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Formal Logic/Sentential Logic/Formal Syntax

= Formal Syntax =

In The Sentential Language, we informally described our sentential language. Here we give its formal syntax or grammar. We will call our language $$\mathcal{L_S}\,\!$$.

Vocabulary

 * Sentence letters: Capital letters 'A' – 'Z', each with (1) a superscript '0' and (2) a natural number subscript.  (The natural numbers are the set of positive integers and zero.)  Thus the sentence letters are:
 * $$\mathrm{A^0_0},\ \mathrm{A^0_1},\ ...,\ \mathrm{B^0_0},\ \mathrm{B^0_1},\ ...,\ ...,\ \mathrm{Z^0_0},\ \mathrm{Z^0_1},\ ...\,\!$$

 * Sentential connectives:
 * $$\land,\ \lor,\ \lnot,\ \rightarrow,\ \leftrightarrow\,\!$$

 * Grouping symbols:

The superscripts on sentence letters are not important until we get to the predicate logic, so we won't really worry about those here. The subscripts on sentence letters are to ensure an infinite supply of sentence letters. On the next page, we will abbreviate away most superscripts and subscripts.

Expressions
Any string of characters from the $$\mathcal{L_S}\,\!$$ vocabulary is an expression of $$\mathcal{L_S}\,\!$$. Some expressions are grammatically correct. Some are as incorrect in $$\mathcal{L_S}\,\!$$ as 'Over talks David Mary the' is in English. Still other expressions are as hopelessly ill-formed in $$\mathcal{L_S}\,\!$$ as 'jmr.ovn asgj as;lnre' is in English.

We call a grammatically correct expression of $$\mathcal{L_S}\,\!$$ a well-formed formula. When we get to Predicate Logic, we will find that only some well formed formulas are sentences. For now though, we consider every well formed formula to be a sentence.

Construction rules
An expression of $$\mathcal{L_S}\,\!$$ is called a well-formed formula of $$\mathcal{L_S}\,\!$$ if it is constructed according to the following rules.

 * $$\mbox{i.}$$ The expression consists of a single sentence letter

 * $$\mbox{ii.}$$ The expression is constructed from other well-formed formulae $$\varphi\,\!$$ and $$\psi\,\!$$ in one of the following ways:

 * $$\mbox{ii-a.}\ \ \lnot \varphi\,\!$$
 * $$\mbox{ii-b.}\ \ (\varphi \land \psi)\,\!$$
 * $$\mbox{ii-c.}\ \ (\varphi \lor \psi)\,\!$$
 * $$\mbox{ii-d.}\ \ (\varphi \rightarrow \psi)\,\!$$
 * $$\mbox{ii-e.}\ \ (\varphi \leftrightarrow \psi)\,\!$$

In general, we will use 'formula' as shorthand for 'well-formed formula'. Since all formulae in $$\mathcal{L_S}\,\!$$ are sentences, we will use 'formula' and 'sentence' interchangeably.

Quoting convention
We will take expressions of $$\mathcal{L_S}\,\!$$ to be self-quoting and so regard

 * $$(\mathrm{P^0_0} \rightarrow \mathrm{Q^0_0})\,\!$$

to include implicit quotation marks. However, something like

 * $$(1) \quad (\varphi \rightarrow \psi)\,\!$$

requires special consideration. It is not itself an expression of $$\mathcal{L_S}\,\!$$ since $$\varphi\,\!$$ and $$\psi\,\!$$ are not in the vocabulary of $$\mathcal{L_S}\,\!$$. Rather they are used as variables in English which range over expressions of $$\mathcal{L_S}\,\!$$. Such a variable is called a metavariable, and an expression using a mix of vocabulary from $$\mathcal{L_S}\,\!$$ and metavariables is called a metalogical expression. Suppose we let $$\varphi\,\!$$ be $$\mathrm{P^0_0}\,\!$$ and $$\psi\,\!$$ be $$(\mathrm{Q^0_0} \lor \mathrm{R^0_0})\ .\,\!$$ Then (1) becomes

 * $$(\,\!$$ ' $$\mathrm{P^0_0}\,\!$$ ' $$\rightarrow (\,\!$$ ' $$\mathrm{Q^0_0}\,\!$$ ' $$\lor\,\!$$ ' $$\mathrm{R^0_0}\,\!$$ ' $$))\,\!$$

which is not what we want. Instead we take (1) to mean (using explicit quotes):

 * the expression consisting of ' $$(\,\!$$ ' followed by $$\varphi\,\!$$ followed by ' $$\rightarrow\,\!$$ ' followed by $$\psi\,\!$$ followed by ' $$)\,\!$$ '.

Explicit quotes following this convention are called Quine quotes or corner quotes. Our corner quotes will be implicit.

Additional terminology
We introduce (or, in some cases, repeat) some useful syntactic terminology.

 * We distinguish between an expression (or a formula) and an occurrence of an expression (or formula). The formula

 * $$((\mathrm{P^0_0} \land \mathrm{P^0_0}) \land \lnot \mathrm{P^0_0})\,\!$$

is the same formula no matter how many times it is written. However, it contains three occurrences of the sentence letter $$\mathrm{P^0_0}\,\!$$ and two occurrences of the sentential connective $$\land\,\!$$.

 * $$\psi\,\!$$ is a subformula of $$\varphi\,\!$$ if and only if $$\varphi\,\!$$ and $$\psi\,\!$$ are both formulae and $$\varphi\,\!$$ contains an occurrence of $$\psi\,\!$$. $$\psi\,\!$$ is a proper subformula of $$\varphi\,\!$$ if and only if  (i) $$\psi\,\!$$ is a subformula of $$\varphi\,\!$$ and (ii) $$\psi\,\!$$ is not the same formula as $$\varphi\,\!$$.

 * An atomic formula or atomic sentence is one consisting solely of a sentence letter. Or put the other way around, it is a formula with no sentential connectives.  A molecular formula or molecular sentence is one which contains at least one occurrence of a sentential connective.

 * The main connective of a molecular formula is the last occurrence of a connective added when the formula was constructed according to the rules above.

 * A negation is a formula of the form $$\lnot \varphi\,\!$$ where $$\varphi\,\!$$ is a formula.

 * A conjunction is a formula of the form $$(\varphi \land \psi)\,\!$$ where $$\varphi\,\!$$ and $$\psi\,\!$$ are both formulae. In this case, $$\varphi\,\!$$ and $$\psi\,\!$$ are both conjuncts.

 * A disjunction is a formula of the form $$(\varphi \lor \psi)\,\!$$ where $$\varphi\,\!$$ and $$\psi\,\!$$ are both formulae. In this case, $$\varphi\,\!$$ and $$\psi\,\!$$ are both disjuncts.

 * A conditional is a formula of the form $$(\varphi \rightarrow \psi)\,\!$$ where $$\varphi\,\!$$ and $$\psi\,\!$$ are both formulae. In this case, $$\varphi\,\!$$ is the antecedent, and $$\psi\,\!$$ is the consequent.  The converse of $$(\varphi \rightarrow \psi)\,\!$$ is $$(\psi \rightarrow \varphi)\,\!$$.  The contrapositive of $$(\varphi \rightarrow \psi)\,\!$$ is $$(\lnot\psi \rightarrow \lnot\varphi)\,\!$$.

 * A biconditional is a formula of the form $$(\varphi \leftrightarrow \psi)\,\!$$ where $$\varphi\,\!$$ and $$\psi\,\!$$ are both formulae.

Examples

 * $$(1) \quad (\lnot(\mathrm{P^0_0} \lor \mathrm{Q^0_0}) \rightarrow (\mathrm{R^0_0} \land \lnot \mathrm{Q^0_0}))\,\!$$

By rule (i), all sentence letters, including

 * $$\mathrm{P^0_0},\ \mathrm{Q^0_0},\ \mbox{and}\ \mathrm{R^0_0}\ ,\,\!$$

are formulae. By rule (ii-a), then, the negation

 * $$\lnot \mathrm{Q^0_0}\,\!$$

is also a formula. Then by rules (ii-c) and (ii-b), we get the disjunction and conjunction

 * $$(\mathrm{P^0_0} \lor \mathrm{Q^0_0}),\ \mbox{and}\ (\mathrm{R^0_0} \land \lnot \mathrm{Q^0_0})\,\!$$

as formulae. Applying rule (ii-a) again, we get the negation

 * $$\lnot(\mathrm{P^0_0} \lor \mathrm{Q^0_0})\,\!$$

as a formula. Finally, rule (ii-c) generates the conditional of (1), so it too is a formula.

 * $$(2) \quad ((\mathrm{P^0_0} \lnot \land \mathrm{Q^0_0}) \lor \mathrm{S^0_0})\,\!$$

This appears to be generated by rule (ii-c) from

 * $$(\mathrm{P^0_0} \lnot \land \mathrm{Q^0_0}),\ \mbox{and}\ \mathrm{S^0_0}\ .\,\!$$

The second of these is a formula by rule (i). But what about the first? It would have to be generated by rule (ii-b) from

 * $$\mathrm{P^0_0}\lnot\ \mbox{and}\ \mathrm{Q^0_0}\ .\,\!$$

But

 * $$\mathrm{P^0_0}\lnot\,\!$$

cannot be generated by rule (ii-a). So (2) is not a formula.


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Making an Island

Creating Artificial Islands

Creating an Island may sound like the work of science fiction but it can be possible. The idea behind this Wikibook is to guide you with the physical aspects of islands.

Making an Island
Creating an island can be as simple as putting a chair in a 0.50m deep sea and calling it an island. Land reclamation projects tend to create bigger surfaces to stand on, which vary from square meters to even square kilometers. Before we start building an island, we need to consider what use it will have first. Here is a list of reasons why we might want to build an island: To have fun, enjoying the sensation of standing on a surface which was previously only water. To grow crops, which can save space and make use of the water. To recycle, by collecting glass bottles, wooden crates and tin/aluminum/steel cans and make use of it. Building islands can indeed encourage recycling. (This should not include plastic. Do not use plastic in this process, as it will pollute!)

Table of Contents

 * /Motivations/
 * /Methods/
 * /Materials/
 * /Construction Guides/
 * /Plants/
 * /Facilities/
 * /Moving a Floating Island/

Examples
Famous land reclamation projects include the artificial islands in Dubai, which were built with dredgers loaded with sand and lots of complicated engineering, which is not necessarily what it takes to build an island. As seen on the TV show Ripley's Believe it or Not, in Mexico a person happened to find a sum of broken discarded fishnets and combined them with empty bottled water containers and dirt, to create Spiral Island. One major problem with this is that Mexico is or was trying to annex the island as a tourist site. Also, in Dubai, UAE, there is the construction of The Palm Islands, which are three groups of man-made islands shaped like palm trees. A separate company is also constructing The World, named for its shape, which, when complete, will form a map of the world. Also, Kansai International Airport in Osaka Bay is on a man-made island, as are Chubu Centrair International Airport and Kobe Airport. In Tokyo Bay, Odaiba island, which is a 19th century artificial island, remains a popular tourist destination. The Uros in Peru are a group of pre-Inca people living on man-made islands in Lake Titicaca. The islands are fashioned out of totora reeds and anchored to the bottom of the lake with stakes attached to ropes.

One of the earlier modern artificial island built for the purpose to create a micronation, is the Republic of Minerva, built on the Minerva Reefs, though within months of declaring independence, Tonga invaded. An earlier example is Republic of Rose Island, which was, in a hostile manner, taken over and destroyed by Italy.

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

title: Making an Island


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Playful Organizing/Writing Your Own Book

One technique that maybe helpful as you inspire yourself around this adventure of organizing is to write your own book on organizing. By writing your own personalized version of organizing you have a book specifically written for yourself. Make it a work in progress. You may want to start the book on your computer so you don't have to organize all of the hard copy.


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Making an Island/Methods

This chapter describes some of the possible methods for creating an island.

Dumping Method
The easiest and most straightforward method is to import large quantities of rocks and soil into a shallow pool of water until the hill it forms breaks the surface.

Advantages

 * Solid foundation - If you want your island to stay in one place no matter what kind of storm hits it, it's hard to beat a solid mass.
 * Simple - Easy to conceptualize.

Disadvantages

 * Expensive - Dirt and rock are actually quite valuable in large quantities. Beyond raw material cost, transportation of these heavy materials is hard and costly.
 * Not movable - Sometimes, being able to move an island is quite desirable.
 * Must be placed in shallow water, unless you have a really huge amount of material.
 * Expansion requires enough material to fill a volume from your extended surface to the sea floor i.e. 10 m^2 of extra land in 10 m of water will require at least 100 meters cubed of material.
 * Erosion will be a problem without some way to hold the island together.

Rishi Sowa's Floating method
Get broken fishnets from trash and fill with empty plastic bottles, tie to discarded wooden pallets, or bamboo lattice work. To make it larger you tie additional segments together. Cover the pallets or latticework on soil, plant mangroves and other salt tolerant plants. The roots will help stabilize the structure and provide nourishment. Further information available at http://www.spiralislanders.com/.

Advantages

 * Free
 * Environmentally friendly

Disadvantages

 * Vulnerable to violent storms (could sink)

Advantages

 * Movable
 * Can be placed anywhere
 * If built as a set of modules then expansion is almost unlimited

Disadvantages

 * No foundation for building
 * Poor anchors will result in island drifting
 * Storm damage may be more severe as center of gravity is much higher compared to a normal sea floor constructed island

Biorock Method

This method utilizes electricity to cause minerals to be deposited onto a mesh of conductive wire. Over time it will form a substance similar in strength to concrete.

Advantages

 * Construction is inexpensive. Cost is the price of the mesh foundation and the electricity required to form the biorock.
 * Massive structures can be built.
 * Biorock structures may become the basis of new reefs

Disadvantages

 * Will require moderately shallow water
 * Could take long periods of time depending on conditions.

Large Ship Method
Most expensive method compared to any listed above. The MS Satoshi served as a real life example of this concept from 2020 to 2021.

This method is common in fiction. This method was depicted in the movie Waterworld and in the book Snowcrash by Neal Stephenson as a place where people made a permanent residence on an abandoned large ship. Snowcrash in particular makes mention of a large inter-connected city of lashed boats connected to a decommissioned aircraft carrier (the U.S.S. Nimitz in this case). With little propulsion it was forced to go with the flow of the sea currents using its engines to only keep away from the territorial waters of countries.

Also the Mindstar series of books by Peter F Hamilton (Mindstar Rising, A Quantum Murder and The Nano Flower) also describe the use of ships and large floating concrete structures in the middle of the Atlantic as a manufacturing facility and spaceport, using large OTEC generators to provide cheap electricity from the thermal difference between deep sea water and surface water.

Advantages

 * May be used in deep sea oceans without anchorage being strictly necessary.
 * Mobility of structure is possible, with even large power facilities available.
 * Basic utilities and resources such as water purification, power generation, communications, and other basic requirements for survival are usually available and built-in to basic design of ship.
 * Survival of major storms is possible, although deep sea natural phenomena are still not totally understood.
 * May serve as "anchor" to a larger island complex using one or more of the above listed methods.
 * Gives an "instant start" to any island structure, including basic life support and shelter.

Disadvantages

 * Expensive
 * Dragging around a "flotilla" of other island structures (like many of those listed above besides this method) may prove difficult at best.
 * Sovereignty claims may be made on the original vessel. Most major ships are usually "flagged" to a specific nation-state, although there are "flags of convince" to many vessels, and it may be possible to find a "stateless" vessel.
 * Any abandoned or decommissioned ship may have significant structural damage, including saltwater corrosion, damaged components, or genuine antique facilities with no spare parts. This may require knowledge of a machine shop to maintain to build custom tools.

Pikecrete/Pykrete Method
Please refer to materials section for a detailed explanation. Pykrete consists of sawdust mixed with water, which is then frozen. This could potentially be used to create a strong artificial iceberg of sorts.

Pikecrete can serve as an extremely strong island material, it has the same strength as concrete but it floats. It can be used to hold a foundation until a permanent location is found. Alternately, if you would like to roam, just make a mold of a vessel and then pour it onto the mold with a flat top as a foundation. It could also potentially serve as a boxing fence to pour in dirt or sand to form an island.

Advantages

 * Inexpensive
 * Weather-resistant
 * Good for short-term use
 * Can be applied to the entire construction from sea-bed to above-sea level

Disadvantages

 * Will eventually melt unless continuously cooled.
 * Subsequent freezing or refreezing can be costly as well
 * Any failure to power or cooling facilities may lead to imminent structural failure.
 * Using it to construct an entire island can be expensive as a barge with dirt or other, terra-firma materials are needed and can be costly
 * Production of a mold is necessary
 * In practice, hard to actually use.

Note: It may be possible to use these disadvantages as advantages. It should be possible to build a vessel from pykrete and use it to transport raw materials en-masse to the site and then use them. No costly ship to return and this would also be biodegradable.

Volcano Method
Many islands have been formed as the result of undersea volcanic activity - the Hawaiian Islands are an example. A volcano is simply a point where the molten rock has squeezed through a fissure leading to the surface of the earth. Theoretically if an appropriate point can be found where a volcano can be stimulated by drilling or placement of explosive on the ocean floor, a subsequent eruption may form a cone of lava that reaches above the surface of the water.

Advantages

 * Creates a sturdy and solid landform; weathering will eventually turn the igneous rock surface into fertile soil.

Disadvantages

 * Immensely expensive and disruptive to the local ecology
 * No technology exists to stabilize a volcano once one has been formed
 * Location would be dictated by existing geological structures
 * Would take an extremely long time

Sand Build-up Method
All you need is water (estuaries/pool of water) and sand/loam. First dump sand/loam into the water. Then when it reaches the sea level carve it with your hands. Do it again and again until it stands on its own.

Advantages

 * Sturdy if stabilized with plants
 * Plants can be used if loam is used
 * Kid-Friendly - Easy to do on a small scale in a household container.
 * Closely related with Dumping Method

Disadvantages

 * Expensive - Sand is quite valuable.
 * Easily eroded
 * Doesn't provide a large amount of quality space.
 * Not suitable for all environments.

title: Making an Island/Methods


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Radiation Oncology/Nephroblastoma

 * Link to Level I Evidence

Epidemiology

 * 450-650 new cases per year in North America
 * 75% cases < 5y, Median age is 3-4 for unilateral and 2.5y for bilateral
 * ~90% are unifocal/solitary, ~12% multifocal (unilateral), ~7% are bilateral
 * Black children more than white
 * Females more than males
 * 4th most common pediatric cancer
 * Most common renal malignancy
 * 90% are favorable histology
 * General prognosis has improved from high mortality in early 1900s to current cure rate of >90%

Genetics

 * 1% of Wilms is considered familial.
 * WT1 is a tumor suppressor gene on 11p13. Associated syndromes:
 * WAGR syndrome: Wilms (57%), Aniridia (98%), GU malformations (76%), and mental Retardation (75%).
 * Denys-Drash syndrome triad: Wilms (90%), pseudohermaphroditism, renal failure (diffuse mesangial sclerosis)
 * WT2 is a tumor suppressor gene on 11p15. Associated syndromes:
 * Beckwith-Wiedemann syndrome: Wilms (5-10%), gigantism/macrosomia, macroglossia, omphalocele, pancreatic hyperplasia, GU abnormalities, hemihypertrophy
 * 1p & 16q Loss of heterozygosity. increased risk for relapse and death in NWTS-5. Grundy, JCO 2005 (PMID: 16129848)

Presentation

 * Healthy appearing child with abdominal swelling (remember, Wilms = Well, Neuroblastoma = Not well).
 * Smooth nontender mass
 * Gross hematuria ~25% cases
 * Sometimes hypertension
 * Calcifications in ~5-10% (compare with ~60-70% of neuroblastoma)
 * Most common site of metastases: lymph nodes, liver, lungs
 * Unifocal (one kidney) in ~82%
 * Multifocal (one kidney) in ~12%
 * Requires observation of contralateral kidney (nephrogenic rests)
 * Bilateral in ~6%

Staging
New COG Staging System (AREN0532):
 * Stage I - Tumor limited to kidney, completely resected. The renal capsule is intact. The tumor was not ruptured or biopsied prior to removal. The vessels of the renal sinus are not involved. There is no evidence of tumor at or beyond the margins of resection. NOTE: For a tumor to qualify for certain therapeutic protocols as Stage I, regional lymph nodes must be examined microscopically.
 * Stage II - The tumor is completely resected and there is no evidence of tumor at or beyond the margins of resection. The tumor extends beyond kidney, as is evidenced by any one of the following criteria:
 * There is regional extension of the tumor (i.e. penetration of the renal capsule, or extensive invasion of the soft tissue of the renal sinus, as discussed below)
 * Blood vessels within the nephrectomy specimen outside the renal parenchyma, including those of the renal sinus, contain tumor.
 * Note: Rupture of spillage confined to the flank, including biopsy of the tumor, is no longer included in Stage II and is now included in Stage III.
 * Stage III - Residual non-hematogenous tumor present following surgery, and confined to abdomen. Any one of the following may occur:
 * Lymph nodes within the abdomen or pelvis are involved by tumor. (Lymph node involvement in the thorax, or other extra-abdominal sites is a criterion for Stage IV)
 * The tumor has penetrated through the peritoneal surface
 * Tumor implants are found on the peritoneal surface
 * Gross or microscopic tumor remains post-operatively (e.g., tumor cells are found at the margin of surgical resection on microscopic examination)
 * The tumor is not completely resectable because of local infiltration into vital structures
 * Tumor spillage occurring either before or during surgery
 * The tumor is treated with preoperative chemotherapy (with or without a biopsy regardless of type- tru-cut, open or fine needle aspiration) before removal
 * Tumor is removed in greater than one piece (e.g. tumor cells are found in a separately excised adrenal gland; a tumor thrombus within the renal vein is removed separately from the nephrectomy specimen). Extension of the primary tumor within vena cava into thoracic vena cava and heart is considered Stage III, rather than Stage IV even though outside the abdomen.
 * Stage IV - Hematogenous metastases (lung, liver, bone, brain, etc.), or lymph node metastases outside the abdomino-pelvic region are present. (The presence of tumor within the adrenal gland is not interpreted as metastasis and staging depends on all other staging parameters present).
 * Stage V - Bilateral renal involvement by tumor is present at diagnosis. An attempt should be made to stage each side according to the above criteria on the basis of the extent of disease.

National Wilms Tumor Study 5 Staging System:
 * Stage I - Tumor limited to kidney and completely excised. No penetration of the renal capsule or involvement of renal sinus vessels.
 * Stage II - Tumor extends beyond the kidney but is completely excised with negative margins and lymph nodes. At least one of the following has occurred:
 * (a) penetration of the renal capsule
 * (b) invasion of the renal sinus vessels
 * (c) spillage of tumor locally during removal
 * Stage III - Gross or microscopic residual tumor remains postoperatively, including inoperable tumor, positive surgical margins, diffuse tumor spillage involving peritoneal surfaces, regional lymph node metastasis, or transected tumor thrombus. Biopsy before resection.
 * Stage IV - Hematogenous metastasis (lung, liver, bone, brain) or lymph node metastasis outside the abdominal or pelvic cavities.
 * Stage V - Bilateral renal tumors at diagnosis.

Pathology

 * Reflects development of normal kidney, containing 3 components: blastemal, epithelial, and stromal elements
 * Prognostically divided into favorable histology (FH) and unfavorable histology (UH)
 * Favorable histology is present in ~90%
 * Unfavorable histology includes anaplasia, and two further varieties no longer considered WT: Clear cell sarcoma of the kidney (CCSK) and rhabdoid tumor of the kidney (RTK)
 * Anaplasia (~5%) may be focal (FA) or diffuse (DA), and reflects distribution of anaplastic cells within the tumor
 * CCSK (~4%) tends to metastasize to bone and brain (need to do bone scan and brain MRI)
 * RTK (~1%) is the most aggressive; it may have CNS PNET associated with it

Treatment Overview

 * National Wilms Tumor Study (NWTS) consortium was established in 1969 to more rigorously evaluate treatment strategies, given the rarity of the condition. The International Society of Pediatric Oncology (SIOP) began running trials in parallel in Europe in 1991
 * The treatment strategies diverged, after the first SIOP trial, SIOP-1 showed benefit for neoadjuvant RT over adjuvant RT. SIOP has since then been using neoadjuvant therapy, followed by surgery and adjuvant therapy. In the US, NWTS continues to perform surgery first, and optimize adjuvant therapy.
 * NWTS 1 showed that adjuvant RT is not necessary for young patients (<2 years) in Group I (tumor limited to kidney and completely resected) if they are treated with Actinomycin D x15 months. RT dose for the rest was age-adjusted, topping out at 40 Gy
 * NWTS 2 showed that adjuvant RT is not necessary even in older patients (>2 years) in Group I, as long as they get Actinomycin D and vincristine. For the rest, same age-adjusted doses were used as NWTS 1
 * By this time, NWTS determined that different histologies have different prognosis. Favorable Histology (FH) included tumors with no anaplasia; Unfavorable Histology (UF) included tumors with anaplasia, as well as clear cell sarcoma of the kidney (CCSK) and rhabdoid tumor of the kidney (RTK). CCKS and RTK were excluded from NWTS 3 onward.
 * NWTS 3 showed that RT can also be eliminated from Stage II, and that dose can be reduced from as much as 40 Gy to 10 Gy in Stage III. Dose-adjusted RT was no longer necessary
 * Stage III 10Gy with 3-drug chemo (added adriamycin), or 20Gy with two drugs
 * Post-hoc analysis from NWTS 1-3 showed that delay in RT >10 days after surgery was associated with worse outcomes
 * NWTS 4 didn't ask any RT questions; it attempted to optimize chemo delivery
 * Also failed to verufy need to begin RT within 10 days
 * NWTS 5 showed that loss of heterozygosity on chromosome 1p and 16q was associated with significantly worse DFS and OS
 * Meanwhile, in Europe SIOP-5 showed that neoadjuvant chemo doublet is comparable to neoadjuvant RT with Actinomycin D; neoadjuvant chemo become the standard
 * SIOP-6 began a risk-adapted strategy. No RT was used for Stage I patients
 * SIOP-9 revealed that a short course of neoadjuvant chemotherapy is comparable to a long course; adjuvant RT was 15 Gy
 * Finally, SIOP 93-01 demonstrated that in intermediate risk patients, short adjuvant chemo is comparable to long adjuvant chemo.
 * The British were historically following the NWTS protocols, but in 1991 decided to compare the NWTS and the SIOP approach directly. A randomized trial showed that neoadjuvant chemotherapy downstaged significant number of patients, and allowed 20% children to avoid potentially toxic RT or doxorubicin, with same EFS and OS
 * Editorial in JCO 2008 (PMID 18757319) provides a nice perspective on the two differing approaches (pre-op vs post-op therapy)
 * In the US, Childrens Oncology Group (COG) is now managing clinical trials for Wilms
 * Surgery is the primary approach
 * Chemotherapy plays a critical role
 * US RT Guidelines
 * RT not necessary for Stage I
 * RT not necessary for Stage II, if adequate chemotherapy (vincristine/dactinomycin) given
 * Risk adapted dose as below; please see COG protocol for risk definitions
 * RT start by day 9, FH at latest by day 14
 * Care must be given to irradiate vertebral column uniformly to limit scoliosis
 * Historically, pulmonary mets seen on CXR were treated with whole-lung RT 12 Gy; whether presumed mets seen on CT should be treated is controversial, since only 69% of multiple pulmonary lesions were tumor on bipsy

NWTS Flank recurrence

 * NWTS Flank recurrence; 2006 PMID 16542795 -- "Radiation therapy for favorable histology Wilms tumor: prevention of flank recurrence did not improve survival on National Wilms Tumor Studies 3 and 4." (Breslow NE, Int J Radiat Oncol Biol Phys. 2006 May 1;65(1):203-9.)
 * NWTS Subset analysis. Stage I-IV FH, enrolled on NWTS-3 and NWTS-4.
 * Recurrence: In flank 20 Gy 0%, 10 Gy 1.5%, no RT 1.8 % (SS); intra-abdominal 1.0%, 3.7%, 2.4% (SS). Composite flank NWTS-3 risk 1.0% increased to NWTS-4 (no 20 Gy RT) 2.1%, but EFS was unchanged 86% vs. 88% (NS), and OS was better 91% vs. 94% (SS)
 * Conclusion: Due to lower post-recurrence mortality with more intense chemo, prevention of flank recurrence by RT did not improve survival
 * Tumor spillage; 2010 (1979-1994) PMID 19395185 -- "Intraoperative spillage of favorable histology wilms tumor cells: influence of irradiation and chemotherapy regimens on abdominal recurrence. A report from the National Wilms Tumor Study Group." (Kalapurakal JA, Int J Radiat Oncol Biol Phys. 2010 Jan 1;76(1):201-6.)
 * NWTS subset analysis. 450 patients, surgical tumor spillage (20% of total). Stage II-IV FH, enrolled on NWTS-3 and NWTS-4. Influence of tumor dose evaluated: NWTS-3 Stage II no RT vs RT 20 Gy to flank (1cm margin on involved kidney, cross midline), Stage III RT 10 Gy vs RT 20 Gy, Stage IV RT 20 Gy to tumor bed. NWTS-4 Stage II no RT, Stage III-IV RT 10 Gy or whole abdomen 10 Gy. If diffuse tumor spillage, WART 10 Gy or 20 Gy on NWTS-3 and 10 Gy on NWTS-4. Considered two types of failure, at flank and beyond-flank
 * Outcome: Recurrent disease in abdomen in 7% overall; flank in 61%. Flank relapse no RT 12% vs RT 10 Gy 3% vs RT 20 Gy 0% (SS). Beyond-flank relapse 6% vs 3% vs 3%. Stage II unirradiated patients treated with 2-drug regimen 8-year RFS spillage- 87% vs spillage+ 79% (NS), 8-year OS 95% vs 90% (SS).
 * Conclusion: RT reduced abdominal tumor recurrence after tumor spillage

Anaplastic Histology

 * NWTS Subset; 2006 PMID 16710034 -- "Treatment of anaplastic histology Wilms' tumor: results from the fifth National Wilms' Tumor Study." (Dome JS, J Clin Oncol. 2006 May 20;24(15):2352-8.)
 * Subset analysis, 281 patients with anaplastic histology (11%). Stage I treatement AMD + VCR x4.5 months. Stage II-IV RT + VCR + doxorubicin + cyclophosphamide + etoposide x6 months
 * 4-year Outcome: OS Stage I 83%, Stage II 83%, Stage III 65%, Stage IV 33%, bilateral 44%; compared with Stage I favorable histology 98%
 * Conclusion: Novel strategies needed to improve outcomes for patients with AH

Bilateral Wilms' Tumor

 * NWTS experience (1974-86) - PMID 1650403, 1991 — "Extended followup of bilateral Wilms tumor: results of the National Wilms Tumor Study." Montgomery BT et al. J Urol. 1991 Aug;146(2 ( Pt 2)):514-8.
 * 185 pts from NWTS 2 and NWTS 3 who were registered but not eligible for randomization.
 * Overall outcome is good, with 90% survival at 5 and 10 yrs. Worse outcome with surgical substage III or IV disease and unfavorable histology. No difference in survival for initial tumor resection vs initial biopsy.

Adults

 * SIOP 93-01 Subset PMID 15542800 -- "Wilms' tumor in adults: results of the Society of Pediatric Oncology (SIOP) 93-01/Society for Pediatric Oncology and Hematology (GPOH) Study." (Reinhard H, J Clin Oncol. 2004 Nov 15;22(22):4500-6.)
 * Subset analysis. 30 patients >16 years treated according to pediatric protocol. Predominance of higher stages, 33% Stage IV. 2/30 showed nephroblastoma and renal cell carcinoma in the same kidney. Mean F/U 4 years
 * Outcome: 4-year EFS 57%, OS 83%
 * Conclusion: Adults can be cured in high percentage by pediatric protocols. Toxicity higher but acceptable

NWTS Trials

 * NWTS 5 (1995-2002) - Prospective risk-adapted therapy
 * Prospective non-randomized study. 2387 patients. Risk-adapted treatment attempting to reduce toxicity for low risk patients, and intensify treatment for high risk patients. Evaluation of loss of heterozygosity on chromosomes 1p and 16q. RT depending on risk: none, 10.8 Gy to flank, and possibly 10.8 Gy boost to residual disease, 12 Gy to whole lung
 * 2005 PMID 16129848 -- "Loss of heterozygosity for chromosomes 1p and 16q is an adverse prognostic factor in favorable-histology Wilms tumor: a report from the National Wilms Tumor Study Group." (Grundy PE, J Clin Oncol. 2005 Oct 10;23(29):7312-21.)
 * 2021 children assayed for loss of heterozygosity (LOH) on chromosomes 1p and 16q
 * Outcome: Risk for relapse 1p 1.56 (SS), 16q 1.49 (SS); risk of death 1p 1.84 (SS), 16q 1.44 (NS). For Stage I-II, worse outcome for either 1p or 16q; for Stage III-IV, worse outcome only if LOH of both regions
 * Conclusion: LOH for 1p and/or 16q identifies subset of favorable histology who have significantly increased risk of relapse and death

 * NWTS 4 (1986-94) -- no RT randomizations; chemo randomizations
 * Randomized. 1638 patients. Compared standard schedule (STD) of AMD + ADR vs pulse-intensive (PI), and short (5-6 months) vs long courses (15-16 months)
 * Stage I, FH or anaplastic: AMD + VCR, STD vs PI
 * Stage II, FH: 2x2 design: AMD + VCR, STD vs. PI, and short vs long
 * High risk (FH Stage III-IV or CCSK): 2x2 design: AMD + VCR + ADR STD vs PI, and short vs long
 * 2-years 1998 PMID 9440748 — "Comparison between single-dose and divided-dose administration of dactinomycin and doxorubicin for patients with Wilms' tumor: a report from the National Wilms' Tumor Study Group." (Green DM et al. J Clin Oncol. 1998 Jan;16(1):237-45.)
 * Fractionation outcome: RFS for STD 91% vs. PI 91% (NS)
 * Conclusion: Pulse-intense chemothereapy equivalent to standard fractionated chemotherapy, less toxic, and logistically much easier

 * NWTS 3 (1979-1985) -- High dose RT vs. low dose RT; low dose RT vs. no RT
 * Randomized. 1439 patients. Treatment adapted by Stage and histology; FH in 90%, anaplastic 4%, CCSK 4%, RTK 2%. 2x2 design for Stage II and III. RT given in 1.8 Gy/fx, large fields 1.5 Gy/fx. Evaluated RT dose and chemo intensity
 * Stage I, FH: No RT. AMD + VCR x 10 weeks vs 6 months.
 * Stage II, FH: No RT vs 20 Gy. AMD+VCR+ADR vs intensive AMD+VCR, both for 15 months.
 * Stage III, FH: RT 10 Gy vs 20 Gy. AMD+VCR+ADR vs intensive AMD+VCR, both for 15 months.
 * Stage IV and All UH: RT per NWTS 2 followed by AMD+VCR+ADR vs AMD+VCR+ADR+ cyclophosphamide, both for 15 months.
 * 4-years: 1989 PMID 2544249 — "Treatment of Wilms' tumor. Results of the Third National Wilms' Tumor Study." (D'Angio GJ et al. Cancer. 1989 Jul 15;64(2):349-60.)
 * Stage I FH Outcome: RFS 10 weeks 89% vs. 6 months 91% (NS)
 * Stage II FH Outcome: No difference between no RT and RT 20 Gy. Also no difference between chemo regimens
 * Stage III, FH Outcome: No difference between RT 10 Gy and RT 20 Gy. Also no difference between chemo regimens
 * Stage IV and UH Outcome: Cyclophosphamide didn't improve outcomes
 * RT Conclusion: Stage II FH doesn't require RT; Stage III FH RT 10 Gy sufficient with doublet chemotherapy

 * NWTS 2 (1974-78)
 * Randomized. 513 patients. Surgery first. RT within 10 days of surgery, same dose schedule as NWTS 1. If pulmonary mets, 12 Gy whole thorax (had toxicity at 14 Gy); if liver/brain mets 30 Gy
 * Group I (35%): Actinomycin D + vincristine x6 months, then Arm 1) observation vs. Arm 2) additional 9 months of chemo. No RT for anyone, assume addition of VCR in age >2 will obviate need for adjuvant RT, and compare to historical outcomes
 * Group II-IV: RT everyone, then Arm 1) Actinomycin D + vincristine vs. Arm 2) Actinomycin + vincristine + doxorubicin. Total 15 months both arms
 * 2-years; 1981 PMID 6164480 — "The treatment of Wilms' tumor: results of the Second National Wilms' Tumor Study." D'Angio GJ et al. Cancer. 1981 May 1;47(9):2302-11.
 * Group I Outcome: No difference in RFS or OS between arms. Age >2 2-year OS comparison: NWTS2 (AMD+VCR, no RT) 89% vs. NWTS1 (AMD+RT) 77% vs. NWTS1 (AMD, no RT) 51%. Abdominal relapse <5%
 * Group II-IV Outcome: DFS AMD + VCR 62% vs. AMD + VCR + doxorubicin 77% (SS)
 * RT Conclusion: RT not necessary in Group I with chemo doublet

 * NWTS 1 (1969-74) -- Group I Adjuvant RT vs. adjuvant chemo
 * Randomized. 259 patients. Surgery first. RT given within 2 days of surgery. Dose 0-18 months 18-24 Gy, 18-30 months 24-30 Gy, 30-40 months 30-35 Gy, >40 months 35-40 Gy. Fields: Group I/II flank, Group III whole abdomen
 * Group I (n=163): Arm 1) RT + Actinomycin D vs. Arm 2) Actinomycin D only
 * Group II/III (n=100): Surgery + RT and Arm 1) Actinomycin D vs. Arm 2) Vincristine vs. Arm 3) Actinomycin D + Vincristine
 * Group IV (n=26): Arm 1) Surgery + RT + adjuvant chemo vs. Arm 2) Neoadjuvant vincristine + surgery + RT + adjuvant chemo
 * 2-years; 1976 PMID 184912, 1976 — "The treatment of Wilms' tumor: Results of the national Wilms' tumor study." D'Angio GJ et al. Cancer. 1976 Aug;38(2):633-46.
 * Group I Outcome: Age <2 years: RT 90% vs. no RT 88% (NS); age >2 years RT 77% vs. 58% (SS). More infradiaphragmatic failures without RT, leading to worse survival
 * Group II/III Outcome: Actinomycin D 57% vs. Vincristine 55% vs. Combination 81% (SS)
 * RT Conclusion: Adjuvant RT not necessary for Group I patients <2 years treating with Actinomycin D, but important for patients >2 years.

SIOP Trials

 * SIOP 93-01 (1993-2000)
 * Randomized. 847 patients, excluding Stage IV and bilateral. Preop chemo, followed by surgery, followed by risk-adapted therapy. In Stage I intermediate risk/anaplasia, randomized to adjuvant chemo 3 courses vs. 1 course. Benign tumors treated 1.3%, surgical Stage I 61%, Stage II LN0 24%, Stage II LN+ 5%, Stage III 7%. Histology low risk 3%, intermediate risk 90%, high risk 7%
 * 2004 PMID 15175957 -- "Results of the SIOP 93-01/GPOH trial and study for the treatment of patients with unilateral nonmetastatic Wilms Tumor." (Reinihard H, Klin Padiatr. 2004 May-Jun;216(3):132-40.)
 * Outcome: short adjuvant chemo 90% vs. long adjuvant chemo 91% (NS)
 * Conclusion: Post-op chemo in Stage I intermediate risk (44% patients) can be reduced to 4 weeks

 * SIOP-9 (1987-1993) -- Short vs. long neoadjuvant chemo
 * Randomized. 382 patients. Arm 1) 4 weeks of Actinomycing D + vincristine vs. Arm 2) 8 weeks of same chemo. Then surgery and risk-stratified therapy: Stage I FH observation, Stage I SH/anaplasia VCR+AMD x4 months; Stage II-III FH/SH VCR + AMD + anthracycline x6 months. Stage II-III Anaplastic/CCSK AMD + VCR + anthracycline + ifosfamide 9 months. RT given: Stage II LN0 no RT, Stage II LN+/Stage III 15 Gy
 * 2001 PMID 11208843 -- "Optimal duration of preoperative therapy in unilateral and nonmetastatic Wilms' tumor in children older than 6 months: results of the Ninth International Society of Pediatric Oncology Wilms' Tumor Trial and Study." (Tournade MF, J Clin Oncol. 2001 Jan 15;19(2):488-500.)
 * Outcome: No benefit for longer pre-op course
 * Abdominal recurrence: Stage II LN0 (no RT): 7%
 * Conclusion: 4-week neoadjuvant chemo should be standard

 * SIOP-6 (1980-1987) -- Risk adapted randomization
 * Randomized. 509 patients. Risk adaptive therapy. Neoadjuvant chemo (AMD+VCR), surgery, then assigned based on stage, LN involvement.
 * Stage I: 4 months (short) vs. 9 months (long) adjuvant chemo
 * Stage II LN0: adjuvant RT 20 Gy vs. no RT (Stopped prematurely due to high failures in no RT arm
 * Stage II LN+/Stage III: intensified VCR + AMD vs. VCR + AMD + doxorubicin. RT 30 Gy + 5 Gy boost dose to residual disease
 * 5-years; 1993 PMID 8388918 -- "Results of the Sixth International Society of Pediatric Oncology Wilms' Tumor Trial and Study: a risk-adapted therapeutic approach in Wilms' tumor." (Tournade MF, J Clin Oncol. 1993 Jun;11(6):1014-23.)
 * Outcome: 2-year DFS and 5-year OS
 * Stage I: DFS short 92% vs. long 88% (NS); OS 95% vs. 92% (NS)
 * Stage II LN0: DFS RT+ 72% vs. RT- 78%; OS 88% vs. 855 (NS) - (trial stopped early in favor of RT+, due to first year 6 consecutive failures in RT- arm vs none in RT+ arm)
 * Stage II LN+/III: DFS VCR+AMD 49% vs. VCR+AMD+doxorubicin 74% (SS); OS 77% vs. 80% (NS)
 * Conclusion: Risk-adapted therapy possible. Continued RT or more chemo necessary for LN+

 * SIOP-5 (1977-1979) -- neoadjuvant chemo vs. chemo-RT
 * Randomized. 164 patients. Arm 1) Preop RT 20 Gy + concurrent Actinomycin D then surgery then post-op RT 15 Gy vs. Arm 2) Pre-op Actinomycin D + vincristine then surgery then post-op RT 30 Gy. Both arms maintenance Actinomycin D + vincristine. Primary criterion was effectiveness of pre-op therapy on surgical outcome
 * 4-years; 1983 PMID 6321673 -- "Effectiveness of preoperative chemotherapy in Wilms' tumor: results of an International Society of Paediatric Oncology (SIOP) clinical trial." (Lemerle J, J Clin Oncol. 1983 Oct;1(10):604-9.)
 * Outcome: No difference in tumor size or intra-op tumor rupture; chemo resulted in less necrosis and tumor histology distortion. 4-year RFS chemo 76% vs. chemo-RT 69% (NS), OS chemo 89 vs. chemo-RT 83% (NS). No difference in failure patterns
 * Downstaging: 43% of patients were Stage yI at surgery, and thus may not need post-op RT
 * Conclusion: Neoadjuvant chemo alone comparable to neoadjuvant chemo-RT

 * SIOP-2 (1974-1976)
 * Prospective nonrandomized. 52 patients with small tumors had primary surgery, 86 patients had pre-op RT. Results described in PMID 6321673
 * Outcome: tumor rupture pre-op RT 5% vs. surgery first 20% (SS)
 * Conclusion: confirmed results of SIOP 1

 * SIOP-1 (1971-1974) -- Pre-op vs. Post-op RT
 * Randomized. 195 patients. 2x2 design. Arm 1) Pre-op RT 20 Gy + surgery + post-op RT (Stage I none, Stage II-III 15 Gy) vs. Arm 2) post-op RT (Stage I 20 Gy, Stage II-III 30 Gy). Post-op RT arm ended prematurely due to worse outcome. Actinomycin D single course vs. 15 months
 * 1976 PMID 184913 -- "Preoperative versus postoperative radiotherapy, single versus multiple courses of actinomycin D, in the treatment of Wilms' tumor. Preliminary results of a controlled clinical trial conducted by the International Society of Paediatric Oncology (S.I.O.P.)." (Lemerle J, Cancer. 1976 Aug;38(2):647-54.)
 * RT outcome: Tumor rupture during surgery pre-op RT 4% vs. post-op RT 31% (SS). No difference in RFS or OS. Post-op arm stopped, because massive tumor rupture in 11 patients during surgery necessitated upstaging and whole-abdomen RT
 * Chemo outcome: No difference between single course and multiple courses
 * Conclusion: Pre-op RT superior, as it leads to less tumor rupture during surgery

UK CCSG

 * UKW3 (1991-2001)
 * Randomized. 205 patients with renal tumors. Arm 1) immediate surgery vs. Arm 2) biopsy, then 6 weeks preoperative chemotherapy (AMD+VCR) followed by surgery. Both groups received risk-adjusted post-op therapy. Post-op RT FH 20 Gy, UH 30 Gy. Wilms confirmed in 91%, CCSK 4%.
 * 2006 PMID 16904312 -- "Immediate nephrectomy versus preoperative chemotherapy in the management of non-metastatic Wilms' tumour: results of a randomised trial (UKW3) by the UK Children's Cancer Study Group." (Mitchell C, Eur J Cancer. 2006 Oct;42(15):2554-62.)
 * Stage distribution: surgery vs. chemo Stage I 65% vs. 54%, Stage II 24% vs. 15%, Stage III 10% vs. 30%, (SS). This resulted in 20% fewer children receiving RT or doxorubicin
 * Outcome: 5-year EFS both groups 80% (NS), OS both groups 89% (NS)
 * Conclusion: Neoajduvant chemotherapy shifts patients to better stage, and hence reduction in adjuvant therapy

title: Radiation Oncology/Nephroblastoma


text:
Making an Island/Plants

Plants are the most important part of a floating island as it will be extremely prone to erosion. You will have to make sure the plants you put on the island can grow in whatever environment you chose to put the island in. If you build your island in saltwater, you might need to use plants that can survive in environments that are rich in salt, such as mangrove trees. If you are growing plants that are not resistant to salt water, you need to make sure that the soil in which the plants are growing has no contact with the subterranean sea water. You might want to cover the bottom of the surface which is supporting the soil with either concrete or wooden boards.

Additionally, the roots of plants will add support and strength to the soil. Grass might be a good plant to start with, which will also improve the aesthetic condition of the island.

title: Making an Island/Plants


text:
Muggles' Guide to Harry Potter/Books/Philosopher's Stone

Chapters

 * Chapter 1: The Boy Who Lived
 * Chapter 2: The Vanishing Glass
 * Chapter 3: The Letters From No One
 * Chapter 4: The Keeper of the Keys
 * Chapter 5: Diagon Alley
 * Chapter 6: The Journey from Platform Nine and Three-Quarters
 * Chapter 7: The Sorting Hat
 * Chapter 8: The Potions Master
 * Chapter 9: The Midnight Duel
 * Chapter 10: Hallowe'en
 * Chapter 11: Quidditch
 * Chapter 12: The Mirror of Erised
 * Chapter 13: Nicolas Flamel
 * Chapter 14: Norbert the Norwegian Ridgeback
 * Chapter 15: The Forbidden Forest
 * Chapter 16: Through the Trapdoor
 * Chapter 17: The Man with Two Faces

Overview
The first book in the Harry Potter series, Harry Potter and the Philosopher's Stone (or Harry Potter and the Sorcerer's Stone in the US) is written from the point-of-view of the 11-year-old Harry Potter. While its prime audience is children aged 8 to about 11, the story has enough depth to make it a satisfying, if short, read for even teen-aged and adult readers, and the characters show realistic development over the course of the book, and the entire series.

This book was published with different titles in the UK and in the US. In the UK, and in most other English-language editions, it was titled, Harry Potter and the Philosopher's Stone. Apparently the U.S. publisher felt that its younger American audience would lack sufficient background in classical mythology to know what the Philosopher's Stone was, and so re-titled the book, Harry Potter and the Sorcerer's Stone. While many fan sites, mostly in the US, have chosen the latter title, and the film and video games have done likewise, this book uses the UK title as being closer to the author's intent. This is the only book in the series with any difference in the title.

Book Highlights

 * New places visited: Privet Drive, Diagon Alley, Hogwarts, Forbidden Forest
 * Defence Against the Dark Arts teacher: Professor Quirrell
 * Title refers to: the Philosopher's Stone

แฮร์รี่ พอตเตอร์/แฮร์รี่ พอตเตอร์กับศิลาอาถรรพ์


text:
Muggles' Guide to Harry Potter/Books/Chamber of Secrets

Chapters

 * Chapter 1: The Worst Birthday
 * Chapter 2: Dobby's Warning
 * Chapter 3: The Burrow
 * Chapter 4: At Flourish and Blotts
 * Chapter 5: The Whomping Willow
 * Chapter 6: Gilderoy Lockhart
 * Chapter 7: Mudbloods and Murmurs
 * Chapter 8: The Deathday Party
 * Chapter 9: The Writing on the Wall
 * Chapter 10: The Rogue Bludger
 * Chapter 11: The Dueling Club
 * Chapter 12: The Polyjuice Potion
 * Chapter 13: The Very Secret Diary
 * Chapter 14: Cornelius Fudge
 * Chapter 15: Aragog
 * Chapter 16: The Chamber of Secrets
 * Chapter 17: The Heir of Slytherin
 * Chapter 18: Dobby's Reward

Overview
The second book in the Harry Potter series, Harry Potter and the Chamber of Secrets is written from the point-of-view of the now-12-year-old Harry Potter. The book's title refers to a chamber which was, according to legend, created somewhere in Hogwarts castle by one of the founders, Salazar Slytherin, when he departed Hogwarts; much of the book's action revolves around that chamber, and what may be inside it, if, in fact, it actually exists.

In Harry Potter and the Chamber of Secrets, we begin to see the darker side of the wizarding world that we were introduced to in Harry Potter and the Philosopher's Stone. In this story, Harry is not seen only as The Boy Who Lived by his fellow students, but instead as a suspect, as many believe him to be the heir of Slytherin, and thus the force behind attacks on students in the school. Further darkening the atmosphere is the history of Hogwarts itself, including some highlights of arguments between the Founders. We find that while Hogwarts has become, in a way, Harry's new home, his safety is not assured there, as this new threat comes from within the castle itself.

Book Highlights

 * New places visited: Whomping Willow, The Burrow, Knockturn Alley, Slytherin common room, Chamber of Secrets
 * New characters met: Dobby, Mr. Weasley, Gilderoy Lockhart, Moaning Myrtle, Colin Creevey, Lucius Malfoy
 * Defence Against the Dark Arts teacher: Gilderoy Lockhart
 * Title refers to: the Chamber of Secrets.


text:
Muggles' Guide to Harry Potter/Books/Prisoner of Azkaban

Chapters

 * Chapter 1: Owl Post
 * Chapter 2: Aunt Marge's Big Mistake
 * Chapter 3: The Knight Bus
 * Chapter 4: The Leaky Cauldron
 * Chapter 5: The Dementor
 * Chapter 6: Talons and Tea Leaves
 * Chapter 7: The Boggart in the Wardrobe
 * Chapter 8: Flight of the Fat Lady
 * Chapter 9: Grim Defeat
 * Chapter 10: The Marauder's Map
 * Chapter 11: The Firebolt
 * Chapter 12: The Patronus
 * Chapter 13: Gryffindor Versus Ravenclaw
 * Chapter 14: Snape's Grudge
 * Chapter 15: The Quidditch Final
 * Chapter 16: Professor Trelawney's Prediction
 * Chapter 17: Cat, Rat and Dog
 * Chapter 18: Moony, Wormtail, Padfoot, and Prongs
 * Chapter 19: The Servant of Lord Voldemort
 * Chapter 20: The Dementor's Kiss
 * Chapter 21: Hermione's Secret
 * Chapter 22: Owl Post Again

Overview
The third installment in the Harry Potter series, Harry Potter and the Prisoner of Azkaban is written from the point-of-view of 13 year-old Harry Potter. The title refers to convicted criminal, Sirius Black, who has escaped Azkaban, a wizard prison. Black's life previously intersected with Harry's history and continues to do so in the present. Darker and more mature than the preceding entries in the series, the book shows Harry's darker side, exploring some of the darker places in his past, and introduces the Dementors. It is the only book in the series which does not feature Lord Voldemort.

Book Highlights

 * New places visited: Hogsmeade, Shrieking Shack
 * Defence Against the Dark Arts teacher: Remus John Lupin
 * Title refers to: Harry Potter, Sirius Black, Azkaban Prison


text:
Muggles' Guide to Harry Potter/Books/Goblet of Fire

Chapters

 * Chapter 1: The Riddle House
 * Chapter 2: The Scar
 * Chapter 3: The Invitation
 * Chapter 4: Back to the Burrow
 * Chapter 5: Weasley's Wizard Wheezes
 * Chapter 6: The Portkey
 * Chapter 7: Bagman and Crouch
 * Chapter 8: The Quidditch World Cup
 * Chapter 9: The Dark Mark
 * Chapter 10: Mayhem at the Ministry
 * Chapter 11: Aboard the Hogwarts Express
 * Chapter 12: The Triwizard Tournament
 * Chapter 13: Mad-Eye Moody
 * Chapter 14: The Unforgivable Curses
 * Chapter 15: Beauxbatons and Durmstrang
 * Chapter 16: The Goblet of Fire
 * Chapter 17: The Four Champions
 * Chapter 18: The Weighing of the Wands
 * Chapter 19: The Hungarian Horntail
 * Chapter 20: The First Task
 * Chapter 21: The House-Elf Liberation Front
 * Chapter 22: The Unexpected Task
 * Chapter 23: The Yule Ball
 * Chapter 24: Rita Skeeter's Scoop
 * Chapter 25: The Egg and the Eye
 * Chapter 26: The Second Task
 * Chapter 27: Padfoot Returns
 * Chapter 28: The Madness of Mr. Crouch
 * Chapter 29: The Dream
 * Chapter 30: The Pensieve
 * Chapter 31: The Third Task
 * Chapter 32: Flesh, Blood, and Bone
 * Chapter 33: The Death Eaters
 * Chapter 34: Priori Incantatem
 * Chapter 35: Veritaserum
 * Chapter 36: The Parting of the Ways
 * Chapter 37: The Beginning

Overview
The fourth book in the Harry Potter series, Harry Potter and the Goblet of Fire is told from the viewpoint of the now 14-year-old Harry. Apart from the usual magic, events at Hogwarts School, and frustration of the Dursleys, it includes a visit to the Quidditch World Cup, and an ancient tournament that, after a hiatus of over a century, is being restarted at Hogwarts School. Darker and more mature than the preceding entries in the series, this book again shows us Harry maturing and gaining strength in preparation to fight the gathering darkness.

While this book is rather daunting in appearance at 636 pages (Bloomsbury / Raincoast edition), it is set in larger type than the previous three volumes. If set in the same type as Harry Potter and the Philosopher's Stone, it would be 487 pages (approximately) to 223 for Harry Potter and the Philosopher's Stone.

Book Highlights

 * New places visited: Quidditch World Cup Stadium, Little Hangleton, Hogwarts' kitchen, Prefects' bathroom
 * Defence Against the Dark Arts teacher: Bartemius Crouch Jr. in disguise as Alastor "Mad-Eye" Moody via Polyjuice Potion
 * Title refers to: The Goblet of Fire


text:
Muggles' Guide to Harry Potter/Books/Order of the Phoenix

Chapters

 * Chapter 1: Dudley Demented
 * Chapter 2: A Peck of Owls
 * Chapter 3: The Advance Guard
 * Chapter 4: Number Twelve, Grimmauld Place
 * Chapter 5: The Order of the Phoenix
 * Chapter 6: The Noble and Most Ancient House of Black
 * Chapter 7: The Ministry of Magic
 * Chapter 8: The Hearing
 * Chapter 9: The Woes of Mrs. Weasley
 * Chapter 10: Luna Lovegood
 * Chapter 11: The Sorting Hat's New Song
 * Chapter 12: Professor Umbridge
 * Chapter 13: Detention with Dolores
 * Chapter 14: Percy and Padfoot
 * Chapter 15: The Hogwarts High Inquisitor
 * Chapter 16: In the Hog's Head
 * Chapter 17: Educational Decree Number Twenty-Four
 * Chapter 18: Dumbledore's Army
 * Chapter 19: The Lion and the Serpent
 * Chapter 20: Hagrid's Tale
 * Chapter 21: The Eye of the Snake
 * Chapter 22: St. Mungo's Hospital for Magical Maladies and Injuries
 * Chapter 23: Christmas on the Closed Ward
 * Chapter 24: Occlumency
 * Chapter 25: The Beetle at Bay
 * Chapter 26: Seen and Unforeseen
 * Chapter 27: The Centaur and the Sneak
 * Chapter 28: Snape's Worst Memory
 * Chapter 29: Careers Advice
 * Chapter 30: Grawp
 * Chapter 31: O.W.L.s
 * Chapter 32: Out of the Fire
 * Chapter 33: Fight and Flight
 * Chapter 34: The Department of Mysteries
 * Chapter 35: Beyond the Veil
 * Chapter 36: The Only One He Ever Feared
 * Chapter 37: The Lost Prophecy
 * Chapter 38: The Second War Begins

Overview
The fifth book in the Harry Potter series, Harry Potter and the Order of the Phoenix is told from the viewpoint of the now fifteen-year-old Harry.

This is possibly the darkest book in the Harry Potter series. Surprisingly, perhaps, it is not the return of Voldemort and his Death Eaters that give this book its power, for in fact they do very little during this year. Its grimness is the multiplicity of enemies facing Harry, as the Ministry of Magic, headed by Cornelius Fudge, has also set itself against Harry and Dumbledore. Additionally, Harry must deal with a new nemesis and possibly the series' most hated character, Dolores Umbridge, a petty Ministry bureaucrat.

Apart from the usual magic, events at Hogwarts School, and the frustrating Dursleys, this book includes the resurrection of the Order of the Phoenix, a group dedicated to Lord Voldemort's downfall, and Voldemort openly returning. Darker and more mature than the preceding entries in the series, this book shows Harry coping with loss and dealing with adversity, while growing in maturity and ability.

While the book appears daunting at 766 pages (Bloomsbury / Raincoast edition), it is set in somewhat larger type than the first three volumes. If set in the same type as Harry Potter and the Philosopher's Stone, it would be 655 pages (approximately) to 223 for Harry Potter and the Philosopher's Stone. At this, though, it is still the largest of the seven volumes.

Book Highlights

 * New places visited: Grimmauld Place, the Ministry of Magic, St. Mungo's Hospital for Magical Maladies and Injuries, The Room of Requirement
 * Defence Against the Dark Arts teachers: Dolores Umbridge (official teacher), Harry Potter (Dumbledore’s Army teacher)
 * Title refers to: The Order of the Phoenix, Fawkes the Phoenix


text:
Muggles' Guide to Harry Potter/Books/Half-Blood Prince

Chapters

 * Chapter 1: The Other Minister
 * Chapter 2: Spinner's End
 * Chapter 3: Will and Won't
 * Chapter 4: Horace Slughorn
 * Chapter 5: An Excess of Phlegm
 * Chapter 6: Draco's Detour
 * Chapter 7: The Slug Club
 * Chapter 8: Snape Victorious
 * Chapter 9: The Half-Blood Prince
 * Chapter 10: The House of Gaunt
 * Chapter 11: Hermione's Helping Hand
 * Chapter 12: Silver and Opals
 * Chapter 13: The Secret Riddle
 * Chapter 14: Felix Felicis
 * Chapter 15: The Unbreakable Vow
 * Chapter 16: A Very Frosty Christmas
 * Chapter 17: A Sluggish Memory
 * Chapter 18: Birthday Surprises
 * Chapter 19: Elf Tails
 * Chapter 20: Lord Voldemort's Request
 * Chapter 21: The Unknowable Room
 * Chapter 22: After the Burial
 * Chapter 23: Horcruxes
 * Chapter 24: Sectumsempra
 * Chapter 25: The Seer Overheard
 * Chapter 26: The Cave
 * Chapter 27: The Lightning-Struck Tower
 * Chapter 28: Flight of the Prince
 * Chapter 29: The Phoenix Lament
 * Chapter 30: The White Tomb

Overview
We join Harry Potter as he enters his sixth year at Hogwarts School of Witchcraft and Wizardry. This volume is written from the point-of-view of the now 16-year-old Harry, as he takes advanced courses to prepare for the NEWT-level exams required for his chosen career. A darker book than the preceding volumes, it reveals more about Lord Voldemort's history and his impact on the Muggle world. Voldemort has emerged into the open, and his presence is beginning to have an effect on the day-to-day life of the Wizarding world.

While the series progressively covers seven years in Harry Potter's life, each of the first five volumes is largely self-contained. This book is written more as the first half of a two-part novel, and, as such, the ending feels rather incomplete.

Note: While this book is one of the longer ones in the series, at 607 pages (Bloomsbury / Raincoast edition), it is also set in significantly larger type. If it were the same size type as Harry Potter and the Philosopher's Stone, it would be 414 pages (approximately) to 223 for Harry Potter and the Philosopher's Stone.

Book Highlights

 * New places visited: Muggle Prime Minister's office (Number 10, Downing Street), Spinner's End, Marvolo Gaunt's residence, an orphanage in London, the cave where young Tom Riddle tortured two children from his orphanage (Dennis Bishop and Amy Benson), Fred and George Weasley's joke shop: Weasleys' Wizard Wheezes, Hepzibah Smith's house.
 * Defence Against the Dark Arts teacher: Severus Snape
 * New teacher: Horace Slughorn
 * Title refers to: previous owner of Harry's borrowed Advanced Potion Making book.


text:
Wikijunior:Solar System/Saturn/Mimas

Mimas is one of the moons of Saturn.

How big is Mimas?
Mimas is 397.2 km wide (246 miles). It is egg shaped because Saturn and the other moons stretch it with their gravity.

What is its surface like?
The surface of Mimas is covered with craters, the largest being Herschel, which was named after William Herschel, the person who discovered Mimas. This crater is about one-third of Mimas' width. It is 5 km (3 miles) high, 10 km (6 miles) deep, and its peak is 6km (4 miles) above the crater floor. Mimas and Rhea, another of Saturn's moons, have been called the most heavily cratered bodies in the Solar System.

Mimas also has many chasmata (chasms), which are long, narrow, steep-sided depressions on the moon's surface.

How long is a day on Mimas?
One day on Mimas is equal to 23 hours.

How long is its orbit around Saturn?
Mimas takes 23 hours to make one orbit around Saturn. It has synchronous rotation, which means that it takes the same amount of time for Mimas to complete one orbit as it does for one rotation. The same side of Mimas is always facing toward Saturn.

What is it made of?
Mimas is made mostly of ice, with some rock. Mimas appears to be frozen solid despite its location to Saturn. This location should have made Mimas more susceptible to tidal heating from Saturn, thus causing partial thaw of the frozen ice.

How much would Mimas' gravity pull on me?
If you were on Mimas, the gravity would be 0.008 times as much as Earth's gravity.

Who is it named after?
Mimas is named after Mimas, the son of the Greek goddess Gaia. The named was suggested by John Herschel, William Herschel's son. Mimas is also called Saturn I.

How was it discovered?
Mimas was discovered in 1789 by William Herschel using a telescope. It was the second moon of Saturn to be discovered by Herschel

Wikijunior Sonnensystem/ Saturn/ Mimas

title: Wikijunior:Solar System/Saturn/Mimas


text:
User talk:Maryna Ravioli

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. (Donovan|Geocachernemesis|Interact) 02:53, 23 July 2005 (UTC)

title: User talk:Maryna Ravioli


text:
User talk:Andre Engels

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title: User talk:Andre Engels


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User talk:Prajewski

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User talk:Yekrats

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User talk:PalFriseal

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User talk:Archier

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User talk:Shanel

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. (Donovan|Geocachernemesis|Interact) 03:06, 23 July 2005 (UTC)

Trinidad and Tobago
I've created Category:Trinidadian_and_Tobagonian_recipes. Please add that category to the appropriate recipes. Kellen T 05:03, 1 September 2005 (UTC)

Wikijunior Solar System Proofreading
Shanel,

Thanks for your offer to help. Please, just read the instructions and dig in! The "assignments" are at Talk:Wikijunior_Solar_System/Pluto/Proofreading, and you can follow the proofreading process link to get more.

If you think the proofreading process is a dumb idea, please let me know.

I'm just scratching my head, trying to figure out how to make this work.

Thanks!

--SV Resolution 00:14, 12 September 2005 (UTC)

Fact Checking
Shanel,

You did get busy -- Thanks!

When you do fact-checking, can you mark the facts you checked with the references? Right after the fact, you put and then in the references list, you put. In the Pluto module, you can see it in action in the 10th planet beyond Pluto? section. You can see more examples in the Solar System module. As for "Images Needed" -- whatever works well for each book, I guess. I think if we focus on one book at the moment, finish it, and then move on to the next, we can get 3 out the door. --SV Resolution 12:33, 12 September 2005 (UTC)

Cutting Words -- Yay
Fewer words! Good work! It's easier to read without them. --SV Resolution 11:55, 8 October 2005 (UTC)

Pictures Needed
I think you idea of creating a "pictures needed" page is a good one. I don't know the best way to get visibility for it, though. You might try contacting User:Theresa Knott, who has done a bunch of diagrams already. I have found that doing a google image search using site:nasa.gov turns up a lot of good stuff.

--SV Resolution 12:58, 15 September 2005 (UTC)

Grade Level
Shanel,

I used WORD to check what grade level the material is on. I copy one section at a time into WORD and work on it sentence by sentence. It needs to be readable for 4th to 6th graders. This is tough. There is really too much stuff in this book. And some of it is very complicated. The printed form is going to have to have whole sections cut out. The online version will keep them in. WORD only checks how long words and sentences are, not how "hard" or unfamiliar they are. So I took a look at the information at http://simple.wikipedia.org and the suggested "simple" word lists. I ignored the stuff about weird grammer for non-native speakers. This is a tough task. Thanks for your help --SV Resolution 15:27, 14 September 2005 (UTC)

Take a look at the help on the "Grammer" stuff. do a Help search on "flesch". Under "Readability Scores" you'll see the formulas for the Flesch Reading Ease score and the Flesch-Kincaid Grade Level score. You can improve both scores by using shorter words and shorter sentences. It is hard. Often you get dramatic improvement by just chopping sentences to bits. So many people have contributed, there are a LOT of extra words in many of the articles, anyway. Some concepts are very complicated for the target age group. --SV Resolution 12:58, 15 September 2005 (UTC)

Missing Information for Neptune
I would think that should be added before or during proofreading. Maybe I was a little quick to put up the proofreading notice on that one... --SV Resolution 20:24, 24 September 2005 (UTC)

You can see Talk:Wikijunior_Solar_System where the grant-writer, Danny Wool, says we should be done with the proofreading process already, so we can publish it on October 3. Just a tad optimistic on this one. If he could mobilise all of the Wikipedia fact checkers and copyeditors, and bring in the simple english team, maybe. --SV Resolution 22:53, 24 September 2005 (UTC)

References from Wikipedia
I don't think wikipedia is a citeable source, because anyone can change anything at any time. In any case, that article does not show any evidence that it has been fact-checked. I consider the NASA websites to be citeable sources, because NASA employs experts to write them. --SV Resolution 13:46, 26 September 2005 (UTC)

Uranus and Grade Level -- tough work
I was just looking at the work you did on Uranus and its moons. Was that uranus or was it neptune. Lots of references to silicate rocks and methane ice. OUCH! That's a tough piece of text to start with. Imagine a bunch of restless 8-11 year old hurricane refugees trying to read this! I think it is OK to cut out some facts. We may have to cut out a bunch of moons entirely. 48 pages. We only have 48 pages. Ariel is made of ice and rocks and frozen gas. That's complicated enough! --SV Resolution 00:15, 27 September 2005 (UTC)

Wikijunior Solar System/Mars references

 * ''I've Started adding references to this module, but I've done it the old way (Force of habit :)). Could you fix them for me when I'm done? Thanks! --Shanel 05:07, 6 January 2006 (UTC)

Will do. Incidentally, any thoughts on the thread here and here? Best wishes, David Kernow 16:52, 7 January 2006 (UTC)

Wikijunior "running out of steam"
While in general I support "meeting" together to try and come up with a strategy for Wikijunior, I would like to point out that Wikibooks does tend to go in cycles where a burst of activity happens on a Wikibook and then a temporary lull happens... sometimes for a couple of months. There has been a general increase in the overall number of active users over the past 6 months or so, particularly with Wikijunior itself.

I have most of the Wikijunior modules on my watch list, and it seems like most of the activity right now is concentrated on the Wikijunior Ancient Civilizations Wikibook, mainly out of interest in the subject and the fact that it has expanded considerably in terms of content so there is a general pull of both existing content and new stuff going into it. Wikijunior Solar System is hitting a brick wall of sorts, because the task at hand to raise the editorial standards rather than simply add new content is a much harder task.

Now here is a thought to crunch on for a little bit. Template:WJAOTW is incredibly stale as the last time I updated it was back in August. I'm wondering if we ought to instead turn it into an article of the week and concentrate on just one book module at a time, but really work hard on trying to bring it up to some sort of high quality standard. The real question here is how to go about deciding what to put in there. The articles I selected were purely arbitrary and based mainly on my own view of what needed work at the time for each Wikijunior book. Instead perhaps we could have a vote more like Wikipedia and the COTM page, or perhaps form an "editorial" committee to select the current direction for Wikijunior in terms of what book is very close to completion and to concentrate on what weak areas in the Wikibook need attention. Any thoughts on your part? --Rob Horning 09:17, 21 January 2006 (UTC)

Wikijunior Dinosaurs
I can't really picture what you were talking about for the cover, so could you draw something in MS paint then? ;)--Shanel 17:45, 2 February 2006 (UTC)

 * Behold my lack of artistic prowess! First of all I thought the divisions between could be kind of ivy or plants or trees or something, rather than merely a coloured line. Also the divisions wouldn't have to be perfect, if a particular bit got a little curvy that would make the division even more natural.

Example 1
The three eras are evenly divided, with a T-Rex (everyone loves T-Rex!) sticking out of his frame and seeming to come out of the page. And he's repeated in a sort of ivy ring thing (again "bursting" out of it) to keep the back cover interesting.

Example 2
This time the third era is on the back cover, with the stegosaurus' head (yes, that's what it's meant to be) sticking around to encourage you to look at the back and see the rest of him. I may have the stegosaurus' era wrong, it's been a while. Once again the dinosaurs would be drawn to appear to be looking out of the page right at you. As a dinosaur-mad child I thought books with this "bursting" style of cover were great, so I'm sure it would appeal to modern children too. Anyway, what do you think now? GarrettTalk 21:28, 2 February 2006 (UTC)

Regarding the images. Under what kind of license does Demitrios Vidal give us to use the existant images from his page? I may start some work on the Velociraptor article and it would be great if I could upload one of his Velociraptor images.--Konstable 22:55, 9 February 2006 (UTC)

The Elements
You are listed as either an interested participant or voted for "The Elements" for Wikijunior New Book of the Quarter. This message is to let you know that we are starting work on The Elements because it was selected for 4th quarter 2006. --xixtas 03:22, 4 October 2006 (UTC)

title: User talk:Shanel


text:
Writing Effective Songs/Solid "Praise & Worship" songs

It doesn't matter if the song is gospel, hymns, spirituals, soul, and etc., they are all "Praise and Worship" songs dedicated to God. In order to write a song ascribing the worth that is due God, we must first find out what He is worth. In order to even attempt to describe God, we must know Him more and more.

Just because one is a non-Christian does not mean they should stay away from understanding it, since many American Musics - be they Blues or Jazz - was deeply rooted in the call-and-response of Spirituals. Additionally, it is quite imperative to study this unique music genre, to see what makes the music powerful to sway a large crowd.

Here are a few important aspect to writing a Praise and Worship song:

Heart of submission/ Heart of worship
In worship;
 * You need a heart that is full of the Glory of God
 * From the overflow of the heart, the mouth speaks. Word of God in . . . Word of God out. Strive to expand your worship vocabulary.  Yes, "Praise the Lord!" is a wonderful expression, but God is so much bigger than that. If you're going to write about things spiritual, the most important thing is to keep your spiritual life going.  Your writing becomes dry when your spiritual life is dry.
 * Was it a prompting from the Holy Spirit? - Pray for further direction. Seek Him to help you finish it. Sing Scripture to it - if you have a favorite, try it (e.g., "Psalm 119").
 * Sing your testimony to it.
 * Sing a prayer to God to it. (e.g., In the Quiet).
 * Pour your heart out and allow holy spirit to use you/allow holy spirit to minister in your heart.
 * Allow God to use you to say your prayer through worship
 * Surrender your life to Him

Choice of words

 * Scripture - more of "The Word" in the words
 * When scripture is married to music ("the one expression that God created that bypasses the intellect"), it drives straight	into the heart of the listener and deposits that word or seed there, which WILL NOT - according to His own promise –	return void. Have you ever noticed it's easier to memorize scripture that has been set to music? Praise songs that contain The Word feed the heart in preparation for the worship time.
 * Lyrics that declare His attributes (i.e. our Healer, our Provider, our Peace etc.), for He brings those attributes to bear on our present circumstance as we sing them.
 * Lyrics that declare an awareness of and response to the glory and sovereignty of God.
 * Call-and-response is a very effective way to get in touch with the Holy spirit, for both the audience and the musician him/herself
 * The most powerful imagery in a Praise and Worship Song is imagery that points people to God.

Style

 * Just plain, does it minister?
 * Is it prophetic or evangelistic?
 * Does it create an atmosphere for praise or worship?

Performance and outcome

 * Has the Holy Spirit been produced right out of the song?
 * Has it gone right over the common person's head?
 * Can it be played with any instruments, be it keyboard, acoustic guitar, electric guitar, flute, djembe— be it a combination, individual, or even acapella?

Themes

 * The Names of The Lord - Proclaiming one of the many names of the Lord and their meanings
 * Gods Love - The depth and breadth
 * Healing - Calling upon the Lord for physical or spiritual or emotional healing
 * Holiness - Seeking sanctification and purity
 * Surrender - Laying down our wills to be replaced by His
 * Declaration - Affirming who God is in our lives
 * Exaltation - High praise, praise with abandon to self consciousness
 * Exhortation - Encouraging the assembly
 * Spiritual Warfare - Is it a rally or battle cry?
 * Focused mainly on God
 * Focused mainly on Jesus
 * Focused mainly on the Holy Spirit
 * Repentance - Confession and asking for forgiveness
 * Thankfulness - Gratitude for Who He is, and all He's done
 * Adoration - Lavishing our deepest love upon Him

Ways to increase the spirtual creativity

 * Bible study
 * Sermons - Something as simple as a single phrase (e.g., "High King of Heaven")
 * Sermon topics
 * Fasting - Marty Nystrom wrote "As The Deer Panteth For The Water" on the 19th day of an extended fast. As we put the flesh under and deny it, the spirit man rises up and becomes more receptive (e.g., "Lord of Lords").

And finally. . . and most importantly. . .if you want to be truly used of God in a powerful way through your songwriting, then give your heart TOTALLY to Christ and give that gift to God.

For further reading

 * Music Theory/Hymn
 * Biblical Studies/Christianity/Christian music


text:
User:Darklama/myskin.js

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title: User:Darklama/myskin.js


text:
Cookbook:Century Egg with Ham and Ginger

| Cuisines | Cuisine of China

The century egg (a.k.a. preserved egg, thousand-year egg, hundred-year egg, hundred-year-old egg, thousand-year-old egg; Chinese: 皮蛋; pinyin: pídàn or Chinese: 松花蛋; pinyin: sōnghūadàn) is a Chinese delicacy made by preserving duck (or less commonly chicken) eggs in a mixture of charcoal and lime for (despite the name) around 100 days. It is greenish in color, has a creamy cheese-like flavor, and a strong aroma.

Ingredients

 * 4 century eggs
 * 80 g Jinhua ham
 * 80 g pickled stem ginger
 * 1 small bowl of dark vinegar (use for dipping)

Procedure

 * 1) Wash century eggs clean.
 * 2) Shell the eggs, and cut each into 4 slices. Cut the pickled stem ginger into thin slices.
 * 3) Cut the Jinhua ham into thin slices. Soak in water for a while.
 * 4) Sandwich a slice of ginger with one of ham and a sliced century egg.
 * 5) Serve with vinegar.


text:
Portuguese/Contents/Common adverbs

Common adverbs in Portuguese
Adverbs are words which modify the meaning of a verb (a word which expresses an action, or something which happens). Most adverbs in Portuguese end in mente - the notable exception being bem, which means "well". Be careful not to confuse this with "bom", which means "good".

Well - Bem

Badly - Mal

Slowly - Lentamente

Quickly - Rapidamente

Awkwardly - Desajeitadamente

Unfortunately - Infelizmente

title: Portuguese/Contents/Common adverbs


text:
User talk:D.Rayt

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. (Donovan|Geocachernemesis|Interact) 10:43, 23 July 2005 (UTC)

title: User talk:D.Rayt


text:
User talk:Jiby742~enwikibooks

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. (Donovan|Geocachernemesis|Interact) 10:44, 23 July 2005 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Jiby742. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Jiby742~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:16, 17 March 2015 (UTC)

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

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text:
User talk:Yuzzaa

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title: User talk:Yuzzaa


text:
User:Shanul~enwikibooks

Please visit Shanul for further information.

title: User:Shanul~enwikibooks


text:
User talk:85.100.228.13

Please stop adding irrelevant links to Wikibooks. It is considered vandalism. If you continue, then you risk being blocked from editing Wikibooks. Thank you. (Donovan|Geocachernemesis|Interact) 12:01, 23 July 2005 (UTC)

title: User talk:85.100.228.13


text:
Portuguese/Contents/How to say "you" in Portuguese

In English, the second person pronoun only has one person - whether talking to one person or several, whether talking to an intimate friend of someone we don't know at all, we say "you". However, as in many other languages, there are several forms of this word in Portuguese that each encompass different senses. In fact, there are EIGHT forms of the word "you" in Portuguese. They are listed below.

Tu Vós

Você Vocês

O senhor A senhora Os senhores As senhoras

Tu and Vós
'Vós' is relatively uncommon nowadays, but 'tu' is still widely used in Portugal and in some areas of Brazil.

TU This form of "you" is very informal, and can be used only when talking to one person. That is to say, it is only used between friends, when addressing children, or in situations where a certain level of comfort has been established. It is mostly used in Portugal. In Brazil it is used in the southern states of Rio Grande do Sul and Santa Catarina, and in the states of North (except Rondonia and Tocantins) and Northeast (except Bahia and Sergipe). In Rio de Janeiro and São Paulo State's coast, tu can be also listen, but used in some specific social groups. Tu is conjugated with the SECOND PERSON SINGULAR conjugation (this means that when we use a verb, such as falar [to speak], to conjugate it in the present indicative you should use tu falas). In some regions of Brazil, tu is mostly used with a verb conjugated as if it was used with você in colloquial speech. For example, tu fala instead of tu falas. However, there are other regions in Brazil (such as Maranhão, Pará and Santa Catarina coast) where tu conjugated in the second person (canonic conjugation) is more frequently employed. VÓS This is the plural form of "you", or SECOND PERSON PLURAL. It is formal in Portugal and Brazil. It is hardly ever used in the spoken language; it is still occasionally used in (formal) written communication in Portugal and Brazil. It may also be encountered in literature, for example The Bible, in a similar way to some words such "Thee" and "Thou" in English. For example, Vós falais [you speak]. However, in Portugal the colloquial use of the possessive pronoun "vosso/vossos/vossa/vossas" (which matches with "vós") instead of "seu/sua/seus/suas" (which matches with "vocês") is common. For instance, the sentence "Voltem (vocês) para as vossas casas!" is common in Portugal, instead of "Voltem (vocês) para as suas casas!". The use of "vosso" is less common in Brazil, but not nonexistent.

Você and Vocês
These are the most common forms of 'you' in usage. If in doubt, they can be used in almost any situation.

VOCÊ This is a common used form of "you" and is used between employees, friends, people of the same age and social standing. Again, it can be used only when you are talking to one person. It can be both mildly formal (in Portugal) and informal (in Brazil). It is widely used in Brazil instead of tu. It uses the THIRD PERSON SINGULAR conjugation, which means we use the same form of the verb as with "he" or "she" - for instance, ele fala [he speaks] and você fala [you speak]. In Brazil, the use of "você" as informal speech is more frequent in the central areas of the country, including São Paulo, Rio de Janeiro, Minas Gerais, middle-west states, in the northeast states of Bahia (specially around the capital), the northern states of Rondônia e Tocantins, and in the southern state of Paraná. As television is centered in the cities of São Paulo and Rio de Janeiro, "você" is the pattern use on national television for informal situations. In some regions, like in Amazonas or Acre, the use of tu or você is interchangeable. One person can change from você to tu and vice-versa in the same speech. In Portugal, many people, when employing "você" to address formally to other people, prefer to avoid the explicit pronunciation of the word "você" and only use the conjugation in the third person since the explicit use of the word can be considered as you are treating the listener as inferior. In Brazil, the use of "tu" and "você" does not have any difference of connotation like that and both uses are considered informal, and the difference of use between them is only regional. However, in regions where "você" is the pattern, it is common to use the object pronoun "te" (with matches with "tu") instead of "o/a" or "lhe" (which matches with "você"). For instance, the sentence "Você sabe que eu te amo" (You know I love you) instead of "Você sabe que eu o amo" is the colloquial pattern in Brazil. The exception is for reflexive verbs where the pronoun "se" (which matches with "você") is frequently employed. For instance: "Você se incomoda?" and never "Você te incomoda?" Also, in the imperative mode, the conjugation in the second person is the the most common. For instance: "Fala!" (imperative mode for "tu" when it is said: "Speak!") instead of "Fale!" (imperative form for "você"). This last form is not infrequent, but considered slightly formal. The possessive pronoun "teu/tua" (which matches with "tu") is common spoken in "você" regions instead of "seu/sua" (which mathces with "você") although both uses are frequent and equally colloquial.

VOCÊS This has the same level of formality as the singular você, however, it is used when talking to a group of people. It uses the THIRD PERSON PLURAL conjugation. That means that we use the same part of the verb as with 'they'. For instance, eles bebem [they drink] and vocês bebem [you drink].

O senhor and A senhora
These are the polite forms of 'you'. They are widely used.

O SENHOR and A SENHORA This is the formal version of "you" (one person), and is used when you don't know someone, or towards someone you should show respect to, for example, a boss or a teacher. O senhor is used when talking to a male, and a senhora when talking to a female. Like você, it uses the THIRD PERSON SINGULAR conjugation. So we can have Você fala or O senhor fala. "O senhor/a senhora" is widely used in Portugal and Brazil in the situations listed above.

OS SENHORES and AS SENHORAS These two forms are, as you have probably guessed, the plural forms of o senhor and a senhora, respectively. We use them in the same situations as with o senhor and a senhora - but when we are talking to more than one person.

And what if we are talking to a group which is mixed? We use os senhores if the group is mixed. These forms, like vocês, use the THIRD PERSON PLURAL conjugation. So we can have eles comeram [they ate], vocês comeram [you ate], os senhores comeram [you ate] and as senhoras comeram [you ate]


text:
Modern Photography

Contents

 * /Introduction/

Basics

 * /The camera/
 * /Camera body/
 * /Lenses/
 * /Light/
 * /Format/
 * /Film processing/
 * /Digital processing/
 * /Exposure controls/

The life of an image

 * /Conception/
 * /Composition/
 * /Capture/
 * /Digital image formats/
 * /Storage media/
 * /Editing/
 * /Publishing/
 * /Copyright and licensing/
 * /Printing/
 * /Galleries/
 * /Museums/
 * /Printing processes/
 * /Online publishing/
 * /Interpretation/
 * /Critique/
 * /Collection/
 * /Conservation/
 * /Restoration/
 * /Reuse/
 * /Recontextualization/
 * /Reference/
 * /Remixing/
 * /Republishing/

Other processes

 * /Digiscoping/

Appendix

 * /History/
 * /Hints and Tips/
 * /Exposure tables/
 * /Flash tables/

External links and resources

 * French photography Wikibook

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Music Theory/Romantic

Basic Understanding
The 'Romantic' Period of music's history begins roughly in 1820 and ends no later than 1910.

All art (painting, music, drama etc.) during this period is considered to be of a 'Romantic' style. There is no supremely clear definition of this term, but one may consider it thus: A period in cultural history where art (and most notably music) began to grasp emotion and imaginative idea as its roots, rather than the heavily standardized rules and formulas of Classicism which had existed directly before - in the 18th century. Most specifically, and characteristic of even the early musical romantics, such as Beethoven, is the notion that a musical composition, on its own with no words sung, no operatic story it accompanies, but purely as music alone can convey an extramusical idea. Whether in Beethoven's entire 9th Symphony expressive of the values of freedom and equality of the post-American and French revolutions, or, the symphonic tone painting of Berlioz, extending even to the orchestral tone-poems of Richard Strauss (e.g., Don Quixote) Romantic Period music encapsulated ideas and emotions beyond the formal relationships of pitch, key, modulation or motivic structure and development alone.

Note: Donald Grout in The History of Western Music also mentions the alternation between Romantic and Classical eras throughout western music history.

The significance in this turning point in music's history cannot be underestimated. Calling it a revolution would be rather accurate. It was pioneered by a few individuals, not content with Classicism's standards, and caused nothing less than a paradigm shift in music's critical theory. Romanticism caused changes in how music was first conceived in a composer's mind, how it was performed and, of course, how it was received by an audience. Indeed, the full cycle of conception (by the composer) and reception (by the audience) became a much more organic axis around which music would develop from there on in.

Of course, music had never been composed without considering how it would be received (by definition, this is fundamentally impossible), but what Romanticism brought to this process was the new, now principal understanding of emotion. Thus, in the aforementioned cycle, this involves insertion of a composer's emotive/imaginative idea into a piece and the later reception of this emotion by an audience (these ideas would be developed vastly to the height of the impressionists in the early 20th Century). Therefore, Romanticism saw the arrival of music that was truly evocative. Music which was not simply technically fine-tuned and although extremely beautiful, lacking in that new experimental, revolutionary core that would fuel the ideas of Romanticists.

Ludwig van Beethoven

It is my understanding that one individual in particular deserves - demands - special mention. He is Ludwig van Beethoven. Often credited with giving birth to Romanticism in its true sense in music, Beethoven is remembered as one who was often not content with conforming to Classicism's standardized understanding of music. Works by Beethoven that caused controversy when first performed became famous shortly after for being composed with brilliance and a revolutionary energy.

A perfect example is Beethoven's 3rd ('Eroica') Symphony. Although written initially in admiration of Napoleon Bonaparte, in whom Beethoven perceived great strength and heroism, upon Napoleon's crowning himself Emperor of France in 1804, one may see some of the fire in Beethoven upon learning that when he heard this news, Beethoven tore the title page of the Symphony (which held the dedication of the work to Napoleon on it) from the manuscript in fury - aghast at what Napoleon was doing.

The Symphony was later given the subtitle 'Eroica' in reference to a more general heroism and "composed to celebrate the memory of a great man". This seems to show Beethoven's wit - the Symphony remembers an earlier Napoleon, before he became - in Beethoven's mind - a tyrant.

The work was initially received with surprise and, now and again, shock from audiences who had not experienced a work of such length or power before. The music itself almost literally sparkles with brilliance. Beethoven has crafted a Symphony which began to give real definition to the word 'symphonic'. It is full of variety that had in reality never been seen before. It travels from lull to climax with such technical dexterity that it caused a handful of individuals in early audiences to swoon at its sheer power! Indeed, this is the core of the work. It rests on its ability to evoke emotion; it was designed to be a revolutionary work, a work that revelled in itself and most dazzlingly, in what Beethoven could create from an orchestra.

Beethoven had commented three years before embarking on the piece that he was unhappy with his work, that he would "henceforth (...) take a new path". It is no surprise therefore that many see the composition of Eroica as the first symphonic step for Beethoven that would bring Romanticism into music and change music history forever. One should also consider the Pathetique sonata which some believe is the single first piece that can be classed as part of Romanticism.

The Development of Romanticism
Beethoven, however, was just the beginning. Perhaps he is the most interesting as one can take his nine symphonies and listen to them in succession, hearing the unmistakable changes and developments he was bringing to music and symphonic form from the first to ninth work.

But romanticism continued strongly after Beethoven's death. Some of the most notable composers include Brahms, Dvořák, Tchaikovsky, Mendelssohn, Berlioz, Chopin, and Mahler. A few have been covered in further detail below.

Johannes Brahms
A great admirer of Beethoven, Brahms was directly inspired by him and his first symphony was labelled 'Beethoven's Tenth' by admirers. Notable works include the 3rd Violin Sonata, the Violin concerto and his exceptional works for piano including the Intermezzos and Piano Concertos in particular. However, Brahms is often most famously remembered for his Hungarian Dances. This is an important facet in Romanticism - the use of folk melodies and traditional pieces in a symphonic setting was more or less new and became quite popular. Mahler (Symphonies) and Tchaikovsky (1st Piano concerto etc.) are great advocates of this along with Dvořák who wrote his 'Slavonic Dances' in 1878.

Antonín Dvořák
Another composer who drew direct inspiration from Beethoven, Dvořák wrote a number of extremely significant romantic works including his Cello and Violin Concertos. The former often being hailed as the greatest ever written. Although Czech, Dvořák spent time in America and pieces he wrote there (which included said Cello Concerto) offer insights into two feelings. Firstly his curiosity upon entering a different country (Symphony No.9, 'The New World' etc.) and secondly his feelings of homesickness (Folk melodies in the Cello Concerto and smaller violin works etc.).

Frédéric Chopin
Polish-born composer Frédéric Chopin is most remembered for his works for Piano (Which include Preludes, Etudes, Waltzes, Mazurkas, Nocturnes, and Two Piano Concertos etc. etc.). Note in particular the (unofficially-) titled 'Revolutionary Etude', which is a startling piece of music which some believe was written in response to the 1831 Russian invasion of Warsaw.

Gustav Mahler
A late romantic, Mahler's latest works contain hints of impressionism. He was committed to evoking new emotions in audiences and presenting the world with new sounds and techniques from the orchestra. His compositional output is almost entirely Lieder (songs for voice and piano) and Symphonies. Where Brahms and Dvořák had taken Beethoven as the root for inspiration, Mahler (who was born in 1860) had a much wider variety of Romantics to draw on.

In particular, he is connected with Wagner and akin to the works of Bruckner. Mahler indeed pushed Romanticism to its limits, introducing some atonality to music, abundant use of scherzos and sonata forms and later, as stated, very early impressionism. It seems fitting that, although dying unfortunately young, Mahler died in 1911 - he had lived to the very edge of Romanticism; and briefly had the chance to peek beyond it.

Characteristics

 * Emphasis on emotion

 * Increased chromaticism and expansion of harmony

 * New musical forms and expansion of old ones

 * Expansion of the orchestra with new instruments

Above, I have selected the main factors from these composers that were major parts of Romanticism - they are the ideas and expressions that did not exist before and which gave true meaning to the word 'Romanticism'.

(The above is a brief beginning to this 'module' - I entreat its expansion and continued revision)

title: Music Theory/Romantic