text:
Adventist Youth Honors Answer Book/Vocational/House Painting, Interior

1. Explain and demonstrate how to prepare and finish new or old woodwork in the following ways: a. Staining b. Varnishing c. Painting
The key to a good finish is surface preparation. Whether you are staining, varnishing, or painting, the surface must be clean. How it is cleaned depends more on the suface being finished than on the method used to finish it.

Do not paint over dirt, cobwebs, or loose paint. For drywall, start by vacuuming all the cobwebs and dust. Then use a household cleaner and wash the walls down. Allow them to dry. Scrape off any loose paint. If it does not all come off, sand the zone between where it did come off and where it would not to eliminate any ridges (these ridges will become much more apparent after painting).

In kitchens, the cleaning is especially important, as surfaces will have been coated with grease. This must be removed, or the lifetime of the paint job will be severely curtailed.

In bathrooms, check for mildew. If any is found, it must be killed with a solution consisting of one part bleach, three parts water. Mildew is a living thing. If you simply wash it off and paint over it, it is sure to come back. Be careful to not get any bleach on your clothing, as it will cause it to discolor. Once you have wiped the bleach solution on the wall (or sprayed it on), allow it to sit for 15 minutes to do its work. Then rinse it off with clean water.

The next thing to do is address any defects in the walls. Do not assume that the paint will cover them. Paint is more likely to amplify imperfections than it is to cover them. Cover any holes with spackling compound, using a putty knife or a taping knife. Reseat any nail pops, setting them below the surface (one final blow with the hammer will put a small dent in the wall - this is actually desired). Then fill the hole with joint compound and wipe it off with a taping knife.

Larger imperfections should be re-enforced and covered with drywall tape and a layer of joint compound. Work the joint compound with a taping knife until it is as smooth as you can make it. Allow it to dry, then sand it. If necessary, add a second layer of joint compound. Allow it to dry and sand it.

For bare wood, sand out any imperfections and glue down any splits or nail pops. Sand over any glued areas once the glue dries (stain and varnish will show you exactly where there is glue instead of wood, and you do not want this to happen). Wipe the wood down with a cloth dampened with whatever solvent is used for cleaning the finish (that is, if the finish is cleaned out of the brushes with turpentine, wipe the wood down with turpentine). Consult the product information on the can of finish to determine the proper solvent.

Wood that has already been stained can be prepared by rubbing down with steel wool, followed by a cloth dampened with the proper solvent (see above).

2. Give two methods of stippling.
When you stipple, a glaze coat of one color is applied and then textured, revealing the undercoat of a base color. In both cases, a glaze is mixed with latex paint at a 5:1 ratio (five parts glaze, one part paint). Stippling should be done in small sections moving from the top of the wall to the bottom so that if there are drips or runs, it will not ruin the work already completed.

With either method begin as follows:
 * Prepare the surface as you would for any interior painting project, repairing cracks, taping baseboards, removing outlet and light switch covers, etc.
 * Paint the surface a light color for the undercoating.
 * Allow the base color to dry completely.
 * Mix the paint and glaze.

Brush Stippling

 * Using a sponge, wet a small section of the wall. This will allow the glaze to go on fluidly.
 * Paint the glaze onto the dampened surface with a regular paint brush. Work the brush top to bottom, then side to side, then top to bottom again, making criss-crosses.
 * Stipple the wet glaze by jabbing the bottom of a stippling brush's bristles onto the surface head-on. The brush should be perpendicular to the wall.  Continually alter the pattern.
 * Go over the surface once quickly, and then go back over it again to refine the pattern.

Sponge Stippling

 * Select a natural sea sponge and cut it in half to form a flat surface.
 * Prepare the wall and paint the base color as with brush stippling (described above).
 * Dip the sponge in a bucket of water and then wring it dry.
 * Press the sponge lightly into a tray full of paint.
 * Blot the sponge on a paper towel to remove excess paint.
 * Lightly dab the sponge on the wall, making J or X patterns.
 * Overlap the patterns as you move from side to side and top to bottom.
 * Dip the sponge in water and wring it out again occasionally.

3. When should a paint spray gun be used?
A paint spray gun should be used when painting highly textured surfaces. Examples of textured surfaces include stucco, cinder blocks, and rough-hewn lumber. These are very difficult (but not impossible) to paint with a roller or a brush.

Paint sprayers are much faster than rollers and brushes, and they are not limited to textured surfaces. If you can protect areas that are not to be painted, a sprayer can be used in almost any area. Avoid using near furnaces, ovens, and water heaters though unless you are able to extinguish (or prevent) open flames. Gas water heaters, gas ovens, gas furnaces, propane furnaces, and oil furnaces all have open flames. Remember that if the paint is flammable, so are the fumes.

4. Describe the proper methods for cleaning and care of paint and varnish brushes.
Proper cleaning starts before you begin to paint. If using a water-soluble paint, dip the brush in water. If using a paint (or varnish) that is not water-soluble, dip the brush in whatever solvent is called for. Then shake the brush to remove excess water (or solvent). Once this is done, you are ready to dip the brush in the paint for the first time.

When you are finished painting, run water over the outside of the brush, letting it flow away from the brush's ferrule and off the tip of the bristles. Then fill an empty, clean paint can (or bucket) halfway with water and add a couple tablespoons of dish washing liquid. Swirl the brush around in the soapy water, but do not jab the bristles into the bottom of the can. This will cause the bristles to develop permanent bends.

Rinse the brush in a second can (or bucket) of clear water. If the rinse water clouds up, return to the soapy water, and then rinse again. Repeat until the rinse water does not cloud up. Hang the brush to dry by the hole drilled in the tip of its handle.

5. Show how to use putty properly.
Putty is used to fill nail holes an blemishes in door and wind facings, baseboards, and crown moldings. It should have the consistency of paste. Tear off a small ball of putty and push it into the hole with your finger. Then, still using your finger, wipe it away, so that some is left in the hole, but the top is even with the surface of the wood. Allow the putty to dry before painting.

7. Make a list of ten proper color schemes for interior house painting using color swatches from a paint shop. Why are bright/loud colors not preferred?
Bright colors make it difficult to relax in a room, so they should be avoided in most interior spaces.

a. Oil based
Oil paint is a type of slow-drying paint that consists of particles of pigment suspended in a drying oil, commonly linseed oil. The viscosity of the paint may be modified by the addition of a solvent such as turpentine or white spirit, and varnish may be added to increase the glossiness of the dried film.

Oil-based paints are the better choice for high-traffic areas, for metal surfaces, or for surfaces that will be exposed to low temperatures. Oil-based paints also resist staining better than water-based paints.

b. Water based
Latex paint is a water-borne dispersion of sub-micrometre polymer particles. The term "latex" in the context of paint simply means an aqueous dispersion; latex rubber (the sap of the rubber tree that has historically been called latex) is not an ingredient. These dispersions are prepared by emulsion polymerization. Latex paints cure by a process called coalescence where first the water, and then the trace, or coalescing, solvent, evaporate and draw together and soften the latex binder particles and fuse them together into irreversibly bound networked structures, so that the paint will not redissolve in the solvent/water that originally carried it.

Water-based paints are best for any areas not suited to oil-based paints. They resist fading better and are easier to apply. Clean up is also much easier, and the odor during application is far lower than with oil-based paints.

9. Paint the woodwork of at least four rooms.
The woodwork includes the baseboards, door frames, window frames, and crown molding. This requirement suggests that the woodwork be painted a different color than the walls. It could also have a natural finish (such as varnish).

10. Paint at least one room, showing skill in keeping paint where it belongs.
Paint belongs on the walls and ceilings. It does not belong on the floor, windows, outlet and switch covers, door knobs, latches, or hinges. Nor does it belong on light fixtures, smoke detectors, sprinklers, art work, mirrors, telephones, appliances, or furniture.

If the woodwork is to have a finish distinct from the walls, paint does not belong there either.

How do we keep paint where it belongs?
 * Lay down a drop cloth.
 * Tape the baseboards, windows, hinges.
 * Remove door knobs and switch and outlet covers.
 * Move furniture out of the room, or cover it with a drop cloth.
 * Remove or tape light fixtures.
 * Do not paint over smoke detectors - tape them off, and remove the tape when you are finished.

Rather than taping, professional painters usually use a technique called "cutting in." With this technique, an angled brush is used, and it is kept mostly dry. It doesn't take much paint to cover trim. Put no more than an inch or two of paint in a bucket that has no lip. Grip the brush by the bristles as if you were holding a pencil. Treat the handle as if it were there only to hold the bristles together, not as something you hold the brush by.

Dip the brush no more than half in inch into the paint, then drag it dry along the wall of the bucket to remove the excess paint. Then paint a line. The outer bristles form the sharp edge of the line. Practice on the wall before you move in to the critical areas.

But sometimes in spite of our best efforts, paint does go where it does not belong. When that happens don't panic - just clean off the unwanted paint.

11. Tell and show how to properly store unused paint.
The key to storing unused paint is to prevent air from reaching it. This is done by properly sealing the can. Store paint where is will not freeze.

Proper storage begins before you open the can. Open the can with a key - a special tool made just for opening paint cans. Most paint stores will give you one when you buy paint. If not, you can buy one - they're not expensive (or stores wouldn't be giving them away). Prying the lid off with a screwdriver will distort the lip making it impossible to achieve a tight seal.

Once the can is open, do not wipe a wet brush on the lip of the paint can. This forms a chime which makes it difficult to seal the can properly. Use a plastic pouring cap to pour the paint into a tray or into a small bucket. If you do get paint on the can's lip, wipe it off with a cloth before sealing it.

Place the lid on the can and tap it closed with a rubber mallet.


text:
User:Koavf

You're much more likely to find me on Wikipedia. Reviewer since 2012-12-01T20:30:12.

My contributions

 * Annotations to The Autobiography of a Catholic Anarchist
 * :
 * :
 * :
 * :
 * Module:Check isxn
 * Module:Check isxn/doc
 * Template:ISBN
 * Template:ISBN/doc
 * Social Statistics
 * :
 * Social Statistics

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

title: User:Koavf


text:
MATLAB Programming/Inserting Newlines into Disp Warn and Error

The functions warning,  error,  sprintf  and  fprintf will interpret '\n' as a newline character. For example Though previous versions of this wiki claimed this functionality was introduced in MATLAB 6.5 (R13), it doesn't work in 7.4.0 (2007a). The explanation that this change happened when formatted error strings were introduced in the Release Notes for that release was unhelpful.

To add a newline character in versions where the above example doesn't work, use SPRINTF or CHAR(10): This works as well:

In MATLAB versions 2016b and newer the function NEWLINE is recommended instead, for code clarity


text:
MATLAB Programming/Entering data at the command line

The input function lets your scripts process data entered at the command line. All input is converted into a numerical value or array. The argument for the input function is the message or prompt you want it to display. Inputting strings require an additional 's' argument. Example: Then running the script would produce the output: Please enter a value for x:3


text:
MATLAB Programming/Scripts

M-files
There are 2 types of m-file
 * Scripts
 * Functions

Scripts are a type of m-file that runs in the current workspace. So if you call a script from the command line (base workspace) the script will use and manipulate the variables of the base workspace. This can get very messy and lead to all sorts of strange errors when loops are involved and the coder is lazy about naming their loop variables (i.e. for i = 1:10, if every loop uses i, j, or k then it's likely that any script called from a loop will alter the loop variable).

Functions are wholly contained in themselves. They possess their own workspace keeping workspaces separate. This means that all variables necessary for a particular function must be passed or defined in some way. This can get tedious for complex algorithms requiring lots of variables. However, any manipulations of variables are discarded when the function is exited. Only those output arguments provided by the function are available to the calling workspace. This means that loops can use i, j, or k all they want because the function's workspace and the calling workspace do not mix.

Any command valid at the command line is valid in any m-file so long as the necessary variables are present in the m-files operating workspace.

Using functions properly any change can be affected to any algorithm or plotting tool. This allows for automation of repetitive tasks.

It is optional to end the M-file with 'end'; doing so, however, can lead to complications if you have conditionals or loops in your code, or if you're planning on using multiple functions in the same file (see nested functions for details on this).

Requirements for a function
Custom functions follow this syntax in their most basic form:

function [output1, output2, ...]= function_name(input_arg1,input_arg2) statements return;

In current versions of MATLAB the return; line is not required. The function_name can be anything you like but it is best if the m-file name is function_name.m. Calling the function from the command line or another m-file is done by invoking the m-file name of the function with the necessary input and output arguments.

Within the function itself, there must be a statement that defines each of the output arguments (output1, output2, etc.). Without some declaration the variable for the output argument doesn't exist in the function's workspace. This will cause an error about "one or more output arguments". It is good practice to initialize the output arguments at the beginning of the function.

Typically output arguments are initialized to empty ([]) or 0 or -1 or something equivalent for other data types. The reason is that if the function encounters an error you've anticipated then the function can return (via the return command) with those default values. If the initialization value is an invalid value then it can easily be checked by the calling function for any errors which may not throw a MATLAB error.

Path
In order to invoke a function, that function's m-file must be in the current path. There is a default path that can be set up through the File menu or the addpath command. The order of the path is important as MATLAB searches the path in order and stops searching after it finds the first instance of that m-file name.

The current path is
 * the current directory (which can be seen at the top of the MATLAB window or by typing pwd at the command prompt
 * the default path

Note that MATLAB will always search the current directory before searching any of the rest of the path.

nargin & nargout
The nargin and nargout commands are only valid inside functions since scripts are not passed any arguments. The nargin command returns the number of passed input arguments. This is useful in conjunction with nargchk nargchk(min, max, nargin) where min is the minimum number of arguments necessary for the function to operate and max is the maximum number of valid input arguments.

The nargout command is useful for determining which output arguments to return. Typically, the outputs are the end results of some algorithm and they are easily calculated. However, in some instances secondary output arguments can be time consuming to calculate or require more input arguments than the primary output arguments do. So the function can check the number of output arguments being requested through the nargout command. If the caller isn't saving the secondary output arguments then they do not need to be calculated.

varargin & varargout
When using MATLAB objects and functions they often allow the user to set properties. The functions and objects come with default values for these properties but the user is allowed to override these defaults. This is accomplished through the use of varargin. varargin is a cell array that is usually parsed where varargin{i} is a property and varargin{i+1} is the value the user wishes for that property. The parsing is done with a for or while loop and a switch statement. function [out] = myFunc(in, varargin)

The varargout output argument option allows for a variable number of output arguments just as varargin allows for a variable number of input arguments. From the MATLAB site

function [s,varargout] = mysize(x) nout = max(nargout,1)-1; s = size(x); for k=1:nout, varargout(k) = {s(k)}; end

returns the size vector and, optionally, individual sizes. So

[s,rows,cols] = mysize(rand(4,5));

returns s = [4 5], rows = 4, cols = 5.

Useful syntax guidelines
Placing the semicolon symbol after every line tells the compiler not to place that line of code in the command prompt and then execute. This can make your programs run a lot faster. Also, placing a semicolon after every line helps with the debugging process.

syms x y z; w=[x y z]; e=[1 2 3]; t=jacobian(e,w);

Placing comments in your code can help other people (and yourself) understand your code as it gets more complex.

syms x y z;                %syms command makes x y and z symbolic w=[x y z]; e=[1 2 3]; t=jacobian(e,w);

Comments can also Identify who wrote the code and when they wrote it.

%Some code writer %mm/dd/yyyy

See the 'comments' section for more details on this.

title: MATLAB Programming/Scripts


text:
MATLAB Programming/Comments

Placing comments
Comment lines begin with the character '%', and anything after a '%' character is ignored by the interpreter. The % character itself only tells the interpreter to ignore the remainder of the same line.

In the MATLAB Editor, commented areas are printed in green by default, so they should be easy to identify. There are two useful keyboard shortcuts for adding and removing chunks of comments. Select the code you wish to comment or uncomment, and then press Ctrl-R (-/ for Mac) to place one '%' symbol at the beginning of each line and Ctrl-T (-T for Mac) to do the opposite.

MATLAB also supports multi-line comments, akin to  in languages like C or C++, via the   and   delimiters. But there is a small and important difference. In MATLAB it is not allowed that the lines starting with  or   contains any other text (except white spaces). Otherwise it would not work. E.g.

%{ for i = 1:10 disp(i) end %} gives an error, but %{ for i = 1:10 disp(i) end %} works just fine.

Common uses
Comments are useful for explaining what function a certain piece of code performs especially if the code relies on implicit or subtle assumptions or otherwise perform subtle actions. Doing this is a good idea both for yourself and for others who try to read your code. For example,

% Calculate average velocity, assuming acceleration is constant % and a frictionless environment. force = mass * acceleration

It is common and highly recommended to include as the first lines of text a block of comments explaining what an M file does and how to use it. MATLAB will output the comments leading up to the function definition or the first block of comments inside a function definition when you type:

>> help functionname

All of MATLAB's own functions written in MATLAB are documented this way as well.

Comments can also be used to identify authors, references, licenses, and so on. Such text is often found at the end of an M file though also can be found at the beginning. Finally, comments can be used to aid in debugging, as explained in Debugging M Files.

title: MATLAB Programming/Comments


text:
User:CQuinton~enwikibooks

C. Quinton ... starting

title: User:CQuinton~enwikibooks


text:
Template:Cryptography/Stub

''This page or section of the  book is a stub. You can help Wikibooks by [ expanding it].'' /Stubs

 * This template adds page to /Stubs.

title: Template:Cryptography/Stub


text:
Adventist Youth Honors Answer Book/Nature/Stars - Advanced (North American Division)

Like many honors, the requirements for Stars - Advanced differ from one division to the next. The North American Division's version is presented here, and you can follow the link below to the General Conference version.

 * Stars - Advanced (General Conference) [[Image:SPD_tiny.png]]

e. Meteorite
A meteorite is an extraterrestrial body that survives its impact with the Earth's surface without being destroyed. While in space it is called a meteoroid. When it enters the atmosphere, air resistance causes the body to heat up and emit light, thus forming a fireball, also known as a meteor or shooting star.

More generally, a meteorite on a celestial body is an object that has come from elsewhere in space.

Most meteoroids disintegrate when entering the Earth's atmosphere, however an estimated 500 meteorites ranging in size from marbles to basketballs or larger do reach the surface each year; only 5 or 6 of these are typically recovered and made known to scientists. Few meteorites are large enough to create impact craters. Instead, they typically arrive at the surface at their terminal velocity (free-fall) and, at most, create a small pit. Even so, falling meteorites have caused damage to property, livestock, and even people in historic times.

9. Identify by their name and point out in the sky the constellations that can be seen all night long on a clear night in your hemisphere.
The constellations that can be seen all night in each hemisphere are the ones near the celestial poles.

a. The summer months.
Northern Hemisphere: In the east you should be able to find Cygnus (the Northern Cross) and Aquila. Directly overhead you should see Lyra. To the west you should be able to find Virgo, Leo, and Bootes.

Southern Hemisphere: In the east you should be able to find Aquila, Capricorn, and Sagitarius. Directly overhead you should see Scorpius. To the southwest you should be able to find Crux (the Southern Cross) and Centaurus.

b. The winter months.
Northern Hemisphere: To the south you should be able to see Orion, Canis Major, Canis Minor, Gemini, and Auriga.

Southern Hemisphere: In the east you should be able to find Canis Major, and Canis Minor. In the north you should see Orion. To the west you should be able to find Cetus and Fornax.

11. At what time of year is the constellation Orion best seen? Locate and identify in the sky the three brightest stars of this constellation.
Orion is best seen in the winter because it is then visible just after sunset, and throughout most of the night. In the Northern Hemisphere the winter sky is generally clearer than the summer sky. The three brightest stars in Orion are Rigel (right foot), Betelguese (left shoulder), and Bellatrix (right shoulder).

12. How are the letters of the Greek alphabet used to name stars in a constellation? Give five illustrations of the use of the letters of the Greek alphabet in naming the stars of a constellation.
The brightest star in a constellation is called alpha plus the constellation name. The second brightest is named beta, the third brightest is named gamma, and so forth. The best known example of this is Alpha Centauri which is the brightest star in the constellation Centaur. However, Alpha Centauri is actually a binary star, so the first two stars in our list can be Alpha Centauri A, and Alpha Centauri B. Acrux, Becrux, and Gacrux are the three brightest stars in Crux, the Southern Cross, and are so named as an abbreviation of Alpha-Crux, Beta-Crux, and Gamma-Crux.

Sirius
Sirius is the brightest star in the night-time sky, with a visual apparent magnitude of −1.46. It is located in the constellation Canis Major. As the major star of the "Big Dog" constellation, it is often called the "Dog Star". Sirius can be seen from every inhabited region of the Earth's surface. At a distance of 2.6 pc or 8.57 light years, Sirius is also one of the nearest stars to Earth. The best time of year to view it is around January 1, when it reaches the meridian at midnight. Sirius can be found by following Orion's belt from the viewer's right to left.

Arcturus
Arcturus is the brightest star in the constellation Boötes, and the third brightest star in the night sky, with a visual magnitude of −0.05, after Sirius and Canopus. Arcturus can be found by following the arc made by handle of the Big Dipper (away from the dipper's bowl).

Vega and Altair
Vega is the brightest star in Lyra, and the fifth brightest star in the sky. It is the third brightest star in the Northern night sky, after Sirius and Arcturus, and can often be seen near the zenith in the mid-northern latitudes during the Northern Hemisphere summer.

Vega is a vertex of the Summer Triangle, which consists of Vega (in Lyra), Deneb (in Cygnus) and Altair (in Aquila). If one is to consider this asterism a right triangle, then Vega would correspond to its right angle. This triangle is very recognisable in the northern skies for there are few bright stars in its vicinity.

Altair is the brightest star in the constellation Aquila and the twelfth brightest star in the nighttime sky, at visual magnitude 0.77. Like Vega, it is a member of the Summer Triangle.

Capella
Capella is the brightest star in the constellation Auriga and sixth brightest star in the sky. Although it appears as a single point to the naked eye, Capella is actually a bright close binary pair of stars along side a second, fainter binary. Capella can be found by following the line made by the two stars in the Big Dipper's handle and extending it across the Dipper's bowl.

Rigel and Betelguese
Rigel is the brightest star in the constellation Orion and the seventh brightest star in the sky, with visual magnitude 0.12. Rigel is Orion's left foot.

Betelguese is the second brightest star in the constellation Orion, and the tenth brightest star in the night sky. Betelguese is Orion's right shoulder. Betelgeuse is a red supergiant, one of the physically largest stars known. If it were placed at the center of our solar system, its outer surface would possibly extend to the orbit of Mars.

Procyon
Procyon is the brightest star in the constellation Canis Minor and the eighth brightest star in the nighttime sky. It can be found using stars in Orion in two different ways:
 * By following Orion's left foot (Rigel) through the tip of his sword.
 * By following Bellatrix (his left shoulder) through Betelguese (his right shoulder).

Procyon, Sirius, and Betelguese also form an equilateral triangle.

Aldebaran
Once you can find Rigel, Sirius, Procyon, and Capella, finding Aldebaran is easy, for these five stars, plus Pollux make up the Winter Circle.

Spica
Spica is the brightest star in the constellation Virgo, and the 15th brightest star in the sky. It can be found by following a line starting at the star ρ Boötis, and continuing through Arcturus to Spica.

Canopus
Canopus is the brightest star in the southern constellation of Carina, and the second brightest star in the sky, with a visual magnitude of −0.62, second only to Sirius. Canopus is a yellowish-white supergiant star. It is located well into the southern hemisphere, at a declination of −52° 42' (2000) and a right ascension of 06h24.0m, and is visible on the southern horizon of even the southern US States as far north as Virginia or Kentucky. That far north, it can only be seen on a very clear night during the last two weeks of February directly south very low on the horizon just after sunset.

Alpha Centauri A and Hadar
Alpha Centauri A is located in the Southern Hemisphere, and can only be seen in the United States from points south of Daytona Beach, Florida or San Antonio, Texas. Even then, it barely rises above the horizon directly to the South for a few days around July 8.

Hadar is also known as Beta Centauri, for it is the second brightest star in the constellation Centaurus. It is just to the West of Alpha Centauri A, so if you can see the one, you can probably see the other.

Achernar
Achernar is located in the Southern Hemisphere, and therefore is never visible in most of North America. It can be seen from Dallas Texas and points south in mid to late November due South, and very low on the horizon.

Acrux
Acrux is the brightest star in constellation Crux (the Southern Cross) and the thirteenth brightest star in the nighttime sky, at visual magnitude 0.77. Acrux is represented in the flag of Australia as one of the 5 stars that comprise the Southern Cross. Since Acrux is at roughly −60° declination, it is generally only visible south of the Tropic of Cancer and therefore didn't receive an ancient traditional name; "Acrux" is simply a combination of the A in Alpha plus Crux (meaning "cross"). Acrux is the southernmost first magnitude star, just a bit more southerly than Alpha Centauri. Acrux can be seen as far north as Miami, Florida, but it only barely rises above the horizon. You might be able to see it due south around May 8 (any year) at about 9:00 pm. If you wait around until midnight, Alpha Centauri and Hadar will also be visible around that date as well (also directly to the south and just over the horizon).

14. With the use of a diagram, show the relative positions of the earth and moon during high and low tides.

Since the Earth's crust is solid, it moves, along with everything inside it, as one whole, as defined by the average force on it. For the Earth's shape this average force is equal to the force on its center. The water at the surface is free to move following forces on its particles. One of the forces that affects tides is the gravity of the Moon. The force of gravity gets weaker as the distance between two bodies increases, and since the center of the Earth is farther away than the surface nearest the Moon, the Moon's gravity pulls on the surface water stronger than it pulls on the whole of the Earth. This causes the water level to rise and causes a high tide.

Meanwhile, on the side of the Earth opposite the Moon, the surface is farther from the moon than the Earth's center, so the Moon pulls more strongly on the Earth as a whole than it does on the water. This causes the water move away from the Moon, but since this is on the other side of the Earth, the water level still rises, causing a high tide.

Low tides occur at the points on the Earth where the Moon is just rising or just setting - that is, where the surface is at a 90° angle from the moon.

The Sun also has a tidal effect, but since it is much farther away, the difference between the pull of gravity at the surface of the Earth and the pull of gravity at the center is much smaller as compared to the Moon. When the tidal action caused by the Sun and Moon reinforce one another we have a spring tide (which is higher than normal). When they oppose one another, we have a neap tide (which is also a high tide, but lower than normal).

==15. Describe the peculiar individual characteristics of the planets in our solar system. Which ones cannot be seen without the aid of a telescope? Which two planets are seen only near the hours of sunrise or sunset?==

16. Where and in what way does the Bible refer to Orion, the Pleiades, and Arcturus?

 * Job 9:9 (21st Century King James Version) : "Who maketh Arcturus, Orion and Pleiades, and the chambers of the south;"

 * Job 38:31,32 (21st Century King James Version) : "Canst thou bind the sweet influences of Pleiades, or loose the bands of Orion? Canst thou bring forth Mazzaroth in his season? Or canst thou guide Arcturus with his sons?"

 * Amos 5:8 (NIV) : "He who made the Pleiades and Orion, who turns blackness into dawn and darkens day into night, who calls for the waters of the sea and pours them out over the face of the land— the LORD is his name."

Most English versions of the Bible translate Arcturus as The Bear.


text:
Template:Honor variants

Like many honors, the requirements for differ from one division to the next. If your division is not listed below, use the version.

/Honors with Divisional Variants /Templates

title: Template:Honor variants


text:
Adventist Youth Honors Answer Book/Nature/Stars (South Pacific Division)

a) Name the closest star beyond the solar system.
Alpha Centuri the brightest of the Pointers in the Southern Cross. This star is actually comprised of three stars. Two are bright blue stars that move around each other. The third is a red dwarf that revolves around the other two. The red stars name is Proxima Centuri and at present is the closest.

b) Compare the distance from the earth of this star with the distance of the moon to the earth.
Closest Star: 4.243 light years

Moon: 386,000 km

c) What governs the tide?
The tides are governed by the Moon, and to a lesser extent, by the Sun. Spring tides are when the pull of the moon and sun is greatest and neap tides is when the pull is least.

d) What causes an eclipse?
An eclipse is caused when the Sun, Earth, and Moon are in a direct line with one another. When the Earth is between the Sun and the Moon, we see a lunar eclipse, which is the Earth's shadow falling on the moon. When the Moon is between the Sun and the Earth, we see a solar eclipse, which is when the Moon's shadow falls on the Earth (blocking the Sun).

e) What is a shooting star?
A shooting star is not a star at all, but rather a meteor. A meteor is any celestial body (usually quite small) that falls to the Earth. Most burn up in the atmosphere before reaching the surface, leaving a bright, short-lived streak in the sky. A meteorite is the fragment that reaches earths surface sometimes creating a crater..

f) How fast does light travel?
300,000 km per second. So the distance in a year is called a light year.

Make a diagram showing relative positions and movements of the earth, sun, and moon. Show positions and movements for eclipses of the sun and moon.
One may demonstrate by using an orange, walnut, and marble, or similar objects, to show positions and movements of the earth, sun, and moon when there is an eclipse of the sun and when there is an eclipse of the moon. Then draw simplw diagrammes.

Place the "sun" model in the center. Place the "earth" some distance from the sun, and show how it travels in a near circle around the sun. The moon travels around the earth, but it always shows the same face to the earth (it's rotation on its axis takes the same amount of time as its orbit around the earth.)

What is the difference between planets and fixed stars? Identify in the sky eight fixed stars.
The word planet means wanderer because the planets appear to wander about the sky relative to the stars. The fixed stars do not move in relation to one another (although they all appear to move together because of the Earth's rotation on its axis).

Which eight stars you choose to teach your Pathfinders to identify will depend on the season (spring, summer, winter, or autumn), although some stars are visible year-round.

Alpha Centauri, Beta Centauri (pointers in Southern cross), Canopus (Argo), Sirius (Canus Major), Aldebaran (Taurus), Castor, Pollux (Gemini), Rigel, Betelguse (Orion), Antares (Scorpio).

What is a constellation? Name and point out six. Name two constellations visible throughout the year.
A constellation is a pattern of stars that look grouped together. The ancient Greeks gave them names and made up myths about them. By naming constellations they made a map of the sky.

Southern Cross or Crux Australus, Orion, Virgo, Centaur, Scorpio, False Cross, Canis Major, Leo. Different constellations are visible in different seasons.

Part of the Southern Cross are on the following countries flags: Australia, Brazil, New Zealand, Niue,  Papua New Guinea,  Samoa, Tokelau

What two constellations are visible throughout the year? Southern Cirumpolar Constellations.

Southern Cross, False Cross, Triangulum Australe, Apus, Centaurus, Musca, Diamond Cross, Carina.

For the Northern Hemisphere: draw a chart of the Big Dipper, Cassiopeia, and the North Star. For the Southern Hemisphere: draw a chart of the Southern Cross, Orion and Scorpio.
A series of charts is needed because the constellations are sometimes far apart.

Note 1. The Southern Cross constellation is a mix of a complete constellation Crux (cross) and the pointers from the constellation Centauri.

Note 2. Orion the hunter. In the Northern Hemisphere this is an upright hunter but in the Southern Hemisphere the hunter is up side down so is commonly referred to as The Pot or in some parts of Australasia The Saucepan

Note 3. Scorpio is also upside down in the Southern Hemisphere. Most times it is viewed perpendicular to the horizon.

For the Northern Hemisphere constellations refer to the GC version of the Star Honour.

What is the Milky Way? Observe the Milky Way in the night sky.
The Milky Way is the name of our galaxy. A galaxy is a disc of stars, and since the Earth and the rest of our Solar System are in that disc, the Milky Way appears as a faint strip in the sky. To view it properly, you will need a very dark sky.

What is the morning and evening star? Why does it carry both names?
The morning star and evening star are one and the same body - the planet Venus.

Because it is nearer to the Sun than the Earth is, it always appears in the sky near the Sun. This means it can only be seen either in the morning within a few hours of sunrise, or in the evening within a few hours of sunset. Venus is the third brightest object in the sky, after the Sun and the Moon, so it is fairly easy to spot. When it appears in the evening, it will always be in the West. When it appears in the morning, it will always be in the East. You may need to consult an almanac to know whether it will appear in the morning or in the evening.

Explain zenith and nadir
Zenith is the point directly above a location.

Nadir is the opposite of Zenith. It is the direction that gravity pulls from a location.

What is the Aurora Australis? What causes it?
An Aurora is a beautiful natural phenomenon that often occurs near the polar regions of Earth.

The immediate causes of aurora are precipitating energetic particles from the Sun. These particles are electrons and protons that are energized in the near geospace environment. This energization process draws its energy from the interaction of the Earth's magnetosphere with the solar wind.


text:
AP Computer Science/Introduction

Advanced Placement exams are created and administered by the College Board, the same organization that administers SATs. The AP exam tests your knowledge of a specific subject at the college level. They contain open-ended questions in conjunction with multiple choice questions. It is scored from 1 to 5, with 3 usually being the minimum accepted score at colleges to receive college credit. The exams are taken in May, and the scores usually arrive by July.

It is not necessary to take an AP class to take that exam, and vice versa. However, it is a good idea to do so.

About Computer Science
You're thinking of getting a college degree in Computer Science, or you like computers and want to bend them to your will. Maybe you want to test out of a first-year college-level computer science course. This book can help you achieve that goal.

Before getting started, it's important to know what to expect. Computer science requires advanced logical and mathematical skills. If you have had trouble in a secondary school math class in the past, then computer science may be more difficult for you. If, on the other hand, you did extremely well in high school or college math, then you'll probably excel in computer science.

While computer science is not strictly based on programming, you will program quite a bit. You will have to know or learn how to program well, but skilled programming is not necessarily the ultimate end. Think of the first people to get a computer to play chess as the archetypal computer scientists. They did what nobody before had done on a computer, and they had to invent many of the concepts required to make it happen. At the same time, they could not have done it without a solid understanding of all that had gone before them.

What will we learn?
What does it mean to program? What can I communicate to a computer? How do I tell it what I mean? Why isn't it doing what it should? And how do I stop repeating myself all the time?

You will learn:
 * 1) to build and create computer programs.
 * 2) to think carefully and logically about programs.
 * 3) to express programs in code.
 * 4) to read code and understand the program that it expresses.

The programming language we will be using throughout this book will be Java 5.0, the same language used on the current AP Computer Science exam.

It is important to pay particular attention to the parts about reading and writing code. It is the most important skill you may have as either a computer scientist or software engineer. Furthermore, there are more test questions involving reading code and understanding what it means, and how to fix problems with it, than there are of applying that understanding to predict the actions of a computer.

Why Java?
Short answer: it's what's on the test.

This book will strive to isolate the essential concepts from their incarnation in any particular programming language, so expect lots of diagrams, English explanations of algorithms or designs, and pseudocode, or any false code used for demonstration. Actual coding will be treated as a special case of the careful and logical thought processes which students will develop and use as computer scientists.

title: AP Computer Science/Introduction


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

Overview
Ghosts are the disembodied souls of wizards and witches who have died (as described by Professor Snape, a ghost "is the imprint of a departed soul left upon the earth"). There are a large number of them in Hogwarts; they are able to speak with the living, but being incorporeal are unable to have any significant effect on matter.

Six ghosts are specifically named in the books: the four House ghosts (Nearly Headless Nick of Gryffindor House, the Fat Friar of Hufflepuff House, the Grey Lady of Ravenclaw House, the Bloody Baron of Slytherin House); Professor Binns, the History of Magic teacher; and Moaning Myrtle. Peeves the poltergeist is not a ghost, but a Spirit of Chaos, who has never been alive, according to the author.

Extended Description
In Harry Potter and the Order of the Phoenix, Harry, distraught over his godfather Sirius Black' death, corners ghost Nearly Headless Nick, hoping to learn what happened to Sirius after he died. Nick tells him, "Wizards can leave their imprint on the earth, to walk palely where their living selves once trod," but it takes special preparation, and it is a half existence, neither living nor dead. Nick chose that route because he feared death, but he believes that Sirius would not have done so.

Analysis
Throughout the books, ghosts are rather an aloof presence, intimating that death is not final; as Professor Dumbledore says in Harry Potter and the Philosopher's Stone, to one who has lived a full life, "death is but the next great adventure."

Ghosts are unusual magical creatures. In some ways, they are not creatures at all, but rather characters just like all the other living people in the books. But they are not quite the same, of course. Physically, they are semi-transparent, non-corporeal beings. Mentally, they enter a state somewhere between living and dead.

Ghosts can pass through solid objects: for instance, Professor Binns passes through the blackboard to enter his classroom, and though Harry is holding a door for him to enter a classroom, Nick instead passes through the adjacent wall. Ghosts interact with the living as well, just as Professor Binns interacts with his students. It seems that a ghost's sensibilities are somewhat altered after death, such as their perception of music — an orchestra of thirty musical saws would probably be bizarre and dreadful to the living. Professor Binns never seems able to completely sense his students' presence or emotions. Also, ghosts seem to remain tied to a place, some more than others. Professor Binns may be tied to the classroom where he taught while living, as Myrtle seems tied to the girls' bathroom she was killed in. The tie may be to something significant, a piece of unfinished business rather than a place. Myrtle, for instance, says she was prevented from haunting Olive Hornby, a girl who she believed had been tormenting her in life, and returned to Hogwarts by the Ministry. One presumes that the Ministry managed to magically change what Myrtle was centered on from her unfinished business, to the place of her death. Many of the other ghosts also seem to be anchored to Hogwarts despite having died at some remove, some in Albania.

While ghosts as a rule have no effect on the physical world — people walk right through them, for example — there are some exceptions. Professor Binns can use materials in his classroom to teach, and Moaning Myrtle seems able to spray water around, and turn on all the bathroom faucets when she is particularly upset.

Of all the ghosts at Hogwarts, by far the largest role is played by Moaning Myrtle. She is instrumental in Harry discovering the Chamber of Secrets in Harry Potter and the Chamber of Secrets, and assists Harry with the second task in Harry Potter and the Goblet of Fire. She also becomes a confidante to Draco Malfoy in Harry Potter and the Half-Blood Prince, when he seeks solace over having to perform a deadly task.

Nearly Headless Nick's role is largely instructional, explaining many aspects about the school and its history to Harry, Ron, and Hermione. He spends some time discussing the nature of death with Harry, as mentioned above. The author has said in an interview that the series became rather more centered around the mystery of death after her mother passed away; it is possible that some of Nick's speech here may echo the author's internal thoughts on the subject.

The Grey Lady assists Harry in locating the final Horcrux in Harry Potter and the Deathly Hallows.

Shades
In several books, these "spirit echoes" or "shadows" are conjured forth by one means or another. As these have no permanent existence, reverting when the spell recalling them is ended, they are not properly ghosts at all. It is perplexing that there is no term for these appearances. It is certainly true that their appearance is always due to extremely rare magic: the Priori Incantatem effect, at the end of Harry Potter and the Goblet of Fire, which shows us the shades belonging to Cedric Diggory, the muggle Frank Bryce, Bertha Jorkins, and Harry's mother and father that were retained within Voldemort's wand; and, in Harry Potter and the Deathly Hallows, the Resurrection Stone, which summons the shades of James and Lily Potter, Remus Lupin, and Sirius Black. In the Muggles' Guide, as the author has not suggested a term for them, we use "shades" to refer to these recalled essences or echoes of the departed.

Horcrux
Not all Horcruxes manifest as figures or ghost-like beings, but we note that in specific circumstances they can do so. A "ghostly" figure appears in Harry Potter and the Chamber of Secrets. Again, this is not properly a ghost, as the associated human, Tom Riddle, is nominally still alive. This Tom Riddle, however, explains that he is a "memory" which has been given being and life by Ginny Weasley, whose life force is being fatally drained to resurrect the memory into a living form. More detail is learned about this appearance later in the series, first when Professor Slughorn, in his memories, is seen to describe Horcruxes to Riddle, and later when Hermione tells Harry what she has learned about Horcruxes from the books she extracted from Dumbledore's study. While a Horcrux, trying to defend itself, projects simulacra of Harry and Hermione in Harry Potter and the Deathly Hallows, we believe the projected images have little to do with the associated soul.

Waystation
A third place where those who have died are seen, this one appearing in Harry Potter and the Deathly Hallows, appears to Harry as a waystation that is a surprisingly clean and empty simulacrum of King's Cross Station. Here, he meets what might be Dumbledore's shade, who tells Harry many things that were previously unknown to us and to Harry. Dumbledore closes this meeting by saying how it had all happened in Harry's mind, but that did not make it any the less real. We have reason to believe that this is Dumbledore's true spirit, as it reveals information that only the living Dumbledore would have known; it also knows about events occurring since Dumbledore's death. We have learned that people can leave fragments of themselves behind, as in the Wizarding Portraits, which continue to react as their models had, and are apparently able to have original thoughts; and of course, ghosts are similarly constituted though without needing a portrait behind them. While it was possible that Dumbledore left a fragment of himself behind to educate Harry, given his dislike for breaking souls apart, it is more likely that he simply chose to have his soul remain in the waystation and await Harry's arrival. The series remains mute on how Dumbledore was able to divine these aspects of life after death; perhaps his having studied the Elder Wand gave him some insight.

Unlike ghosts, people in the Waystation are apparently solid; for instance, Harry finds that he can touch Dumbledore.

Greater Picture
One concern with ghosts and similar manifestations actually involves something Hermione mentions in Harry Potter and the Deathly Hallows. Hermione asserts that the soul, by its nature, is very nearly unbreakable; it takes an extreme bit of psychic damage to shear some of it off. However, it appears that the artifacts left behind, portraits, ghosts, shades retained by the wands used to kill people, and Dumbledore's presence in the Waystation, all seem to be somehow imbued with that essence of personality we call a soul. Hermione says that dying does not damage the soul; how do these personality bits get separated? Or do the souls never proceed to their final reward until every last photograph and portrait of them is destroyed? It seems improbable that a connection remains; why would someone who has gone On care at all about what is still happening here? Additionally, none of the ten or so shades that we speak to seem to be able to say anything about what has happened to them since their deaths.

We can speculate that Dumbledore's comment after the duel in the Cemetery, "not ghosts, but a kind of spirit echo," is also what powers the portraits, photos, and the Waystation. We would speculate that this "spirit echo," rather than being in any way part of the soul, is more a magically-enhanced visualization of the effects that the person has had on the world, amplified by means of the portrait, or by local events and surroundings. Quite possibly, the Waystation simply provided a theatre for the spirit echo contained partially in Dumbledore's portrait and largely within Harry to speak directly to Harry. It is interesting that the echo of Dumbledore's spirit seems to have also retained some of his intellect... As for the Resurrection Stone, the situation there is cloudy as well. Can it actually call back the spirits of the dead? Or does it retrieve the spirit echoes out of the memories of the wielder? We suspect that the latter is more likely, as none of the four retrieved by the Stone evinced any real knowledge of anything that Harry didn't already know.

This actually also sheds some light on Nearly Headless Nick's comments regarding how ghosts are created. Hermione comments that it takes something akin to the act of murdering another to tear the soul, whereupon the separated (or nearly separated) soul fragment can be encased in an object outside the body. It is possible that the necessary precondition to create a ghost is some form of spell like the one that creates a Horcrux, one that makes the soul more fragile and easy to break, such that a piece of it shears off at the person's death and remains on earth, loosely bound to a place or a bit of unfinished business, perhaps. This of course explains neither the situation of Professor Binns nor of Moaning Myrtle; Binns by repute simply didn't notice that he had died, and Myrtle was presumably too young and inexperienced to have performed the necessary preparations. It is possible that their becoming ghosts was due to some unfinished business that they had on Earth, which had the necessary effect of making their souls brittle enough to fracture at their deaths, but this is never explained in the series.


text:
Descriptive Religion/World religion

"The abolition of religion as the illusory happiness of the people is required for their real happiness." Karl Marx.

"....mankind will overcome this neurotic phase [religion], just as many children grow out of their similar neurosis." Sigmund Freud.

"Gods and Ideas are potent reminders of man's dissatisfaction with all that is given in this world - spurs to reach out beyond. But when gods and Ideas become facts or objects of belief, when the dimension reason requires is peopled with them, reason rebels." Walter Kaufmann.

"God is dead. God remains dead! We have killed him." Fiedrich Nietzsche.

"In one hundred years this book [the Bible] will be forgotten and eliminated...." Francois-Marie Arouet (Voltaire).

The above graphic shows the major world religions by percentage adherence with the least eleven broken out. The data was taken from Adherents.com, July 31, 2006. Obviously, many religions are left out.

Evidently, despite the predictions of many philosophers, religion is still alive and well in the world.

World religion is a vast and varigated thing. It runs the gamut from atheistic and agnostic philosophies to ancestor worship to ethical monotheism. Individual religions are held by particular people or span the globe. Some religions welcome the thoughts of all other religions, some reject all thoughts but their own. There are religions with billions of adherents and there are religions with only a few hundred. Religion is a theme with many variations and we will be able to look at only a very few of those variations here. But we will look at the most common ones.

As technology has changed at an ever faster pace in the last two centuries, so many changes have occurred in religion. Many of these will be discussed in the companion volumes to this book. Many will be discussed as we look at the individual religions here.

To begin, let us look at some statistics.

According to the World Christian Encyclopedia: A comparative survey of churches and religions - AD 30 to 2200 (David Barnett et al., editors, Oxford University Press, 2001) there are 19 major world religions subdivided into 270 large religious groups. 34,000 smaller religions have been identified. Over half of them are independent and not interested in connecting with the larger groups.

According to the Religious Tolerance website, the two largest religious groups in the world are Christianity and Islam. Christianity represents about 32% of the world population and Islam makes up about 19% but the growth rate of Christianity is dropping and that of Islam is rising so that, given the current statistics, Islam is expected to overtake Christianity as the world's dominant religion sometime in the 21st century. Christianity is growing at about 2.3% annually and Islam is growing at about 2.9%.

Descriptive Religion is a dynamic disciple. Technology, population dynamics, changing societal issues, and many other factors affect the characteristics of world religions. Each religious group, indeed, each religious individual has to constantly make decisions about whether to "keep up" with their changing environment or to hold to centuries old traditions. Many feel that their religious beliefs and traditions are timeless and appropriate for any age. So religions continue to divide and change.

Undoubtedly, by the time this book is finished, there will have been more changes in the nature of world religious groups, some of those changes very significant. For that reason, the very interested person would do well to supplement their study by referring constantly to changing data in websites such as those given below and other statistical references.

References World Religion Adherents.com
 * Internal
 * External
 * Websites

Religious Tolerance

title: Descriptive Religion/World religion


text: Category:Book:Wi-Fi

title: Category:Book:Wi-Fi


text:
User:Mmmooonnnsssttteeerrr/Trigonometry

Special triangles
There are two types of special triangles - angle-based and side-based.

title: User:Mmmooonnnsssttteeerrr/Trigonometry


text: Category:Book:Wine

title: Category:Book:Wine


text: Category:Book:Woodturning

title: Category:Book:Woodturning


text: Category:Book:Wings 3D

title: Category:Book:Wings 3D


text:
User:N comme Nul

Blender : Favorite Articles

 * Blender_3D:_Noob_to_Pro/Tutorial_Syntax
 * Blender_3D:_Noob_to_Pro/Modeling_a_Gingerbread_Man
 * Blender_3D:_Noob_to_Pro/Penguins_from_spheres

title: User:N comme Nul


text:
User:Brentwaldrop

Anthony and I are working on chapter 18. If you would like to contact me send an email to brent_waldrop@yahoo.com

title: User:Brentwaldrop


text:
User:Flood of SYNs

Flood of SYNs 08:39, 4 August 2006 (UTC)

http://en.wikibooks.org/wiki/Cookbook:Russian_Cabbage_Borscht

title: User:Flood of SYNs


text:
Greek Mythology/Stories/Labours Of Heracles

The Labours of Heracles (also Labours of Hercules) was given to Heracles as his penance for unintentionally killing his wife and children because of his great anger. In order to purge his sin from doing that crime, he voluntarily became the servant of his cousin who is also the king of Mycenae, Eurystheus. It was said that the labours were actually urged by Hera to Eurystheus and she devised the difficult tasks.

The First Labour
Slay the Nemean Lion

 * The Nemean lion was a fierce creature which could not be hurt by any mortal weapon. Heracles finished it by beating it with his club and strangling it. Upon killing the animal, Hercules used the lion's own claw to remove the weapon-proof skin, providing an impenetrable cloak seen in many paintings and sculptures of the hero.

The Second Labour
Slay the Hydra

 * The Hydra was a huge serpent which lived in a swamp in Lerna. The Hydra had 9 heads, with very long necks. It had a poisonous bite which was fatal. Its central head was immortal. When one of the mortal heads was cut, two additional heads would grow immediately to replace it. Heracles finished them off by burning the eight mortal heads, and then with the help of his nephew, Iolaus, he buried the only immortal head under a huge rock.

The Third Labour
Bring back a Stag with Golden Horns and Bronze Hoofs alive

 * The stag had to be brought back alive, when Heracles could have easily killed it. Thus, for him bringing it back was not an easy task. The stag, which lived in the forests of Cerynitia, was scared easily and fled to Artemis. Heracles hunted the stag for a whole year before he succeeded. He then captures the animal, puts it in a net and carries it back to king Eurystheus.

The Fourth Labour
Captured A Great Boar in Mount Erymanthus

 * Heracles chased the boar from one place to another for a long time, until he was exhausted of running and having to chase the boar. He finally succeeded when he drove the boar into deep snow and trapped it there.

The Fifth Labour
Clean the Augean Stables in One Day

 * Cleaning the Augean Stables would take thirty days because it held thousands of cattle. The stalls had not been cleared out for a year. Heracles accomplished the fifth labour by diverting the flow of two rivers through the stables, creating a great flood which instantly washed out the stables, cleaning them. Hercules finished this labour quickly enough to have a little extra free time, with which he started the early Olympic Games to honour Zeus who granted Hercules a wish because of it.

The Sixth Labour
Drive Away the Stymphalian Birds

 * The Stymphalian birds are plaguing the people of Stymphalus of its number. They are man-eating birds with bronze beaks, claws, and wings. Heracles accomplished this labour with the help of Athena. Together they drive the birds out and while flying away he shot them.

The Seventh Labour
Caught the Savage Bull

 * The savage bull was sent by Poseidon to Minos to terrorise Crete. Hercules released the bull into the countryside of Tyrins, where it caused damage and wreaked havoc until it arrived in Marathon where Theseus caught it and sacrificed it.

The Eighth Labour
Bring Back the Mares of Diomedes

 * Heracles killed Diomedes, King of Thrace. He fed the king to the horses, which cured them of their man-eating ways, then he drove away the no longer man-eating mares, to Mycenae. Mycenae dedicated to give them to Hera. The goddess chose to turn them loose on Mount Olympus where they were eventually eaten by wild beasts.

The Ninth Labour
Bring Back the Girdle of Hippolyta

 * Hippolyta was the Queen of the Amazons. When Heracles met her, she was willing to give her girdle. But Hera intervened and convinced the Amazons that Heracles had come to abduct their queen. Heracles killed Hippolyta thinking she was the responsible for the attack and was able to fight off others and take the girdle away. Eurystheus wanted the girdle of Hippolyta as gift for his daughter.

The Tenth Labour
Bring Back the Cattle of Geryon

 * Geryon was a three-bodied monster living in Erythia. As a memorial of his journey, Heracles built up two great rocks, called the Pillars of Hercules. He got the cattle and took them to Mycenae in a golden cup, loaned to him by Helios (the Sun).

The Eleventh Labour
Bring Back the Golden Apples of Hesperides

 * The eleventh labour was the most difficult so far. Heracles did not know where to find the golden apples. Hesperides was the daughter of Atlas and she guarded a tree which was said to have golden leaves and golden apples, guarded by a dragon. Heracles asked Atlas where to find the golden apples. He offered to support the world, which Atlas always supported, while Atlas retrieved it for him. Atlas, who saw a chance to relieve the heavy burden of carrying the world, gladly agreed to the offer. When Atlas came back with the golden apples, he did not give it to Heracles but Heracles was to continue carrying the world while Atlas would be the one to bring them back to Eurystheus. But Heracles tricked Atlas, Heracles said to Atlas that he will give all his strength and power for carrying the world if Atlas would carry it for a moment so that he could put a pad on his shoulder to ease the burden of the pressure from the weight of the world. Because of Atlas' stupidity, he agreed and Heracles picked up the apples and went off to Mycenae.

The Twelfth Labour
Bring Cerberus Up From the Underworld of course

 * This is the most difficult task of all. Heracles went off to the underworld to take the three-headed dog, the Cerberus, up from the underworld. Hades gave him permission if Heracles would not use any weapons. Heracles managed it and captured Cerberus, went to Mycenae, and later brought Cerberus back to the underworld.

After finishing the twelve labours Heracles felt peace and tranquility with his life because he had repented from killing his wife and children. But Heracles never was peaceful after the labours.

Mitologi Yunani/12 Tugas Herakles


text:
User:Chriswaterguy/Learning techniques

I plan to check these before going much further with this page:
 * Mnemonics
 * refs on this site
 * Memory Improvement Tools
 * Wikibooks & Wikiversity on learning techniques?

Word Association

 * Word Association, keyword technique?

Peg lists
google "Mega memory"

Peg lists are good for anything in a sequence (e.g. for lyrics, lines in a play, each peg can remind you of a key idea) or
 * any list of things (shopping list)
 * anything to do with numbers (e.g. learning to count in another language... though you wouldn't develop a peg list just for this)
 * remembering the key points of a book, article or lecture, without taking notes. (You can then more easily recall and digest the information... but it's wise to write down anything you need to soon after the lecture.)
 * remembering questions you plan to ask (or look up) at the end of a lecture. (You may want a second peg list for this, if you're already using one for remembering the lecture.)

Shape list
This doesn't use rhyming, so the one system works regardless of language - useful if teaching non-English speakers.

The Number/Shape System offers one image scheme:

1 - Candle, spear, stick 2 - Swan (beak, curved neck, body) 3 - (rotate shape though 90 degrees!) 4 - Sail of a yacht 5 - A meat hook, a sea-horse facing right 6 - A golf club 7 - A cliff edge 8 - An egg timer 9 - A balloon with a string attached, flying freely 0 - A hole

Loci (house list)
The common method is to memorise a few items (say 4) in each room, for several rooms. Use a house or building you know very well. I used to live in a 5 bedroom house, so I'm using that.

I'm confident in my memory, and I like to push myself, so I'm making it 10 pegs in each room, and using the front of the house, back garden, hallway and the cafe next door to bring it up to 10 rooms, making a 100 peg list. I'm adding things that weren't actually there, as long as they're vivid, distinctive images - and especially if they're associated with the person whose room it was.

I follow consistent rules, starting at the entrance point and moving clockwise; starting at the front of the house and moving back, then up;starting with the object on the furniture, then the furniture.

Note, this reflects my eccentric mind, and this approach may not suit you. The specifics definitely won't suit you if you did't live in this house.

Miscellaneous
Nothing special here - I just like remembering things. Having the facts available can make it easier to understand history & stuff.

Canada's provinces: Quiet Nerds Burp Only Near School. Which helps you remember the four founding provinces of Canada. Quebec, New Brunswick, Ontario, & Nova Scotia. (Thanks Bart.) - which are also the ones along the bottom right. Full bottom line: Brian and Sandy Made Out Quietly Near Nelly.

Add links for misc stuff... so-so: http://www.metafilter.com/mefi/29579 Is there a mnemonics wiki?

Music
I'd like to learn a guitar one day - to prove that old dogs can learn new tricks. I did a couple of years of piano as a kid, then one more at 18. Knowing the intervals is useful...

''These are ascending intervals (there's another set of descending ones), for those of us who can recognize them quickly on written music but are still terrible sight-singers. In order, the intervals (the part outside the parentheses above) are:'' Not clear on the meaning of this... check with a musician.

Ones in bold are tunes I recognise:

Language
General good advice: Remembering foreign language vocabulary

Indonesian
See Indonesian/Adding vocabulary with word association

Thai
Thai/Adding vocabulary with word association

title: User:Chriswaterguy/Learning techniques


text:
Conlang/Beginner/Learning your conlang

If you're creating a language then there's a good chance that you'll want to learn to speak it with relative fluency once it's complete. In general, the keys to learning to speak your conlang are the same as when you're trying to learn a natural language. We'll take you through some simple techniques in this section.

Example sentences
A good way to learn any language is to use example sentences that show the grammar you're learning, in addition to a list of words and explanation of the grammar. You can review these sentences — hopefully a sequence of sentences that gradually increase in complexity and build on one another in the vocabulary used — over and over again until you are reading them directly in the language rather than mentally translating each one as you read it.

So, a good way to learn your conlang is to create such example sentences in your own conlang, and then review them regularly. This can be quite easy or rather a pain in the glutes, depending on the type of language. If your conlang barely morphs its words, this task will probably be quite straightforward. If your conlang morphs words for every minute difference in meaning, especially if your native language does not, this will be a painstaking task, though still useful in the end.

Here we want to give you some tips on how to create the example sentences, and point you to some sources for test sentences to translate which may challenge you and make sure you have covered all the grammatical and semantic bases.

Interfacing yourself
Example sentences are a good way to learn a language, but then again, you have to use even more techniques. These techniques include ways that language learners typically use to memorize words and phrases, and match them against the ones in their own language. There are a few ways to do this:

Flashcards
Probably the best and most effective way to memorize any word or phrase. For example, if you wanted to learn what the word "dog" meant, and remember what it is, you might link it to a picture, or a key word from your native language. Another good idea (if your conlang is somewhat regular) would be to include on the flashcard the grammar needed to form that word or phrase. For example, "the cat jumps over the dog, article + noun + verb (conjugated) + article + noun". This is an easy way to do things, because you can include as many facets of grammar as you want, if you happen to have different cases, more complex conjugations, etc.

Record yourself!
If you have a sound-recording device, write down a few simple sentences in your conlang and then speak them aloud. Once they're recorded, you can load these sentences into your mp3 player and have samples of your conlang on the go.

In the beginning, you can offer glosses after each sentence in order to remind yourself of what's being said. As you progress, however, try to leave these glosses out.

A fun project to try is to write a short story in your conlang. Stories like The North Wind and the Sun and portions of the Babel Text are short enough to be do-able, but long enough and complex enough to be a real challenge.

Curriculum
If you're going to teach a language to yourself, why not get some others involved too? It is a lot easier to learn when you are immersed into the language, and if other people speak it too, your language skills will improve. Also, teaching the language helps internalize it in the teacher, because they have to know the information in order to teach it. Devise a curriculum guide, verb charts, vocabulary charts, flashcard, worksheets, or anything else that might be required to learn your language in the classroom. Who knows, somebody might come along one day and decide to learn it for themselves.

It is easier to learn a language with a partner than alone. To that end some conlangers have formed partnerships to use and learn each other's languages by, e.g., email correspondence.

Regular use of the language
To become fluent in a language you must use it regularly. Once you have worked out enough of the basic phonology and grammar, it is a good idea to write at least one new sentence in your language every day (more on some days than others, probably), coining some new words as necessary, and also re-read some sentences you've previously written in the language every day. Once you've familiarized yourself with the basics using example sentences, it is a good idea to start doing some more extensive writing in the language, perhaps not every day, but one or more times per week; for instance, keeping a journal in the language, and sometimes re-reading your old journal entries. Or you can respond to the various translation challenges that are regularly posted in places like the CONLANG mailing list and the Zompist Bulletin Board.

......

 * set of test sentences re: ambiguity
 * Aidan Nichols' weekly vocabulary series
 * McGuffey Reader

title: Conlang/Beginner/Learning your conlang


text:
User:JorisvS

nl:User:JorisvS

title: User:JorisvS


text:
User:JohnElder

The Nasrudin book got me here from Google. I've done a bit on Wikipedia in the past and couldn't resist the urge to dive in here.

title: User:JohnElder


text:
MATLAB Programming/Loops and Branches

Program Flow
The idea of program flow is simple. However, implementing and using flow techniques effectively takes practice. MATLAB flow control is almost identical to flow control in C. There is a tremendous amount of text on the subject of flow in C. If you do a little homework in about an hour you can know all you need to from one of numerous C tutorials. To be good at flow control all you have to do is practice.

Here are a few concepts that you can practice using flow control to implement:
 * Calculate compounding interest using a while loop (don't cheat by using the algebraic form).
 * Create a moving average filter using a for loop
 * Make a counter that keeps track of keystrokes:How many times a typist hits a certain letter.

title: MATLAB Programming/Loops and Branches


text:
Radiation Oncology/NSCLC/Palliation

NSCLC Palliation in Advanced Disease
 * Median survival 5–7 months; 20% can survive >1 year

RT vs. Supportive Care

 * PMID 4170866 -- "The survival of patients with inoperable lung cancer: a large-scale randomized study of radiation therapy versus placebo." (Roswit B, Radiology. 1968 Apr;90(4):688-97.)
 * Modest prolongation (few weeks) in OS

RT

 * Lot of randomized trials comparing various doses and fractionations
 * RT dose does not appear to impact median survival, but higher dose results in higher 1-year OS
 * Good ECOG status: longer schedules (30/10 up to 45/18) for better 1-year OS and longer palliation effects
 * Poor ECOG status: shorter schedules (16/2, 20/5) reasonable
 * Cochrane review: short schedules (1 or 2 fractions) should be used for most patients

 * Australia 1984-1990 PMID 16432830 -- "Unexpected long-term survival after low-dose palliative radiotherapy for non-small cell lung cancer." (MacManus MP, Cancer. 2006 Mar 1;106(5):1110-6.)
 * Retrospective. 2337 patients, palliative RT to <=36 Gy
 * Median survival of cohort 4.6 months; 1.1% survived progression-free >5 years.
 * RT dose not a factor. Caution to consider doses to critical structures, since some patients do survive long-term

 * Holland 1999-2002 PMID 15860852 -- "Results of the Dutch National study of the palliative effect of irradiation using two different treatment schemes for non-small-cell lung cancer." (Kramer GW, J Clin Oncol. 2005 May 1;23(13):2962-70.)
 * Multicenter randomized. 297 patients with IIIA/B, ECOG 3-4, substantial weight loss. RT 30/10 or 16/2. Outcome at 39 weeks
 * Both arms equally effective over initial 39 weeks
 * 30/10 schedule more prolonged palliation, with less worsening of symptoms
 * 1-year OS: 30/10 20% vs. 16/2 11% (SS)
 * Conclusion: 30/10 schedule preferred due to longer survival and longer duration of palliation

 * Poland PMID 15770205 -- " prospective, randomised study to compare two palliative radiotherapy schedules for non-small-cell lung cancer (NSCLC)" (Senkus-Konefka E, Br J Cancer. 2005 Mar 28;92(6):1038-45.)
 * Randomized. 100 patients, median ECOG 2. RT 20/5 or 16/2 (day 1, 8)
 * No difference in relief
 * Median OS: 20/5 5.3 months vs. 16/2 8.0 months (SS)
 * Conclusion: 16/2 useful, both improved survival and better convenience

 * Edinburgh (UK) PMID 15714933 -- "Symptom control and quality of life in people with lung cancer: a randomised trial of two palliative radiotherapy fractionation schedules." (Erridge SC, Clin Oncol (R Coll Radiol). 2005 Feb;17(1):61-7.)
 * Randomized. 149 patients. ECOG 0-3. RT 30/10 vs. 10/1
 * No statistical difference in relief, but more patients with complete resolution and palliation with 30/10
 * Median OS: 5.5 months vs. 7 months (NS)

 * Norway PMID 14990635 -- "Hypofractionated palliative radiotherapy (17 Gy per two fractions) in advanced non-small-cell lung carcinoma is comparable to standard fractionation for symptom control and survival: a national phase III trial." (Sundstrom S, J Clin Oncol. 2004 Mar 1;22(5):801-10.)
 * Randomized. 421 patients with Stage III/IV, chest symptoms or tumor threatening airway. RT A) 17/2 vs. B) 42/15 vs. C) 50/25
 * QOL and symptom relief comparable. Median OS: comparable
 * Conclusion: Long course RT no improvement over short-term RT

 * NCIC CTG SC.15 (Canada) PMID 12377323 -- "Randomized phase III trial of single versus fractionated thoracic radiation in the palliation of patients with lung cancer (NCIC CTG SC.15)." (Bezjak A, Int J Radiat Oncol Biol Phys. 2002 Nov 1;54(3):719-28.)
 * Randomized. RT 10/1 vs. 20/5
 * No difference in symptom control at 1 month; 20/5 better for overall symptoms, pain, normal activities, and QOL. Comparable toxicity
 * Median survival: 2 months longer with 20/5 (SS)
 * Conclusion: no difference in palliation, but better QOL and survival with 20/5

 * Saarland (Germany) 1994-1998 PMID 10924977 -- "A palliative accelerated irradiation regimen for advanced non-small-cell lung cancer vs. conventionally fractionated 60 GY: results of a randomized equivalence study." (Nestle U, Int J Radiat Oncol Biol Phys. 2000 Aug 1;48(1):95-103.)
 * Randomized. 152 patients with advanced Stage III or minimal Stage IV. Conventional RT 60/30 vs. accelerated RT 32/16 BID
 * 1-year OS: 37%, no difference
 * Palliation adequate and comparable. Side effects comparable
 * Short-term course preferable to standard 60/30

 * Bristol (UK) PMID 9135893 -- "Palliative radiotherapy for lung cancer: two versus five fractions." (Rees GJ, Clin Oncol (R Coll Radiol). 1997;9(2):90-5.)
 * Randomized. 216 patients, RT 17/2 or 22.5/5
 * No difference

 * MRC (UK) 1989-1992 PMID 8814371 -- "Randomized trial of palliative two-fraction versus more intensive 13-fraction radiotherapy for patients with inoperable non-small cell lung cancer and good performance status. Medical Research Council Lung Cancer Working Party." (Macbeth FR, Clin Oncol (R Coll Radiol). 1996;8(3):167-75.)
 * Randomized. 509 patients. Inoperable, no mets, good performance status. Palliative (17/2) vs. intensive RT (39/13)
 * Median survival: 7 months vs. 9 months; 1-year OS 31% vs. 36%.
 * Conclusion: 17/2 more rapid palliative effect, but 39/13 longer survival

 * Groote Schuur (South Africa) 1990-1993 PMID 8581393 -- "Palliative radiation for stage 3 non-small cell lung cancer--a prospective study of two moderately high dose regimens." (Abratt RP, Lung Cancer. 1995 Oct;13(2):137-43.)
 * Randomized. 84 patients with Stage III, WHO 0-2. RT 35/10 or 45/15
 * Median OS: 8.5 months in both groups. No difference in response rate and esophagitis (23% vs. 41%, p=0.07)

 * MRC (UK) PMID 1377484 -- "A Medical Research Council (MRC) randomised trial of palliative radiotherapy with two fractions or a single fraction in patients with inoperable non-small-cell lung cancer (NSCLC) and poor performance status. Medical Research Council Lung Cancer Working Party." (No Authors, Br J Cancer. 1992 Jun;65(6):934-41.)
 * Randomized. 235 patients. Main symptoms related to thoracic tumor, poor performance status. RT 17/2 or 10/1
 * Palliation: comparable, ~50% cough, ~70% hemoptysis. Mean duration of palliation >50% of survival time. More dysphagia in 17/2
 * Conclusion: 10/1 recommended for poor performance status

 * MRC (UK) PMID 1705140 -- "Inoperable non-small-cell lung cancer (NSCLC): a Medical Research Council randomised trial of palliative radiotherapy with two fractions or ten fractions. Report to the Medical Research Council by its Lung Cancer Working Party. (No Authors, Br J Cancer. 1991 Feb;63(2):265-70.)
 * Randomized. 369 patients. Symptoms related to thoracic tumor. RT 17/2 (1 week apart) or conventional (30/10 or 27/6)
 * Palliation: comparable, ~60% cough, ~80% hemoptysis. Median duration of palliation >50% of survival time
 * No difference in survival. Recommend 17/2 given 1 week apart.

 * Hong Kong 1981-1984 PMID 2452146 -- "A randomized study on palliative radiation therapy for inoperable non small cell carcinoma of the lung." (Teo P, Int J Radiat Oncol Biol Phys. 1988 May;14(5):867-71.)
 * Randomized. 291 patients to 45/18 vs 31.2/4 (once per week)
 * Median OS: 5 months, no difference
 * Palliation: 45/18 superior (71% vs. 54%, SS)

 * RTOG 73-02 (1973–79) PMID 2579938, 1985 — "Palliative radiotherapy for inoperable carcinoma of the lung: final report of a RTOG multi-institutional trial." Simpson JR et al. Int J Radiat Oncol Biol Phys. 1985 Apr;11(4):751-8.
 * 409 pts. T4 Any N, or Any N3 (now Stage IIIB). Palliative therapy. Randomized to 1) 30/10 fractions, 2) 40 Gy continuous course over 4 weeks, or 3) 40 Gy split course (as in 73-01).
 * No difference in treatment arms. Palliation in 60%; 25% became symptom-free.

Review
 * Cochrane, 2006 PMID 17054152 -- "Palliative radiotherapy regimens for non-small cell lung cancer." (Lester JF, Cochrane Database Syst Rev. 2006 Oct 18;(4):CD002143.)
 * 14 randomized trials reviewed.
 * Results: No strong evidence that any regimen gives greater palliation
 * Modest survival benefit (5% at 1 year, 3% at 2 years) with higher dose in patients with better KPS
 * Toxicity: Some regimens associated with radiation myelitis
 * Conclusion: Majority of patients should be treated with short palliation (1 or 2 fractions)

 * 2004 PMID 15552805 -- "Palliative percutaneous radiotherapy in non-small-cell lung cancer." (Budach W, Lung Cancer. 2004 Aug;45 Suppl 2:S239-45.)
 * Review of 11 randomized trials (10 with survival data).
 * Increase in total dose does not substantially prolong median survival, but results in significantly better 1-year survival
 * ECOG >=3 do not benefit from higher doses, better ECOG patients do
 * Poor ECOG or large distant tumor burden: 17/2 or 20/4 are appropriate
 * Good performance status: total dose 30-45 Gy in 2.5-3.0 Gy/fx

 * 2003 PMID 12714878 -- "Palliative thoracic radiotherapy for non-small-cell lung cancer: a systematic review." (Toy E, Am J Clin Oncol. 2003 Apr;26(2):112-20.)
 * Review of 12 randomized trials. RT used with palliative intent in ~25% of patients
 * RT effective in controlling symptoms
 * No strong evidence about doses, but higher doses lead to greater toxicity. Modest survival benefit with higher doses with good performance
 * Recommend short course (1-2 fxs) unless good performance

Timing of RT

 * For patients with minimal thoracic symptoms initially, can delay treatment until symptoms develop
 * In one study, only 42% of delayed RT actually required RT prior to death

 * Norway PMID 16094739 -- "Immediate or delayed radiotherapy in advanced non-small cell lung cancer (NSCLC)? Data from a prospective randomised study." (Sundstrom S, Radiother Oncol. 2005 May;75(2):141-8.)
 * Data from randomised fractionation trial. 407 patients. Symptomatic (S) and non-symptomatic patients retrospectively compared
 * Non-symptomatic: better baseline characteristics, better survival (11.8 months vs. 6 months)
 * Timing: baseline NS better, up to week 14 NS developed symptoms while S had symptom relief, after week 14 no difference
 * Conclusion: immediate RT in patients with no symptoms does not prevent development of symptoms. Wait-and-see policy acceptable

 * MRC (UK) 1992-1999 PMID 12202326 -- "Immediate versus delayed palliative thoracic radiotherapy in patients with unresectable locally advanced non-small cell lung cancer and minimal thoracic symptoms: randomised controlled trial." (Falk SJ, BMJ. 2002 Aug 31;325(7362):465.)
 * Randomized, multicenter. 230 patient with untreated NSCLC, minimal thoracic symptoms.
 * RT immediately vs. when symptomatic. 17/2 or 10/1. In delayed group, 42% received RT prior to death. Median time to start 15 days vs. 125 days
 * Primary outcome (alive, without symptoms at 6 months after randomization): 28% vs. 26% (NS). No difference in survival, activity, anxiety, depression. Adverse events more common in immediate group
 * Conclusion: If minimally symptomatic, can delay until symptoms require treatment

RT Side Effects

 * MRC Trials PMID 8814372 -- "Radiation myelopathy: estimates of risk in 1048 patients in three randomized trials of palliative radiotherapy for non-small cell lung cancer. The Medical Research Council Lung Cancer Working Party." (Macbeth FR, Clin Oncol (R Coll Radiol). 1996;8(3):176-81.)
 * Review of 3 MRC trials. 5 patients out of 1048. 3/524 patients with 17/2, 2/153 with 39/13 (could be random)
 * Cord doses: alpha/beta <3 Gy, possibly ~2 Gy. Recommend not exceeding 48 Gy to spine

RT Technique

 * Maastricht, 2006 (Holland) PMID 16730089 -- "Palliative chest irradiation in sitting position in patients with bulky advanced lung cancer." (Duisters C, Radiother Oncol. 2006 Jun;79(3):285-7. Epub 2006 May 26.)
 * Some patients unable to lie down because of dyspnea. Sitting position technique developed.

Chemo vs. "Supportive Care" (may include RT)
Meta-Analysis
 * NSCLC Collaborative Group; 2008 PMID 18678835 -- "Chemotherapy in addition to supportive care improves survival in advanced non-small-cell lung cancer: a systematic review and meta-analysis of individual patient data from 16 randomized controlled trials." (NSCLC Meta-Analyses Collaborative Group, J Clin Oncol. 2008 Oct 1;26(28):4617-25. Epub 2008 Aug 4.)
 * Data from 2714 patients from 16 RCTs.
 * Outcome: 1-year OS chemotherapy 29% vs. supportive care 20% (HR 0.77, SS). No clear effect on drugs used, or whether single or combination. No clear difference in benefit across subgroups
 * Conclusion: Chemotherapy improves OS in all patients with advanced NSCLC

Paclitaxel
 * Multicenter UK PMID 10880550 -- "Randomized trial of paclitaxel plus supportive care versus supportive care for patients with advanced non-small-cell lung cancer." (Ranson M, J Natl Cancer Inst. 2000 Jul 5;92(13):1074-80.)
 * Randomized. 157 with IIIB/IV with no prior chemo, ECOG 0-2. Paclitaxel IV q3w. Supportive care included RT (but not discussed)
 * Median OS: paclitaxel 6.8 months vs. supportive care 4.8 months (SS); some aspects of QOL better

Cisplatin/etoposide
 * Oslo (Norway) PMID 1849786 -- "Symptomatic treatment versus combination chemotherapy for patients with extensive non-small cell lung cancer." (Kaasa S, Cancer. 1991 May 15;67(10):2443-7.)
 * Randomized. 87 patients with inoperable extensive NSLCL. Cisplatin/etoposide vs. supportive care (including RT 42/15)
 * OS: No difference at 10.5 months, but majority of patients crossed over on disease progression.
 * Response rate: 21% vs. 42% (SS). Long-term survivors only if they received both

MIC (mitomycin, ifosfamide, cisplatin)
 * MIC2 (1988–96) (Birmingham, UK)
 * Randomized. 351 patients with IIIB/IV to palliative care vs. palliative care + MIC
 * 1999 PMID 10506617 — "Mitomycin, ifosfamide, and cisplatin in unresectable non-small-cell lung cancer: effects on survival and quality of life." Cullen MH et al. J Clin Oncol. 1999 Oct;17(10):3188-94.
 * Median OS: 6.7 months CT + PC vs. 4. 8 months PC alone (SS)
 * Quality of Life: assessed in 134 patients from start of trial to week 6, showed improvement with chemotherapy and deterioration with standard treatment.
 * 2001 PMID 11843243 — "The benefits of chemotherapy in patient subgroups with unresectable non-small-cell lung cancer." Billingham LJ et al. Ann Oncol. 2001 Dec;12(12):1671-5.
 * Subgroup analysis: OS benefit in patients with better performance status; palliation better but no OS benefit with poor performance status

Anemia

 * Canada (2001–2003)
 * Randomized. Stopped early due to unplanned safety analysis. 70 patients assigned (out of 300 planned). NSCLC unsuitable for curative therapy, baseline Hgb <12.1 g/dL. Arm 1) placebo vs. Arm 2) Epo weekly to maintain Hgb 12-14 g/dL
 * 2007 PMID 17312332 -- "Randomized, double-blind, placebo-controlled trial of erythropoietin in non-small-cell lung cancer with disease-related anemia." (Wright JR, J Clin Oncol. 2007 Mar 20;25(9):1027-32. Epub 2007 Feb 20.)
 * Outcome: at analysis, median OS placebo 4.2 months vs. Epo 2 months (SS)
 * Conclusion: Decreased overall survival on unplanned safety analysis

SBRT in Advanced Disease

 * Multi-Institutional MD Anderson; 2019 PMID 31067138 -- "Local Consolidative Therapy Vs. Maintenance Therapy or Observation for Patients With Oligometastatic Non-Small-Cell Lung Cancer: Long-Term Results of a Multi-Institutional, Phase II, Randomized Study." (Gomez DR, J Clin Oncol. 2019 Jun 20;37(18):1558-1565. doi: 10.1200/JCO.19.00201. Epub 2019 May 8.)
 * Phase II randomized trial. Three institutions (MDACC, London Ontario, University of Colorado). 49 patients; trial stopped prematurely due to significant PFS benefit. Stage IV NSCLC, 3+ months of no progression on front-line systemic therapy. Arm 1) maintenance therapy/observation vs Arm 2) Local control with RT or surgery. Median F/U 3.2 years
 * Outcome: Trial stopped early due to benefit. PFS observation/maintenance 4.4 months vs local control 14.2 months (SS). Over survival 17 months vs 41 months (SS). Survival after progression 9.4 months vs 38 months (SS).
 * Conclusion: In these patients, local therapy prolonged PFS and OS

 * Colorado; 2009 (2005–2008) PMID 19373699 -- "Is there a role for consolidative stereotactic body radiation therapy following first-line systemic therapy for metastatic lung cancer? A patterns-of-failure analysis." (Rusthoven KE, Acta Oncol. 2009;48(4):578-83.)
 * Retrospective. 64 patients, measurable advanced stage NSCLC, first line systemic chemotherapy, 34 SBRT-eligible.
 * Outcome: All patients progression local 64%, distant 9%, both 27%. SBRT-eligible 68%, 14%, 18%. Time to first progression if local 3.0 months vs if distant 5.7 months
 * Conclusion: Predominant failure local. Increase in time-to-progression from SBRT could be 3 months

Patient Preference

 * National University Hospital, Singapore; 2008 PMID 19032397 -- "Patients' preference for radiotherapy fractionation schedule in the palliation of symptomatic unresectable lung cancer." (Tang JI, J Med Imaging Radiat Oncol. 2008 Oct;52(5):497-502.)
 * Prospective. 92 patients. Choice of palliative treatment schedule 17/2 vs 39/13. Radiation oncologist made final decision
 * Outcome: Short schedule chosen by 45% vs long schedule 55%. Longer schedule chosen for longer survival (90%) and better tumor control (12%). Shorter schedule chosen for shorter duration (80%), cost (61%), and better symptom control (20%). Change of schedule, 56% of short course and 4% of long course had their treatment altered by the radiation oncologist. Nevertheless, 100% patients satisfied with their involvement
 * Conclusion: Both schedules useful, nearly half patients felt longer survival not as important as shorter duration and lower cost

title: Radiation Oncology/NSCLC/Palliation


text:
MATLAB Programming/Bonus Chapters/MATLAB Benefits and Caveats

Ease of Use
MATLAB is an interpreted and interactive language. Programs can be easily written and modified by a user with MATLAB, which is a built-in integrated development environment and debugger. Also, there are no need to use import functions as MATLAB will use the necessary functions as it includes many built-in math and engineering functions (only if necessary toolboxes are installed)

Platform Independent
MATLAB language is supported by Windows, Linux and Mac. Thus, a program written on one platform can be easily run on other platforms. This is a platform independence feature.

Wide range of capabilities
Current MATLAB version has a wide range of capabilities, which includes data analysis, statistical analysis, optimization, signal processing, communications, control design, test and measurement, image processing, and computational finance

Full Graphics Capabilities
MATLAB provides advanced graphics that can help visualize the scientific and engineering data very well. The graphs are highly customizable such: One can change the colors, lines and marker, add annotations, LATEX expressions, legends, the addition of multiple axes etc.

Good Source of Help
MATLAB is widely used in industry and academia, so there is a wealth of support and resources available. There are many large communities that let you learn MATLAB such as Reddit (46.5k users), Facebook group (MATLAB Programs/Code (matlabcoding.com). Hence, you might find answers that the people that come before you that might encounter similar problems too.

Expensive
MATLAB is very expensive for the base programs, plus additional official toolboxes from Mathwork are also expensive and costs can ramp up into thousands (Especially for students with limited budgets)

Closed Source
MATLAB is closed source. Hence, students that are interested on how the algorithm works may stuck due to closed source of the MATLAB functions.

Slow & Inefficient
It is slow compared to compiled programming languages. MATLAB is not efficient for nested loops and will not automatically take advantage of parallelism that are introduced in the code and may need to buy Parallel Toolbox.

Awkward Implementations

 * If you have already coded in fully object-oriented programming (OOP) language, in particular, Python, you will find some oddities in MATLAB’s OOP implementation as MATLAB is more to scripting and not coding as you might with other programming languages. You may feel this when, for example, you are working with cell arrays in MATLAB.

 * There are no in-place operators like . This will leads to lines that are much longer and more harder to read.

Poor Documentations
The documentation doesn't always have enough examples therefore you may need look on-line for different examples of using a certain function. For example, the function fibodemo.

Confusing error message
Run-time errors can be difficult to debug


text:
Mathematics for Chemistry

Table of contents

 * /Introduction/

Numbers

 * /Number theory/
 * /Functions/
 * /Units and dimensions/
 * /Statistics/
 * /Plotting graphs/
 * /Complex Numbers/

Algebra, trigonometry

 * /Trigonometry/
 * /Vectors/
 * /Matrices and Determinants/

Calculus

 * /Differentiation/
 * /Integration/
 * /Some Useful Aspects of Calculus/
 * /Enzyme kinetics/

Tests and examples

 * /Some Mathematical Examples applied to Chemistry/
 * /Tests and Exams/

title: Mathematics for Chemistry


text: X86 Disassembly/Functions and Stack Frame Examples