text:
Digital Circuits/Latches

A latch is an example of a bistable multivibrator, that is, a device with exactly two stable states. These states are high-output and low-output. A latch has a feedback path, so information can be retained by the device. Therefore latches can be memory devices, and can store one bit of data for as long as the device is powered. As the name suggests, latches are used to "latch onto" information and hold in place. Latches are very similar to flip-flops, but are not synchronous devices, and do not operate on clock edges as flip-flops do.

SR latch
An SR latch (Set/Reset) is an asynchronous device: it works independently of control signals and relies only on the state of the S and R inputs. In the image, we can see that an SR latch can be created with two NOR gates that have a cross-feedback loop. SR latches can also be made from NAND gates, but the inputs are swapped and negated. In this case, it is sometimes called an $\overline{SR}$ latch.

When a high input is applied to the Set line of an SR latch, the Q output goes high (and $\overline{SR}$ low). The feedback mechanism, however, means that the Q output will remain high, even when the S input goes low again. This is how the latch serves as a memory device. Conversely, a high input on the Reset line will drive the Q output low (and $\overline{Q}$ high), effectively resetting the latch's "memory". When both inputs are low, the latch "latches" – it remains in its previously set or reset state.

When both inputs are high at once, however, there is a problem: it is being told to simultaneously produce a high Q and a low Q. This produces a "race condition" within the circuit - whichever flip flop succeeds in changing first will feedback to the other and assert itself. Ideally, both gates are identical and this is "metastable", and the device will be in an undefined state for an indefinite period. In real life, due to manufacturing methods, one gate will always win, but it's impossible to tell which it will be for a particular device from an assembly line. The state of S = R = 1 is therefore "illegal" and should never be entered.

When the device is powered up, a similar condition occurs, because both outputs, Q and $\overline{Q}$, are low. Again, the device will quickly exit the metastable state due to differences between the two gates, but it's impossible to predict which of Q and $\overline{Q}$ will end up high. To avoid spurious actions, you should always set SR flip-flops to a known initial state before using them - you must not assume that they will initialise to a low state.

Gated SR latch

In some situations it may be desirable to dictate when the latch can and cannot latch. The gated SR latch is a simple extension of the SR latch which provides an Enable line which must be driven high before data can be latched. Even though a control line is now required, the SR latch is not synchronous, because the inputs can change the output if the enable line is held high at length. (Note: If a clock is supplied to the control line, the gated SR latch becomes known as an SR flip flop because the output changes only when edge-triggered by the clock. )

When the Enable input is low, then the outputs from the AND gates must also be low, thus the Q and $\overline{Q}$ outputs remain latched to the previous data. Only when the enable input is high can the state of the latch change, as shown in the truth table. When the enable line is asserted, a gated SR latch is identical in operation to an SR latch.

The Enable line is sometimes a clock signal, but is usually a read or write strobe.

D latch
The D latch (D for "data") or transparent latch is a simple extension of the gated SR latch that removes the possibility of invalid input states.

Since the gated SR latch allows us to latch the output without using the S or R inputs, we can remove one of the inputs by driving both the Set and Reset inputs with a complementary driver: we remove one input and automatically make it the inverse of the remaining input.

The D latch outputs the D input whenever the Enable line is high, otherwise the output is whatever the D input was when the Enable input was last high. This is why it is also known as a transparent latch - when Enable is asserted, the latch is said to be "transparent" - signals propagate directly through it as if it isn't there.

D latches are often used in I/O ports of integrated circuits and are available as discrete devices, often multiply packaged. An example is the 74HC75, part of the 7400 series of ICs, containing four separate D latches.

title: Digital Circuits/Latches


text:
User:JW1805~enwikibooks

Books Contributed To

 * History of the United States

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

title: User:JW1805~enwikibooks


text:
Handbook of Genetic Counseling/Fabry Disease

Fabry Disease

Introduction and Contracting

 * Counselor1 will do introductions and get the consent form
 * I'll explain that I'm going to obtain medical and family history

Medical History

 * DOB
 * What is your ethnicity or country where your ancestors are from?
 * Blood type
 * When did you notice your first symptoms What age?
 * How were you diagnosed? (enzyme activity or gene testing?)
 * When were you diagnosed?
 * Review current meds to make sure nothing has changed
 * "I am going to go through a number of symptoms and want you to let me know if you currently have any of them, have experienced them in the past, or if you have ever been diagnosed with any of the symptoms I list"
 * high cholesterol (do you know how high, when was it diagnosed)
 * anemia or low blood count (when, did you receive treatment for it)
 * muscle pain (myalgia) (describe when, where, how often, intensity, or contributory factors)
 * joint pain (arthralgia) (describe when, where, how often, intensity, anything that contributes)
 * other pain (except acroparesthesia)
 * insufficient sweating or inability to sweat (refer to last page -- when do you notice this, have you ever had any serious problems as a result (overheating))
 * Any Fabry skin markings (angiokeratomas - little purple marks) (Where?)
 * sensitivity to loud noises? (describe how sensitive, how often is this a problem)
 * any dizziness? (describe when, what seems to cause it, how often, is it when you get up from sitting, is room spinning)
 * any abnormalities in the cornea of eyes (corneal swirls don't affect vision or deposits which can cause cloudiness)
 * any headaches (when, how often, require medication, migraine-like)
 * any difficulty breathing (when, how often, anything that seems to bring it on)
 * high blood pressure (what is it usually)
 * low blood pressure (what is it usually)
 * enlarged heart which is called left ventricular hypertrophy or right ventricular hypertrophy (when discovered, what you were told about it)
 * heart ever skip a beat or been told you have conduction abnormalities of heart
 * any swelling in extremities
 * heart murmur
 * slow heart beat
 * any chest pain (any medication for it (nitroglycerin))
 * abdominal pain (refer to last page -- when, how often, severity, anything that precedes it i.e.) eating)
 * diarrhea (when, how often, severity, anything that you think contributes)
 * protein or blood in urine (when first noted, currently)
 * pain in hands and feet - describe
 * depression or felt down (how long, when diagnosed, thoughts of suicide)
 * loss of strength (WHAT DO THEY MEAN?)

Other Diagnoses/Problems

 * infectious diseases such as tuberculosis
 * allergies (describe - medication, food, seasonal)
 * nutritional problems, endocrine or hormone problems (hyperthyroidism, hypothyroidism), metabolic diseases
 * bleeding disorders
 * arthritis or muscle weakness
 * any skin problems such as dry skin (eczema)
 * hearing problems or vision problems (corrective lenses)
 * breast abnormalities
 * respiratory problems such as asthma
 * other heart problems not mentioned (heart attack or stroke)
 * any GI problems such as colitis or Crone's disease or liver problems
 * any GU problems such as difficulty urinating or any kidney problems
 * neurological diseases (MS, Parkinson's) or neurological symptoms not mentioned already
 * any psychiatric problems such as schizophrenia

Pedigree
(Quick family history and will focus on anyone that may have any Fabry symptoms)
 * 3 generations
 * you are currently married
 * do you have any children from this or past relationships
 * list full brothers and sisters from youngest to oldest
 * any half brothers or sisters
 * do any of them have any Fabry symptoms
 * any of them have children?
 * Get info on the children
 * Are parents still living?
 * Mother have brothers or sisters? Any fabry symptoms? Get info on the aunt's children
 * Get maternal grandparents if need another generation
 * Father have any brothers or sisters get info but don't need paternal cousins
 * Paternal grandparents if needed

Inheritance

 * Review genes and chromosomes briefly
 * Talk about X and Y chromosomes
 * Gene for Fabry disease is on X chromosome so it is an X linked disease
 * The gene gives the cells instructions on how to make an enzyme (alpha-galactosidase A) that breaks down certain fatty substances
 * An alteration in this gene changes the instructions
 * Since men only have one copy of the X chromosome they only have one copy of the instructions for the protein
 * if that copy is altered they won't make any of the protein
 * Women that inherit an altered copy of the gene will often have symptoms as well, but sometimes they are not as severe because they still have one working gene and can make some of the enzyme
 * Men that have the altered gene causing Fabry will pass it on to all their girls because the girls but they give their y chromosome to their boys so they won't be affected
 * Women that have the altered gene causing Fabry have a 50% chance of passing it on to each of their girls and their boys (like tossing a coin to see which X chromosome they get)

Psychosocial

 * Will it be difficult if you end up flying out every two weeks?
 * How do the symptoms affect your life?
 * Probably difficult dealing with pain
 * Do others know you have Fabry disease do they seem to understand what it is?
 * How do you explain it to others?
 * Are you involved with any support groups?
 * Would you like to be?
 * Patients with Fabry often experience clinical depression, denial of clinical symptoms, feeling of isolation and loneliness

General Info on Fabry

 * one of over 40 genetically inherited lysosomal storage disorders
 * caused by a change in a gene located on the x chromosome
 * incidence - affects 1 in every 40,000 males
 * heterozygous females may range from asymptomatic to as severely affected as males (rare)
 * this gene instructs the body about how to make enzyme called alpha-galactosidase A (alpha-GAL)
 * when gene is altered alpha-GAL is absent or not present in sufficient amounts
 * alpha-GAL breaks down certain fatty substances normally present in body
 * without it fatty materials (primarily globotriaosylceramide, or GL-3) accumulate in the body (mainly in the walls of blood vessels)
 * vessels become narrowed, leading to decreased blood flow and decreased nourishment of the tissues normally supplied by these vessels
 * process occurs in blood vessels throughout the body, particularly affecting vessels in the skin, kidneys, heart, brain and nervous system.
 * accumulation over time causes progressive symptoms
 * organ systems can stop functioning properly
 * if diagnosed early then symptom management may be more effective and may lead to an improved quality of life
 * Lifespan - usually live until fourth or fifth decade of life (usually from renal failure, cardiac, or cerebrovascular disease)

Symptoms

 * wide range of symptoms progressive nature of the disease means that symptoms will frequently change or intensify
 * not everyone with Fabry disease experiences all the symptoms and not everyone experiences the symptoms to the same degree
 * Pain
 * common symptom
 * two types
 * constant acroparesthesia-- affects the hands and feet, primarily-described as burning, tingling pain and constant discomfort
 * episodic paresthesia ("Fabry crises") --intense, excruciating burning pain felt initially in the hands and feet, which often radiate to other parts of the body can be debilitating, and last from minutes to several days (affects approximately 10% of heterozygous females)
 * pain is ultimately the result of the build-up of GL-3
 * pain can be brought on by changes in weather, exposure to hot temperatures, stress, exercise, or fatigue
 * pain can be difficult to treat but usually responds to medications such as Tegretol (carbamazepine), Dilatin or Neurotin. Metoclopramide, Lipisorb (a nutritional supplement)
 * Cerebrovascular
 * Premature Stroke
 * ave age adulthood
 * Eye
 * Corneal whorling (a starburst pattern on the cornea) ~70% of heterozygous females
 * do not affect vision
 * detectable through slit-lamp ophthalmoscopy
 * seen in childhood
 * vascular lesions of the conjunctiva and retina, and lens opacities
 * Cardiovascular
 * Mitral valve prolapse
 * Cardiac arrhythmia
 * Coronary occlusion
 * Myocardial failure
 * Cardiac enlargement
 * Other signs of cardiac impairment
 * ave age adulthood
 * Neurological
 * Intolerance to heat and cold
 * Inability to withstand exercise or change in temperatures
 * Pain already described
 * ave age childhood
 * Dermatological
 * Inability to perspire adequately to cool the body (hypohidrosis or anhidrosis)
 * ave age childhood
 * Angiokeratoma -- clusters of dark red skin lesions that do not blanch with pressure, primarily found in the area below the waist and above the knees (affects approximately 30% of heterozygous females)
 * can be removed with laser cosmetic
 * ave age adolescence
 * Gastrointestinal
 * Abdominal cramping
 * Nausea
 * Diarrhea
 * Pain after a meal
 * Other signs of gastrointestinal distress
 * ave age adolescence
 * Pancrelipase may be beneficial in treating gastrointestinal hyperactivity
 * Renal
 * Proteinuria
 * Progressive renal insufficiency
 * ave age adulthood

Diagnosis

 * Physical exam - angiokeratoma or corneal dystrophy
 * Family history - X-linked recessive
 * Enzyme assay - deficient alpha-GAL in plasma or leukocytes: http://www.genzymegenetics.com/Our-Services/Reproductive-Testing/fabry-enzyme-test.aspx
 * Molecular - > 150 mutations identified
 * Prenatal diagnosis available by DNA analysis if the mutation in the family is recognized. chorionic villus sampling (at 12 weeks) and amniocentesis (at 16 weeks), by demonstration of deficient alpha-GAL activity and XY karyotype, or linkage analysis

Treatment
(mostly symptomatic)
 * Anti-convulsives
 * ACE inhibitors
 * Dialysis
 * Renal transplant
 * Enzyme replacement therapy
 * 2 phase 3 / 4 clinical trials from Genzyme and TKT
 * Problems - antibody response to new enzyme

Surveillance

 * 24 hour urine: creatinine clearance (a measure of kidney function)
 * EKG/ECHO/Cardiac MRI
 * Brain MRI
 * Pain assessment

Differential Diagnosis

 * symptoms are similar to the following
 * rheumatoid arthritis
 * juvenile arthritis
 * rheumatic fever
 * erythromelalgia
 * lupus
 * "growing pains"
 * petechiae
 * Raynaud's syndrome
 * multiple sclerosis


text:
Neuroscience/Neurobiology of Disease/Schizophrenia

Schizophrenia is a complex illness of the human being. That is one of the illness of behavior with biological origin, not without psycho-social contributions. The complexity comes from a several face what could show this illness, with positive symptoms, or negative symptoms or, like most of the time, both. In definitions the positive symptoms are the presence of perceptual disorders, like different kind of hallucinations, delusions, and the negative symptoms are the absences of motivations, volitions, feelings. Most of the studies show that the principal cause of this illness is the low presence of dopamin in synapsis of the mesocortical tracts, which comes from the ventral tegmentum of thalamus, with relations of nucleus nigra. That cause the low function of frontal cortex, which cause the negative symptoms, and in same time the higher dopamin concentration in synapsis of the mesolimbical tracts, which cause the positive symptoms.


text:
Handbook of Genetic Counseling/Familial Adenomatous Polyposis

Familial Adenomatous Polyposis

Contracting

 * Introductions
 * Assess main concerns of patient
 * How did the referral to the Hereditary Cancer Program come about?
 * What do they hope to gain from the session?
 * Assess knowledge of diagnosis
 * What do they already know about FAP?
 * What do they already know about hereditary cancer?
 * Overview of today's agenda
 * Restate patient's concerns
 * Medical history, family history, genetics of hereditary cancer, inheritance pattern and recurrence risks, testing options and limitations

Review Medical and Family History

 * Medical History
 * Any major health concerns?
 * Surgeries or hospitalizations?
 * Colon cancer screening?
 * Family History
 * Other individuals with any type of cancer?
 * Focus on colorectal cancers, pancreatic cancer, thyroid cancer, brain cancer, as well as desmoid tumor cysts in the mandible
 * Screening practices of other family members?
 * Family thoughts about the cause of cancer?
 * Family experiences with cancer?

General Cancer Information

 * All cancer is caused by a mixture of genes and environment
 * All cancer is genetic, but not all cancer is hereditary
 * Most cancers (90-95%) are sporadic
 * Cancer Genetics
 * cells in our bodies are constantly growing and dividing
 * certain genes control/regulate cell growth
 * a change in these genes will result in a cell that grows out of control = cancer
 * the changes occur due to damage to the genetic material
 * DNA, genes, chromosomes
 * DNA contains the instructions for making proteins, which determine what cells do and regulate how we develop
 * the DNA must be copied each time a cell divides
 * sometimes a copying mistake, a typo, can occur
 * Hereditary forms of cancer involve a person inheriting one non-working copy of a gene
 * one step closer to developing cancer than a person with two working copies (therefore it is called an inherited predisposition)
 * features of hereditary cancer include:
 * earlier than expected age of onset
 * multiple generations affected
 * bilateral or multiple primary cancers
 * siblings affected

General Colorectal Cancer Information

 * Statistics
 * third most common form of cancer
 * most colorectal cancers are sporadic
 * 6% (1/16) lifetime risk for colon cancer in the general population
 * most individuals diagnosed over the age of 50
 * average age of diagnosis is 67
 * risk factors include aging, diet, previous history of adenoma, colorectal cancer, or inflammatory bowel disease
 * about 5% of colon cancer is due to a hereditary predisposition
 * HNPCC (4%) and FAP (1%) are the two known forms
 * more likely to occur before the age of 50

FAP-specific information

 * Clinical Characteristics
 * hundreds to thousands of adenomatous polyps in the colon and rectum at an early age
 * 90% of carriers will have polyps by the age of 20
 * virtually all carriers will have polyposis by the age of 35
 * malignancy will occur in virtually 100% of carriers by the age of 40-50
 * Classic FAP diagnosis requires a minimum of 100 polyps
 * Attenuated FAP generally has polyps developing at a later age and occurring proximally (though they may be found throughout the colon and rectum)
 * Gardner Syndrome (a phenotypic variant of FAP) is characterized by polyposis plus soft tissue tumors of the skin (epidermal cysts), osteomas, desmoid tumors, and supernumerary teeth
 * Colon cancer (average age of onset = 39 in FAP patients) is virtually inevitable if the colon is not removed prophylactically
 * Genetics
 * due to mutations in the adenomatous polyposis coli (APC) gene
 * on chromosome 5q
 * autosomal dominant inheritance
 * a tumor suppressor gene
 * both alleles must be mutated for function to be lost
 * more than 700 mutations have been reported
 * most lead to truncation of the APC gene
 * most families have separate and distinct mutations
 * de novo mutations account for about 30% of FAP cases
 * mutations in the germ cell of a parent
 * Screening and Management
 * annual flexible sigmoidoscopy or colonoscopy beginning at age 10-12
 * if polyps are found, they should be removed and a colectomy considered
 * routine upper GI endoscopy
 * if no polyps found by the age of 25, reduce screening frequency to once every two years until age 35, then every three years until age 50, then every 3-5 years after age 50
 * even if a colectomy is performed, life-long surveillance is required due to the association with extracolonic primary malignancies
 * the effectiveness of chemoprevention is not well established
 * the possibility of NSAID's are currently being evaluated in trials
 * Associated Risks
 * primary adenomas and carcinomas of the duodenum
 * desmoid tumors (in 10% of FAP patients)
 * osteomas
 * thyroid carcinoma
 * brain tumors
 * hepatoblastoma
 * hepatopancreatic tumors
 * gastric fundic gland polyps
 * CHRPE (congenital hypertrophy of the retinal pigment epithelium)
 * Risk Assessment
 * autosomal dominant inheritance (50% chance of inheriting it from an affected parent)
 * 30% are de novo mutations
 * penetrance is virtually 100% by the age of 40

Genetic Testing for FAP

 * Two indications:
 * testing an individual who has a clinical diagnosis of FAP
 * testing an individual who is a relative of an established mutation carrier
 * testing an unaffected family member in the absence of an established mutation has a significant risk of a false negative result
 * since each family tends to have a unique mutation
 * Protein Truncation Assay
 * the most common commercial test
 * able to identify most classical FAP mutations
 * once a mutation is identified, PTA is virtually 100% accurate in classifying carriers
 * Denaturing Gradient Gel Electrophoresis (DGGE)
 * an alternative method that may be informative when PTA is not
 * involves direct sequencing of a region in which truncation is identified in an affected family member
 * Gene Sequencing
 * maybe used when no other tests are informative
 * uses linkage analysis or flanking polymorphic genetic markers
 * requires a firm diagnosis of FAP in multiple family members
 * is therefore useless in the 30% of cases which are de novo

Resources

 * American Cancer Society
 * 800-227-2345
 * www.cancer.org

 * CancerCare
 * 800-813-4673
 * www.cancercare.org

FAP resources

 * Colon Cancer Alliance
 * 175 Ninth Avenue
 * New York, NY 10011
 * Phone: 212-627-7451; toll-free helpline 1-877-422-2030
 * Fax: 425-940-6147
 * Email: kelly@ccalliance.org
 * www.ccalliance.org

 * Colorectal Cancer Network
 * PO Box 182
 * Kensington, MD 20895-0182
 * Phone: 301-879-1500
 * Fax: 301-942-7145
 * Email: semicolonclub@yahoo.com
 * www.colorectal-cancer.net

 * Genetics of Colorectal Cancer (PDQ)
 * A service of the National Cancer Institute
 * www.cancer.gov/cancer_information

 * Hereditary Colon Cancer Association (HCCA)
 * 3601 N 4th Ave, Suite 201
 * Sioux Falls, SD 57104
 * Phone: 800-264-6783; 605-373-2067
 * Fax: 605-336-6699
 * Email: hcca@dtnet.com
 * www.hereditarycc.org

 * IMPACC (Intestinal Multiple Polyposis and Colorectal Cancer)
 * PO Box 11
 * Conyngham, PA 18219
 * Email: impacc@epix.net

 * American Cancer Society
 * 1599 Clifton Rd NE
 * Atlanta, GA 30329
 * Phone: 800-227-2345
 * www.cancer.org/index.html

 * Collaborative Group of the Americas for Inherited Colorectal Cancer
 * www.fascrs.org/ascrs-cancer-reg.html


text:
CA Unicenter NSM Textbook/Other Reference Information

Unicenter port reference Unicenter Licensing Product Component Codes An invaluable resource the next time you have a CA license failure message in the event log


text:
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text:
Handbook of Genetic Counseling/Familial Adenomatous Polyposis-2

Familial Adenomatous Polyposis

Contracting and Strategies for Giving Bad News

 * Introductions
 * Find out how much patient understands
 * At your appointment a few weeks ago, we talked about familial adenomatous polyposis (FAP) a condition caused by a change or mutation in the APC gene
 * This mutation causes an individual to develop many polyps in the colon and increases the risk of developing colon cancer
 * At that visit, you had blood drawn for genetic testing
 * How have you been handling things since then? Have you been very worried about the results of this testing
 * Give results
 * I'm sorry but I have some bad news for you
 * The results of the genetic test show that you have a mutation in the APC gene, indicating that you have FAP
 * How are you feeling?
 * Find out how much patient wants to know
 * Do you have any questions?
 * If you would like we could talk about how this happened, or if you prefer we could talk about management recommendations
 * Would you like to talk about this now or should we choose another time?
 * Set up another appointment in a few days to talk more about the diagnosis and treatment options
 * Would be good if you could bring along a friend or family member for support
 * Respond to patients feelings
 * What is bothering you the most?
 * Who have you told about this? What have you told them?
 * How are you feeling about this?
 * Use empathy, silence, and open-ended questions when appropriate
 * Assess patient's support system, coping strategies
 * Would it be helpful for you to talk with someone who has been in a similar situation?
 * Planning and follow-up
 * Provide summary of session
 * We've talked about a lot of things, but this is what is most important
 * Before we wrap up, do you have any other questions or concerns
 * Remind about plans to meet again in a few days
 * Encourage her to write down any questions and bring them to the session
 * Provide written material and my card with offer to speak with her at any time over the next few days

Overview of FAP

 * Colorectal cancer
 * Risk factors
 * Aging
 * Personal history of CRC or adenomas
 * High fat, low fiber diet
 * Family history of CRC
 * Inflammatory bowel disease
 * Hereditary colon cancer syndrome
 * About 1% of colorectal cancer due to FAP
 * Etiology
 * Due to mutation in APC tumor suppressor gene on chromosome 5q
 * Autosomal dominant inheritance
 * Lifetime risk of colorectal cancer is greater than 95%
 * Incidence 1 in 6000 to 1 in 13,000
 * Clinical features
 * Adenomas (>90%)
 * Risk for colorectal cancer is 100% in untreated patients - usually by age 40
 * More than 100 adenomas is diagnostic
 * Extracolonic tumors that may or may not be cancerous
 * Upper GI tract
 * Desmoid colon
 * Osteoma
 * Thyroid
 * Brain
 * Hepatoblastoma
 * Congenital hypertrophy of the retinal pigment epithelium (CHRPE)
 * Management of person positive for APC mutation
 * Recommend annual colonoscopy
 * Prophylactic colectomy once adenomas found
 * Total colectomy with ileorectal anastomosis
 * Colon removed, rectum intact, connect small bowel to rectum
 * Still need sigmoidoscopy every 6 months for 3 years and endoscopy every 4 years
 * About 50% require rectal excision later in life because adenomas found
 * Chronic diarrhea is side effect because part of colon that is removed is responsible for water resorption
 * Total proctocolectomy with ileal pouch formation
 * Form pouch from ileum to serve as partial rectum so don't have colostomy and bag
 * Recommended if patient has mutation in exon 15G of APC gene (predicts severe rectal involvement)
 * Polyps may still develop in ileal pouch after about 3-5 years
 * Chronic diarrhea is side effect
 * Must have colostomy during healing
 * Colon connected to opening in skin on abdomen
 * Bag collects waste and must be changed regularly
 * Recommend chemoprevention after adenomas identified
 * No drug prevents polyps enough to avoid colectomy
 * Currently studies trying to identify ways to delay colectomy with drugs that prevent polyps
 * Screening for extracolonic tumors
 * Psychosocial Issues
 * Shock over new diagnosis
 * Denial or disbelief
 * Fear and anxiety about future
 * Past experiences with father's death and brother's diagnosis
 * Anger and blame
 * Feelings of hopelessness, depression
 * Concern about what friends might think


text:
Signals and Systems/Filter Transforms

Normalized Lowpass Filter
When designing a filter, it is common practice to first design a normalized low-pass filter, and then use a spectral transform to transform that low-pass filter into a different type of filter (high-pass, band-pass, band-stop).

The reason for this is because the necessary values for designing lowpass filters are extensively described and tabulated. From this, filter design can be reduced to the task of looking up the appropriate values in a table, and then transforming the filter to meet the specific needs.

Lowpass to Lowpass Transformation
Converting a normalized lowpass filter to another lowpass filter allows to set the cutoff frequency of the resulting filter. This is also called frequency scaling.

Transformation
Having a normalized transfer function, with cutoff frequency of 1 Hz, one can modify it in order to move the cutoff frequency to a specified value $$f_c$$.

This is done with the help of the following replacement:

 * $$s \to f_c \cdot s $$

Transfer Function
As an example, the biquadratic transfer function
 * $$H(s) = \frac{Y(s)}{X(s)} = \frac{b_2 s^2 + b_1 s + b_0}{a_2 s^2 + a_1 s + a_0}$$

will be transformed into:
 * $$H(s) = \frac{Y(s)}{X(s)} = \frac{b_2 f_c^2 s^2 + b_1 f_c s + b_0}{a_2 f_c^2 s^2 + a_1 f_c s + a_0}$$

In the transfer function, all coefficients are multiplied by the corresponding power of $$f_c$$.

Analog Element Values
If the filter is given by a circuit and its R, L and C element values found in a table, the transfer function is scaled by changing the element values.

The resistance values will stay as they are (a further impedance scaling can be done).

The capacitance values are changed according to:

 * $$\frac{1}{sC} \to \frac{1}{s f_c \frac{C}{f_c}} $$

The inductance values are changed according to:

 * $$sL \to s f_c \frac{L}{f_c} $$

In the circuit, all capacitances and inductances values are divided by $$f_c$$.

Lowpass to Highpass
Converting a lowpass filter to a highpass filter is one of the easiest transformations available. To transform to a highpass, we will replace all S in our equation with the following:

$$S = \frac{\Omega_p \hat{\Omega_p}}{\hat{S}}$$

Lowpass to Bandpass
To Convert from a low-pass filter to a bandpass filter requires that we replace S with the following:

$$S = U*I/K$$

Lowpass to Bandstop
To convert a lowpass filter to a bandstop filter, we replace every reference to S with:

$$S = $$

title: Signals and Systems/Filter Transforms


text:
Template:MATLAB CMD

 This operation can be performed using this MATLAB command:  This template shows that a particular task can be handled by the given MATLAB command. The first argument tells the name of the relevant command, and the optional second parameter is a page name where the command might be further explained. Cmd

title: Template:MATLAB CMD


text:
Signals and Systems/MATLAB

What is MATLAB?
MATLAB - MATrix LABoratory is an industry standard tool in engineering applications. Electrical Engineers, working on topics related to this book will often use MATLAB to help with modeling. For more information on programming MATLAB, see MATLAB Programming.

Obtaining MATLAB
MATLAB itself is a relatively expensive piece of software. It is available for a fee from the Mathworks website.

MATLAB Clones
There are, however, free alternatives to MATLAB. These alternatives are frequently called "MATLAB Clones", although some of them do not mirror the syntax of MATLAB. The most famous example is Octave. Here are some resources if you are interested in obtaining Octave:

 * SPM/MATLAB
 * Octave Programming Tutorial
 * MATLAB Programming/Differences between Octave and MATLAB
 * "Scilab / Scicoslab"

MATLAB Template
This book will make use of the  template, that will create a note to the reader that MATLAB has a command to handle a particular task. In the individual chapters, this book will not discuss MATLAB outright, nor will it explain those commands. However, there will be some chapters at the end of the book that will demonstrate how to perform some of these calculations, and how to use some of these analysis tools in MATLAB.

title: Signals and Systems/MATLAB


text:
Talk:Engineering Acoustics/New Acoustic Filter For Ultrasonics Media

Interesting, but is this a part of a textbook
This reads more like a laboratory report than a textbook. --kwhitefoot 22:30, 29 November 2005 (UTC)

Comments
I agree with the previous comment. Use a reference list. Link main textbook page. Try to expand the scope to include a broader discussion of filters, and more basic explanations of parametric arrays. Check the web site of Holosonics. There are three other students doing filters. Maybe you could try integrate your page with theirs. Try to make this more didactic. --me513

Acoustic:Acoustic Filters is redirected here
I have redirected Acoustic:Acoustic Filters to here because it was a proposal about acoustic filters, and this is the only module about acoustic filters that I can find... however I am not completely sure whether this module was the result of that proposal. --Kernigh 17:12, 6 February 2006 (UTC)

 * I found Engineering Acoustics/Filter Design and Implementation, the module that matched that proposal. I will move Acoustic:Acoustic Filters into the edit history of that page, while I move "Acoustic:New Acoustic Filter Using Periodic Polymer (Film) Media" into this page. (To move an old page into the edit history of a new page, one needs to be an administrator and temporarily delete the new page.) --Kernigh 02:23, 9 March 2006 (UTC)


text:
TI-Lists

This book is a guide to using Lists on the Texas Instruments Graphing Calculators. It emphasizes the details as implemented on the TI-83 and TI-84 families of calculators. The differences in details for the TI-86 and TI-89 calculators are available by following the links found at appropriate places. (TI-86)

Table of Contents

 * Creating Lists [[Image:75%.svg]]
 * List Arithmetic [[Image:75%.svg]]
 * List Operation Functions [[Image:75%.svg]]
 * Mathematical List Functions [[Image:75%.svg]]
 * Graphing with Lists [[File:00%.svg]]
 * Programming with Lists [[File:00%.svg]]
 * Applications [[File:00%.svg]]

title: TI-Lists


text: Template:Guide to X11

title: Template:Guide to X11


text: Esperanto/Appendix/Table of affixes

title: Esperanto/Appendix/Table of affixes


text:
IB Textbook Reviews

=Group 3=

Economics
IB Economics Course Companion International Baccalaureate Diploma Programme by Ian Dorton and Jocelyn Blink, published by Oxford University Press (2007), ISBN: 978-0199151240. A must-have book for IB-Economics. It is concise, and one of its authors is the chief examiner at IB Economics. You can find analysis of past exams. It is for SL and HL. Very highly recommended!

Economics from a Global Perspective by A Glanville, published by Oxford: Glanville Books, (2003). A good textbook written especially for the IB diploma. Has clear easy to understand explanation of concepts but supplementary material may be needed since it lacks examples and great depth. Highly recommended. I would not recommend this text as there are few questions allowing students to practice IB type data response and extended response questions. Only MCQs provided. The McGee text is more thorough.

Economics -In terms of The Good, The Bad and The Economist by Matt McGee, published by IBID Press, (2005). A very detailed and thorough textbook written for the IB. Has broad and detailed coverage of concepts and examples. However it does not explain concepts clearly and is also overly verbose, with some irrelevant information.

Economics - 6th Edition by William Boyes and Michael Melvin, published by Houghton Mifflin, (2005). This economics textbook does a good job of covering most of the material but its relevance in terms of the IB Economics examinations is not entirely clear. However, if a general textbook is needed to learn economics, the Boyes/Melvin book makes an excellent resource.

Geography
Planet Geography by S Codrington is an excellent textbook to read and is interesting for the avid geography student, including many photos and charts. It may suffer from not being focussed enough specifically on the IB curriculum, although this has been improved in later editions.

History
For both European and American HL history, the text Our Western Heritage is an excellent resource.

=Group 4=

Biology
Biology by NA Campbell published by Benjamin Cummins. 4th edition or higher is also an excellent textbook - self explanatory, covers much more than the IB requirements, helpful for reviewing and self studying as well. The most widely used biology textbook worldwide for high school and universities. The only downside is its price and weight, however definitely worth the price.

Biology for the IB Diploma by Allott, published by Oxford University Press (2001). An excellent summary of the course, but which will need to be augmented by your teacher over the two years. It provides brief and easy to understand explanations of concepts and information.

Biology for use with the IB Diploma (2001) Minka Peeters Weem, IBID Press. A useful textbook to refer to directly for statements relating to the IB syllabus. A very useful buy since it contains notes/explanations under every IB objective, so one can concisely study for the subject. Use this book preferable with a more comprehensive textbook as a reference alongside as well.

Pearson Baccalaureate: Standard Level Biology for the IB Diploma and Pearson Baccalaureate: Higher Level Biology for the IB Diploma (2009)Those two biology books for standard and higher level have the best described details at explanation and practice among all other kind of IB textbooks, the books also including practise question from past test papers in end of each chapters,and fully graphic worked example, Tok related information, hint and revision quote. It also include a brief introduction for lab work and exam. However, some of the details are explained kind of superficial.

Chemistry
Oxford IB Diploma Program Chemistry by B. Murphy, G. Horner, D. Tarcy and S. Bylikin published by Oxford University Press (2014), ISBN 0198392125. The only IB Chemistry resource developed in direct collaboration with the IB to accurately match the new 2014 syllabus for both SL and HL. Provides unrivalled support for the new concept-based approach to learning and includes real practice questions and worked examples for each topic. Written by co-authors of the new IB syllabus, IB workshop leaders and university professors. [OUP website]

Chemistry for the IB Diploma by G Neuss, published by Oxford University Press (2001), ISBN 0199148074 An excellent summary of the course, but which will need to be augmented by your teacher over the two years. It provides brief and easy to understand explanations of concepts and information. It has a great section about the options. Each option is laid out very clearly. [| OUP website]

Chemistry by S Damji & Green, 2nd edition published by IBID, ISBN 1876659416. A dedicated text for the IB Diploma. [| IBID website]

 * Be aware many of the answers to question are incorrect and/or would not be an adequate response to gain full marks in an IB exam. On the other hand, the drawback with the new version is the lack of answers at the back of the book. If your school uses the book, you should have the Student Guide, Chemistry for the IB Diploma.

Chemistry in Context by G Hill & J Holmann, 5th edition published by Nelson Thornes. Primarily an A-level text, but with a guide to its coverage of IB topics. Thorough for SL, almost complete for HL; nothing for the Options, apparently. [| Chemistry in Context website]

 Advanced Chemistry (Advanced Science)  by Michael Clugston and Rosalind Flemming (2000), ISBN: 978-0199146338. If you are a dedicated higher-level-chemistry student, the book makes many things more clear. It is not necessary, but it helped me a great deal in my studies.

Pearson Baccalaureate: Chemistry for the IB Diploma(there are two books for higher version and standard version) The books have generally good explanations that cover all the syllabus and many worked examples.It also has many questions from past papers and explanation of lab,definition and final exam. However, like many IB diploma books there are a few minor errors.

IB Chemistry Online by Andrew Symons [website]. This version is for the old syllabus 2009. Different in that it is an online textbook available on Windows PCs and Macs. It covers all the IB syllabus including the Options and is full of questions (with marks schemes) and tips for students.

Physics
Physics for the IB Diploma by Tim Kirk published by Oxford University Press (2001). An excellent summary of the course, but which will need to be augmented by your teacher over the two years. It provides brief and easy to understand explanations of concepts and information.

IB Study Guide: Physics 2nd Edition by Tim Kirk published by Oxford University Press (2008).

Physics for the IB Diploma by K.A. Tsokos published by Cambridge University Press; 5 edition (28 Jan 2010).

Higher level Physics developed specifically for the IB Diploma by Chris Hamper published by Pearson/Heinemann International is an excellent book which has a lot of questions from past year papers, ways to write your lab report & EE and a TOK section. The author of the book also has a site: www.physic-inthinking.co.uk

Environmental Systems and Societies
Pearson Baccalaureate Environmental systems and societies for the IB Diploma by Andrew Davis (Author), Garrett Nagle (Author). An excellent summary of the course, but which will need to be augmented by your teacher over the two years. It provides brief and easy to understand explanations of concepts and information.

IB Environmental Systems and Societies Course Companion by Jill Rutherford. Provides an immense amount of detail pertaining to the course

=Group 5=

Mathematics HL, SL and Further
Mathematics For The International Student: SL, Mathematics For The International Student: HL (Core) and Mathematics For The International Student: HL (Options) by Haese & Harris Publications. Full textbooks following the syllabus with exam-like review exercises at the end of each chapter. It elicits investigation (portfolio) and other types of critical thinking. Sample chapters are available online.

The IBID book by Fabio also for Math HL, and SL: Covers all topics with detail very useful with questions that work with IB but in a new approach. This contains all the core topics.

Pearson Baccalaureate: Higher Level Mathematics for the IB Diploma (Pearson International Baccalaureate Diploma: International Editions): Practice Questions are photocopy IB questions(mostly) You can also visit the site to see the book they provide you with the first two chapters. Options are online, if you want them.

Mathematics Higher Level for the IB Diploma by Bill Roberts and Sandy McKenzie: The book has good, clear and concise explanations but it is riddled with mistakes.

Mathematics for the IB Diploma Higher Level: Statistics and Probability by Hugh Neill and Douglas Quading: This book deals with one of the four options of the HL Maths syllabus. It has clear and very excellent explanations, but will need some background knowledge of HL Topic 6 before using the book.

title: IB Textbook Reviews


text:
User talk:Dysprosia~enwikibooks

Old talk in archive: User_talk:Dysprosia/Archive -- User talk:Dysprosia/Archive (2) (most recent)

If you have urgent administrative requests, please see my Wikipedia talk page.

Change username
Hi Dysprosia, I've searched for a page to request username changes but the one on the comunnityportal linked to Wikipedia. So I searched for active bureacrats here. Please can you change my current username to Koos Jol (my real name)? Just like is done on Dutch Wikibooks, Dutch Wikipedia and on Meta. Firefox 13:38, 10 January 2006 (UTC)
 * Done. Dysprosia 12:43, 11 January 2006 (UTC)
 * Thank you very much. Koos ... 13:22, 11 January 2006 (UTC)

Sysops
Hey... I've been voted to become a sysops Requests_for_adminship, but nothing has moved on it... is there something else I need to do? I wasn't sure so I thought I would ask... thanks.--Mfinney 22:36, 28 February 2006 (UTC)

Can I have admin powers on this new account please
Hi Dysprosia how are you? There is a problem with my account and I have had to create a new one. Can i have my admin powers back (on this account, not the capitalisation of my last name)please? Email me (use the wikipedia email) to confirm it's really me. Theresa Knott 12:39, 24 April 2006 (UTC)
 * Check your WP talk page. Dysprosia 05:34, 13 May 2006 (UTC)

Programming:MIPS assembly wikibook
I am creating an outline for a new book to completely overhaul the Programming:MIPS assembly wikibook that is currently in a state of disrepair. The outline currently can be found HERE on my user page. I looked through the history of the old page, and yours was the only username of a currently-contributing user who has contributed to that book. As such, I would like to personally invite you to look at the proposed outline, and provide and comments/suggestions. Depending on my schedule, I would like to begin implementing this new outline by early June. --Whiteknight (talk) (projects) 19:18, 10 May 2006 (UTC)

 * I'll have a look when I get a chance. Dysprosia 05:34, 13 May 2006 (UTC)

Change username
Hello. I've changed my username on the English Wikipedia to Karl Dickman, and would like to do the same here as well, in prepration for the Wikimedia-wide login system that will take effect soon.

Formal request: User:Ingoolemo → User:Karl Dickman.

Also, could you please move User:Ingoolemo/standard.css and User:Ingoolemo/standard.js to their locations in my new userspace? I'd do it myself, but I don't have the administrator powers.

Thank you very much, Ingoolemo talk 17:21, 17 November 2006 (UTC)

Your De-Adminship
Hello. I would like to inform you that you will have your sysop rights removed here on 21 Dec 2006 due to inactivity. If you would like to discuss the matter, please see WB:RFA. You can re-apply for adminship at a later date if you wish. Thanks. -within focus 03:02, 21 November 2006 (UTC)

Change
Hello, You are Bureaucrat on en wikibooks? Please change my nickname from HistoryczkCKU to Prasuk historyk, because I have this nick in all wikiprojekts. Greets:)HistoryczkCKU (talk) 22:35, 9 January 2008 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Dysprosia. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Dysprosia~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:Dysprosia~enwikibooks


text:
Chess Opening Theory/1. e4/1...g6

= Modern Defense = The Modern or Robatsch Defense. Black makes clear intentions to a Bishop, and embraces the Hypermodern approach of controlling the centre. Today it is a viable strategy, but it once was known as the joke of openings.

The first modern defenses were played in the 19th century. These involved a 1…g6 and 2…e6 setup which was usually played in the modern of that time. That setup was horrible and people were used to playing open, tactical games with the King's Gambit and Evans Gambit. As a result, the modern defense was considered to be a very bad opening. No one knew how to use its flexibility and dynamism to its potential.

In the mid-19th century, John Cochrane played some players from India. The Indian players have an interesting style of play. They responded to 1.d4 with …Nf6 and used a setup with a kingside Fianchetto. One of them played the Grunfeld but others played the King's Indian Defense. For the early opening, their pieces were in the last 3 ranks. These games have been recorded and will be important later on.

However, the modern Defense got even worse when Wilhelm Steinitz beat Augustus Mongredien who used the modern in under 30 moves. Mongredien used an awkward, inferior Hippopotamus (we'll get to that soon) and this made people stray away from it. Luckily for the Modern, the games from the Indian Players sparked hypermodernism in Europe. Players like Aaron Nimzowitsch and Richard Retí claimed that a large centre was a target for attack. Instead, they proposed flexible setups with fianchettoing instead of usual ways of development. It may seem good to the Modern, and it kind of was, but the Hypermodern players at that time preferred Queenside fianchettos, especially the Queen's Indian. Aaron Nimzowitsch also liked to play it safe, but the modern is actually very risky. As a result, it was never deeply analysed.

Until after WWII. Vasja Pirc invented an opening named after him. He would play …d6 and …Nf6, then Fianchetto his kingside bishop. This opening became popular and then people started the wonder, wouldn’t the bishop be more effective if it wasn’t blocked by the knight? And so the modern was analysed and employed by many, even Mikhail Botvinnik. The first system to be employed successfully is the g6/d6/c6/b5 system. The queenside expansion is highly unusual, but it was effective. However, the system that really took off is the 'Hippopotamus'. It has the double Fianchetto, controlling both long diagonals. Then, the pawns are pushed to e6 and d6 to place the knights behind them, not blocking the bishops. Then, the flank pawns are usually pushed to a6/h6. This makes an indestructible fortress, with a barricade on the fifth rank. It lulls white to attack it and overextend, then hit back with a powerful counterattack.

Many other systems were invented, too. The Gurgundize merges the Caro-Kann with the Modern, making it more passive but also more safe and solid. Then, Tiger's Modern was invented. It uses a6 to support the expansion on b5 instead of c6, allowing the queenside Fianchetto to be much more effective. And finally, the pterodactyl combines c5 with the modern, but it is too simple for high level play.

Moves:
 * /2. d4/
 * /2. Nf3/
 * /2. f4/

White has also the possibility to launch a quick attack on the f7 pawn by the means of /2. Bc4/ and Qf3.

Theory table

 * 1. e4 g6

title: Chess Opening Theory/1. e4/1...g6


text:
User:GeordieKeith

GeordieKeith plays chess at Haymarket Chess Club in Newcastle UK. His grade is 90 but likes to think he can do better than that. (100 is the defined average player, I think)

He likes Beer and Reggae and commonly uses the ID "SuperNova_UK" on chess sites, esp. www.chessworld.net. He wants to change the ridiculous supernova id name sometime, when he cares what internet people think of him. His internet grade (on a different system) is about 2200.(cf 90!)

Oh yeah. He's.......fxxx it... I have BSc Physics and MSc Computing. I'm 25 and have STILL not been sky-diving.

Peace to All

title: User:GeordieKeith


text:
User talk:Dwalsh3~enwikibooks

I am breaking this redirect because you shouldn't redirect across namespaces. Plus the target page is not available, so there is no further reason to redirect. Thanks for understanding, and sorry for any inconvenience. -- LV (Dark Mark) 16:18, 7 December 2005 (UTC)

 * 1) REDIRECT Learning Together with DCU

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 Dwalsh3. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Dwalsh3~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:Dwalsh3~enwikibooks


text:
Folkstyle Wrestling/Where To Practice

You should find a good wrestling club in your area or practice on the mats at your local high school. In most areas there are wrestling clubs so find. Another thing to do is find someone who was a trampoline, this is not good for moves dealing with leverage, but is a nice safe place to work on throws without getting hurt. This is also a good place to "Shadow Wrestle". That is, wrestle with an imaginary opponent. On the off season or when there are no wrestlers around, shadow wrestling can be crucial to help out with technique.

title: Folkstyle Wrestling/Where To Practice


text:
User:Electricbody

I am a Brittain Fellow at the Georgia Institute of Technology where I teach first-year writing.

title: User:Electricbody


text:
Cascading Style Sheets/Background

Background properties
There are five properties that control the background of an element:
 * W3C Specification CSS1 CSS2.1 : sets the background color, this will be seen if no background image is specified or the image does not cover the entire element. It will also show through any transparent areas in the image. The color may be set to any CSS color or the keyword.
 * W3C Specification CSS1 CSS2.1 : the image to use as a background.
 * W3C Specification CSS1 CSS2.1 : controls the tiling of the background image (possible values: )
 * W3C Specification CSS1 CSS2.1 : does the background scroll with the page (the default) or is it fixed within the viewport?
 * W3C Specification CSS1 CSS2.1 : places the image relative to the element's bounding box.

You should consider supplying a background color as well as a background image in case the user has disabled images.

Examples:

Shorthand property
W3C Specification CSS1 CSS2.1

The shorthand property can be used to set all five individual background properties in a single declaration, e.g. is equivalent to the previous example.

Note that if some values are omitted from the property the individual properties for the missing values are set to their initial values. This is important to remember if more than one rule is setting the background properties on an element. For example is equivalent to

Advanced Opacity
Opacity is a block level property that effects all the children. To use colors with alpha channels, see RGBA and HSLA.

Opacity in the background property is still a new concept and is not compliant across all web browsers however here is a tiny bit about this function

filter: alpha(opacity=40); -moz-opacity:.40; opacity:.40;

adding the alpha(opacity=40) will add a 40% alpha transparency however as mentioned this still does not work on all browsers, for this to work on Firefox for example the -moz hack has to be used. So -moz-opacity:.40 will obviously do the same thing but this code is only relevant for Firefox users.

W3C Specification CSS3

title: Cascading Style Sheets/Background


text:
Talk:Cascading Style Sheets/Background

Nainaputhur Maheshkumar.v

Building a CSS menu:

Here is another useful way to use classes. Lets make a menu using only CSS and a table that has rollover effects. We are going to set up a special class just for the links in the menu. Why? Because you wouldn’t want the text links in a sentence to look like the ones in your menu.

We will call our menu class, “navlink.” We will use 3 standard selectors to define it, a:link, a:visited and a:hover. We will define these links just as we did in Lesson 2, but with a few more properties to add the rollover effects, and our new class at the beginning.

Let’s get started. Add this to a style sheet:

.navlink a:link { font-family: Verdana, Geneva; font-size : 80%; font-weight : bold; color: #000000; text-decoration : none; padding: 5px; margin: 5px; border : 1px outset gray; display: block; width: 100%; }

.navlink a:visited { font-family: Verdana, Geneva; font-size : 80%; font-weight : bold; color: #000000; text-decoration : none; padding: 5px; margin: 5px; border : 1px outset gray; display: block; width: 100%; }

.navlink a:hover { font-family: Verdana, Geneva; font-size : 80%; font-weight : bold; color: #000000; text-decoration : none; padding: 5px; margin: 5px; border : 1px inset black; display: block; background-color : #FFFFFF; width: 100%; }

The new properties we added to the link selectors are:

padding: 5px; margin: 5px; border : 1px outset gray; border : 1px inset black; display: block; background-color : #FFFFFF;

title: Talk:Cascading Style Sheets/Background


text:
Gujarati/How to use Unicode in creating Gujarati script

How-tos bookshelf | How to use Unicode in creating Gujarati script

Introduction
Gujarati script is used to write Gujarati language. The topic first started as a stub, then became a sub-page under Gujarati script, and finally was flagged as a candidate for Wikibooks. Here, we would attempt to deal with a slightly complicated typography of the Gujarati script for the non-native users of the script, and also a slightly complicated manner in which it is implemented in Unicode. By the virtue of standardization, Unicode has tried to implement twelve South Asian Scripts with similar set of rules. This means that once you know How to use Unicode in creating Gujarati script, you may apply somewhat similar methodology for other Indic scripts like Devanagari, Bengali, Gurumukhi, at al; provided you have the basic knowledge and the required fluency in the respective writing system.

The Basics
Gujarati alphabet mainly includes 34 consonants (ornamented sounds), 2 compound characters that are treated as consonants (not lexically though), and 14 vowels (pure sounds). Overall, the writing system comprises 94 legitimate and recognized distinct symbols or shapes. In the current Unicode 4.1 implementation, however, only some of these symbols have been incorporated as glyphs or shapes. The remaining shapes are created by conjunctions.

Introductory knowledge of Gujarati language and script can be obtained from
 * Gujarati
 * Gujarati script
 * Unicode Standard 4.0 – Chapter 9
 * Unicode Code-set for Gujarati script
 * Abugida writing systems

Framework of a Gujarati symbol
Given a constructed Gujarati syllable, it can be logically divided into the following parts based on the position of the shapes involved.
 * 1. Baseline area – this is the placeholder for consonants and independent vowels
 * 2. Area below and above the baseline – used for placing lower (below-base) and upper (above-base) dependent vowels respectively
 * 3. Area before and after the baseline – used for writing left (pre-base) and right (post-base) dependent vowels respectively

Examples (clock-wise from top-left): 1. Post-based (Right) 2. Below-based (Lower) 3. Pre-based (Left) 4. Above-based (Upper). We will use these conventions in our further discussion.

What is Substitution?
Substitution, in the sense applicable here, means replacing a set or group of characters or shapes with a single character or shape. In practical terms, this translates as – 1) multiple key-strokes will generate a single shape; and 2) the resultant shape will keep transforming itself (based on certain rules) in accordance with the user's key-strokes or inputs.

Substitution can happen when you add one or more shapes in any of the positions other than the baseline area (see illustration above).

Unicode Code-set
The Unicode range for Gujarati script is from U+0A80 to U+0AFF. The ISCII Code-page identifier for Gujarati script is 57010.

The table below shows the glyphs that are implemented in Unicode standard 4.0.0. Gray boxes indicate the code-points that are reserved/unused.

 * For further details regarding Unicode Code-points and standards, you may refer to Unicode Code-chart — Standard 4.1.

Examples
Note: In the examples shown in the sections below, the "+" sign denotes the combination of key-strokes or user inputs.

Half-form of consonants
Half-forms of consonants are used in pre-base position. For consonants that do not have distinct glyph for half-forms, a Halant (્) is used to create half-forms as follows: (Note the Half-form of મ, which is used here in conjunction with ય) Note: Half-form is not created for the base glyph even if the syllable ends with a Halant.

Application of Upper-based form of Ra – (Reph)
Application of Ra with a Halant (Half-form of Ra, as seen above) to a full-form consonant before the consonant produces Reph for that consonant. This affects the pronunciation of Ra in conjunction with that consonant. A Reph can be created as follows: (Ra + Halant + થ = Reph effect on થ)

Application of Lower-based form of Ra – (Vattu)
Application of a Halant of a consonant (Half-form of consonant) to a full-form of Ra produces Vattu for that consonant. This affects the pronunciation of Ra in conjunction with that consonant. A Vattu can be created as follows: (પ + Halant + Ra = Vattu effect on પ)

Vattu variants
Vattu variants (half and full) are formed when consonants with vattu mark are combined. Often in some cases, a special glyph is required to represent vattu when various consonants are combined. (special glyph ડ્ર. Notice the two lower-based marks, as compared to only one in the previous example.)

Above-based marks
All above-based marks and post-based matra are created as under:

Below-based marks
The below-based marks and post-based matra are created as below:

Characters શ્ર, ક્ષ and જ્ઞ
Following characters, which are part of the Gujarati alphabet, but are not explicitly created as glyphs in Unicode character-set, can be generated as indicated below:

Application of Nukta
Nukta effects the pronunciation of the (preceding) consonant to which it is applied. A Nukta form of a consonant can be created in Unicode as follows:

Substitutions for specific typography of the script
Following are the main character substitutions which are required to address the complexity of the language and to generate various character forms of the script:

Pre-base substitutions
The half-form conjunctions, one of the most common occurrences of the script, are created by pre-base substitutions. Also, the special use of this substitution is in creating I-Matra (and its appropriately aligned shape) as shown below:

Post-base substitutions
Consonants of the Gujarati script do not have post-based forms. Primarily, post-based substitution is used to create visarga out of vowels, and is also applied for "I-Matra" substitutions as follows (which will precede any above-based substitution, if applied as well): (Compare the special shape જી – a result of post-based substitution – with another result of similar conbination using a character like લ, which will generate: લ +ી = લી)

Above-base substitutions
Above-based substitution is mainly applied for Matra, Reph, vowel modifications and for stress and tone marks. Consider the following examples:

Below-base substitutions
Mainly used for below-based matra, the below-based substitution could produce a conjunction, or change the whole shape of the glyph. This substitution is also used for producing special tone effect like anudatta.

More details on Gujarati Unicode

 * For further details on Gujarati Unicode, you may refer to Unicode Std 4.0.0 - Chapter 9
 * TDIL: Ministry of Communication & Information Technology, India
 * If you are creating a web-page while the OS language is not Gujarati, save the file as UTF-8 Unicode HTML. The code-points may be lost otherwise.


text: User talk:202.83.32.176

title: User talk:202.83.32.176


text: User talk:203.213.196.81

title: User talk:203.213.196.81


text:
User talk:Trevor Andersen~enwikibooks

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. --Derbeth talk 11:33, 30 November 2005 (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 Trevor Andersen. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Trevor Andersen~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

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

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

title: User talk:Trevor Andersen~enwikibooks


text:
Talk:The Design and Organization of Data Centers/Wiring

The "Planning for Expansion" part seem outdated... who hosts datacenters off 56k? 220.233.48.200 12:17, 30 November 2005 (UTC)


text:
User:Deadstoned

Hi, Played Lineage 2 since open beta just thought I would add my own take on groups.

title: User:Deadstoned


text:
Embedded Systems/Interfacing Basics

Having our embedded system, with a fancy operating system is all well and good. However, embedded computers are worthless if they can't interface with the outside world. The chapters in this section will talk about some of the considerations involved with interfacing embedded systems.

Pins and Ports
Many embedded systems will provide a series of output pins for transmitting data to the outside world. These pins are arranged into groups called "ports". Ports will frequently (but not always) consist of a power-of-2 number of pins. For instance, common ports might be 4 pins, 8 pins, 16 pins, etc. It is rare to see ports with fewer then 4 pins (because in that case, they probably aren't called ports anymore).

Current and Power
When working with a particular microcontroller, it is very important to read the datasheet, to find out how much current different pins can handle. When talking about current, datasheets will (usually) mention 2 words: Sink and Source.

 * Sink:The sink value is the amount of current that can flow into the pin (and therefore into the microcontroller) safely.

 * Source: The source current is the amount of current that can be pulled out of the pin safely.

If you exceed the sink current or the source current on a given pin, you could fry the entire processor, which means added expense, and more time. It is very important that you try to limit the amount of current flowing into and out of your pin.

Ohms Law
Ohm's law, one of the fundamentals of electronics relates the voltage and the current of a given circuit together, as such:

$$v = ir$$

Where v is the voltage, i is the current, and r is the resistance of the circuit. This holds true for DC, for AC, it is a bit more involved. Let's do a DC example. We have a microcontroller with output pins that can source 20mA (mA = milliamps), and goes from 0V(for a logical "0") to +5V (for a logical "1"). Using Ohm's law:

$$+5V = (20mA)r \to r = 250\Omega$$

keep in mind that the resistance is the minimum value necessary to meet the requirements, we could easily pick a resistor with 300Ohms, or even 1KOhm if that was all we had. It is very important to note that diodes, transistors, and relay circuits (all of which are common in embedded systems) can be considered to have an effective resistance of 0. Therefore, depending on what you are trying to accomplish it is important evaluate both the sink and source currents limits, and what your circuit is expecting to sink or source. A common example is the use of a resistor in series with a LED, the resistor limits the amount of current sourced from a microcontroller. Here the choice of a resistor will depend on the chosen LED and desired brightness, where larger resistance (less current flow) will dim the output of the LED.

title: Embedded Systems/Interfacing Basics


text:
Embedded Systems/Low-Voltage Circuits

Low voltage circuits, in this field of consideration can essentially be considered circuits that never exceed the pin voltage (or exceed it by small amounts). If the voltage goes higher, or if we keep our current under control, we risk damage to our embedded systems.

Example: sensor
As a simple example we would like to measure the temperature.

The simplest and one of the cheapest ways to measure the temperature is to use a thermistor connected to GND, a resistor connected to VCC, and connect the other ends of each to the analog input pin of a microcontroller.

Because the thermistor and resistor are connected to the same power supply as the microcontroller, we can guarantee that the signal voltage is no higher than the VCC of the microcontroller, and no lower than GND. Because the analog input pin of a microcontroller inherently has high input resistance, we can guarantee that very little current flows. So in this case, we don't need any other components to protect the microcontroller from damage.

Example: Lighting LEDs

As a more complex example we would like to light a LED (light-emitting diode) from an output pin on an embedded computer. Consider that our output pin can source 20mA at +5V. Our LED is green, which implies a forward voltage drop of about 2 V. However, we also need to consider that our LED requires at least 10mA to light, and our LED can not exceed +20 mA. If the current through the LED gets too high, the LED could pop (it's an actual pop, cover your eyes).

Using ohm's law on the pin, we can find the minimum resistance for the circuit:

$$+5V - 2V = (20mA)r_{min} \to r = 150\Omega$$

Now, if we use Ohm's law on the diode, we can figure out the maximum resistance (the resistance that makes the LED not light up).

$$+5V - 2V = (10mA)r_{max} \to r = 300\Omega$$

So we know that our resistance, r, needs to be between 150 and 300 Ohms. Any less than that, and we can permanently destroy the LED or the microcontroller (or probably both). Any more than that, and no damage is done, but the LED will be too dim to see.

title: Embedded Systems/Low-Voltage Circuits


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User:Me513

I hope this notice is clear and is not interpreted as a restriction. I just want to caution those who edit the page that its content is being developed in the context of a class.But it's OK since the students are advised to keep a copy of their original work in a safe place.

This notice is so far superfluous since we have received very few suggestions so far.

ME513

title: User:Me513


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

Overview
The Aguamenti charm causes a stream of clear, potable water to issue from the tip of the caster's wand.

Extended Description
In Harry Potter and the Half-Blood Prince, Harry's sixth year class were taught this charm. Later in that book, when Harry and Dumbledore are at the cave of the locket Horcrux, Harry uses Aguamenti to refill the crystal goblet with water, of which Dumbledore can drink; the water vanishes before it could be drunk, however. This spell is used once again in that book, when Harry and Hagrid cast jets of water to put out the fire of Hagrid's burning hut.


text:
Handbook of Genetic Counseling/Lhermitte-Duclos disease

Lhermitte-Duclos disease (LDD):

 * associated with Cowden syndrome.
 * dysplastic gangliocytoma (hamartoma) of the cerebellum.
 * sporadic, familial.
 * PTEN mutations.
 * all patients with LDD should be counselled as in Cowden syndrome.


text:
TI-Basic Z80 Programming/Introduction

Purpose
The purpose of this book is to teach both basic and advanced aspects of the TI-BASIC programming language. The book is designed to instruct newcomers with no previous TI-BASIC programming experience. Those who have some experience in programming can use the table of contents and appendices to inform themselves on certain aspects of the language, like optimizing code or learning the small, yet important differences between certain loop types.

Hopefully, the Wikibooks community can contribute a vast amount of useful TI-BASIC programming knowledge, which will allow this book to provide a much more in-depth look at TI-BASIC. Currently, it only provides information regarding TI-BASIC programming on the TI-83+ or 84+. Of course, the Silver Editions of the two calculators can be used with this guide (the only difference between the TI calculators and their Silver Editions is an increase in available memory).

To learn the language and programming skills from beginning to end, start with this page, the Introduction, and use the links at the bottom of each page to move on to the next chapter.

Overview
TI-BASIC is a simple programming language used on Texas Instruments (TI) graphing calculators that integrates many normal graphing calculator commands, like calculations and graphing.

TI-BASIC is a relatively easy language to learn, especially when it is compared with Assembly, the other main language used to program TI graphing calculators. Programs written in TI-BASIC, compared to programs written in Assembly, have a small file size (due to the fact that commands like If and Menu use just 1 or 2 bytes of memory). However, this makes execution of TI-BASIC programs very slow, because the calculator first reads through and parses each line of code before translating it into assembly and executing it, similar to Python. In other words, it suffers from the same performance issues as any interpreted language. Despite its sluggishness, TI-BASIC is appropriate for making many simple programs.

Conventions
A number of conventions are used in this book. Learning these conventions will aid in the learning process.

As this is a book designed to teach one how to program TI-BASIC programs, there will be several pieces of code throughout the chapter. Thus, special boxes have been designed so that one can easily find where certain portions of code exist.

There are three main code boxes: Syntax, Examples, and Output.

Syntax
The commands in TI-BASIC must be typed in a particular format. The way a command must be stated is called the syntax. For example, Output ( I/O 6) has certain restrictions. You must state the row, then the column, then the content in that order to display an output. This book explains syntax using boxes like this one:

No surprises here. TI-BASIC uses the same notation for functions as do many programming languages.

Examples
Examples are just that. They are examples of commands in use, sometimes only containing one command, sometimes containing more. Often, there is more than one example for a given function, with different variations in the way the command can be used. Examples are formatted as follows:

''Text to the right of a  //  represents a comment, used for explaining what the code is actually doing, line by line. This is only for display uses here in this Wikibook, and cannot be used in an actual program.''

Usually, but not always, there will be an explanation either before or after the example.

Output
The output is merely used to show how certain programs or functions would look on the calculator. If there is an example prior to the Output box, it is implied that the program was executed from the home screen. Outputs are displayed as follows:

The normal modes of entry can only use uppercase letters.

Code
A calculator's screen has the width and pixels to show 16 characters in a row. This constraint is ignored in examples. While the code would be like this on the calculator:

It is still written this way in examples:

Commands
In order to enter a command, like Disp, don't individually enter in the letters D i s p, but instead select the command from the program menu by pressing the key.

The Disp instruction can be found by pressing (while in the program editor) and using the right arrow key  to scroll over to the <tt>I/O</tt> menu. Then, press either to immediately paste the command to the editor or use the down arrow key  to select the <tt>Disp</tt> command, then press.

To be concise, we write <tt> I/O 3</tt> for the above. The instructions for accessing the command are included. If a command uses a menu name, it is stylized in italics. If must be pressed to open a menu, the menu will be bracketed in lieu of the actual key being pressed (e.g.,   becomes <tt> [TEST]</tt>).

As an example, to access <tt>Pxl-Off(</tt>, we write <tt> [DRAW] POINTS </tt>. Press, (this will open the <tt>DRAW</tt> screen since  was pressed), then navigate to <tt>POINTS</tt>, then press  or find the function <tt>Pxl-Off(</tt>, in the list.

Most instructions can be accessed through the Catalog <tt> [CATALOG]</tt>, although this method is usually slower. To navigate the catalog quickly, you can jump to a specific starting letter by pushing the key with the related alpha letter.

title: TI-Basic Z80 Programming/Introduction


text:
Embedded Systems/High-Voltage Circuits

Often we use embedded systems to control high-power devices. For example, maybe we want to program a microcontroller to turn on and off standard light bulbs.

As we discussed earlier, typical microcontroller output pins switch between 0 V and 5 V, and can drive a maximum of 0.025 A. But a typical light bulb requires 120 VAC at 0.5 A to turn on. We can't connect the microcontroller up to the 120 VAC directly. What do we do?

Transistors and Relays
Some transistors, known as "Power Transistors", can control a high voltage source using a lower voltage control signal. There is also a type of electromechanical device known as a relay that can also be used to control a high voltage source with a relatively small control current. Both of these tools can be used to control the flow of a high-power electrical flow with an embedded computer.

To interface a relay the port pin must be capable to drive the transistor into saturation to avoid "Chattering" of the relay due to voltage variations. The resistor R1 & R2 should be so calculated that the Ib & Ic Values of the transistor are not exceeded and the relay coil gets rated current to turn on. A diode should be added as shown so that the relay when turned OFF can discharge through it, and alleviate any potential arching cause due to the stored energy in an inductor. This diode is also known as free wheeling or flyback diode, this is needed as for an inductor v=L di/dt, where v is voltage, L inductance, i current and t time. a sudden change in current running through the inductor will cause a very large voltage to appear at the switch, and could cause arching, a flyback diode will allow current to flow through, and gradually dissipate due to diode voltage drop, and other losses. Occasionally we need to use multiple stages of amplification. To turn on a large motor, we need a large relay—but to turn on the large relay, we need a power transistor—but to turn on the large transistor, we need at least a small transistor—finally, we turn on the small transistor with the microcontroller output pin.

When driving a large motor, power transistors often need a heat sink.

Isolation
When working with embedded systems, or any expensive piece of equipment, we often find that it is a good idea to isolate the expensive components from the high power components. We do this through a technique called isolation. Isolation, in essence, is how we keep the high current and/or high voltages out of low-current, low-voltage devices. There are several types of isolators.

The "isolation barrier" is an imaginary line between the high-current or high-voltage device on one side, and low-current, low-voltage devices on the other side.

 * Transformers are used to transfer power from one side of the isolation barrier to the other
 * optoisolators are used to transfer signals across an isolation barrier from one low-power device to another low-power device
 * relays allow a microcontroller on one side of the isolation barrier to switch on and off high-power devices on the other side.

Transformers
Transformers use magnetic fields to move a voltage from one coil to another (over simplification). There is no direct wire connection between the input and the output terminals, and therefore transformers can help to prevent spikes on one side from damaging expensive equipment on the other. Transformer is used on voltage step up or down this basic principal of transformer.

Opto-Isolators
Opto-Isolators are useful for sending signals from one circuit to another. One half of the Opto-Isolator (OI) is an LED. The circuit connected to that side turns the light on and off. The other half of the optoisolator is a phototransistor. When the light is on, the phototransistor absorbs the light, and acts like a closed switch. When the light is off, the phototransistor acts like an open switch. Because light is used instead of electricity, and because the light can only go in one direction (from LED to phototransistor), they provide a very high level of reliable isolation.

Relays
Relays can also be used to isolate, because they act very similarly to transformers. The current flow in one wire is controlled by a magnetic field, generated by a second wire.

A relay controls whether electrons flow or not, by allowing a small current to the input coil producing a magnetic field in which operates the switch.

For further reading

 * Power Electronics
 * SCRs and triacs include several power transistors in a convenient package, and often cost less than buying equivalent transistors separately.
 * relay
 * So-called "solid-state relays" (SSR) are a convenient combination of an opto-isolator and some power transistors. Some SSRs include a Zero cross circuit.

title: Embedded Systems/High-Voltage Circuits


text:
Embedded Systems/Freescale Microcontrollers

Freescale Semiconductor (formally Motorola Semiconductor Products Sector) spun-off from Motorola in July 2004. Freescale makes many microcontrollers (MCU's) and also a whole host of other devices such as sensors, DSP's and memory, to name a few.

The Freescale Microcontrollers come in 5 families.
 * 6800 descendents: 8 bit or 16 bit
 * 68000 descendents: 32 bit
 * MCORE: 32 bit
 * PowerPC family: 32 bit
 * ARM family: 32 bit. We discuss ARM core Freescale microcontrollers in another chapter, Embedded Systems/ARM Microprocessors.

Freescale HC08
There are many variations on the HC08 CPU core; The 68HC908JL8 is one example. the HC908Jl3 offer 256 bytes of RAM (random access memory) and 4K bytes of Flash ROM (Read only memory). The HC08 cores offer a maximum bus speed of 8 MHz, a 20 MHz crystal may be used as the external clock source(as the oscillator is internally divided by 4 to give 8 MHz bus speed). Typical peripheral components of the microcontroller include:

 * Two 16 bit, free running timers.
 * SCI (serial communications interface,(RS232))
 * 12 channel 8-bit Analogue to digital converters (A/D)

The HC08 microcontrollers are usually supplied in 28 pin or 32 pin DIL packages, but can also be obtained in serface-mount SOIC footprints

68k/ColdFire
The 68k family and the nearly-binary-compatible ColdFire family are 32 bit processors capable of running Linux.

There is a Debian Linux port to 68k processors with a MMU. A Debian Linux port to ColdFire processors with a MMU is "in progress".

There are several ColdFire chips that, as of 2008, are available for under $5 (in qty 1). Those low-cost chips do not include a MMU, and so cannot run a full version of Linux. uClinux runs on chips without a MMU, and has been ported to some ColdFire chips on platforms with at least 1 MB of RAM.

Yes, but does uClinux actually run on a chip that costs less than $5 ?

Most (all?) currently manufactured ColdFire and 68k chips are available only in surface mount packages, not in any DIP package.

PowerPC

 * First Generation: G1 (601)
 * Second Generation: G2 (603, 603e, 604)
 * Third Generation: G3 (750, 750CX, 750CX3, 750FX, 750GX)
 * Fourth Generation: G4 (7400,7450)


text:
Talk:Sanskrit/History

Untitled
I've been working a little bit on the Sanksrit history literature section. I could use help with dates (of Kavya poetry and Panini), and it would also be good to get some central works and figures of Kavi worked into the article. And I think my stylistic evaluation of Kavi is a little shaky. bladebladebla!!!!!!!!!!!!!!!!!!!69.210.49.213 00:31, 16 March 2006 (UTC)

title: Talk:Sanskrit/History


text:
User:Daleh~enwikibooks

= About Me =

Hi, as you may have guessed my name is Dale. Im 23 and live in Cape Town, South Africa. I'm an electro-mechanical engineer by trade, and work with automation of machines as much as possible. I work for a company in Cape Town called www.oneoverzero.co.za. Obviously this is a super-geeky play on words...

My other love is flying, and in particular competition aerobatics. I also am interested in artificial intelligence and evolutionary/swarm intelligence with engineering and optimisation applications.

We use a Wiki at work for all our online project documentation so I know my way around the editing suite, but my spelling can be pretty bad, so my apologies in advance.

I don't think I'm extremely knowledgeable about the thing I write about, but I also realise that it’s much easier to edit than write from scratch. So I will try and write some of the things other people won't or haven’t, and just hope other people edit and correct my work along the way.

Im also on Wikipedia under the same handle, Daleh. You can leave me messages and comments on my talk page.

= Books that I am interested in (thus far...)=
 * Embedded Systems
 * Robotics

= Uploaded images =

title: User:Daleh~enwikibooks


text:
User talk:81.173.141.79

Please stop adding nonsense to Wikibooks. It is considered vandalism. If you would like to experiment, use the sandbox. Thank you.

title: User talk:81.173.141.79


text:
User talk:68.209.108.9

Please stop adding nonsense to Wikibooks. It is considered vandalism. If you would like to experiment, use the sandbox. Thank you.

title: User talk:68.209.108.9


text:
User talk:Dolive21

Manual of Crime
I got your message today. The current vote is a vote for undeletion, implying that the module itself is supposed to be already deleted. I deleted the module because it is supposed to be deleted, and it will not get undeleted unless an undelete concencus is reached. However, with the way things are going so far, i highly doubt the undelete vote will be enough.

As an addendum, the manual of crime has been undeleted for sufficient time, with sufficient notice that any contributer who wanted to keep the material should have been able to move the book to a different, more understanding host. This book will stay deleted until an undelete concensus is reached, which i doubt will ever happen.

Also, as I have mentioned before, if the vote for undeletion miraculously swings in favor of keeping this book, I will personally point it out to User: Jimbo Wales, and ask him to step in and delete it himself (which i have little doubt that he will do). Cheers. -- 18:23, 30 November 2005 (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 Dolive21. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Dolive21~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 23:10, 17 March 2015 (UTC)

title: User talk:Dolive21


text:
Operations Strategy

Table of Contents

 * Preface
 * Acknowledgments and Contributions

 * What is operations strategy?
 * Operations strategy

 * Operations strategy and operations management

 * Approaches to operations management

 * Perspectives on operations management

 * Understanding the market

 * Further readings
 * Notes on this chapter

 * Levels of operations strategy
 * Fit
 * Sustainability
 * Risk

 * JIT

 * Maintenance strategy

 * Aggregate planning

 * Notes

 * Index

title: Operations Strategy


text:
Category:User ar

fr:Catégorie:Utilisateur ar-M it:Categoria:Utenti ar ja:カテゴリ:User ar tr:Kategori:Kullanıcı ar

title: Category:User ar


text:
Embedded Systems/External ICs

Integrated Circuits (IC) frequently have very similar operating characteristics to microcontrollers. It is often possible to connect different pins directly to each other without resistors to control the current flow, because the ICs will not draw much current.

When an embedded application calls for greater capability, a microcontrollers may be connected to external sensors, memory and other devices through a data bus.

title: Embedded Systems/External ICs


text:
Digital Circuits/Multiplexers-Demultiplexers

Multiplexers and Demultiplexers are devices that move signals from wire to wire, based on a given control signal.

Multiplexers
Let's say that we have 2 inputs to a given circuit, and we only have one output. We would like the two inputs to "share" the output, and we therefore need to switch from one input to the other. We have inputs I1 and I2, output O, and a control wire, C. We can say that if C=1, then we connect I1 to O. However, if C=0, then we connect I2 to O. This is a multiplexer.

Generally, multiplexers are circuits behaving like a controlled rotary switch, i.e. any one of a number of inputs may be selected as output. In digital electronics, a multiplexer is a combination of logic gates resulting into circuits with two or more inputs (data inputs) and one output. The selection of the channel to be read into the output is controlled by supplying a specific digital word to a different set of inputs (select inputs). A typical 4 input channels (D3-D0) digital multiplexer, and its corresponding truth table.

The active input channel is selected by supplying the appropriate code to select inputs (C1, C0).

Demultiplexers
Similar to the situation above, let's say we have a circuit with a single input (I), two outputs (O1 and O2), and a control wire, C. When C=1, we connect I to O1, and when C=0, we connect I to O2. This is a demultiplexer.

Beware the following rule: the not selected input is not left in high impedance but set to zero.

Digitaalipiirit/Tulo- ja lähtövalitsimet


text:
Talk:C Programming/A taste of C

The statement '(void)' in the line 'int main(void)' is not discussed on the page, I would like to read some explanation.--86.89.194.96 (talk) 21:37, 9 June 2010 (UTC)

Its funny the page doesn't explain what an integer is... I'll make it link to the wikipedia page for it for now... 220.233.48.200 19:07, 30 November 2005 (UTC) You expect the book to explain such a basic thing as an integer? And the book has already said that it assumes a certain level of knowledge of the reader. (w:User:Vedant_lath)203.98.102.2 21:21, 24 March 2006 (UTC)

printf vs. puts
Recently someone changed

to

with the comment
 * printf -> puts for consistensy

So, should we update the rest of the book to use puts "for consistency" whenever we're merely printing a simple string? That would certainly help avoid the common bug of using printf( string ); /* acts very strange if the user types "%s" in the string */ when we should have used printf( "%s", string ); or puts( string ); . --DavidCary 05:26, 8 December 2005 (UTC)

reverted to printf because puts doesn't need to include ;

(the text explains what include does, wouldn't make sense, if we didn't include anything)

--84.136.204.226 22:16, 14 December 2005 (UTC)

title: Talk:C Programming/A taste of C


text:
Digital Circuits/Encoders-Decoders

Encoders and decoders are similar to multiplexers and demultiplexers, except that they are a little bit more complicated.

Decoders
Decoders will have N inputs, and $$2^N$$ output. Let's say that we have two inputs (A and B), and 4 outputs (M N O P). Decoders will satisfy the following truth table:

Binary numbers come in, and essentially select which wire to send a signal on. chankana

Encoders
Encoders work in exactly the opposite way as decoders, taking $$2^N$$ inputs, and having N outputs. When a bit comes in on an input wire, the encoder outputs the physical address of that wire.It takes 2^n inputs and gives out n outputs,the enable pin should be kept 1 for enabling the circuit.

Priority Encoders
A Priority Encoder works opposite of the decoder circuit. Priority Encoders have logical ranking within them, input1 may be higher than input2. If input2 and input1 were pressed, the encoder would determine the priority, and accept the input.

Encoders and Multiplexers
The relationship between the two.

A multiplexer (MUX) is a combination circuit that contains more than one input line, one output line and more than one selection line. Whereas, an encoder is also considered a type of multiplexer but without a single output line.It is a combinational logic function that has 2^n (or fewer) input lines and n output lines.

title: Digital Circuits/Encoders-Decoders