparent to me at first and confused me for a bit.

Updating images
Should the images in this section be updated? For a beginner, they mightt be very confusing (as the screenshots were taken in blender versions <2.8) Money-lover-12345 (discuss • contribs) 21:44, 17 December 2022 (UTC)


text:
C++ Programming/Programming Languages/C++/Code/Keywords

ISO C++ keywords
The C++98 standard recognized the following keywords:

Specific compilers may (in a non-standard compliant mode) also treat some other words as keywords, including,  ,  ,  ,  ,  ,  ,. Old compilers may recognize the  keyword, an anachronism that has been removed from the language.

The current revision of C++, known as C++11, added some keywords:

C++11 also added two special words which act like keywords in some contexts, but can be used as ordinary identifiers most of the time: It would be bad practice to use these as identifiers when writing new code.

The C++98 keywords auto, default, delete and using have additional or changed uses in C++11.

Some old C++98 compilers may not recognize some or all of the following keywords:

C++ reserved identifiers
Some "nonstandard" identifiers are reserved for distinct uses, to avoid conflicts on the naming of identifiers by vendors, library creators and users in general.

Reserved identifiers include keywords with two consecutive underscores (__), all that start with an underscore followed by an uppercase letter and some other categories of reserved identifiers carried over from the C library specification.

A list of C reserved identifiers can be found at the Internet Wayback Machine archived page: http://web.archive.org/web/20040209031039/http://oakroadsystems.com/tech/c-predef.htm#ReservedIdentifiers


text: Template:Citation needed

title: Template:Citation needed


text:
Umbraco/Reference/umbraco.library/LongDate

Umbraco.library.LongDate
The method is used to get return a formatted date from Umbraco's XML.

Parameters

LongDate(String date);

or

LongDate(String date, bool includeTime, String separator);

String   date - date from Umbraco XML. Boolean  includeTime - include the time as well as the date. String   separator - character(s) to separate date and time components.

Return value

The method returns a string in the form:

22 April 2006 18:43:00

Usage


text:
User:Lady poison

I came from Poland and I am willing to help developing sites about languages. I can speak english, french, polish and a little bit of spanish and latin. If you are interested, mail me!

title: User:Lady poison


text:
Talk:Afrikaans

Reviving
I am trying to give this wikibook some attention; currently I've done mostly cosmetic alterationss to lesson 1 and I've got a good part of lesson 2 done. I hope no one minds. Solstici (talk) 04:58, 3 September 2008 (UTC)

 * I hope you mind it because it makes you learn 41.121.107.39 (discuss) 18:25, 22 June 2024 (UTC)

Reource
Ek kanie glo dis die enigste afrikaanse inhoud op wiki nie! 194.60.85.4 11:52, 18 April 2006 (UTC)

Here is something that can help us. Icelandic Hurricane 02:16, 28 November 2006 (UTC)

NPOV
This article states that afrikaans is a european language. This does not follow the rules of the no point of view policy, since many people consider afrikaans to be an indigenous african language. It is simply a matter of opinion.--100%RSA 14:09, 15 December 2006 (UTC)
 * WP:BB. Hope that's not too rude, but you can be bold and change it yourself. Icelandic Hurricane 21:11, 15 December 2006 (UTC)

 * Let me join this debate, the reason is that Afrikaans is a Indo-European language, and also it almost be identifical to Dutch, which they are colonized the South Africa before the Boer War (I think I'm wrong but I'm not sure...). Rakuten06 23:25, 15 December 2006 (UTC)

Germanic languages are European. Afrikaans is classified as Germanic. Look up Afrikaans on http://www.ethnologue.com, http://www.omniglot.com and http://www.nvtc.gov. Saying that Afrikaans' status as a European language is "a matter of opinion" is somewhat absurd. Even the English Wikipedia article on Afrikaans classifies the language as European. It may be reasonably argued that Afrikaans is both European in nature and indigenous to Africa, a point which is addressed in the book. Delano 05:26, 11 March 2007 (UTC)

Wouldn't it technically be an African language, but in the Indo-European group? Icelandic Hurricane 22:40, 7 May 2007 (UTC)

NOT a phrase book!
Why did User:Rakuten06 creat lessons 2 to 4 and just stuff the pages with phrases lifted from various sources on the 'net? Please, this is NOT a phrase book! The point is to provide a source for people to learn to read, write, speak and understand Afrikaans; in other words, a complete language course. What's the point of simply repeating things found elsewhere on the 'net? Also, if you're going to create lessons, please follow the format of the previous lessons... you've just pasted text with little regard for formatting or readability.
 * I'm gonna remove that stuff and start those lessons from scratch. Icelandic Hurricane 22:40, 7 May 2007 (UTC)

title: Talk:Afrikaans


text:
Russian/Planning

Provisional TOC for planning

Future plans of Russian Wikibook (please feel free to add anything you think needs to be done here, or suggest something in the discussion page of this module):

 * Improve Navigation template (maybe a pretty box, like the French Wikibook)
 * Create appendix, including:
 * declinations of nouns and adjectives(in a table, similar to what you would see in the back of a dictionary)
 * declinations of personal pronouns and этот, кто, что, etc...
 * conjugation of verbs
 * Russian-English, English-Russian dictionary
 * index
 * Create a plan for lessons that include grammar, exercises, vocabulary, and dialogue. There are already some good pages on grammar, but I think it would be more useful to explain grammar in lessons, as is necessary to do corresponding exercises. Likewise, dialogues using the grammar just learned would be in each lesson, with a list of vocabulary at the end of the lesson. Any grammar used as a reference (for example, lists of verbs that take instrumental case) could be put in the index. All the grammar pages were written by a native Russian, and are great resources, and should be put in the lessons.
 * once a plan for lessons is created, start making the lessons, and try to recruit help from Russian Wikibooks or Wikipedia
 * list of cognates in appendix

title: Russian/Planning


text:
Probability/Set Theory

Introduction
The overview of set theory contained herein adopts a point of view. A rigorous analysis of the concept belongs to the foundations of mathematics and mathematical logic. Although we shall not initiate a study of these fields, the rules we follow in dealing with sets are derived from them.

Sets
We have different ways to a set, e.g.
 * word description: e.g., a set $$S$$ is the set containing the 12 months in a year;
 * listing: elements in a set are listed within a pair of braces, e.g., $$S\overset{\text{ def }}=\{\text{January, }{\color{darkgreen}\text{March, February, }}\text{April, May, June, July, August, September, October, November, December}\}$$;
 * the of the elements is, i.e. even if the elements are listed in different order, the set is still the same. E.g., $$\{\text{January, }{\color{darkgreen}\text{February, March, }}\text{April, May, June, July, August, September, October, November, December}\}$$ is still referring to the same set.

 * set-builder notation:$$\underbrace{\{}_{\text{The set of}\;}\underbrace{x}_{\text{all elements }x\;}\underbrace{:}_{\text{such that }}\underbrace{P(x)}_{\text{the property }P(x)\text{ holds}}\}$$
 * (the closing brace must also be written.)
 * For example, $$S\overset{\text{ def }}=\{x:x\text{ is a month in a year}\}$$.

Subsets
We introduce a between sets in this section.

Illustration of by Venn diagram: A ⊆ B (A ≠ B):

 * *--*       | < B
 * |   A     |        |
 * *--*       | < B
 * |   A     |        |
 * |   A     |        |
 * |   A     |        |

Set operations
Probability theory makes extensive use of some set operations, and we will discuss them in this section.

In the following, some basic properties possessed by the union operation: commutative law and associative law, are introduced.

Venn diagram
 * A |       |  B  |       |  C  |
 * A |       |  B  |       |  C  |
 * A |       |  B  |       |  C  |

(A, B and C are disjoint) | |   |                |  *--*   **   ^   |   F
 * | < D
 * -*--*---*---*       | <--- E
 * -*--*---*---*       | <--- E
 * -*--*---*---*       | <--- E
 * -*--*---*---*       | <--- E

(D, E and F are not disjoint, but E and F are disjoint)

The following result combines the union operation and intersection operation.

title: Probability/Set Theory


text:
User talk:Ferralangel

Thanks for your offer of help. I suggest that you read the draft proposal that needs to be sent to the Board of Directors. In my view, there are two things that need to be done at this time:

1) Finish drafting the proposal. I think what it still needs is something like a timeline with a description of what can be done in the short-term to get the project started and a discussion of where the project might go in the long run. The issue of courses and their role in Wikiversity has become a matter of conflict. I think that conflict can be resolved by making explicit what sorts of activities make sense for the immediate launch of the project and what goals need to be thought of as long-term possibilities for the community to work towards.

2) I think we should start work on a "demonstration project" without waiting for the Board to act. I think that the obvious place to start is with a project that would work to improve the process of citing sources within Wikipedia and which would also be related to an existing Wikibook project. Such a Wikiversity project would demonstrate how Wikiversity can function in an integrated fashion with other Wikimedia projects, would start to attract Wikiversity editors, and would be a starting point for building the Wikiversity infrastructure that will be needed to support scholarly learning projects in wiki format. The demo project I previously started attracted no attention. I suspect we need to pick a controversial topic that appeals to the interests of many people. An alternative would be to to construct a new main Wikiversity page at Meta, list a large number of topics for potential learning projects and let the community decide which one(s) to start with. --JWSurf 15:37, 18 April 2006 (UTC)

And now?
I went through and read the proposal as well as the various pages on discussion regarding wikiversity and its current stage. I am a little unclear however, on where it is in its development. Sometimes it seemed like it was faltering as far as becoming its own wiki and on other discussions it was apprently meeting approval and ready to be launched. Clearly, since we are still on wikibooks, it has not met with some final approval and requires some fine tuning. I am more than happy to help on any part that requires help. What stage do you feel the second part of the proposal is in? Is it just the beginning phases or is it near completion? Would it be helpful to begin work on another course to offer the board more examples as to what wikiversity has to offer? Feel free to point me in a direction and I am happy to work on that part. I just don't feel knowledgable enough yet regarding wikiversity past and present to offer concrete thoughts on what needs to be accomplished. Thanks Ferralangel 20:52, 18 April 2006 (UTC)ferralangel

 * It is always good to have a new set of eyes look at something. A major problem faced by Wikiversity is that it does not yet have a home and pages about it are scattered all over the place. We are trying to satisfy the requirements set by the Board:

 * "Wikiversity proposal (http://meta.wikimedia.org/wiki/Wikiversity) not approved, but we will approve it if some changes are made and if the community seems joyful about it, which may or may not require another vote. The board recommend rewriting the proposal to exclude credentials, exclude online-courses and clarify the concept of elearning platform. to be rewritten to exclude credntials and to clarify concept of e-learning."

In my view, the major remaining problem is the requirement that "the community seems joyful" with the changes requested by the Board. Everyone's first impulse is to imagine Wikiversity as a collection of courses. I think that the Board realized a fundamental truth: most wiki editors are not going to have the time or ability to put courses online, and even if they did, conventional courses will not work well in a wiki environment. Another way of saying this is that a wiki cannot compete directly with conventional universities that pay people to put their conventional courses online and where students pay to take the courses. We need to start Wikiversity with an e-learning plan that makes sense for a wiki environment. I think that the new Wikiversity project proposal is okay, but it does not solve the problem of bringing joy to members of the community who think that the Board is wrong about the role of courses in Wikiversity. I think the new proposal needs an introduction that includes something like a timeline which would provide a logical path by which wiki editors could gradually build towards the possibility of wiki-based courses. This is analagous to the way that Wikipedia articles gradually mature. Wikiversity needs to start with basic e-learning projects that will attract participants and might gradually mature into things that are wikified courses. Of course, I am imagining something that the world has never seen, so it is rather hard to create a short and compelling way to "bring joy" to people who think the Board is wrong. I would never deflect anyone from starting a new Wikiversity course, but I think we need to get creative and step outside of "course think". We need to initiate new types of wiki learning projects that will attract participants and create an environment in which wiki format courses might eventually become a reality....while leaving ope to the community to discover and decide what really works best for wiki-based learning. My hunch is that conventional courses will never really flourish in a wiki and we will have to discover new learning formats that are better suited for the wiki format. The only way this is ever really going to happen is to launch the project and jump into it. I think we need to construct a system for getting people to let go of the natural tendency to think only in terms of conventional courses. I suspect we will be able to create/find new wiki-based learning systems that will actually be better than conventional courses. However, many people just fly into a rage when told to think in terms other than courses. I think we need some creativity and brain storming to get us over the hump and get the project launched. --JWSurf 04:08, 19 April 2006 (UTC)

I really like and I think I understand the direction that you want to take this. I can see how many people would be turned off from the traditional course flow being placed into the world of wiki since it does not jive with the established idea of how something that is wiki-based grows and matures. I like your idea of getting away from that and moving to a new way of seeing learning through not so much a course as e-learning. I think the big difference between the two is that a course is guided by a teacher and e-learning, at least to me, is more of a free flow type of learning that is based on the students interest and their own pace that they have set for themselves. I like the wikiversity idea because it can be a mesh of the two. Instead of designing courses that are taught our use traditional course ideas, it is more of a guide to offer students the steps they need to take to become knowledgable in a certain area. However, it is still based on a wiki-idea of learning where become knowledgable about a subject means researching and providing something new inherent to that topic.

So, to apply this to your idea of how to solve the "joyful" component, is there a way to word or a way to come up with an idea that embodies what the community wants, some place where there is a structured or partially guided learning environment but to tailor to wiki-based growth so that both the community feels that they are getting what they want and at the same time the board feels that this is a worthwhile endeavor that enhances the wiki name and offers something unique?

If the community offered the board something of this nature, would it be possible just to get the site up so that the community could decide how the best way for the Wikiversity to grow is? It just seems like there is a lot of fine tuning going on even before the wikiversity is "born" and the board is trying to halt it because they don't know how it will grow. Are we in the same idea range, is this something I should maybe add a new section to the proposal and see how people feel and edit? Thoughts? Ferralangel 20:44, 19 April 2006 (UTC)ferralangel

 * It sounds like you have a fairly good grasp of the situation. Over the past few months my efforts to "bring joy" to the disenchanted members of the community have failed. My personal problem is that the more I say along these lines the more I just seem to piss people off....I have given up trying because I seem to do more harm than good. I think we are at the point where we need soemone who can cut the Gordian Knot and get the project proposl once again before the Board. Maybe a new voice could say what needs to be said without provoking another automatic rejection from members of the community who can only think in terms of, "I want my free courses, dang it, get to it!" So, if you could take a crack at adding something to the new draft of the Wikiversity project proposal, that would be great. I think you could explicitly say that you are trying to find a way of satisfy both
 * 1) the Board's desire that the Wikiversity proposal respect the realities of wiki (and, hence, have a reasonable chance of thriving)

and
 * 2) and the members of the community who see courses as the only possible goal for Wikiversity.
 * I've tried to make the argument that we could satisfy these two goals by thinking in terms of the short-term need to attract editors and launch the project and long-term goals that will ultimately only be constrained by what the community can accomplish. That argument does not seem to satisfy people. If you have any other thoughts, feel free to try them out. --JWSurf 23:17, 19 April 2006 (UTC)

title: User talk:Ferralangel


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Category:Dog recipes

Recipes involving dog.

title: Category:Dog recipes


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Category:Sushi recipes

Recipes for sushi.

title: Category:Sushi recipes


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Category:Sour cream recipes

Recipes involving sour cream.

title: Category:Sour cream recipes


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A-level Chemistry/OCR/Group 2

This is one of the shortest topics in this module. The other being Group VII elements.

Let's get started.

At the end of this topic, you will know the following information about Group II elements:

 * 1) Trends in properties
 * 2) Redox reactions
 * 3) Reactions with oxygen, water and hydrochloric acid
 * 4) Thermal decomposition of the carbonates
 * 5) Uses of Group II compounds

Introduction
The Group II elements are powerful reducing agents.

A reducing agent is the compound that gets oxidised in the reaction and, therefore, loses electrons.

M = Mg, Ca, Sr,Ba --> I will be using 'M' as the general symbol for a Group II element in this topic.

e.g.

As I said earlier, they are powerful reducing agents. M(s) > M2+(aq) + 2e-

A reducing agent 'loses electrons'.

Another term for Group II elements are Alkaline Earth Metals

All Group II elements have 2 electrons in their outer shell. They generally lose these two outershell electrons in order to react and, by doing so, they form M2+ ions.

Properties
These are the properties you will have to know for your exam

As you go down the Group:

 * 1) Atomic radius increases
 * 2) First ionisation energy decreases
 * 3) Chemical reactivity increases
 * 4) Electronegativity decreases

You need to be able to explain these properties in the exam.

 * Why does atomic radius increase?
 * This happens because as you go down the Group, the elements have more electrons and therefore, need more orbitals in which to store these electrons. These orbitals get filled up gradually by the usual method: "1s2 2s2 2p6 3s2 3p6 4s2 3d10 etc etc...
 * These orbitals surround the nucleus. As you go down the Group, you get more orbitals surrounding the nucleus (remember, all the orbitals are 'stacked' on top of each other) and therefore, the size of the atom increases.
 * Also, the further an orbital gets from the nucleus, the even more further it gets because of the sudden decrease in nuclear attraction from the nucleus.

 * Why does first ionisation energy decrease?
 * This happens because as you go down the Group, the number of orbitals increases and they get further away from the nucleus. This decreases the nuclear attraction between the orbital and the nucleus so it makes it easier for another element to remove an electron from the outer orbital as the outer orbital is hardly attracted to the nucleus.
 * Also, another reason the first ionisation energy decreases is because, of the shielding effect. All orbitals are filled up with electrons and these electrons are constantly repelling each other. The further out an orbital is from the nucleus, the greater the shielding effect on it and the lower the nuclear charge. Therefore, it's easier to remove an electron.
 * Exam tip
 * Whenever you are asked a question about explaining ionisation energies, always include the following 3 points.
 * Distance from nucleus
 * Shielding effect
 * Proton:Electron Ratio

Therefore, if its easier to remove an electron, then it should mean the it will be easier to react.
 * Why does chemical reactivity increase? : This happens because the ionisation energy decreases. All chemical reactions take place due to the transfer of electrons. Ionisation energy is the energy required to remove one electron from each atom in a one mole sample of gaseous atoms to form one mole of gaseous unipositive atoms.

 * Why does electronegativity decrease? : The ability of M to attract the electrons in a bonding pair decreases as you go down the group because the bonding orbitals are further from the nuclear charge and shielded by the inner shells. Note that group II metals form mostly ionic compounds because the electronegativities are significantly lower than elements such as oxygen and chlorine.  Beryllium has the highest electronegativity in Group II and, as you might predict, it forms the chloride with most covalent character.

Redox reactions
A Redox reaction is a reaction in which Oxidation and Reduction take place at the same time. Originally Oxdation was defined as the gaining of oxygen by an element and Reduction as the loss of oxygen.However, now Oxidation is defined as the loss of Electrons and Reduction as the gain of electrons.

Oil Rig
A simple way of remembering oxidation and reduction is OILRIG

Oxidation is loss of electrons

Reduction is gain of electrons

Reactions with oxygen, water and hydrochloric acid
A reaction can only be regarded as a redox reaction if oxidation and reduction occurs simultaneously < --72.27.33.199 (talk) 18:37, 5 April 2009 (UTC)Leon Smith 2009--72.27.33.199 (talk) 18:37, 5 April 2009 (UTC)

Thermal decomposition of the carbonates
Carbonates of group II metals decompose on heating to give carbon dioxide.

MCO3 ->  MO + CO2

This is used to convert chalk (calcium carbonate) to quicklime, calcium oxide. Quicklime can be used to make a simple mortar for building so historically lime kilns and small quarries were to be found all over England. When roasted with clay quicklime is used to make cement.

The CO2 produced by this reaction is also used to manufacture Sodium Carbonate (see Solway process).

Quicklime reacts vigorously with water to form Calcium Hydroxide (slaked lime). This is a very exothermic reaction.

CaO + H2O ---> Ca(OH)2

Slaked lime can purchased in garden centres as a soil conditioner, farmers spread it on the land to reduce acidity.

Uses of Group II compounds
Thermal decomposition of the carbonates The carbonates of the group two metals decompose when heated to produce CO2. This is then used to change chalk to calcium oxide, which is also known as quicklime. The reaction to create the CO2 is:

MCO3 -> MO + CO2

This calcium oxide is used in construction for very simple mortar. If it is roasted with clay, it creates cement.

The CO2 produced by this reaction is also used to manufacture Sodium Carbonate (see Solway process). Quicklime reacts vigrously with water to form Calcium Hydroxide (slaked lime). This is a very exothermic reaction. CaO + H2O ---> Ca(OH)2 Slaked lime can purchased in garden centers as a soil conditioner, farmers spread it on the land to reduce acidity.

Summary The Group II elements are powerful reducing agents. A reducing agent 'loses electrons'. Another term for Group II elements are Alkaline Earth Metals All Group II elements have 2 electrons in their outer shell.

title: A-level Chemistry/OCR/Group 2


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Complex Analysis/Residue Theory/The Basics

What is a residue?
When we say we want a Residue of a function at a point, we mean that we want the coefficients of the term of the expanded function with a simple pole (something that gives a zero in the denominator) at that point. For example, the residue of the function:

$$ f(x) = \frac{3}{x + 1} $$

About $$-1$$ is 3.

And similarly for:

$$ f(x) = \frac{3}{x + 1} + \frac{3}{x + 2} $$

Is also 3, for the second term isn't a pole at -1.

Of course, the functions we will be dealing with will be much more complicated, some may have quadratics on the denominator, some may not be well defined like $$\sin (\frac{1}{z})$$; and according to the type of function, there are different types of what's called isolated singularities that we'll run across. Of course, such things need to be well defined to include possible conflicts before we continue. Also because our method of finding the residue varies with the type of the singularity! This is probably the most important point in this chapter.

Isolated Singularities
There are three types:

1) Removable Singularities

2) Poles of order m

3) Essential Singularites

Which we will cover in detail one-by-one.

Removable Singularities
The rigorous definition is a function such that $$\lim_{z \rightarrow z_0} f(z) = k$$ where $$k$$ is some constant value (you may have to use L'Hopital's Rule to come to this conclusion).

In layman's terms, this is a function that has a similar term multiplied on the numerator and denominator that can be cancelled.

For example, the following function:

$$ f(x) = \frac{3(x + 1)}{x + 1} $$

has a removable singularity at $$z_0 = -1$$.

as for what this has to do with residues, with the rigorous definition, this means that the function's residue at that point is considered to be 0. If after cancellation some of the same terms are left over, like in the following function:

$$ f(x) = \frac{3(x + 1)}{(x + 1)^2} $$

Poles of order m
Again, the rigorous definition is a function f has a pole at $$z_0$$ if $$\lim_{z \rightarrow z_0} ||f(z)|| = \infin $$, we classify the order m by the highest power of the pole in the Laurent series (in more layman's terms, the number of the power after it has been cancelled). Another way of say this would be:
 * The order of a pole at $$z_0$$ is the least integer m such that $$\lim_{z \to z_0}(z - z_0)^mf(z)$$ is bounded.

Example:

$$ f(x) = \frac{3}{x + 1} + \frac{3}{(x + 1)^2} $$

has a 2nd order pole about $$-1$$. This could be said to follow from the fact that: $$ (x+1)^2f(x) = 3(x+1) + 3$$ for $$x$$ not equal to $$-1$$ and thus $$\lim_{x \to -1}(x+1)^2f(x) = 3 < \infin$$

Essential Singularity
The rigorous definition is a function such that $$\lim_{z \rightarrow z_0} f(z)$$ is neither bounded nor infinite, like the limit being undefined. A good example of such a function is a typical example from 1st semester Calculus classes:

$$f(z) = \sin(1/z)$$

about $$0$$ is an essential singularity.

What typically happens with these functions is when the Laurent (or in the case for the function above, Taylor) series is examined, it turns out that the order m is infinite (there are an infinite number of poles). Keeping along the lines of our example, if we perform a Taylor series expansion we obtain:

$$ f(z) = \sin(1/z) = \sum_{n=1}^{\infin} \frac{(-1)^{n+1} n!}{z^n} $$

Which shows our infinite number of poles.

This is the only type of isolated singularity where the only way known to determine the residue (the power of that 1/z term) is to manually create the Laurent series and read off the coefficient.

Also, but beyond the scope of this book, is an interesting theorem regarding functions with essential singularities called Picard's Theorem, which states that a function with an essential singularity approaches every value except possibly one around a neighborhood about the singularity.


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User talk:Edrigu~enwikibooks

Albanian
Please have a look at this change to Albanian. It is an edit by a non-logged in user who, 5 minutes later, apparently vandalized Serbian:Alphabet (the apparent vandalism being here). To me, this does not appear to be vandalism. However, it should be checked by someone who, unlike me, actually knows something about the Albanian language. Thank you. --JMRyan T E C 18:40, 18 April 2006 (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 Edrigu. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Edrigu~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:07, 17 March 2015 (UTC)

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

title: User talk:Edrigu~enwikibooks


text:
User:Andyross

http://home.att.net/~andyross/

Most of my Wikipedia contributions have been on the Motorola 6412 and related pages.

I also started the Wikibook for How to use a Motorola DVR

title: User:Andyross


text:
Radiation Oncology/Toxicity/Second malignancies

Risk of Second Malignancies

Ankylosing spondylitis

 * See Risk of malignancy

Ewing's Sarcoma

 * See Ewing's Sarcoma

Optic Glioma

 * See Optic Pathway Glioma

Hodgkin's disease

 * 2007: (Multinational) - PMID 17372278 — "Long-Term Solid Cancer Risk Among 5-Year Survivors of Hodgkin's Lymphoma." 	Hodgson DC et al. J Clin Oncol. 2007 Apr 20;25(12): 1489–1497.
 * >18,000 pts with survival >5 yrs.
 * 1490 second cancers, of which 850 estimated to be excess. 30 yr risk for solid cancer 18%(men)/26%(women) for pts diagnosed at age 30, vs 7%/9% general population.
 * Risk of SC associated with younger age at HD diagnosis. Largest risk for breast (RR=6), other supradiaphragmatic sites (RR=6), infradiaphragmatic (RR=3.7), malignant mesothelioma (RR=20).

Breast cancer:
 * McGill University / SEER; 2022 PMID 35668306 -- "Surgical Management and Contralateral Breast Cancer Risk in Women with History of Radiation Therapy for Hodgkin Lymphoma: Results from a Population-Based Cohort" (Eisenberg ER, Ann Surg Oncol. 2022 Jun 6. doi: 10.1245/s10434-022-11947-w. Online ahead of print.)
 * Retrospective SERR analysis. 295 women, prior RT for HL (age <30). All with subsequent breast cancer. Median age HL was 22, and BCA was 42
 * Outcome: Unilateral 89% vs synchronous bilateral 11%. For unilateral tumors, lumpectomy 19% vs mastectomy 81%
 * Contralateral breast cancer risk: 5-years 9%, 10-years 20%, 15 years 30%
 * Conclusion: High risk of contralateral breast cancer with prior chest RT for HL, consider prophylactic mastectomy

 * Child Cancer Survivor Study; 2014 PMID 24752044 -- "Breast cancer after chest radiation therapy for childhood cancer." (Moskowitz CS, J Clin Oncol. 2014 Jul 20;32(21):2217-23. doi: 10.1200/JCO.2013.54.4601. Epub 2014 Apr 21.)
 * Registry study. Childhood Cancer Survivor Study participants, 1230 female, chest irradiation
 * Outcome: Low dose radiation (median 14 Gy) to large volume (whole-lung) breast cancer risk standardized incidence ration 43.6 (SS); high dose of radiation to mantle field/Hodgkin, standardized incidence ratio 24. Cummulative incidence of breast cancer by age to was 30%, comparable between both groups. Breast cancer specific mortality at 5 years 12%, at 10 years 19%
 * Conclusion: Whole-lung irradiation confers greater risk of breast cancer than previously recognized; with substantial breast cancer mortality
 * Multicenter, 2011 (1980–2006) - PMID 21576642 -- "Characteristics and Outcomes of Breast Cancer in Women With and Without a History of Radiation for Hodgkin's Lymphoma: A Multi-Institutional, Matched Cohort Study." (Elkin BB, J Clin Oncol. 2011 Jun 20;29(18):2466-73.)
 * 8 centers. 253 women with breast cancer after RT for HL were matched to 741 women with sporadic breast cancer.
 * Median time from HL to breast cancer diagnosis was 18 yrs; median age at BC diagnosis, 42 y. Was more likely to be diagnosed by screening, more likely to be early stage, and more likely to be bilateral at diagnosis. Increased risk of metachronous contralateral breast cancer and increased risk of death from any cause. Breast cancer specific mortality was increased (but not S.S.)
 * Conclusion: "In women with a history of RT for HL, breast cancer is diagnosed at an earlier stage, but these women are at greater risk for bilateral disease and are more likely to die as a result of causes other than breast cancer. Our findings support close follow-up for contralateral tumors in these patients and ongoing primary care to manage comorbid conditions."
 * SEER; U. of Rochester, 2010 - PMID 20975072 -- "Long-Term Survival Among Patients With Hodgkin's Lymphoma Who Developed Breast Cancer: A Population-Based Study." (Milano MT, J Clin Oncol. 2010 Dec 1;28(34):5088-96.)
 * SEER study. Compared 298 HD survivors who developed breast cancer to 400,000+ women with first breast cancers.
 * OS survival inferior for HD pts with breast cancer, 15-yr OS 48% vs 69% (for localized BC) or 33% vs 43% (regional or distant BC). Increased 7-fold risk of death from other cancers. Increased heart disease mortality. 10-yr BC CSS was similar for pts with regional/distant disease but was inferior for HD pts with localized BC.
 * Conclusion: Women with HL may survive a subsequent diagnosis of BC, only to experience significant excesses of death from other primary cancers and cardiac disease. Greater awareness of screening for cardiac disease and subsequent primary cancers in patients with HL-BC is warranted.
 * Stanford
 * 1993 (1961–89) - PMID 8416252 — "Breast cancer after treatment of Hodgkin's disease." Hancock SL et al. J Natl Cancer Inst. 1993 Jan 6;85(1):25-31.
 * 885 women. Mean f/u 9.3 yrs. 672 treated with mantle field.
 * 25 developed breast cancer. RR=4.1. 136-fold increase for girls who received RT before age 15. No increased risk for women treated after age 30.

Brain

 * Toronto, 2007 PMID 17206473 -- "Radiation induced peripheral nerve tumors: case series and review of the literature." (Zadeh G, J Neurooncol. 2007 Jun;83(2):205-12.)
 * Retrospective. 6 cases of post-radiation peripheral nerve tumors. RT dose 24-40 Gy, at treatment 1.5–49 years. Majority neurofibromas (n=3) and schwannomas (n=3)

Breast

 * The Netherlands; 2008 (1989–2003) PMID 18323547 -- "Risk of new primary nonbreast cancers after breast cancer treatment: a Dutch population-based study." (Schaapveld M, J Clin Oncol. 2008 Mar 10;26(8):1239-46.)
 * Population analysis. 58,068 Dutch patients diagnosed with invasive BCA. Median F/U 5.4 years. Second non-breast cancers (SNBC) evaluated, and standardized incidence ratio (SIR) computed
 * Outcome: SNBC 10-year cumulative incidence 5.4%, SIR 1.22 (SS).
 * If RT: young patients (<50) higher lung cancer HR 2.3 (SS); older patients (>50) higher STS HR 3.4 (SS)
 * If chemo: young patients lower all cancers HR 0.8 (SS); older patients higher melanoma, uterine CA, AML
 * If hormones: higher overall incidence HR 1.1 (SS), uterus specifically 1.8 (SS)
 * SNBC worsened overall survival HR 4.0 (SS)
 * Conclusion: Breast cancer patients experience a small but significant risk of developing second non-breast cancer
 * Indiana; 2004 PMID 15166670 -- "Cutaneous angiosarcoma following breast-conserving surgery and radiation: an analysis of 27 cases." (Billings SD, Am J Surg Pathol. 2004 Jun;28(6):781-8.)
 * Retrospective. 27 cases. Median time-to-diagnosis 5 years, some in <3 years. Lymphedema largely absent. Frequently (~50%) multifocal, and high grade (60%)
 * Outcome: treated with excision/mastectomy. Median F/U 3.7 years. Median OS 2.7 years; 52% LR, 40% DM
 * Florida; 2003 (Review) PMID 12673708 -- "Angiosarcoma after breast-conserving therapy." (Monroe AT, Cancer. 2003 Apr 15;97(8):1832-40.)
 * Review
 * Wayne State; 2002 (1973–1997) PMID 11955733 -- "Sarcoma as a second malignancy after treatment for breast cancer." (Yap J, Int J Radiat Oncol Biol Phys. 2002 Apr 1;52(5):1231-7.)
 * SEER review. 274,572 cases with primary breast cancer; 263 patients with subsequent sarcoma (87 RT, 176 no RT)
 * Outcome: 15-year sarcoma incidence RT 0.3% vs. no RT 0.2% (SS). Angiosarcoma was 57% of RT cases vs 6% if no RT. 5-year OS 27-35%
 * Conclusion: RT associated with increased risk of sarcoma, but magnitude of risk small. Angiosarcoma significantly more prevalent
 * Goustave Roussy; 1991 (France)(1954–1983) PMID 1648044 -- "Long-term risk of sarcoma following radiation treatment for breast cancer." (Taghian A, Int J Radiat Oncol Biol Phys. 1991 Jul;21(2):361-7.)
 * Retrospective. 7620 patients treated for breast CA. 11 sarcomas (0.1%) induced by RT (2 Steward-Treves Syndroma and 9 within RT field). Mean latent period 9.5 years. RT dose 45/18
 * Histology: MFH 5, fibrosarcoma 3, lymphangiosarcoma 2, osteochondrosarcoma 1
 * Survival: 2.4 years; 9/11 died of the sarcoma. Standardized incidence ratio 1.8 (SS)
 * Conclusion: Higher risk of developing sarcoma

Cervix

 * Chiba; 2007 (Japan)(1961–1986) PMID 17889265 -- "Long-term survival and risk of second cancers after radiotherapy for cervical cancer." (Ohno T, Int J Radiat Oncol Biol Phys. 2007 Nov 1;69(3):740-5.)
 * Retrospective. 2,167 patients with cervical CA; 25,771 person-years of follow up. 49% survived >10 years
 * 2nd cancers: 210 (1%), 1.6% excess risk per person per decade, cumulative risk 24% at 30 years
 * Conclusion: small but significant risk; benefit of RT outweighs the risk

Testis

 * Netherlands Cancer Institute; 2007 PMID 17906202 -- "Treatment-specific risks of second malignancies and cardiovascular disease in 5-year survivors of testicular cancer." (van den Belt-Dusebout AW, J Clin Oncol. 2007 Oct 1;25(28):4370-8.)
 * Cohort study. 2,707 patients with testicular cancer, surviving >5 years. Incidence of 2nd malignancies (SMN) and cardiovascular disease (CVD). Mean F/U 17.6 years
 * Outcome: 270 second malignancies (10%), risk 1.7x over general population
 * SMN by modality: subdiaphargmatic RT 2.6x, chemo 2.1 x over surgery alone
 * SMN+CVD by modality: RT 1.8x, chemo 1.9x over surgery alone. Smoking 1.7x. Median OS after SMN 1.4 years and after CVD 4.7 years
 * Conclusion: RT and chemo increase risk of SMN or CVD almost 2x, similar as smoking
 * National Institute of Health (NIH); 2005 PMID 16174857 -- "Second cancers among 40,576 testicular cancer patients: focus on long-term survivors." (Travis LB et al., J Natl Cancer Inst. 2005 Sep 21;97(18):1354-65)
 * Reviewed 14 tumor registries in Europe and North America (1943–2001) looking at risk of second solid cancers with RR = 2.0 after radiation, RR = 1.8 after chemotherapy, and RR = 2.9 after radiation and chemotherapy.
 * For patients diagnosed at age 35 years, cumulative risks of solid cancer to age 75 years were 36% (seminoma) and 31% (nonseminomas), compared with 23% for the general population.
 * Note: Separate study documents increased risk of liquid tumors PMID 18433667

RT-induced soft-tissue sarcoma

 * Memorial Sloan Kettering
 * 2004 (1982–2001) PMID 15166970 -- "Long-term results with resection of radiation-induced soft tissue sarcomas." (Cha C, Ann Surg. 2004 Jun;239(6):903-9; discussion 909–10.)
 * Retrospective. 4884 adult patients with sarcoma, 123 (2.5%) with RT-induced soft tissue sarcoma
 * Demographics: median time-to-sarcoma 8.6 years (0.5 - 44.5); original malignancy breast 29%, lymphoma 16%, prostate 15%; sarcoma histology MFH 23%, fibrosarcoma 15%, angiosarcoma 15%
 * 5-year OS if curative resection: 41%; negative predictors: high grade, age >60, SM+
 * Conclusion: Long-term follow up necessary, surgery primary therapy
 * 2010 (1982–2007) PMID 20308666 -- "Do radiation-associated soft tissue sarcomas have the same prognosis as sporadic soft tissue sarcomas?" (Gladdy RA, J Clin Oncol. 2010 Apr 20;28(12):2064-9. Epub 2010 Mar 22.)
 * Retrospective. 7,649 soft tissue sarcomas, 130 radiation-associated sarcomas (RAS). Definition of RAS: h/o radiation exposure >6 months prior to sarcoma, in-field occurrence, and pathologic confirmation of different type than primary cancer.
 * Epidemiology: Median RT dose 54 Gy (20-160 Gy). Median time-to-development 10 years (1.3 – 74 years), varied by histologic type (liposarcoma 4.3 years shortest vs leiomyosarcoma 23 years longest). High grade 83%, deep 87%.
 * Outcome: 5-year DSS 58% (worse than sporadic STS, HR 1.7, SS). Predictors of DSS were histologic type, SM status, and tumor size
 * Conclusion: Radiation-induced sarcomas have significantly worse prognosis than sporadic STSs

From RT for heterotopic ossification:
 * See: Radiation Oncology/Heterotopic ossification

Childhood Cancer Survivors

 * CCSS; 2009 PMID 19255307 -- "Second neoplasms in survivors of childhood cancer: findings from the Childhood Cancer Survivor Study cohort." (Meadows AT, J Clin Oncol. 2009 May 10;27(14):2356-62. Epub 2009 Mar 2.)
 * Retrospective. 14,358 cohort members.
 * Outcome: Second malignancy rate 6%. 30-year cumulative incidence of SMN 9%, nonmelanoma skin cancer 7%. Risk elevated after >20 years. Risks differ by subtype
 * Conclusion: Childhood cancer survivors at substantial and increasing risk for SNs

Chernobyl

 * Kiev; 2009 (1987–1997) PMID 19688829 -- "Radiation-induced leukemia among children aged 0-5 years at the time of the chernobyl accident." (Noshchenko AG, Int J Cancer. 2009 Aug 17. [Epub ahead of print])
 * Retrospective, case control. 246 leukemia cases (ALL 74%), age 0–5 at the time of Chernobyl accident and 492 matched controls. Four dose groups <3 mGy, 3-10 mGy, 10-100 mGy, >100 mGy. Accumulated dose >10 mGy 8%
 * Outcome: Leukemia risk <3 mGy 1, 3-10 mGy OR 1.5 (NS), 10-100 mGy OR 5.5 (SS), >100 mGy 5.5 (SS). Association stronger in males. ALL diagnosed mostly age 5–9, AML age 5–17. Estimate 5% increased risk over baseline
 * Conclusion: There is an association between radiation and development of leukemia


text:
Radiation Oncology/Benign/Ankylosing spondylitis

Radiation was used routinely for the treatment of AS from the 1930s through the 1950s. It has since been largely abandoned due to the concern for secondary malignancies.

Treatment can be by EBRT, Radium-224, or Samarium-153.

 * Letter: PMID 15380611, 2004 — "Radiation therapy for inflammatory arthritis." Muscoplat CC et al. Int J Radiat Oncol Biol Phys. 2004 Oct 1;60(2):688-9.

Risk of malignancy

 * PMID 3814487, 1987 (1935-54) — "Long term mortality after a single treatment course with X-rays in patients treated for ankylosing spondylitis." Darby SC et al. Br J Cancer. 1987 Feb;55(2):179-90.
 * Mortality thru 1983 was assessed for 14,000 pts with AS treated with a single course of X-rays from 1935-54.
 * 28% increase in mortality from neoplasms other than leukemia or colon cancer. 3X increase in deaths from leukemia. 30% increase in mortality from colon cancer.


text:
User:16BitJorge~enwikibooks

I am a major gaming addict and am particularly affiliated with SNES games. Mostly I've just expanded the Super Smash Bros. Melee page, but am planning to make a Mike Tyson's Punch Out!! page.

title: User:16BitJorge~enwikibooks


text:
Effective Reasoning/Print version

Everyone reasons. Humans are reasoning animals. Further, humans reason with words and symbols.

To reason is to use thought to come to some conclusion. Reasoning can be done alone or in groups.

Unfortunately, being human does not assure any of us that we will reason effectively. In other words, reasoning does not have to produce particularly useful results. Productive reasoning is both an art and a science.

I hope to present here information that will allow most to develop both the skill and the knowledge to reason effectively.

Particularly, I will be discussing informal reasoning. For a complete exposition of effective reasoning, see, also, the Wikibooks Introduction to Moral Reasoning, Formal Logic, and Systems of Logic.

=Potential Outline=

Effective Reasoning

 * Critique/Analysis
 * Argumentation
 * Problem Solving/Decision Making
 * Analogical Reasoning
 * Causality and Correlation
 * Scientific Reasoning
 * Probabilistic Reasoning
 * Aesthetic Reasoning
 * Moral Reasoning

Need for Reasoning

 * Organizing Information (Deduction)
 * Solution of Problems
 * Resolution of Controversies
 * Discovery of Truth

Informal and Formal Reasoning
Formal reasoning is concerned only with the forms of arguments. Certain forms of arguments have been identified which are valid. In other words, if the original statements (or premises) in those arguments are true, then the conclusions must necessarily be true also. Therefore, the form:

All marbles are red. All red things are bright. Therefore, all marbles are bright.

is a valid form.

The truth of the first two statements is not of interest. But, assuming that they are true, the last statement must necessarily be true.

Formal reasoning is deductive in nature. In other words, as said above, the conclusion of a valid formal argument follows necessarily from the premises. Notice that deductive reasoning produces no new information. It simply rearranges what is already known into a new statement of the same information.

Notice also that deductive or formal reasoning does not require any reference to external reality. It can be completely divorced from external reality. Therefore:

All unicorns are white. All white things are virtuous. Therefore, all unicorns are virtuous.

is a perfectly good and valid deductive argument.

Formal reasoning is addressed in other Wikibooks - "Formal Logic", and "Systems of Logic".

Informal reasoning includes formal reasoning but it also is concerned with all the other elements of reasoning. It addresses the probability of truth of premises and conclusions. Informal reasoning is common, every-day reasoning.

= License =

title: Effective Reasoning/Print version


text:
Adventist Youth Honors Answer Book/Nature/Flowers

Flowers present an exciting field of study to people of all ages. Though young boys may dismiss the study of flowers as something too "girly," they will soon discover that flowering plants are a truly fascinating subject. There are thousands of species of flowering plants all around us. Most have flowers for only a short time, and most are inconspicuous - not what most people would even call a flower, but would be quick to call a weed. If the student of nature is willing to expand the definition of "flower" to include any plant that produces flowers, a whole new world of flowers will be opened.

An example would be a plant known as loosestrife. Loosestrife is not a plant that most gardeners would consider cultivating - it looks very much like a weed. But upon close examination, the careful observer will find much about the plant to take delight in. Some species of loosestrife have yellow flowers, others have purple ones. The flowers themselves are on the smallish side, but they are quite beautiful. They attract bees, ants, and other insects. Being able to identify a "weed" can be very satisfying and requires careful attention to detail. I personally hunt out weeds whenever I am out for a walk - indeed, sometimes finding a new "weed" is the whole point of the walk. When I see one I do not know, I take a careful look. What color is the flower? How many petals does it have? Do the leaves grow from the stem in pairs, opposite one another, or do they take turns, growing alternately? Are the veins in the leaves branched or parallel? Does the leaf grow directly from the stem, or is it attached by a small stem of its own? Is the stem hairy? square? All of these questions are important clues to a plant's identity. When my walk is over, I turn to a field guide or to one of many sites on the Internet and try to identify the plant I have discovered. It is a thrill to me when I finally figure out what it is, and then I read everything I can about this new species in my arsenal. Is it a native plant, or was it introduced? Does it have edible parts? Does it have a medicinal use? What is peculiar about it? Why does it have the name it has? The answers to these questions are almost invariably fascinating! I invite you to study God's world through the flowers He created!

1. Draw or photograph 35 kinds of flowers and identify them correctly.
This website http://www.realtimerendering.com/flowers/flowers.html can help you identify flowers by entering in the answers to several questions. It would be a good idea to print out the form and take copies with you into the field. Some of the questions are difficult to answer unless you have the plant right in front of you.

2. Draw and properly label, or point out the actual parts of a flower: pistil, stamen, petal, sepal.
.

4. Describe the life history of a particular flower, including the part played by insects or wind in pollination.

 * A seed needs warmth and water to grow roots.
 * The flower sprouts up and down at the same time, send a shoot upwards, and a root downwards.
 * The flowers grow more leaves.
 * The blossoms open.
 * Bees and other insects pollinate the flowers.
 * The flowers form seeds.
 * The seeds are dispersed and take root.
 * The cycle repeats.

5. Name at least two plants that are poisonous to touch, and state which, if any, are found in your locality.
Poison Ivy, Poison Oak, and Poison Sumac all fall into this category. Poison ivy grows all over North America, and is most fond of disturbed areas such as stream banks and roadsides. Poison oak grows primarily in Texas, Oklahoma, and the Southeastern and Western United States. Poison Sumac is found in subtropical and warm temperate regions throughout the world, with the highest diversity in southern Africa.

Another plant to watch out for is the wild parsnip (Pastinaca sativa). This plant has an edible tuber, and indeed was cultivated for this for centuries. But if contact with the plant is made with wet (or sweaty) skin, followed by exposure to sunlight, it can cause a purple rash that can last several weeks. In some cases, the discoloration caused by the rash can be permanent.

a. Arrange, draw or photograph a series of at least six flowers showing in order the colors of the rainbow: red, orange, yellow, green, blue, violet.
It is sometimes difficult to assign a color to a flower. Some varieties of a flower in a given species will have blossoms in one color, while another variety will have them in another. Some flowers are difficult to call blue or violet, as the color lies somewhere in between. Red and violet flowers can also be in between. Use your best judgment to meet this requirement. We present a few possibilities here, so do not feel constrained by this list.

b. Submit fresh, pressed or dried flowers which have: five petals, four petals, three petals, no petals.
The following are some possible flowers for your collection.

c. Distinguish and name two out of five wild or cultivated flowers by their odor, while blindfolded.
This requirement is a fun activity that your Pathfinders are sure to enjoy. Select the flowers carefully, either from your garden (or one you have permission to "raid"), or from a store that sells flowers (a florist or a grocery store). Smell them to be sure they each have a discernible odor, and then determine their identities (you can use a key to do this). Cultivated flowers will generally have a stronger aroma than wild flowers. Allow each Pathfinder to sniff all the flowers without blindfolds so they can learn the smells. When a Pathfinder is ready, apply the blindfold, and hold the flower near the nose. Allow each flower to be sniffed and have the Pathfinder announce its supposed identity. If the Pathfinder cannot get two out of five in the first, try, allow him (or her) to smell them again without the blindfold and be sure the flower can be identified without the blindfold. Then try again.

d. List flowers that you have observed being visited for food by the following
It may be necessary to use a pair of binoculars for this requirement, as birds are highly unlikely to visit any flower a Pathfinder is hovering over. Hummingbirds are the most likely avian visitors you will see visiting a flower for food. Bumblebees can be distinguished from honey bees by their size (bumblebees are two or three times larger).
 * 1. Birds:
 * 2. Honeybees:
 * 3. Bumblebees:
 * 4. Butterflies:
 * 5. Moths:

e. Watch a flower for at least ten minutes in the sunshine, and at least ten minutes after dusk, and report on insect visitors. State the number and kind of visitors and name of flower.
This can be an excellent activity for a campout. The post-dusk observations are quite suitable as a vespers activity, and the daytime observations work well during the Sabbath morning services.

Compare this requirement with requirement 7 of the Shrubs honor.


text:
Effective Reasoning/Informal and Formal Reasoning

Reason is what makes us human human! It is our USP (unique survival process)

Naturally, the human animal is weak, slow and lacking strong jaws or sharp claws. Yet somehow our species has come to dominate the world and everything in it, short of Mother Nature herself. How did this happen?

Evolutionary Philosophy
This is a controversial topic which proposes that, like our cousins, the great apes, we were once a forest dwelling species that abandoned or was excluded from "the Garden of Eden" and had to survive by eating grass and carrion, which somehow transmuted into wheat, rice and bread along with fishing animal hunting and herding.

The key to this transformation was (allegedly) the mastery of fire and weaponry, both of which are highly dangerous to a social species such as homo sapiens. Learning to make controllable fire and reliable tools requires high levels of communication, so emotional responses developed so that language and reason emerged.

To discover more on this, try first the work of the polymath Noam Chomsky, a professor in the Department of Linguistics & Philosophy at Massachusetts Institute of Technology (MIT) USA. He is a linguist, philosopher, cognitive scientist, logician, historian, political critic, and publisher of some very controversial critiques of the modern world.

Formal reasoning
Formal reasoning is concerned only with the forms of arguments. Certain forms of arguments have been identified which are valid. In other words, if the original statements (or premises) in those arguments are true, then the conclusions must necessarily be true also. Therefore, the form:

All marbles are red. All red things are bright. Therefore, all marbles are bright.

is a valid form.

The truth of the first two statements is not of interest. But, assuming that they are true, the last statement must necessarily be true.

Formal reasoning is deductive in nature. In other words, as said above, the conclusion of a valid formal argument follows necessarily from the premises. Notice that deductive reasoning produces no new information. It simply rearranges what is already known into a new statement of the same information.

Notice also that deductive or formal reasoning does not require any reference to external reality. It can be completely divorced from external reality. Therefore:

All unicorns are white. All white things are virtuous. Therefore, all unicorns are virtuous.

is a perfectly good and valid deductive argument.

Formal reasoning is addressed in other Wikibooks - Formal Logic, and Systems of Logic.

Informal Reasoning
Informal reasoning includes formal reasoning but it also is concerned with all the other elements of reasoning. It addresses the probability of truth of premises and conclusions. Informal reasoning is common, every-day reasoning.

Truth
Truth seems obvious enough - we learn to tell the truth at an early age. Unfortunately, one of the features of language is it enables us to imagine future scenarios which are fanciful (which is what fiction writers do). In short it enables us to be untruthful to ourselves as well as others.

Emotionally, we react to situations. Emotions are primitive, quick and dirty survival tools - the sort of thing that makes one jump away from a flame or lash out at an attacker. We could not survive without such tactical tools.

We humans can - uniquely, and because of language - make up stories about what might happen if we did this or that, and so predict the effect of our actions. These are the long-term strategic tools that have made mankind master of the earth.

Our reports and predictions fall along a scale: they may be entirely true, partly true, false or disastrous. Reason draws us to the positive end of this scale. thoughtless blind obedience, stupidity and madness lead to errors, some of which may literally be fatal errors. Effective reasoning is our only hope of survival today and tomorrow (just as it has been for some three million years or whenever it was that our species first emerged)

Leadership
Individuals who get these stories of the future approximately right (reasonable models, accurate projections), and can marshal available resources become leaders. Those who get it radically wrong are considered mad or insane. Most of us are sometimes leaders and sometimes followers - but this is a recent innovation.

For much of human history human society has been hierarchical: people were raised from infancy to believe that they belonged to an immutable social group such as 'royalty' nobility' or 'serfdom' The Hindu caste system is perhaps the most structured, but it happened (and still happens) everywhere. Director, manager or employee; pope, cardinal or priest; Officer, NCO or private soldier, and so on.

Thinking allowed
The reformation, the enlightenment and above all the twentieth century wars in Europe came about through reason. Better educated people talking together, writing treatises and printing books broke the shackles of the old order.

The age of reason is accelerating through radio, television, the Internet and mobile phone technologies. It is not important that most of the material is simply entertaining, what matters is that it gives us food for thought. We can use these toys to imagine new products, services, social orders. If human imagination is reasonable, we humans should enjoy happy and fulfilled lives. If not, then crisis, recession and chaos might ensue, so that even medieval lunatic asylums might start to look like attractive places to live!

 * Return to Effective Reasoning < - or - > Proceed to A History of Reasoning


text:
User:Glum br

http://pt.wikipedia.org/wiki/Usu%C3%A1rio:Glum

title: User:Glum br


text:
User talk:Glum br

http://pt.wikipedia.org/wiki/Usu%C3%A1rio:Glum

title: User talk:Glum br


text:
Managing Groups and Teams/Resources

Anawati, D. and Craig, A. (2006). Behavioral Adaptation within Cross-Cultural Virtual Teams. IEEE Transactions on Professional Communication, Vol. 49, No.1, pp 44-56.

Arrow, Holly, Joseph E. McGrath, and Jennifer L. Berdahl. 2000. Small Groups as Complex Systems. Thousand Oaks, CA: Sage Publications.

Friedman, T. 2005. The world is flat: a brief history of the twenty-first century. New York: Farrar, Straus and Giroux.

Goodbody, J. (2005). Critical success factors for global virtual teams. Strategic Communication Management A New Information Architecture, Vol.9, Issue 2, pp 18-21.

Goodman, Paul. S. 1986. Designing effective work groups. San Francisco: Jossey-Bass.

Hackman, J. Richard. 1990. Groups that Work (and Those that Don’t). San Francisco: Jossey-Bass.

Henderson. (2005). Language Diversity in International Management Teams. International studies of management & organization, 35(1), 66-80.

Jarvenpaa, L, & Leidner, E. (1999). Communication and Trust in Global Virtual Teams. Organization science, 10(6), 791-815.

Jarvenpaa, L., Shaw, R. and Staples D. (2004). Toward Contextualized Theories Of Trust: The Role Of Trust In Global Virtual Teams. Information Systems Research, vol.15, No.3, pp 250-267.

Katzenbach, Jon and Douglas Smith. 1993. The Wisdom of Teams: Creating the High-performance Organization. Boston: Harvard Business School Press.

Kayworth, & Leidner. (2000). The Global Virtual Manager: A Prescription for Success. European management journal, 18(2), 183-192.

Kerber, W, & Buono, F. (2004). Leadership Challenges in Global Virtual Teams: Lessons From the Field. S.A.M. advanced management journal, 69(4), 4-10.

Lencioni, Patrick. 2005. Overcoming the Five Dysfunctions of a Team: A Field Guide for Leaders, Managers, and Facilitators. San Francisco: Jossey-Bass.

Majchrzak, Malhotra, Stamps, et al. (2004). Can Absence Make a Team Grow Stronger?. Harvard business review, 82(5).

Maznevski, L. & Chudoba, M. (2000). Bridging Space Over Time: Global Virtual Team Dynamics And Effectiveness. Organization Science, 2000 Informs, vol.11, No.5, pp 473-492.

Sabath, A. (1999). International Business Etiquette: Asia & The Pacific Rim. Franklin Lakes, NJ: Career Press.

Saunders, Van-Slyke, & Vogel, R. (2004). My time or yours? Managing time visions in global virtual teams. The Academy of Management executive, 18(1), 19-30.

Stangor, Charles. 2004. Social Groups in Action and Interaction. New York: Psychology Press.

Stone, Douglas, Bruce Patton and Sheila Heen. 1999. Difficult Conversations: How to Discuss what Matters Most. New York: Viking.

Usunier, J.-C. 1993. International Marketing, a Cultural Approach. London: Prentice Hall; as cited in Henderson. (2005). Language Diversity in International Management Teams. International studies of management & organization, 35(1), 66-80.

Walden, P. and E. Turban. Working anywhere, anytime and with anyone. Human systems management [0167-2533] yr: 2000 vol: 19 iss: 3.

Welch, D., L. Welch, and R. Marschan-Piekkari. 2001. “The Persistent Impact of Language on Global Operations.” Prometheus 19 (3): 193–209; as cited in Henderson. (2005). Language Diversity in International Management Teams. International studies of management & organization, 35(1), 66-80.

Wheatley, K.K. and Wilemon, D. (1999) Global Innovation Teams: A Requirement for the New Millennium. Proceedings of the Portland International Conference on the Management of Engineering and Technology Management (PICMET); as cited in Zakaria, Amelinckx, & Wilemon. (2004). Working Together Apart? Building a Knowledge-Sharing Culture for Global Virtual Teams. Creativity and innovation management, 13(1), 15-29.

Wheelan, Susan A. (Ed.) 2005. The Handbook of Group Research and Practice. Thousand Oaks, CA: Sage Publications.

Zakaria, Amelinckx, & Wilemon. (2004). Working Together Apart? Building a Knowledge-Sharing Culture for Global Virtual Teams. Creativity and innovation management, 13(1), 15-29.

Wikibooks: Project+

Wikibooks: Project Management

project management

management

title: Managing Groups and Teams/Resources


text:
User talk:Chmbrlnd

Welcome
Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
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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.

Good luck! --Derbeth talk 08:18, 19 April 2006 (UTC)

title: User talk:Chmbrlnd


text:
Talk:Cognitive Psychology and Cognitive Neuroscience/Problem Solving from an Evolutionary Perspective

Noch ein Review fuer den letzten Schliff. So weit ihr den Text schon hier im Wikibook stehen habt, ist er schon sehr nett. Nur ein paar kleine Anmerkungen: Benutzt nicht so oft die Woerter 'because' and 'which'. Es gibt z.B. viele Alternativen fuer 'because' (since, as, due to, ...). Ich habe die meisten im Text schon umgeschrieben (hatte mich nicht eingeloggt, daher bloss die Computernummer), denkt nur in Zukunft auch daran. Einen Teil, den ich nicht ueberzeugend fand, ist der Teil ueber 'Schema', man versteht den Teil wenn man schon mal Psychology hatte, aber nicht wenn man noch Anfaenger ist. Ansonsten ist das Englisch Ueberdurchschnittlich gut so wie die Uebergaenge von einem Unterthema ins naechste. Wenn ihr noch etwas zu Consciousness findet wollt (auch wenn es nicht besonders auf Evolution aus ist) dann schaut doch einmal auf Christof Koch's Homepage nach. Sehr interessantes paper.

Iroewer 10:22, 13 August 2006 (UTC)

Hi Pbenner,

I tried the link of the ISBN number of the probsolv book and there was no match at all... So I googled a second and found a link which may be interresting to be posted as reference:

http://cerium.raunvis.hi.is/~tpr/papers/eps.pdf

Grüße, merlin.

Hi ihr alle,

ein paar Kommentare zu eurem Text: 1) habt ihr noch zu wenig Worte (nur 275Stück); es sollten um die 500 sein. 2)der Text ist in der richtigen Buchform geschrieben, trotzdem würde ich noch einmal an manchen Stellen die Formulierungen überarbeiten. 3)das Beispiel von den Türmen von Hanoi könnt ihr nicht einfach so ins internet stellen, es sei denn ihr habt es von einer anderen freien Quelle. Ansonsten bestehen rechtliche Probleme und das Buch kann so nicht veröffentlicht werden. 4)bei weiteren Fragen fragt mich.... LG iroewer

 * Hey sweetheart ;p
 * zu 3. Die Türme habe ich reingestellt und kommen von Wikipedia, sind also freie Inhalte. In die History gucken udn so ;)
 * zu 2. Kannst du ein Beispiel geben? Ich finde das schon recht gelungen. Auf jeden Fall kann man damit weiter arbeiten.
 * bye, --Aschoeke 21:57, 28 April 2006 (UTC)

Chain puzzle
Clicking on the image in the chain puzzle doesn't give the correct answer. However, clicking on the thumbnail expansion icon works without problem. Is it possible to fix that, or is it a Wiki limitation? --Sigma 7 (talk) 23:33, 22 January 2009 (UTC)


text:
User talk:Nilayk~enwikibooks

Welcome
Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
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 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page.

Good luck! --Derbeth talk 08:22, 19 April 2006 (UTC)

Image Copyright Problem: Image:Taj-Mahal.jpeg
Thanks for uploading Image:Taj-Mahal.jpeg. The Wikimedia Foundation is very careful about the images included in Wikibooks because of copyright law. We need you to specify two things on the image description page:
 * The copyright holder, and
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The copyright holder is usually the creator. If the creator was paid to make this image, then their employer may be the copyright holder. If several people collaborated, then there may be more than one copyright holder. If you created this image, then you are the copyright holder.

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 * The copyright holder can also release his work into the public domain, see here for images released into the public domain.
 * Images from certain sources are automatically release into the Public Domain. This is true for most governments like the federal United States government. However not all governments release their work into the public domain, such as the UK government .  Non-free licence governments are listed here.

For any other sources of for more information see Image copyright tags. Please remember that if you don't tag your images, they will be deleted.

 * P.S. If you have uploaded other images without including copyright tags, please go back and tag them.  Also, please tag all images that you upload in the future.

If you have any questions, just leave a message on my talk page. Thanks again. --Derbeth talk 08:22, 19 April 2006 (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 Nilayk. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Nilayk~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 23:33, 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) 05:18, 19 April 2015 (UTC)

title: User talk:Nilayk~enwikibooks


text:
User talk:Vacca~enwikibooks

Welcome
Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You can sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
 * Check out our help page if you need additional help.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Take a look at Naming policy
 * See list of templates which can save your time
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page.

Good luck! --Derbeth talk 08:25, 19 April 2006 (UTC)

Image Copyright Problem: Image:Flaming lam.jpg
Thanks for uploading Image:Flaming lam.jpg. The Wikimedia Foundation is very careful about the images included in Wikibooks because of copyright law. We need you to specify two things on the image description page:
 * The copyright holder, and
 * The copyright status

The copyright holder is usually the creator. If the creator was paid to make this image, then their employer may be the copyright holder. If several people collaborated, then there may be more than one copyright holder. If you created this image, then you are the copyright holder.

Because of the large number of images on Wikibooks, we've sorted them using image copyright tags. Just find the right tag corresponding to the copyright status of this image, and paste it onto the image description page like this:.

There are 2 basic ways to licence an image on Wikibooks:
 * 1) An open content licence
 * Public Domain

 * The copyright holder gets the best protection of his work by licencing their work under an open content license like the Creative Commons Attribution-ShareAlike licence. If you have the express permission of the copyright holder to licence their work under the above licence, use the image copyright tag: cc-by-sa-2.5.  The GNU Free Documentation License is another choice for licencing one's work.  Again, if you have the express permission of the copyright holder, use the tag: GFDL.

 * The copyright holder can also release his work into the public domain, see here for images released into the public domain.
 * Images from certain sources are automatically release into the Public Domain. This is true for most governments like the federal United States government. However not all governments release their work into the public domain, such as the UK government .  Non-free licence governments are listed here.

For any other sources of for more information see Image copyright tags. Please remember that if you don't tag your images, they will be deleted.

 * P.S. If you have uploaded other images without including copyright tags, please go back and tag them.  Also, please tag all images that you upload in the future.

If you have any questions, just leave a message on my talk page. Thanks again. Derbeth talk 08:25, 19 April 2006 (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 Vacca. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Vacca~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 23:49, 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) 05:37, 19 April 2015 (UTC)

title: User talk:Vacca~enwikibooks