text:
Puzzles/Logic puzzles/5 Houses

Einstein's riddle

There are 5 houses in 5 different colors. In each house lives a person with a different nationality. The 5 owners drink a certain type of beverage, smoke a certain brand of cigar, and keep a certain pet. No owners have the same pet, smoke the same brand of cigar, or drink the same beverage.

Somebody owns a fish. The question is: who?

Hints:

The English man lives in the red house.

The Swede keeps dogs as pets.

The Dane drinks tea.

The green house is one house to the left of the white house.

The green homeowner drinks coffee.

The person who smokes Pall Mall rears birds.

The owner of the yellow house smokes Dunhill.

The man living in the center house drinks milk.

The Norwegian lives in the first house.

The man who smokes Blends lives next to the one who keeps cats.

The man who keeps the horse lives next to the man who smokes Dunhill.

The owner who smokes Bluemaster drinks beer.

The German smokes Prince.

The Norwegian lives next to the blue house. The man who smokes Blends has a neighbor who drinks water.

Solution

title: Puzzles/Logic puzzles/5 Houses


text:
Japanese/Kanji/Lesson 1

In this lesson you are going to learn how to write the kanji characters for 一, 二, 三, 四, 五. You will also learn the two readings for each kanji: the onyomi (Chinese reading) and the kunyomi (native Japanese reading).

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

title: Japanese/Kanji/Lesson 1


text:
French/Grammar/Tenses/Present subjunctive

The subjunctive in French is used to express doubt, desire, surprise, judgment, necessity, possibility, opinions, and emotions. It usually follows the word "que." The conjugations for the subjunctive mood for regular verbs are as follows:

Take the ils form of the verb, at the present time tense drop the -ent and add the following:

je - e

tu - es

il - e

nous - use the "imparfait" time tense

vous - use the "imparfait" time tense

ils - ent

Some irregular verb conjugations:

Irregular 1-stem conjugations: 2-stem Conjugations:

Francés/Gramática/El verbo/Tiempos/Le présent du subjonctif


text:
Talk:Perl Programming/Array variables

Note
When giving code examples by putting a space on each line, there is no need to use the <tt> tag, it's done automatically. --Joelnackman 19:13, 20 Nov 2004 (UTC)

title: Talk:Perl Programming/Array variables


text:
File:Ancient Mesopotamia sumer and akkad.jpg

The Sumerian and Akkadian Empires.


text:
World History/Contributors' Corner

Welcome to the World History Project's Contributor's Corner. Contributor's corner is a place for contributors to discuss plans, ideas, and discuss development resources. There's no need to use the discussion page here-- just dig right in with comments!

General Comments
Okay, I am not sure if this is the right place where I can say this, but I think you are doing a great job. This page is just what I needed. Please, go on with your work. Lissa el toro bravo español en españa desde tiempos muy remotos se leha adorado al toro(un ejemplo esta en las cuevas de altamira).despues los iberos siguieron adorando y lo adoptaron como un dios ,al ver la devocion que estos pueblos tenian al toro los griegos llamaron a esa zona la region de los tauros,y se cree que por hay habia minotauros.mas tarde esta devocion con la llegada de los romanos se combirtio en un espectaculo. mastarde,esto se perdio, pro en el siglo XVII algunos nobles empezaron a torear con el caballo(esta tecnica se llama rejoneo),luego la gente mas pobre lo imtaron a pie combiriendolo en el toreo.actualmente es un espectaculo muy completo extendiendose por mexico, españa, portugal,y al sur de francia.pero la verdadera alma del toro se encuentra en españa y si no se cuida se perdera.

The article on Ancient Civilizations does not at all include that of Mesoamerica, considered by anthropologists to be one of the five or six civilizations that developed de novo. The article on Cradle of Civilization does include Mesoamerica. The Ancient Civilizations article needs to be corrected.

Helpful Hints
Please use the term "Allied Powers" when referring to the US/UK/France in WWI and the "Allies" when referencing WWII. I always find that it helps to keep things clarified.

The page should be set so that when people write "World War Two" they are directed to this place, because it did not happen to me when I typed it. I had to type "World War II" to come here.

It would be better if the chapters are arranged according to themes (as specified in the AP Exam Course) rather than on the basis of regions. The regional subdivisions may be maintained as a part of the larger thematic chapter. For e.g. Instead of a chapter on each of the Classical Civilization, it would be better if all are treated under one large unit with comparing and contrasting each with the other in their respective subdivisions.

Page headings
The wikimarkup World History resources yields the standard page top.

title: World History/Contributors' Corner


text:
American Government/Political Parties

The country as envisioned by George Washington was to have no political parties. The good of the country on the whole was to be the total and unselfish goal of all. Even the electoral college was idealistically set up to elect the best man with the most votes as president and the second best, runner-up was to be vice-president. This did not allow for the current party system, with a "political ticket" running together as president/vice president.

This ideal quickly dissolved. During the term of John Adams a law called the sedition act came to be which was to limit dissent about the government itself. This desire has followed us into the 21st Century. During the rule of Adams, who also successfully defended the soldiers who, in a state of panic, opened fire on rioters during the Boston Massacre, several writers and others were thrown into jail. (The Boston Massacre was an event of the 1700s in which British troops opened fire on colonial civilians and caused several deaths and injuries. John Adams successfully defended British troops in court, because he did not want anyone to go without legal counsel.)

The Washingtonian ideal was dead when, in the election of 1800, Thomas Jefferson ran against John Adams. Jefferson beat Adams, but tied with his vice-presidential candidate Aaron Burr. This led to the electoral college being unable to reach a decision on the winner and the election was forced into the House of Representatives. The House of Representatives balloted 36 times before deciding on Thomas Jefferson as president, which was the clear will of the people. As a result of this election party politics was actively in motion, and the constitution was changed to separately elect the office of Vice President and President.

Third Parties
There are many third parties in American politics. The Green Party and Libertarian Party are parties that cross countries. These parties exist both in U.S. politics and world politics. While their beliefs are the same, the Green and Libertarian parties in the United States are separate from the parties of the same name in other countries. This same distinction is true of these parties in other countries.

The Greens are progressive. Ecology is only one part of their platform. They also believe in racial diversity, a living wage, and laws and policies expressed in a humanitarian manner, locally, nationally, and globally.

Libertarians believe that citizens should have complete control over their actions as long as their actions do not interfere with the actions of others. In other words, you have your rights as long as they don't interfere with other people’s rights. Libertarians also believe in decentralized government, where the power lies with the States themselves.

Third Party History
Third Parties have been around since the founding of the United States.

The U.S. Constitution makes no mention of political parties. This was a smart move; it would be anti-Constitutional to show any preference to any political party.

The first two political parties were the Federalists and the Democrat-Republicans. The Federalists believed in a strong central government and the Democrat-Republicans believed in strong states’ rights.

Issues, disagreements, and beliefs are the reasons for the major political parties and the third parties. Some past third parties include: Anti-Masonic Party, Free Soil Party, Union Party (merged with another third party - the Republicans), Whigs, the Know-Nothing Party (also known as the American Party), Dixiecrats (also known as the States' Rights Democrats), the Progressive Party, and the Bull Moose Party.

What did these third parties believe in? What were their causes and goals?

The first third party was the Anti-Masonic party (1831). They were also the first party to hold a national convention.

They didn't like the secrecy of the Masons. They believed this group to be un-American.

William Wirt (Anti-Masonic) ran against Andrew Jackson in the 1832 election. He didn't win but he carried Vermont. This election featured 3 candidates: Andrew Jackson (Democrat), Henry Clay (National Republican), and William Wirt (Anti-Masonic).

Abraham Lincoln (originally a member of the Whig Party) won the presidency as a Republican; a third party that was against slavery in the territories but upheld slavery in the South. Lincoln was also a member of the Union Party whose goal was "the Constitution as it is and the Union as it is". Members of the Whig Party and the Know-Nothing Party formed this party.

This election featured 4 candidates: Abraham Lincoln (Republican), Stephen Douglas (Democrat), John C. Breckinridge (Southern Democrat), and John Bell (Constitutional Unionist). Lincoln won and Douglas came in last behind the Southern Democrat and Constitutional Unionist candidates.

The Free Soil Party (1846–1854) as the name suggests, was anti-slavery. They opposed the expansion of slavery into the new states (the western territories), as they became part of the Union.

Martin Van Buren, the eighth U.S. president and a Democrat, served one term from 1837-1841. He ran as a Free Soil candidate in the 1848 presidential election and lost.

This election featured 3 candidates: Zachary Taylor (Whig), Martin Van Buren (Free Soil), and Lewis Cass (Democrat). Taylor won the election with Van Buren finishing second.

The Know-Nothing Party (also known as the American Party) was popular during the 1850s. They believed in setting limits to immigration and naturalized citizenship. They received their moniker by adhering to a simple rule - if people asked them about the party, they were told to say that they know nothing.

The party dissolved in 1856. The pro-slavery members joined the Democrats and the anti-slavery members joined the Republicans.

The Whig Party was formed in opposition to President Andrew Jackson. Andrew Jackson was very popular, had a strong personality, and was not afraid to use it.

His opponents interpreted his strong personality negatively and saw him as a king. They also believed in a strong national bank; Jackson didn't believe in a central bank. He favored state banks.

Andrew Jackson was a popular and strong candidate. His presidency was the beginning of the modern Democratic Party.

The Whig Party dissolved over the issue of slavery. The Northern Whigs (anti-slavery) joined the Republicans and the Know-Nothing Party and the Southern Whigs (pro-slavery) joined the Democrats.

The Republican Party incorporated a variety of different political parties. These parties included: the Free Soil Party, some of the Know-Nothing Party, and some of the Whigs (the Northern Whigs).

Theodore Roosevelt served nearly 2 full terms as a Republican president from 1901-1909. In 1912, he accepted the nomination of the Bull Moose Party. This party believed in progressive politics. The party consisted of a group of liberal Republicans who were against the conservative policies of the Republican president William Taft.

The 1912 election was a 4-person race. It included the Democrat, Woodrow Wilson, the Republican, William Taft, the Bull Moose, Theodore Roosevelt, and the Socialist, Eugene Debs.

Roosevelt lost, but received 25% of the vote. Woodrow Wilson won the election with Roosevelt finishing second.

Strom Thurmond ran as a Dixiecrat (also known as the States' Rights Democrats) in the 1948 presidential election. The Dixiecrats were an extremely conservative faction of the Democrat Party. They opposed the Democrats' civil rights program. They were alarmed at the changes being wrought by the Truman Administration, which included desegregation of the Armed Forces in 1950.

The 1948 election featured 4 candidates: Harry Truman (Democrat), Thomas Dewey (Republican), Strom Thurmond (Dixiecrat), and Henry Wallace (Progressive Party). Truman won the election but Strom Thurmond received over 1 million votes, carried 4 states, and won 39 electoral votes. Henry Wallace was once a friend of Truman's but had become radical, and in some quarters, was considered a Communist. Truman's great fear was with the Democrat Party effectively splitting into three factions, one moderate, one right of center, and one left of center, the Republicans would have a cake walk. In fact one newspaper called for Dewey before all the results were in, so convinced were they Truman had lost. This is an important reason why Third Parties can be instrumental in the incumbent President losing the election. Truman won and was able to continue his plan of following New Deal principles laid down by former President Roosevelt.

Third parties are essential ingredients for our political process. They draw attention to issues and causes that the major parties ignore. They invigorate and introduce people to the political process. They are a perfect example of free speech.

Many citizens join third parties because they believe both the Democrats and the Republicans don't represent them. If it weren't for third parties, they wouldn't be part of the political process.

Third parties also spotlight the question - Can a two party system represent the interests of all Americans? Most countries have a parliamentary form of government. Parliaments have many parties representing both diverse and minority points of view. While there will be no parliament in the United States, maybe there needs to be more parties to represent the diversity of the United States. James Madison had always maintained, however, that majority rule was against the principles laid down by the Founding Fathers. With majority rule, one party and then the other, may achieve an unassailable majority to enact controversial legislation. Madison believed people should stand for a time as representative of their community, and in turn elect senior law makers and governors who would quorum to enact legislation. Once these people had served, they returned to lives in the local community, thus making them reflect the interests of their constituents rather than some spurious political ideology compelled on them from above.

title: American Government/Political Parties


text:
Gujarati

The Gujarati language is an Indo-European language spoken in /Gujarat/, a state in Western India, and in many countries where Indians have emigrated. It is written from left to right with a specific alphabet similar to Devanagari, which is used to write Hindi and Sanskrit. This alphabet is in fact an abugida of 47 characters. Gujarati is a phonetic language with very few exceptions.

Contents

 * /Alphabet/
 * /How to use Unicode in creating Gujarati script/

/Grammar/
 * /Sentence structure/
 * /Postpositions/
 * /Gender/
 * /Plural/
 * /Verbs/
 * /Causatives/
 * /Passives/
 * /Conjugation/
 * /Present/
 * /Subjunctive/
 * /Past/
 * /Contrafactual/
 * /Presumptive/
 * /Future/
 * /Perfect/
 * /Desiderative/
 * /Oblative Infinitive/
 * /Conjunctive/
 * /Agentive/
 * /Obligatory/
 * /Imperative/
 * /Pronouns/
 * /Adjectives/
 * /Comparatives/
 * /Superlatives/

/Vocabulary/
 * /Numbers/
 * /Family relations/
 * /Common phrases/

External resources

 * viral Gujarati. Online dictionary and thesaurus.
 * Gujarati on Omniglot. Thorough explanation of writing system with excellent chart.
 * Teach Yourself Gujarati by Professor Rachel Dwyer. Excellent all-round textbook. Audio accompaniment part 1 and part 2 . From 1995.
 * A Simplified Grammar of the Gujarati Language. Detailed and accurate grammar. From 1892.
 * Basic Guide for Gujarati Language. Helpful words and phrases.
 * Pustakalay sahitya, a reading library with Gujarati books for download.

Enseignement du gujarati <! I am currently working on this as well along with German. Please assist in case anyone can. Jai Jinendra. !>

title: Gujarati


text: Template:Gujarati

title: Template:Gujarati


text:
Gujarati/Alphabet

Gujarati has its own writing system, distinct but related to several other Indian languages' writing systems, such as the one used to write Hindi. Strictly speaking, the Gujarati writing system is what is called an abugida (and not an alphabet), because the consonant characters all contain an inherent vowel, and other vowels are written as accents added on to the consonant characters. There are also symbols for stand-alone vowels.

Combinations: consonants and vowels
As an example, the following are the possible combinations of the consonant ક (ka) with the vowel symbols. The dash seen under the first ક of each example (the difference between ક and ક્) marks the ક as not having the inherent vowel (અ a), but this is not used in normal writing (and the presence of the inherent vowel is left ambiguous).

 * ક્ k + અ a = ક ka
 * ક્ k + આ aa = કા kaa

Example: all possible combinations for ka

 * ક્ + અ = ક
 * ક્ + આ = કા
 * ક્ + ઇ = કિ
 * ક્ + ઈ = કી
 * ક્ + ઉ = કુ
 * ક્ + ઊ = કૂ
 * ક્ + ઋ = કૃ
 * ક્ + એ = કે
 * ક્ + ઐ = કૈ
 * ક્ + ઓ = કો
 * ક્ + ઔ = કૌ

Special cases
When the consonant ર r is followed by the vowels ઉ u or uu, the combined character looks different than the normal pattern:
 * ર્ + ઉ = રુ
 * ર્ + ઊ = રૂ

Alphabet
Here is the Gujarati writing system in the "alphabetic" order. The vowels come first, followed by consonants. Unless otherwise stated, the pronunciation is roughly the same as in English.

Alphabet gujarati/Alphabet gujarati

English/Hindi/Gujarati Alphabets

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

a b c d e f g h i j k l m n o p q r s t u v w x y z

................................................

A B bh C ch chh D dh E F G gh H I J K kh L M N O

अ ब भ क च छ ड/द ध/ढ़ इ फ ग घ ह ई ज क ख ल म न/ण ऑ

અ બ ભ ક ચ છ ડ/દ ધ /ઢ ઇ ફ ગ ઘ હ ઈ જ ક ખ લ મ ન/ણ ઓ

................................................

P ph Q R S sh T th U V W X Y Z

प फ क्यू र स श ट/त ठ/थ उ व व क्ष य झ

પ ફ ક ર સ શ ટ/ત ઠ/થ ઉ વ વ ક્ષ ય ઝ

.................................................

Which Indian script is easier to learn? Hindi or Gujarati?

Hindi can easily be written without horizontal lines in Gujarati Script.

.......................................

English/Hindi/Gujarati Vowels:

a aa i ee u oo e ai o au am ah

अ आ इ ई उ ऊ ए ऐ ओ औ अं अह

અ આ ઇ ઈ ઉ ઊ એ ઐ ઓ ઔ અં અઃ

........................................

k ka ki kee ku koo ke kai ko kau kam kh

क का कि की कु कू के कै को कौ कं क्ह

ક કા કિ કી કુ કૂ કે કૈ કો કૌ કં કઃ

........................................

English/Hindi/Gujarati Numbers:

1 2 3 4 5 6 7 8 9 10

१ २ ३ ४ ५ ६ ७ ८ ९ १०

૧ ૨ ૩ ૪ ૫ ૬ ૭ ૮ ૯ ૧૦

title: Gujarati/Alphabet


text:
The Way of the Java

Contents

 * 1) Introduction: The Way of the Java
 * 2) /Variables and types/
 * 3) /Methods/
 * 4) Conditionals, graphics, and recursion
 * 5) /Fruitful methods/
 * 6) /Iteration/
 * 7) /Strings and things/
 * 8) /Interesting objects/
 * 9) /Create your own objects/
 * 10) /Arrays/
 * 11) /Arrays of Objects/
 * 12) /Objects of Arrays/
 * 13) /Object-oriented programming/
 * 14) /Linked lists/
 * 15) /Stacks/
 * 16) Queues and Priority Queues
 * 17) /Trees/
 * 18) /Heap/
 * 19) /Table/
 * 20) /Wrapper classes/
 * 21) Input and Output in Java
 * 22) /The Slate Class/
 * 23) /Debugging/

title: The Way of the Java


text:
Talk:The Way of the Java

Added a verbatin copy of the document as published in http://allendowney.com/cs230spring02/code/hw09/text.txt, please see if the new GNU Free Document Licence is compatible with the active licence used in Wikibooks --Panic 00:35, 21 Nov 2004 (UTC)

 * Not only that, but the page itself is way too long, I think it needs to be broken up into chapters etc. Anyone up for the job? Lynx7725 05:31, 21 Jun 2005 (UTC)

 * I just spliced away half this book into mere bucket-sized chunks(was 374ish KB, now 189 KB). Will do the rest. —Snargle 19:31, 19 August 2005 (UTC)

 * Is done :) —Snargle 19:50, 19 August 2005 (UTC)

 * Humm I think all books should have a monolithic version for easy print & portability... see Programming:C_-/-_-/- --Panic 05:52, 6 September 2005 (UTC)

 * I think it should be merged with Programming:Java instead. This book is basically a dump of a GFDL Java textbook.  This also happens to be at least 20x larger. —Snargle 18:27, 7 September 2005 (UTC)

Java is not a language?
The cleanup tag here says: "Java is not a language, its a vm and this entire thing is on how to use it." Java says java is both, so I removed the tag. Snargle 23:01, 4 February 2006 (UTC)

Add Java to the title
Because this is a book about Java, I think it might be better to add Java to the title. (Rename to Java - The Way of the Program) or you could give it a funky name like The Way of the Java.

Markhobley (discuss • contribs) 03:42, 2 May 2011 (UTC)

I find this situation humorous.

The first public version of this book *did* have Java in its title -- back when it was "Think Java: How to Think Like a Computer Scientist" by Allen B. Downey. (Including "Chapter 1 The way of the program"  ). Later, some people claimed this book "isn't really about Java" -- see Talk:Java Programming. Apparently someone who agreed with them took "Java" out of the title of this book (apparently before it showed up at Wikibooks). Now the well-meaning Markhobley wants to put "Java" back in the title.

What do you think about restoring the original title, "Think Java: How to Think Like a Computer Scientist" ? --DavidCary (discuss • contribs) 19:35, 2 August 2012 (UTC)

title: Talk:The Way of the Java


text: User:Boit

title: User:Boit


text:
Template:How-tos bookshelf

How-tos Transferring Data between Standard Dial-Up Modems - Overcoming Procrastination - How to find a book - How to solve the Rubik's Cube - How To Tie A Tie - How to make Armour - How to make your own PVR MythTV - Raising Chickens - How to Render a SolidWorks Model in Maya - How To Build An Excellent Wikibook Teaching Any Language - How To Escape the Headlock - How To Beat The Draft Board All How-tos books...

title: Template:How-tos bookshelf


text:
Wikibooks:How-tos bookshelf

Building, construction, craftwork, and repair
These how-tos provide instruction on the creation, modification, or repair of physical objects.

 * Do-It-Yourself

Use and maintenance

 * Automobile repair
 * Basic Automobiles
 * Car maintenance
 * Car Washing Techniques
 * Electric vehicle conversion convert a fossil fuel vehicle to battery electric
 * Jeep Liberty
 * Nissan 240SX Performance Modification
 * Reading spark plugs for racing

Carpentry and woodworking

 * Build a wooden boat
 * How To Build a Pinewood Derby Car
 * Frame a picture, How to
 * Carpentry

Computers, robots and electronics

 * How to recover lost data
 * Desktop PC, How To Assemble A
 * How To Backup Operating Systems step-by-step guide for creating backups
 * MythTV
 * nVidia
 * How to Prevent Link Rot on Your Web Site
 * WiFi how to build a community wireless network
 * Wifi:Building an antenna
 * Wireless Home Network Basics

Maintenance and repair

 * Bicycles/Maintenance and Repair
 * Electrical Fencing Equipment Repair
 * Marinette aluminum boat maintenance
 * Bagpipe Maintenance

Other projects

 * Making Armour
 * Designing a Training Manual
 * School science how-to
 * Silk Screen Printing, how to
 * Straw Bale Construction
 * Reconstruction
 * Telescope Making

Learn a skill
These how-tos provide instruction on how to perform a particular task or activity.

Animals and pets

 * Add short animal guides to Animal Care.

 * Animal Care
 * Basic Dog Training
 * Beekeeping
 * Dog Care
 * Raising Cattle
 * Raising Chickens

Business

 * Find Employment
 * Job Search, Conducting a
 * Manage money, How to
 * Run A Newspaper, How To

Food and drink

 * Brewing
 * Cookbook
 * Growing Edible Sprouts
 * Potato growing
 * Wine
 * Wine and Cheese Party

Games and hobbies

 * Arimaa
 * Backgammon
 * Building a House of Cards
 * Chess
 * Chess Opening Theory
 * Computer Go
 * Diplomacy
 * 5 in a Row
 * Go
 * Rubik's Cube, How to solve the
 * Juggling
 * Monopoly
 * Reversi
 * Scrabble

Media production

 * Amateur Radio Manual
 * LPFM Low-Power FM Community Radio
 * Podcasting
 * Zine making
 * How to Write a Good Book for Children

Software and computers

 * All About Converting From Several Video Formats To DVD
 * Change Your MAC Address
 * How to Convert DVD to iPod
 * Convert Videos for the iPod
 * Connecting to the Internet using BSNL Prepaid GPRS
 * Finding Your IP Address
 * Firewire Software RAID using Oxford 911 and Windows XP
 * Malayalam in Computer, Guide for Using
 * Polished aluminum paint tutorial
 * SolidWorks Model in Maya, Render a
 * Use a Motorola DVR
 * How-Tos about ZK Ajax web application framework
 * Touch typing

Other skills

 * Abacus, How To Use An
 * Becoming a Private Pilot
 * Fighting - Unarmed or with weapons
 * Gardening
 * Find a book, How to
 * Marksmanship
 * How To Pick Locks
 * Plastic Canvas Stitching Guide
 * Procrastination, Overcoming
 * Social Activity, Guide to
 * Steam Locomotive Operation
 * Wilderness Survival, Guide to
 * How to Wheelie

Domestics
These how-tos provide tips and suggestions to save energy, money, time, and other resources.

 * Automobile Repair
 * Packing & Moving Household Goods
 * Bicycles/Maintenance and Repair
 * Car Washing Techniques Become familiar with the logical procedures required to properly maintain the surface of an automobile.
 * Reduce energy usage
 * Get Out of Debt with the Debt Diet

External how-to sites

 * Wikihowto (now Wikihowto - January 2005)
 * wikiHow
 * Wiki of the uk.d-i-y usenet group

title: Wikibooks:How-tos bookshelf


text: Template:Wrong title

title: Template:Wrong title


text:
Wikibooks:Naming conventions (technical restrictions)

Article titles that cannot be named correctly due to software limitations may be set using the template.

Excluded characters
The following characters are not allowed in page titles:
 * 1) + < > [ ] | { }

The forwared slash, " " is allowed, but not as the first character. Slashes in page titles, delimit sub-pages. Should the page " " exist, then the page " " will be a sub-page of " " with the title " ".

Lowercase first letter
The first character of book titles is forced to lower case. Sub-pages may begin with either case. This may be fixed in the future.

Namespaces
A book name cannot coincide with a namespace (such as "Wikibooks:", or "Help:").


text:
User:Panic2k4/Sandbox

{| WIDTH="95%"
 * style="background-color: #f2fff2; border: solid 1px #bfffbf; padding: 1em;" valign=top|

=FAQ=

What is it?
NO Rights was created by the need of yet another attempt to reach the final step on the P2P evolution, it's not meant to be a file-sharing application only. It will not only permit the sharing of files but any other content or resources across a distributed network with focus on being a platform for abstraction to any other open-system like NNTP (Newsgroups), IRC (Internet Relay Chat), Email etc...

Why am I having problems using this software ? (Windows XP only)
Since P2P (and P2P related technologies) started to pop up, security of the user OS started to be placed above the user freedoms, probably because most people are, (hum how can I state this...) technologically challenged, so other people are free to think for the masses in place of just try to push the information out. If you are one of those few that only now found about this, I'm sorry to be the one to open your eyes to a not so happy world, a funny thing seems that after this security enhancements are done they tend to be hidden so not to cause any brain damage or confusion to the users.

Well not all is lost, it seems that some people can't seem to be made to comply with this state of things and some information can be found and actions reversed.

TCPIP.SYS - [fix],[info]

 * }

{| WIDTH="95%"
 * style="background-color: #FFF7F7; border: solid 1px #ffd6d6; padding: 1em;" valign=top|

=Known Bugs=

 * }

=Tips Of The Day Proposals= (feel free to add tip of information you think are useful to this application or p2p users in general)

=Other Stuff=
 * Favorite Coding standard and Guidelines

title: User:Panic2k4/Sandbox


text:
Radiation Oncology/Pancreas

 * Official Guidelines
 * Staging
 * Overview
 * Resectable disease
 * Unresectable disease
 * Squamous cell pathology
 * Level I evidence
 * RTOG Pancreas Trials

title: Radiation Oncology/Pancreas


text:
Radiation Oncology/Pediatric Hodgkin's

Epidemiology

 * Childhood HD occurs at age 4-14 years
 * Male predominance 4:1
 * Associated with decreasing socio-economic status and increasing family size
 * Young adult HD occurs at age 15-30 years
 * Equal male/female incidence
 * Associated with increasing socio-economic status and decreasing family size

Pathology

 * Clonal expansion of a single transformed B-cell
 * Two separate phenotypes:
 * Classical HD : has Hodgkin and Reed-Sternberg (HRS) cells; CD30+, J chain-
 * Lymphocyte predominant : has Lymphocytic and Histiocytic (L&H) cells; CD30-, J chain+, CD20+, CD15-
 * Strong association with EBV, particularly in young children and developing countries
 * Association with congenital (AT) and acquired (HIV) immunodeficiency

Staging

 * Uses standard Ann Arbor system
 * Location
 * 80% cervical lymphadenopathy
 * 75% mediastinal involvement in >10 year olds but 33% mediastinal involvement in <10 year olds
 * Isolated infradiaphragmatic disease is rare (<5%)
 * Stage I-II 60%, Stage III-IV 40%
 * B-symptoms: <10 year olds 20%, >10 year olds ~30%

Treatment

 * Goal of risk-adapted therapy is to define least amount of therapy with the fewest long-term complications; controversy remains about the minimal required therapy:
 * Prevent impairment of skeletal and soft tissue growth after high dose EFRT
 * Decrease risk of AML and infertility after high doses of alkylating agents (MOPP)
 * Decrease risk of CAD after treatment after thoracic RT and anthracyclines
 * Decrease risk of pulmonary fibrosis after thoracic RT and bleomycin
 * Eliminate life-threatening consequences of splenectomy from surgical staging
 * Decrease risk of breast cancer and secondary solid tumors after IFRT
 * Initial treatment in 1960's was high-dose RT alone to 40 Gy EFRT modeled after adult treatment; 5-year DFS was 60-80% in pathologically staged children with early-stage disease
 * Concerns about skeletal and soft tissue dysfunction, and resulting growth impairment, led to evaluation of multiple cycles of chemotherapy replacing a portion of RT. Addition of MOPP allowed Stanford investigators to lower RT dose to 15-25 Gy in 1970's, with OS and EFS at 10 years ~90% for the entire cohort
 * ABVD was tried to mitigate some of MOPP toxicity, particularly reducing risk of sterility and second malignancy.
 * Reports showed that MOPP + ABVD and ABVD + RT were better than MOPP alone or MOPP + RT
 * As a result, CCG 521 was undertaken, and demonstrated that ABVD x 6 cycles + low-dose 21 Gy EFRT is comparable to ABVD/MOPP x12 cycles. MOPP (and its toxicity) could be eliminated from first line therapy
 * Meanwhile, another Stanford series demonstrated good outcomes in patients with bulky disease with dose intensified MOPP/ABVE (Stanford V) and 36 Gy RT. However, there are concerns about combining alkylating agents and high-dose RT for delayed toxicity of treatment
 * Pediatric Oncology Group developed a series of trials around ABVD. In POG 9425, patients with advanced disease were treated on risk-adapted ABVE-PC protocol with IFRT 21 Gy. In POG 9426, patients were treated on DBVE with IFRT. Both studies are maturing.
 * POG and CCG also performed trials attempting to eliminate RT altogether. POG 8725 compared MOPP/ABVD x8 cycles with and without low dose TNI/sub-TNI in advanced patients. There was no benefit for RT. However, the chemo regimen used included significant doses, and which are concerning for long-term toxicity (gonadal, cardiac, secondary leukemias)
 * CCG 5942 attempted to eliminate RT in patients who had complete response to 4 cycles of COPP/ABV. The study was closed early, after demonstrating benefit of RT in all patients subgroups. However, the benefit is likely to be smaller compared to toxicity in low risk patients, and higher compared to toxicity in high risk patients
 * Similarly, a European trial GPOH-HD 95 showed that elimination of RT is not advisable for intermediate and advanced stages, but is possible in patients with early stage and good response to chemotherapy.
 * The conclusions thus far appear to be 1) low-dose RT may be omitted, but appears to require excessive chemotherapy to compensate, and 2) patient subgroups for whom RT may be safely omitted with reasonable chemotherapy have not yet been well defined. Low disease burden and early response to treatment may be prognostic factors, which may allow elimination of RT
 * to be continued ...

Low Risk

 * Typically Stage I-IIA, non-bulky, no extranodal disease, <3 sites
 * 10-year EFS ~90%, OS 96%

 * COG AHOD-0431 (Ongoing) - "A Phase III Study for the Treatment of Children and Adolescents With Newly Diagnosed Low Risk Hodgkin Disease"
 * Prospective single arm. Children with low risk disease (IA-IIA, nonbulky, non-B). Treated with response directed therapy. Initially AVPC x 3 cycles. If CR, then no RT and salvage as per protocol. If PR, then IFRT 21/14 to disease involved at presentation. For mediastinum, modified mantle.

 * POG 9426 (Completed 10/2004)
 * Prospective. Children with low risk disease (IA, IIA, IIIA1 (spleen, celiac, portal nodes), nonbulky, non-B). Treated with DBVE x2 cycles. If CR, then IFRT 25.5/17. If PR, then DBVE x2 more courses, followed by IFRT 25.5/17. RT to disease involved at presentation.

 * Stanford, 2007 PMID 17235049 -- "Final results of a prospective clinical trial with VAMP and low-dose involved-field radiation for children with low-risk Hodgkin's disease." (Donaldson SS, J Clin Oncol. 2007 Jan 20;25(3):332-7.)
 * Prospective. 110 children, low risk (Stage I-II, mediastinal mass <1/3 diameter, no extranodal disease, peripheral LN <6cm). Treated with VAMP x4 cycles and low-dose IFRT (15 Gy if CR, 25.5 Gy if PR). Median F/U 9.6 years
 * 10-year outcome: OS 96%, EFS 89%; Favorable factors: early CR, absence of B-symptoms, lymphocyte predominant, <3 initial sites of disease
 * Toxicity: correctable hypothyroidism 42%, 1 patient cardiac dysfunction, 2 malignant tumors (1 thyroid CA within RT field, 1 Ewings outside RT field). 17 healthy babies born to 106 survivors
 * Conclusion: Risk-adapted strategy effective and well tolerated, without alkylating agents, bleomycin, etoposide, or high-dose EFRT. Children expected to retain normal fertility, organ function, and low risk of second tumors

Unfavorable

 * Typically:
 * Stage I-II with bulky disease, or extranodal, or with B-symptoms
 * Stage III-IV disease
 * 5-year EFS 70-90%, OS ~85%

 * COG AHOD0031 (Ongoing)
 * Intermediate disease (I-II bulky or extranodal or B-symptoms, all III, IVA, IVAE). ABVE-PC x2 cycles, followed by response evaluation. Early responders with CR randomized to +/- IFRT, if PR receive IFRT. Late responders randomized to ABVE-PC x2 cycles + IFRT 21/14 (standard arm) vs. DECA + ABVE x2 cycles + IFRT 21/14 (augmented arm). Goal of the study is to see if some patient (early CR) may not need IFRT, and if some patients (late CR) may benefit from additional chemo dose escalation and IRFT.

 * POG 9425
 * 216 patients. Intermediate (IIA/IIIA, bulky) or high stage (IIB, IIIB, IV). DBVE-PC and using early response to limit cumulative therapy. Everyone IFRT 21/14 (Stage II: mantle only, Stage III-IV subtotal/total NI). Randomized to +/- dexrazoxane for cardiopulmonary protection
 * 2002 ASCO Abstract - "POG 9425: response-based, intensively timed therapy for intermediate/high stage (IS/HS) pediatric Hodgkin's disease" (Schwartz CL, Proc Am Soc Clin Oncol 21: 2002 (abstr 1555)
 * 2-year outcomes: EFS 88% (IS 86%, HS 89%)
 * Conclusion: Thus far, 63% required only 9 weeks of chemo, followed by RT. This may reduce long-term toxicity
 * Dexrazoxane, 2007 PMID 17290056 -- "Dexrazoxane-associated risk for acute myeloid leukemia/myelodysplastic syndrome and other secondary malignancies in pediatric Hodgkin's disease." (Tebbi CK, J Clin Oncol. 2007 Feb 10;25(5):493-500.)
 * Studies POG 9425 and POG 9426 randomized patients to DRZ (n=239) or no DRZ (n=239) concomitant with chemo as a cardiopulmonary protectant
 * 4-year second malignancies: DRZ 3.4% vs. no DRZ 0.8% (p=0.06)
 * Conclusion: DRZ is a Topo-II inhibitor; adding it may have increased incidence of 2nd malignancy and AML/myelodysplasia

 * US Multi-institutional (1993-2000)
 * Prospective. 4 institutions (St. Jude's, Stanford, DFCI, Maine). 159 children with unfavorable HD (52% Stage III-IV, or 48% Stage I-II with bulky disease or with B-symptoms). Treated with VAMP/COP x6 cycles, followed by IFRT (15/10 Gy if CR, 25.5/17 Gy if PR after 2 cycles). RT given to standardized treatment volumes.
 * Closed early after 5-year EFS was below expected
 * 2004 PMID 15542805 -- "Risk-adapted, combined-modality therapy with VAMP/COP and response-based, involved-field radiation for unfavorable pediatric Hodgkin's disease." (Hudson MM, J Clin Oncol. 2004 Nov 15;22(22):4541-50.) Median F/U 5.8 years
 * 5-year outcomes: EFS 76%, OS 93%
 * Conclusion: Risk-adapted VAMP/COP and response-based IFRT unsatisfactory

 * POG 8725 (1987-1992)
 * Randomized. 183 patients protocol, 161 in CR randomized. Stage IIB-IV. 77% NS, 50% bulky mediastinum, 37% Stage IV. MOPP/ABVD x8 cycles +/- 21 Gy in 1.5 Gy/fx.
 * RT 9/80 patients major protocol violation. If pelvic disease, TNI; if no disease below aortic bifurcation, sub-TNI (mantle, spleen, PA). Lymphoid tissue 21 Gy, nonlymphoid tissue 10.5 Gy
 * 1997 PMID 9256118 - "Randomized study of intensive MOPP-ABVD with or without low-dose total-nodal radiation therapy in the treatment of stages IIB, IIIA2, IIIB, and IV Hodgkin's disease in pediatric patients: a Pediatric Oncology Group study." (Weiner MA, J Clin Oncol. 1997 Aug;15(8):2769-79.)
 * 5-year outcomes: EFS RT+ 79% vs. RT- 80% (NS), OS 87% vs. 96% (NS)
 * Conclusion: No advantage to RT
 * 2008 PMID 18406943 -- "Processes for quality improvements in radiation oncology clinical trials." (FitzGerald TJ, Int J Radiat Oncol Biol Phys. 2008;71(1 Suppl):S76-9.)
 * Quality assurance review
 * Outcome: 5-year RFS chemo alone 85% vs RT with deviations in volume 86% vs RT appropriate volume 96%
 * Conclusion: RT delivered according to protocol showed 10% relapse-free survival advantage, while RT delivered with deviations was no better than chemo alone

 * CCG 521 (1986-1990)
 * Randomized. 111 patients, Stage III-IV. Treated with MOPP/ABVD x12 cycles vs. ABVD x6 cycles + EFRT 21 Gy in 1.75 Gy/fx. If lung, used 10.5 Gy with 50% transmission blocks. If residual disease, boost 14 Gy for total 35 Gy
 * 1998 PMID 9508171 -- "MOPP or radiation in addition to ABVD in the treatment of pathologically staged advanced Hodgkin's disease in children: results of the Children's Cancer Group Phase III Trial." (Hutchinson RJ, J Clin Oncol. 1998 Mar;16(3):897-906.)
 * 4-year outcomes: EFS: MOPP/ABVD 77% vs. ABVD/EFRT 87% (p=0.09), OS 84% vs. 90% (NS)
 * Outcomes by stage: Stage III 11% relapsed, Stage IV 27% relapsed
 * Toxicity: acute mostly hematopoietic, pulmonary/cardiac modest (8 patients Grade 3-4 pulmonary toxicity, all on chemo and likely due to bleomycin)
 * Conclusion: Equivalent, MOPP can be eliminated from front-line therapy

 * NCI, 1997 PMID 9363863 -- "Alternating MOPP and ABVD chemotherapy plus mantle-field radiation therapy in patients with massive mediastinal Hodgkin's disease." (Longo DL, J Clin Oncol. 1997 Nov;15(11):3338-46.)
 * Prospective. 80 patients with bulky mediastinum. Treated with MOPP/ABVD x 6 cycles + 10 Gy mantle followed by 25-35 Gy to residual disease. Median F/U 10 years
 * 15-year outcomes: Overall CR 89%; DFS of CR 78%, OS of CR 75%
 * By Stage: I-II: DFS 76% OS 79%; III-IV DFS 82%, OS 64%
 * Toxicity: pneumonitis 16% (1 fatal). 2 patients solid tumors within RT fields. Fertility preserved more with MOPP/ABVD than MOPP alone; less cardiopulmonary toxicity than ABVD
 * Conclusion: MOPP/ABVD followed by mantle RT effective for bulky mediastinum

 * Stanford, 1996 (1989-1995) PMID 8836420 -- "Brief chemotherapy (Stanford V) and adjuvant radiotherapy for bulky or advanced Hodgkin's disease: an update." (Horning SJ, Ann Oncol. 1996;7 Suppl 4:105-8.)
 * Prospective. 94 patients. Bulky or Stage III/IV received Stanford V regimen x3 months +/- 36 Gy RT. Median F/U 3 years
 * Outcome: EFS 89%, OS 93%
 * Conclusion: Well tolerated and highly effective, with lower cumulative doses of alkylating agents and RT

 * Harvard, 1978 (1969-1974) PMID 698907 -- "The significance of mediastinal involvement in early stage Hodgkin's disease." (Mauch P, Cancer. 1978 Sep;42(3):1039-45.)
 * Retrospective. 111 consecutive surgically-staged IA/IIA patients. RT 36-44 Gy mantle + PA/splenic regions. Median F/U 4.7 years
 * Outcome: 14 patients (13%) relapsed, 3 (3%) died of treatment-related causes (MI x2, pneumonitis x1). Bulky mediastinum significant risk for relapse: 65% (9/18) vs. 5% (5/93) (SS)
 * Conclusion: recommend addition of MOPP to RT

All risk groups

 * GPOH-HD 95 Multi-national (1995-2001)
 * Prospective. 1018 children. Risk-adapted chemo OPPA/OEPA (Stage I-IIA 2 cycles, Stage IIEA, IIB, IIIA 4 cycles, Stage IIEB, IIIAE, IIIB, IV 6 cycles). If CR, no RT (22%); otherwise RT to involved sites if >75% PR received 20 Gy; if <75% PR received 30 Gy; if >50ml residual received 35 Gy)
 * 2004 ASTRO 2004 Abstract, Video:ASTRO Plenary Session — "The German Multinational GPOH-HD 95 trial: treatment results and analysis of failures in pediatric Hodgkin's Disease using combination chemotherapy with and without radiation." Ruhl et al.
 * 2003 PMID 12838937 -- "Preliminary results of the multicenter trial GPOH-HD 95 for the treatment of Hodgkin's disease in children and adolescents: analysis and outlook." (Dorffel W, Klin Padiatr. 2003 May-Jun;215(3):139-45.)
 * Early (I-IIA): DFS 96%; no difference between RT and no RT
 * Intermediate (IIEA, IIB, IIIA): DFS better with RT 92% vs. 78%
 * Advanced (IIEA-IV): DFS better with RT 91% vs. 79%. No difference in OS
 * Conclusion: Reduction in RT to 20 Gy possible with good response. Omission of RT possible only for early stage (TG1); intermediate/advanced stage needs RT for better DFS

 * CCG 5942 (1995-1998)
 * 829 patients enrolled, 501 patients with CR randomized to +/- IFRT 21 Gy. Risk-adapted chemotherapy (26% Stage I-II low risk, 47% Stage I-II high risk/Stage III, 17% Stage IV). RT given 21 Gy in 12 fxs to IF, if pulmonary involvement 10.5 Gy in 12 fxs to whole lung
 * Study closed prematurely because of inferior EFS in no RT arm
 * 3-years, 2002 PMID 12228196 - "Randomized comparison of low-dose involved-field radiotherapy and no radiotherapy for children with Hodgkin's disease who achieve a complete response to chemotherapy." (Nachman JB, J Clin Oncol. 2002 Sep 15;20(18):3765-71.)
 * 3-year EFS: as-randomized RT 92% vs. no RT 87% (p=0.057), as-treated 93% vs. 85% (p=0.002). No survival difference
 * Group 1: 100% vs. 85% (survival 100%); Group 2: 88% vs. 83% (survival 95%-100%); Group 3: 91% vs. 79% (survival 100%-93%)
 * Patterns of failure: no RT - 85% in previously known disease; IFRT - 58% in-field, 25% in- and out-of-field
 * Conclusion: no RT worsened EFS even in low-risk (Group 1) patients after 4 cycles of chemo; study closed early

 * Stanford, 1987 PMID 3572464 -- "Combined modality treatment with low-dose radiation and MOPP chemotherapy for children with Hodgkin's disease." (Donaldson SS, J Clin Oncol. 1987 May;5(5):742-9.)
 * Prospective. 55 children treated with MOPP x6 cycles and strict IFRT to 15 Gy / 20 Gy / 25 Gy depending on bone age, in order to decrease long-term toxicity. Boost if initially bulky disease or not CT after chemo. Median F/U 7.5 years
 * Outcomes: EFS 90%, OS 89% up to 15-years out. Relapse in bulky sites, despite RT 25-35 Gy
 * Toxicity: no growth alterations. 3 children with acute leukemia
 * Conclusion: Basis for ongoing chemo + low-dose IFRT protocols

 * Milan, 1987 PMID 2433409 -- "Long-term results of combined chemotherapy-radiotherapy approach in Hodgkin's disease: superiority of ABVD plus radiotherapy versus MOPP plus radiotherapy." (Santoro A, J Clin Oncol. 1987 Jan;5(1):27-37.)
 * Randomized. 232 patients. Stage IIB, IIIA-B. Treated with MOPP + EFRT vs. ABVD + EFRT
 * 7-year outcomes: EFS ABVD 88% vs. MOPP 77% (p=0.06), OS 77% vs. 68% (SS)
 * Toxicity: gonadal dysfunction and acute leukemia with MOPP, no difference in cardiopulmonary toxicity
 * Conclusion: ABVD + EFRT valid alternative to MOPP + EFRT, with less toxicity

 * Milan, 1982 (Italy) PMID 6174865 -- "Alternating drug combinations in the treatment of advanced Hodgkin's disease." (Santoro A, N Engl J Med. 1982 Apr 1;306(13):770-5.)
 * Randomized. 75 patients with Stage IV HD, treated with MOPP vs. MOPP/ABVD
 * 5-year outcome: CR in 71% MOPP vs. 92% MOPP/ABVD (SS); EFS 54% vs. 84% (SS)
 * Conclusion: MOPP/ABVD better than MOPP alone

 * Stanford, 1976 (1962-1972) PMID 1260726 -- "Pediatric hodgkin's disease. II. Results of therapy." (Donaldson SS, Cancer. 1976 May;37(5):2436-47.)
 * Retrospective. 79 children. Aggressive treatment with RT and MOPP.
 * Conclusion: Combination effective, propose low-dose RT with MOPP

RT Technique

 * International Lymphoma Radiation Oncology Group
 * Practice Guideline; 2015 PMID 25413415 -- "Implementation of contemporary radiation therapy planning concepts for pediatric Hodgkin lymphoma: Guidelines from the International Lymphoma Radiation Oncology Group." (Hodgson DC, Pract Radiat Oncol. 2015 Mar-Apr;5(2):85-92. doi: 10.1016/j.prro.2014.05.003. Epub 2014 Jul 9.)
 * 3D treatment volume definitions
 * Boost volume definitions
 * Organs at risk dose constraints

 * Justification for 21 Gy dose used in CCG-521
 * PMID 5947345 -- "Evidence for a tumoricidal dose level in the radiotherapy of Hodgkin's disease." (Kaplan HS, Cancer Res. 1966 Jun;26(6):1221-4.)
 * HD recurs in-field as a function of dose; approaches zero at ~40 Gy delivered at 10 Gy/week
 * PMID 4652410 -- "Theoretical considerations in combinations of localized and systemic therapy for neoplastic diseases." (Fischer JJ, J Theor Biol. 1972 Oct;37(1):105-14.)

 * Mantle field considerations
 * Arms up - pulls axillary LNs away from lungs toward humeral heads
 * Arms down (akimbo) - leaves axillary LNs near lungs, freeing up humeral heads
 * Choosing set-up position involves considerations of LNs to be treated, lung doses, and humeral head doses
 * Breast tissue should be excluded as much as possible, either out of the field or under blocks

Late Effects

 * Scandinavian second malignancy

 * Musculoskeletal: height reduction in prepubertal children after full dose
 * Cardiovascular: 45X excess mortality due to MI after full dose, concern about anthracyclines and low-dose
 * Pulmonary: pneumonitis concerns in conjuction with bleomycin (ABVD/ABVE)
 * Thyroid: hypothyroidism in 17% kids given <26 Gy vs. 78% given >26 Gy mantle
 * Gonads: pelvic radiation typically leads to infertility
 * Second malignancies: 15-year risk 8-15%

 * Stanford, 1975 PMID 813276 -- "The effects of radiation therapy on bone growth." (Probert JC, Radiology. 1975 Jan;114(1):155-62.)
 * Retrospective. 29 children treated with >35 Gy RT to spine, and 15 children treated with <25 Gy RT to spine, compared with 15,000 normal children. Standing and sitting heights
 * Growth retardation seen in children treated during active bone growth (<6 years and during puberty) in high-dose group, but not low-dose group

title: Radiation Oncology/Pediatric Hodgkin's


text:
User:CraneBB~enwikibooks

Wikimedia Foundation | Meta | Wikipedia(日本語) | Wikipedia(English) | Wikibooks(日本語) | Wikibooks(English) | Wiktionary(日本語) | Wikiquote(日本語) | Wikisource | Commons | Wikitravel | Blogger User Profile

This is CraneBB. I'm from Tokyo, Japan. Nice to meet you.

When I use strange English, it may make you trouble. Then, please point out the problem by all means.

 * I am a native Japanese speaker.
 * I am able to contribute with a basic level of English.

title: User:CraneBB~enwikibooks


text:
Gujarati/Present

surya ugyo

Formation of the present tense
The present tense in Gujarati is for most verbs formed by removing the infinitive ending વું vũ, placing a grammatical person marker in its place, and placing the appropriate present-tense form of the verb to be afterwards.

The formula thus follows the lines of:
 * [verb stem + personal marker] [form of to be]

For example, for the first person:
 * [kar + ũ] [chhũ]

Or in full,
 * Hũ e karũ  chhũ. (હું એ કરું છું.)
 * I it doing am. ("I am doing it.")

The verb to be (હોવું hovũ)
The verb હોવું is irregular both in its stem (છ chh as opposed to હો cho) and in that it does not take an auxiliary (as it is itself the auxiliary used by all other verbs). Because it is used to conjugate all other verbs, it is essential to know all the following forms.

The forms shown below are the "forms of to be" mentioned above that are used to form the present tense.

Present tense endings
These are the "personal markers" mentioned above that are used to form the present tense.

Example: a regular verb, કરવું karvũ
The verb stem is derived by removing -vũ:
 * કરવું karvũ → કર kar

Thus we can make such sentences as:
 * Hũ (e) karu chhũ. I am doing (it).
 * Apņe (kaam) kariie chhiie. We are doing (work).
 * Tũ (shũ) kare chhe ? (What) are you doing?

Negative present tense
The negative present tense is formed completely differently from the positive present tense. It follows the pattern:
 * [negative marker] [verb stem + form of tũ]

Note:
 * The negative marker can be any one of the following: નથી nathii, ન na, નહિ nahi.
 * The form of the suffix તું tũ must agree in gender and number with the agent of the verb (thing performing the action).

For example, if Mayur (a man's name) says, "I am not doing work," this is:
 * [nathii] [kar + to]
 * Hũ (kaam) nathii karto. I am not doing (work).

Forms of તું tũ
The various gender forms of તું tũ are:

title: Gujarati/Present


text:
Primary Mathematics/Dividing numbers

Dividing numbers
When first teaching young children to divide, you may like to try getting a small group together and sharing out a number of objects evenly between them. This will ensure that the students get a clear understanding of the concept of division before moving on to the written process of short and long division.

The process of division should be taught as the reverse of multiplication, again the times tables are needed. The links between addition and subtraction and multiplication and division become important later when the 'opposite' or inverse operation will be needed to solve algebraic problems. Primary teachers can help with later learning by emphasising that division is the undoing of multiplication, as well as pointing children in the right direction for actually doing division.

The simplest division is where the multiplication is known:

$$\frac{10}{2} = 5$$

(Note that I will write division as fractions - the formating is easier - the two are the same thing, children need to know this; I have met GCSE students, 15 and 16 years old, who were confused about this. The usual line with dots above and below (÷) is normally used for these simple problems.)

Harder are problems where the inverse is not known:

$$\frac{98}{2}$$

As 98 is greater than 10×2, children are unlikely to know the answer. This is where we introduce long division, which we write like this: __ 2/98

The first step is then to divide 9 by 2, however 2 does not go into 9. We find the highest number less than 9 into which 2 does go (8) and divide it by 2. The remainder (9-8=1) we add to the units as a ten (we have taken 10 away from 90 to get 80, we then add the 10 to the 8 to get 18). Having done this we divide 18 by 2 to get 9. This is often set out like this (more often it is set out as a crossed out 9 with a little 1 squished in by the 8, however this setting out is clearer and much better for harder problems):

49 2/98  - 80    18  - 18     0

The 8 under the 9 is 4×2 and is the lowest multiple of 2 less than 9. As the 9 is in the 10s column it is 90 and the 8 is 80. We then subtract the 80 from the original 98 and divide the resulting 18 by 2.

In a longer example we do the same thing more than once:

78487 2/156974  - 140000  (2 does not go into 1 or 15, but 2×7 is 14) 16974    - 16000  (2 does go into 16, 8 times) 974    - 800  (2 does not go into 9 but it does 8) 174    - 160  (not 17 but 16) 14     - 14  (and finally 7×2=14) 0

This method extends directly to division by larger numbers. For numbers larger than 12 writing out the multiples of the number to the side can be useful - only go up to what is required, calculating more as you need them. It also extends to decimals - just continue after the decimal point, allthough if the number you are dividing by is a decimal you need to multiply both it and the number you are dividing it by by 10 or 100 or 1000 etc. in order to make it an integer (whole number).

title: Primary Mathematics/Dividing numbers


text:
Latin/Chapter 5 Verse

< Latin

A Verse From the Gospel of St. Luke
Respondens Simon dixit: "Aestimo quia is, cui plus donavit". At ille dixit ei: "Recte iudicasti". Et conversus ad mulierem, dixit Simoni: "Vides hanc mulierem? Intravi in domum tuam: aquam pedibus meis non dedisti; haec autem lacrimis rigavit pedes meos et capillis suis tersit. Osculum mihi non dedisti haec autem, ex quo intravi non cessavit osculari pedes meos. Oleo caput meum non unxisti; haec autem unguento unxit pedes meos. Propter quod dico tibi: Remissa sunt peccata eius multa, quoniam dilexit multum: cui autem minus dimittitur, minus diligit." Dixit autem ad illam: "Remissa sunt peccata tua". Et coeperunt, qui simul accumbebant, dicere intra se: "quis est hic, qui etiam peccata dimittit?". Dixit autem ad mulierem: Fides tua te salvam fecit; vade in pace!".

title: Latin/Chapter 5 Verse


text:
HyperText Markup Language/Tables

Tables are used for presenting tabular data. They can be inserted anywhere on the page, even within other tables. We will be looking at creating a basic table and then adding lots of tags to it so we can see just what the outcome will be. Experimentation is the name of the game here. The tags most useful when creating tables are

Every table begins with a
 tag and ends with a
 tag. In the table tag, you can define the attributes of the table, as you will see later.

The table contains rows, each begins with the
 table row tag and optionally ends with the
 tag. Rows must be inside tables.

The rows contain cells, each begins with the  table data tag and optionally ends with the 	 tag. Cells must be inside rows.

If you put a table cell outside a row, or if you forget to close a cell, or row, or table it will have unpredictable results. Text intended to be in the table may appear at an unexpected position, outside the table. At worst, the entire contents of the table will not be displayed.

For example, in IE and Firefox:
 * A cell outside a row is treated as in a separate row at the vertical position concerned
 * All content outside cells, whether in a row or not, is put before the whole table, in the order in which it occurs; IE puts each item on a new line; Firefox does not, but puts in some cases a blank space between items.

If the optional and are not put, the above refers to content before the first row, and in rows before the first element only. Note that is required; if it is forgotten all following content is considered part of the last cell of the last row, even further tables.

Task - Create a table

 * 1) Open your default.htm and save it as table.htm in the appropriate folder
 * 2) Create this HTML code in the body of the document
 * 1) Save the file and view it in the browser.

The result is:

It doesn't look too much like a table yet, but we'll add more soon.

Note: This table is made up of two rows (check out the two
 tags) and within each row there are two data entries (the two  tags)

You might compare a table with a spreadsheet. This one has two rows and two columns making 4 cells containing data. ( 2 rows x 2 columns = 4 cells )

Caption and headings
Let us start with a quick example:

Captions are useful for defining or describing the content of the table. They are optional.

To add a caption to a table, enter the  element after the opening   tag, with the text of the caption inside the element, as shown in the following.

Captions are usually displayed outside the border of the table, at the top. The exact appearance and placement of captions is subject to CSS styling.

Table headings are a way of defining the contents of the table columns. They are usually only used in the first
, table row.

Instead of using a  for the cell, we use a .

By default the text in table headings is displayed bold and centered.

The Syntax is:
text	text

Task - Table Caption and Headings

 * 1) Open your table.html file
 * 2) Add your own caption to the table
 * 3) View the result
 * 4) Add the table headings ITEMS and $ PRICE for the table
 * 5) View the result

Borders
A border around a table is optional: sometimes they help to define the table, and sometimes the table looks better without them.

However having borders turned on while you are creating the table is a very good idea since it makes tables much easier to work with. You can get rid of the border once the table is completed.

The default value is 0 (i.e. borderless).

Border is an attribute of the table tag. The syntax is:

 where X is the border size in pixels.

You can also specify a border colour, although this is an Internet Explorer tag only. The syntax is:

Note that it is not recommended to specify the border colour using HTML - it is much better to use CSS for this purpose.

Task - Create a border around a table

 * 1) Open your table.htm file.
 * 2) In the
 tag, add border="2" i.e.
.
 * 3) Save the file and view it.
 * 4) Change the size of the border (i.e., try 0, 10, and try a crazy number).
 * 5) View the results as you go.

Did you spot that only the outside border gets bigger?

Height and Width
A table, by default, will be as large as the data that is entered into it.

We can change the overall height and width of the table to get it the size we want.

It is possible to give the size in absolute pixels, or as a relative percentage of the screen size.

The syntax is:
 where ??? is the size in pixels or percentage.

It is also possible to control the dimensions of individual table cells or rows.

e.g.

It is possible to mix absolute and relative heights and widths.

Note that you can do the same thing with CSS by changing the padding.

Task - Define the size of a table

 * 1) Open your table.htm file.
 * 2) In the
 tag, we will add the height and width e.g.

 * 3) Save the file and then view it. Resize the browser window, and watch what happens - the table size stays the same.
 * 4) Experiment changing the measurements and view the file again.
 * 5) Now replace the pixels measurements with percentages e.g.

 * 6) Save the file and then view it. Resize the browser window, and watch what happens - this time the table changes size as the window size changes.

Cell Spacing and Cell Padding

Cell Spacing is the number of pixels between the table cells.

Cell Padding is the pixel space inside the cells. i.e. the distance between the information and the sides of the table cells.

Both these options are attributes of the
 tag

e.g.

Note: The default for both is 2

Task - Cell Spacing and Padding

 * 1) Open your table.htm file. Make sure that your table has a large height and width set (e.g. 300x200) - if not then you won't be able to see the effect of cellpadding and cellspacing.
 * 2) Experiment with changing the size of the table border, cellspacing and cellpadding. Try different combinations of 0, 1, 5, 10,etc.
 * 3) View the result each time

Alignment of table cells
The default alignment of the contents of table cells is left and vertically centered.

If you want to change the alignment of cells, it has to be done individually for each cell. The align command is included in the  tag. You can also change the alignment of an entire row by specifying the alignment in the
 tag

Horizontal alignment Syntax:  where position is left, center, or right or
 where position is left, center, or right

Vertical alignment Syntax:  where position is top, middle or bottom or
 where position is top, middle or bottom

You can also include align and valign commands in the table row tag and in the table tag.

Note: Including  or   in the   tag does NOT align the contents of the table. Instead it aligns the whole table on the page. i.e., it makes the text outside the table wrap around the table.

Task - Alignment of table cells

 * 1) Open your table.htm file
 * 2) Change the alignment of the table cells so that they look like:

or

 * 1) Experiment with other vertical and horizontal alignments.
 * 2) View the result each time

Row span and column span
Every row must have the same number of table datas, occasionally table datas have to span more than one column or row. In this case the tags colspan and/or rowspan are used - where they are set to a number.

Syntax:
 *  where X is the number of columns that the cell spans across.
 *  where X is the number of rows that the cell spans across.

Task - Row span and column span

 * 1) Open your table.htm file.
 * 2) Experiment with making one table cell span across multiple rows.
 * 3) Experiment with making one table cell span across multiple columns.
 * 4) View the result each time.

Background colour and images
It is possible to give each table cell, (or row, or table) a different background colour.

Syntax: where colour is a colour name or hexadecimal code.

Note: table background colours only display in version 3 browsers and above, and they may not print correctly.

Note: it is not recommended to specify background colours using HTML - it is much better to use Cascading Style Sheets for this purpose.

A background image is another modification of the appearance of a cell, row, or a complete table. Again these only display in version 3 browsers and above, and they may not print correctly.

Syntax: where filename is the path and filename of the background image.

Note: it is not recommended to specify background images using HTML - it is much better to use CSS for this purpose.

Task - Background colour and images

 * 1) Open your table.htm file.
 * 2) Experiment with changing the background colour of a table cell, a table row, and the table itself.
 * 3) Add a background image to a table cell, a table row, and the table itself.
 * 4) View the result each time.

Column groups
To specify a given format for a table column, you can use the and tags. These tags are located at the top of the table, and specify the default format for the given column.

With the <col> tag, the first instance indicates the formatting for the first column, the second for the second column, and so on. <colgroup> works similarly, but also includes the span tag to cover multiple columns.

Abusing Tables
Before CSS took off, tables were commonly misused to make page layouts. While you may see old sites designed this way, it is now considered bad practice to use tables in place of CSS.

Consider when and when not to use a table. For example, a single column table is almost always better off implemented as a list.

Summary
In this module you learn how to:

 * Create and customize HTML tables,
 * Control their dimensions and appearance,
 * Add a caption to a table,
 * Control the alignment of the table contents,
 * Various attributes of the table tags.

HTML/Tabelle

title: HyperText Markup Language/Tables


text:
Talk:HyperText Markup Language/Tables

Hi! Just to let you know that this page is not a copyvio - I genuinely wrote this text for my course. cheers - Drstuey 14:57, 21 Nov 2004 (UTC)

Much of this page discusses using attributes to change the appearance of tables, a practice which should be discouraged. previous sections of the book are fine. Zerathidune (talk) 04:59, 7 May 2009 (UTC)

title: Talk:HyperText Markup Language/Tables


text:
File:ProgrammingHTML-tables-cellpadding.gif

Programming HTML module - tables - cellpadding and cellspacing


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Cookbook:Oat Porridge

| Vegetarian | Breakfast

Porridge (also known in American English as hot cereal), is a simple dish made by boiling grain (often rolled oats) in water or milk. Porridge made from Irish oats, also called steel-cut oats, takes longer to cook—typically 15–20 minutes.

Ingredients

 * ½ cup (45 g) rolled oats or other grain
 * ¾ cup (180 ml) water
 * ¾ cup (180 ml) milk

Procedure

 * 1) Mix oats and water, then bring to the boil, covered with a lid.
 * 2) Once bubbling, stir and reduce temperature to the lowest possible to maintain simmering. Replace lid and watch carefully to prevent boiling over.
 * 3) Stir every minute or so. After five minutes, remove lid, stir thoroughly and add milk.
 * 4) Mix through, and keep stirring until fully mixed.
 * 5) Serve and add raisins, sugar, brown sugar, maple syrup, a pinch of salt, honey or inverted sugar syrup to taste.

Notes, tips, and variations

 * Soak whole grains over night and change water. Soaking softens the grains and reduces cooking time, although whole oats still require 45–60 minutes simmering. Rinsing also reduces starch and pesticide residue. Steel cut oats should simmer for 20–30 minutes, or to the desired texture. Let the water boil out for a chewier, rice-like flavor with whole oats or leave some water in as is common with rolled oats and instant oats.
 * Porridge can be made using water, milk, or a mixing of the two depending on taste. Other ingredients may include butter, dates, bananas, apples, and cinnamon. Add apples and cinnamon during the cooking process to infuse the flavor. If you want to avoid milk products, it is also possible to use soy milk instead of cow's milk. Corn oil also works well with honey and figs, out of the vegetable oils. Honey itself combines well with apples and cinnamon while raisins, dates and bananas are popular with dairy ingredients. Winter squash can be added to finer grains like wheat and millet.
 * Porridge was traditionally cooked over a wooden fire and in a cast iron pot which prevents burning and doesn't interfere with the flavor. In modern times, any pot will do as long as it is thick enough to distribute the heat.
 * Instant oats are the easiest and fastest to cook as they only need boiling water and as this may be also done with a microwave oven.

title: Cookbook:Oat Porridge


text:
User:David Johnson

Greetings! I don't maintain a user page here - please see my user page at the English Wikipedia.

title: User:David Johnson


text:
User talk:David Johnson

Greetings! I don't spend much time logged into Wikibooks, so if you wish to leave me a message please do so on my talk page at the English Wikipedia.

title: User talk:David Johnson


text:
User:Joseignacio

Currently my user page is on Spanish Wikiversity: Jose ignacio villar

title: User:Joseignacio


text:
User:RobKohr

Current work projects

 * A study to see how well individuals can measure differences in area accross a set of objects
 * A mouse wheel controller to see how well mice can measure distance
 * A lingusitic comparative tool that allows researchers to collaborate on language parsing trees
 * Image creation tool that can create recognizable patterns in a noise field.
 * A web based file and communication management tool so researchers can collaborate on grant proposals

Self initiated projects

 * EditThis.info wiki hosting
 * Create a web site that anyone can edit
 * Great for collaborating for classes and research projects
 * Also great for clubs and groups of friends with a similar intrest
 * cueFlash web based flashcard application
 * Learn sign language
 * Memorize terms for an exam
 * Share with friends
 * Webisodes.org
 * A Place to organize all of the video content on the web
 * ConstantSun Advanced Web System Development
 * A web system development business I am starting

All about me
We make a living by what we get, we make a life by what we give.
 * My Blog- Read my ramblings and find out what I am up to. I am not much of a blogger, so don't expect much on updates.
 * Contact Info - Email, IM, etc...
 * Photos - Pictures of parties, friends, and holidays
 * Shared Folder - My shared folder containing random stuff you can download.
 * My Wishlist - My birthday is November 15th. Send me an email when your birthday is and what is on your wishlist.

Sir Winston Churchill (1874 - 1965)

Other nonsense

 * My google webpage - Just giving google pages a try
 * Myspace, Friendster, Facebook
 * del.icio.us

Books I am working on

 * Ones I Started or completed (if it is possible to have a completed wikibook)
 * Steamed_Clams
 * Advance_Wars_2:_Black_Hole_Rising
 * MATLAB Programming/Psychtoolbox
 * Emulation
 * Cinematography - Eventually became part of the MMM
 * Contributer
 * Movie making manual

Links for self
http://en.wikibooks.org/wiki/Special:Watchlist

Chat with me
not sure if you created the cryptography scratch pad but it's a great idea and i have started importing articles from wikipedia to fill out the holes. --Erichmj 07:32, 28 Dec 2004 (UTC)

 * Nope, I think I just put a small addition on it, but it is a pretty good artical. --RobKohr 19:58, 4 Jan 2005 (UTC)

title: User:RobKohr


text:
User:Jose ignacio villar~enwikibooks

Currently my user page is on Spanish Wikiversity: Jose ignacio villar

title: User:Jose ignacio villar~enwikibooks


text:
XML - Managing Data Exchange/RSS/Answers

=RSS Chapter= =Exercises=


text:
Celestia/Getting Started

Introduction to using Celestia
To start Celestia, you should double-click on its icon. As it starts, it first shows the Sun, and then takes your viewpoint to the sunlit side of the Earth. When you get there, you can tell Celestia to show you other interesting sights.

Initially, Celestia opens in a window on your screen. For a more immersive experience, you can tell Celestia to take over the entire display. Open Celestia's menu Render/Select Display Mode and choose an appropriate screen resolution. When it's in full-screen mode, if you move the cursor up to the top of the screen, you should see Celestia's menu bar again, where you can choose to go back to windowed mode.

Some may think Celestia is a game. In a way it is but it is much more than that. Like most programs (with graphics and objects) of today the mouse is the primary way of getting around. Celestia does use the mouse to rotate/panned the observers POV with a combination of left and right mouse click and drag functions. However to truly get the most out of Celestia the keyboard shortcut letters bring the full power and beauty of the program into play. People who are more game enthusiasts may find the interface of Celestia boring after a few minutes if they only use the mouse. So, start learning and memorizing the keyboard shortcuts. You can find a quick look of the keyboard shortcut commands in the Help/Control pulldown while the program is running. You can also find them in the Celestia User's Guide.

Below are some introductory events and places you can explore in Celestia, using the keyboard and mouse. You will notice below some letters and words are in bold face. These are the keyboard shortcuts that can be typed to control Celestia.

Earth's rotation and the pole star
This needs a fairly wide field of view – use the comma and dot (.) keys to adjust the window to around 60°. If you don't have the Earth on the screen, press the three keys H3G to go there. Then back away a little with the End key or your mouse's wheel. Adjust the number of stars with the [ and ] keys, setting a limiting magnitude of around 5.

Adjust the rate of time to 1000 times faster (LLL) so the Earth can be seen slowly turning. The Earth spinning is what gives us day and night. Type a "y" to hover over one point on the Earth and see it enter light and shadow (day and night) as the Earth turns. Use the arrow keys Shift-← and Shift-→ to move round the Earth and see where night and day start and end. You can put the mouse cursor over a piece of land and just watch that point as day and night pass over it. This is best done with the clouds turned off (I). To turn the "sync orbit" off again, you can press F to return to "follow" mode.

With the synchronous orbit on, back away from the Earth a little using the End key (or the rotary wheel of your mouse if it has one) so you can see more stars. You can press the Home key to move closer again. As you watch the stars go past, you might see distinctive patterns of stars go by. People used to imagine people and animals in the patterns in the stars. Press / to turn on the constellation lines, and = to turn on their names. You can use the space-bar to pause time and take a longer look at any interesting shapes.

With the mouse, right-click and drag upwards to turn to look more Northwards. By the time you are looking squarely at the South pole of the Earth, the pole star Polaris should be visible. It's the star that's at the end of the tail of Ursa Minor, the "Small Bear", often called "the Little Dipper". If you watch for a while, you will see that all stars seem to revolve around that point while Polaris itself doesn't move much at all.

Keeping this view, zoom closer to the Earth (Home) and notice the way day and night look on Earth from this view. Depending on the time of year, the Antarctic ice-cap might be on permanent daylight or permanent shadow. This can be easier to see if you speed up to 10000x (L). You can briefly speed up even more (use K to slow down again) to hop between seasons.

Other Planets
Start Celestia. You are looking at the Earth from the direction of the Sun. We want to look at the Earth from the other side. Back away from the Earth using the End key until the Earth is about the size of a pea, and then use Shift-← and Shift-→ to rotate around the Earth until the Sun is visible in the background. The Earth might be easier to see if you turn up the background illumination with the } key, although this is not realistic as it makes planets glow in the dark (only stars really do that). Now turn the time rate up to a million times faster by typing LLLLLL.

You should notice the Moon whizzing round the Earth. Move closer or further away (Home/End) until the moon uses the whole width of the screen. The Moon takes about 28 days to go round the Earth. If you slow down time a bit by pressing K, you should be able to count the number of days (turns of the Earth) it takes for the Moon to go round once. You can turn the Moon's name on and off by pressing M. If you see a giant mass of names appear, all together, it's probably the names of all Jupiter's moons in the distance – Jupiter has a lot of moons. Speed back up to a million times again.

You will notice that every year as the Sun goes past, it is accompanied by a collection of small bright dots. These are other planets. You can turn their names on and off with P. It's time to leave the Earth. Type HFC to follow and centre the Sun. Leave planet names on (P). Back away from the Sun a little and you will be able to see Mercury, Venus, Earth and Mars moving from side to side as they orbit the Sun. If you back away further you will be able to see 9 planets. The outer ones don't seem to be moving much, so press L speed things up a little. Time is passing at about a year every 4 seconds now.

Let's turn on the planet's orbit lines – press O. They're not very clear seen edge on, so use the right mouse button to drag downwards until the orbits look circular, seen from above. You can't see all the orbit lines at once – if you move far enough away to get Pluto's orbit in, then the inner planet's orbits disappear. Move in to see the inner planet's orbits and the outer orbits are off the screen. By right-dragging, you can get a good edge-on view that shows that all the orbits are in almost exactly the same plane except for Pluto.

You may notice as Jupiter goes past that it has a huge mass of orbit lines for its many moons. Four of them are big enough to be seen from the Earth by using binoculars.

Time for a quick tour. This is possible best done with the orbit lines switched on. First, to about 1000x time rate (K,L). Then we can visit the 9 planets by typing 1G, 2G etc. Each of the number keys corresponds to a planet. Use Home and End (or the mouse scroll wheel) to zoom in and out, and right-drag to change the viewpoint and get a good look at each planet.

While visiting the outer planets, it is worth looking from above to see just how much like a little solar-system their moons make. You may occasionally see a black spot move across the sunlit surface of Jupiter – this is the shadow of one of the moons as it passes between Jupiter and the Sun.

Other Stars
Not all stars are like the Sun. Some stars are hotter than the sun, some cooler, bigger, smaller, brighter and dimmer, redder, bluer. Actually the blue ones are hotter, and the red ones cooler.

You cannot tell how far away stars are by just looking at them. So when people invented the constellations, they drew lines using stars that might be nearby, or far away. A good demonstration of this is to see how distorted familiar constellations would look if seen from a different angle – from a different place.

Turn on the constellation lines (/) and use dot and comma to set the field of view to around 60°. Centre a star in the constellation of the plough (Ursa Major, also called the Big Dipper) by pressing the Enter (↵)key, typing the name megrez and enter again. Then type CF to centre and follow the star. Now hold down the right mouse key and drag around the screen. Your viewpoint is now many light years away from the Earth, orbiting around the distant star Megrez. Try both with and without the constellation lines. You can plainly see the 3D pattern of the stars. If you move right round the back of the Plough (or Big Dipper), you can see that all the constellation lines seem to point roughly in the same direction – the direction of Earth.

It is interesting to return to the Sun while maintaining your view on Megrez – press T to track Megrez (keep it centred), then HG to go home. You can see the constellations return to their familiar shapes as we get back to the Sun. Press T again (or Esc) to stop tracking Megrez.

Another good star to do this with is Arcturus in the constellation of Boötes.

The constellations are all drawn with stars that are visible from the Earth, and are therefore the nearest stars to us. Turn the constellation lines on and then back a long way away (hold End), until all the lines are visible on the screen. Turn on more stars by holding the ] key and raise the limiting magnitude to about 10. Back away a little more until the whole of the galaxy is visible on the screen. Then right-drag so the galaxy is seen edge-on. You can see that the stars in the Celestia program form a sphere round the Sun. This is because we don't know the distances of all the other stars in the galaxy well enough to put their positions in the program – so the rest of the galaxy is just shown as a 'mist' of stars.

Reduce the limiting magnitude to 10 or less again with the [ key.

Other Galaxies
You can fly to many other galaxies, much like our own. For example, pressing ↵M 31↵g takes you to the Andromeda Galaxy (aka M 31), the closest spiral galaxy to the Milky Way. You can always go home again by typing the keys H3G.

title: Celestia/Getting Started


text:
XML - Managing Data Exchange/CSS/Answers

Exercise 1
Here is one way you could do it:

To be able to hook up your external style sheet with your XML document you have to write: at the start of the document, under

Like this:   <!DOCTYPE inventory[ <!ELEMENT inventory (book+)> <!ELEMENT book (isbn,title,titel?,author+,publisher,price)> <!ELEMENT isbn (#PCDATA)> <!ELEMENT title (#PCDATA)> <!ELEMENT author (#PCDATA)> <!ELEMENT publisher (#PCDATA)> <!ELEMENT price (#PCDATA)> <!ENTITY gyl "Gylden, Oslo Norway"> <!ENTITY sybex "SYBEX Inc. San Francisco California"> ]>

91-1-300875-7  Here you put in a title Here you put in a author &gyl; $30  91-2-705229-X Title of second book Author of second book &sybex; $30


text:
Geometry/Parallel and Perpendicular Lines and Planes

Parallel Lines in a Plane
Two coplanar lines are said to be parallel if they never intersect. For any given point on the first line, its distance to the second line is equal to the distance between any other point on the first line and the second line. The common notation for parallel lines is "||" (a double pipe); it is not unusual to see "//" as well. If line m is parallel to line n, we write "m || n". Lines in a plane either coincide, intersect in a point, or are parallel. Controversies surrounding the Parallel Postulate lead to the development of non-Euclidean geometries.

Parallel Lines and Special Pairs of Angles
When two (or more) parallel lines are cut by a transversal, the following angle relationships hold:
 * corresponding angles are congruent
 * alternate exterior angles are congruent
 * same-side interior angles are supplementary

Theorems Involving Parallel Lines

 * If a line in a plane is perpendicular to one of two parallel lines, it is perpendicular to the other line as well.
 * If a line in a plane is parallel to one of two parallel lines, it is parallel to both parallel lines.
 * If three or more parallel lines are intersected by two or more transversals, then they divide the transversals proportionally.


text:
Optics/Total internal reflection

Total internal reflection is a phenomenon that occurs when light travels from a more optically dense medium (or a medium with higher refractive index $${n_1}$$) to a less optically dense one (lower index $${n_2}$$), such as glass to air or water to air. When light travels from an optically dense medium to a less optically dense medium, the light refracts away from the normal. If the angle of incidence is gradually increased, one will notice that at a certain point, the refracted ray deviates so far away from the normal that it reflects rather than refracts. This results whenever the refracted angle predicted by Snell's Law becomes greater than 90 degrees.

The critical angle $$\theta_c$$ is defined as the angle of incidence (inside the higher-index material) for which Snell's Law predicts a 90-degree angle of refraction -- this would mean the light follows the surface rather than entering the low-index material.

One can calculate the critical angle using Snell's Law:

$$n_1\sin \theta_1 = n_2\sin \theta_2\,\!$$

$$n_1\sin \theta_c = n_2\sin 90^\circ = n_2$$

$$\sin \theta_c = \frac{n_2}{n_1}$$

$$\theta_c = \sin^{-1} \left ( \frac{n_2}{n_1} \right )$$

Total internal reflection will occur for any incident angle greater than θc.

Because the reflected ray never leaves the higher-index material, Snell's Law for total internal reflection becomes $$n_1\sin \theta_1 = n_1\sin \theta_2$$, in other words $$ \theta_1 = \theta_2$$, which is the law of reflection.

There is always a fraction of the energy reflected at a boundary between materials of different refractive index, but it is usually quite small (typically a few percent). In the case of total internal reflection, however, 100% of the beam energy reflects (hence the name "total").

You can easily observe total internal reflection for yourself next time you are in a swimming pool. If you are under water looking up, you see the sky. As you turn your head to look closer to horizontal, you see a reflection of the bottom (or side) of the pool. These rays from the pool bottom hit the water-to-air boundary at an angle of incidence greater than the critical angle, so they are reflected to you.

How do I know that the reflected ray isn't just the refracted ray? The second law of reflection states that "the incident ray, the reflected ray, and the normal are coplanar." Therefore, the refracted ray must be in the second medium. If it is in the same medium that it originated from, then it is the reflected ray. The reflected angle is also the same as the incident angle, which agrees with the first law of reflection.

title: Optics/Total internal reflection


text:
Trigonometry/Addition Formula for Sines

Sine Formulas
The addition formula for sines is as follows:
 * $$\sin(\alpha+\beta)=\sin(\alpha)\cos(\beta)+\sin(\beta)\cos(\alpha)$$

This is an important tool that allows us to relate the sines and cosines of angles of different sizes.

There is a related formula for cosines, discussed in the next section:
 * $$\cos(\alpha+\beta)=\cos(\alpha)\cos(\beta)-\sin(\alpha)\sin(\beta)$$

 * You are told that:
 * $$\sin(45^\circ)=\frac{\sqrt2}{2}$$
 * $$\cos(45^\circ)=\frac{\sqrt2}{2}$$
 * $$\sin(30^\circ)=0.5$$
 * $$\cos(30^\circ)=\frac{\sqrt3}{2}$$

 * Use the sine addition formula to calculate $$\sin(75^\circ)$$

Answer: Using the first formula:
 * $$\sin(45^\circ+30^\circ)=\sin(45^\circ)\cos(30^\circ)+\sin(30^\circ)\cos(45^\circ)$$
 * $$\sin(45^\circ+30^\circ)=\frac{\sqrt2}{2}\cdot\frac{\sqrt3}{2}+\frac{\sqrt2}{2}\cdot 0.5$$
 * $$\sin(75^\circ)=\frac{\sqrt6+\sqrt2}{4}$$

 * Check the answer in the worked example agrees with the correct value by using a calculator.

 * You are told that
 * $$\sin(10^\circ)\approx 0.1736$$ and
 * $$\cos(10^\circ)\approx 0.9848$$

 * Use the formulas to calculate the sine and cosine of $$20^\circ,30^\circ,40^\circ$$
 * Check that your answers agree with the values for sine and cosine given by using your calculator to calculate them directly.

The addition formulas are very useful.

Here is a geometric proof of the sine addition formula. The proof also shows how someone could have discovered it.

Proof
We want to prove:
 * $$\sin(\alpha+\beta)=\sin(\alpha)\cos(\beta)+\sin(\beta)\cos(\alpha)$$

About the Diagram
First, a word about the diagram used in the proof. How on earth would you come up with a diagram like that?

Well,

 * We need a diagram with right triangles and we need to show an angle of $$(\alpha+\beta)$$, so having $$\triangle ABC$$ is a must.
 * We want to express the lengths in this triangle in terms of lengths of two right triangles, one with angle $$\alpha$$ and one with angle $$\beta$$, so adding points like $$E$$ and $$F$$ is essential.
 * Having got that far we could start trying to solve the problem, and we'd find we ran into a problem when calculating the distance $$\overline{BC}$$ . That's why we split $$\overline{BC}$$ into $$\overline{BD}$$ and $$\overline{DC}$$ . We can calculate the distance $$\overline{DC}$$ . It is the same length as $$\overline{EF}$$ . Also $$\overline{BD}$$ is a length we can calculate using Soh-Cah-Toa.

Be aware that there is nothing really special about the diagram we chose. It's possible, for example, to calculate $$\sin(\alpha+\beta)$$ using a diagram where the right triangle $$\triangle ABE$$ has its right angle at $$B$$ rather than at $$E$$. You might like to try that.

We've chosen this digram and this lettering because it is exactly the same as used in the Khan Academy video on proving addition formula for sine so if you have trouble with the proof presented here, you can follow it on video instead.

Video Link
There is a video of the proof which may be easier to follow at the Khan Academy.
 * Proof: sin(a+b) = (cos a)(sin b) + (sin a)(cos b)

The Proof

First check that the $$\angle DBE$$ really is the same as $$\angle FAE$$. That's going to be important to the proof. We're just using the fact that angles in a triangle add up to 180° to make that check, noting that we know the 90 degree angles.

Now an expression for $$\sin(\alpha+\beta)$$. Here we're using Soh-Cah-Toa. We're going to be using Soh-Cah-Toa a lot.
 * $$\sin(\alpha+\beta)=\frac{BC}{AB}$$

Looking at the diagram we can replace $$\overline{BC}$$ by $$\overline{BD}+\overline{DC}$$ and we also have $$\overline{DC}=\overline{EF}$$ so:

 * $$\sin(\alpha+\beta)=\frac{BD+DC}{AB}=\frac{BD+EF}{AB}=\frac{BD}{AB}+\frac{EF}{AB}$$

Let's work out another way to express $$\overline{BD}$$ and another way to express $$\overline{EF}$$. You'll need to look at the diagram to see which triangles we are using.

Putting it all Together

 * $$\sin(\alpha+\beta)=\frac{BD}{AB}+\frac{EF}{AB}=\frac{\overline{AB}\sin(\beta)\cos(\alpha)}{\overline{AB}}+\frac{\overline{AB}\sin(\alpha)\cos(\beta)}{\overline{AB}}$$

The $$\overline{AB}$$'s cancel.

 * $$\sin(\alpha+\beta)=\sin(\alpha)\cos(\beta)+\sin(\beta)\cos(\alpha)$$

We're done!

Exercises
When we drew the diagram we said nothing about its size. That means we could still choose to make one of the sides be of whatever length we like. We can do this for just one edge. Once we've done that all the other sides lengths are determined. Fixing one length to be a nice value can shorten the proof.

So, let us decide that $$AB$$ is 1 km. Actually we'll not worry about the units whether km, m or cm and just write '1'.

$$\triangle ABE$$ is a right triangle and:
 * $$\overline{AE}=\overline{AB}\cos(\beta)=\cos(\beta)$$

Your task is to simplify the entire proof of the addition formula by replacing the lengths like $$\overline{AE}$$ with the actual values assuming that we've set $$\overline{AB}=1$$. You're effectively removing $$\overline{AB}$$ and multiplication and division by $$\overline{AB}$$ from the proof. It should become a lot shorter and clearer. You should also mark up the lengths on the diagram, assuming $$\overline{AB}=1$$.

Read the description About the Diagram of how the diagram was constructed again. Make your own diagram that is different to the one shown, with right angles in different places to the diagram shown, and do the proof using it instead.
 * Tip: If you find yourself adding lots of lines and lots of extra points then you are probably making the proof a lot harder than you need to. You want to add only enough lines to be able to 'chase' lengths from one place to another. Once you've got the three basic triangles, one extra line should be enough.

Trigonometria/Formule goniometriche Matemática elementar/Trigonometria/Adição, subtração, duplicação e bissecção de arcos

title: Trigonometry/Addition Formula for Sines


text:
Cookbook:Southwestern cuisine

| North American cuisines | Cuisine of the United States

 * Black Bean Soup and Salsa Verde
 * Chili — stew variety
 * Cookbook:New Mexico Chili Verde
 * Taco
 * Frito pie
 * Breakfast Burrito
 * Tamales
 * New Mexico Pork Tamales

title: Cookbook:Southwestern cuisine


text:
Cookbook:Tex-Mex Cuisine

| North America | United States Tex-Mex cuisine could be considered as being a type or style of Mexican cuisine, of the type or style practiced with gusto in Texas. In addition to the ancient roots of many of its ingredients and types of food items, Tex-Mex cuisine is a vibrant cuisine which is becoming increasingly known and ably practiced throughout the world.

Perhaps the very most fundamental recipes of Tex-Mex cuisine to learn and attempt to master are tacos (including an appropriate main filling), pinto beans (including refried beans), enchiladas, and fajitas. Tortillas are a very fundamental part of Tex-Mex cuisine, although, in modern times, tortillas are often purchased, rather than being made by exclusively by hand, a primary emphasis being on freshness.

Tex-Mex cuisine is distinguishable from Texas cuisine in that the foundations of Texas cuisine seem to relate more to a cuisine developed by settlers who immigrated to Texas from the U.S. in the 1800’s (with substantial contributions from other cuisines of the time), although there are overlaps, similarities, and borrowing between the two.

Recipes
For a list of recipes see the Tex-Mex recipes category.

If you are reading this on the Tex-Mex cooking page, all of the recipes in Tex-Mex recipes category are already listed to the right.

Here are a few selected recipes:

 * Black Bean Soup and Salsa Verde
 * Burrito
 * Cheese Enchiladas
 * Nachos
 * Queso
 * Tacos
 * Pinto Beans Recipe from South Texas

title: Cookbook:Tex-Mex Cuisine


text:
User:LockeShocke~enwikibooks

I am a carry-over from WikiPedia, where my account started. You may view my user page there. LockeShocke 01:33, 28 April 2006 (UTC)

title: User:LockeShocke~enwikibooks


text:
Ada Programming/Keywords/is

The keyword is separates the name of an entity from its definition.

In type declarations
Day_Of_Month   1 .. 31;

See Ada Programming/Types and Ada Programming/Subtypes.

In subtype declarations
Day_Of_February Day_Of_Month  1 .. 29;

See Ada Programming/Subtypes.

In package declarations
My_Package ...  My_Package;

See Ada Programming/Packages.

In procedure and function declaration
My_Procedure ...        ...       My_Procedure;

See Ada Programming/Subprograms.

In generic instantiations
Day_Of_Month_IO Ada.Text_IO.Integer_IO (Num => Day_Of_Month);

See Ada Programming/Generics.

Wikibook

 * Ada Programming
 * Ada Programming/Keywords

Ada Quality and Style Guide

|Is

title: Ada Programming/Keywords/is


text:
Template talk:Study guides bookshelf

A suggestion: It seems to me that "Annonated texts" should be a separate list from "Sudy Guides." I also don't think that every single annotated text needs to be listed on the Main Page (not even the one I am working on myself!). Wouldn't just one bold link to a list of "Annotated Texts" be enough on the Main Page?

What do people think? Dovi 08:03, 22 Nov 2004 (UTC)

title: Template talk:Study guides bookshelf


text:
Radiation Oncology/Cervix

 * Staging
 * Official Guidelines
 * Overview (for now contains most of the info; in process of splitting it up)
 * Preinvasive (HG-SIL / CIN)
 * Microinvasive (Stage IA)
 * Early Stage Non-bulky (Stage IB1 and IIA <4cm)
 * Early Stage Bulky (Stage IB2 and IIA >4cm)
 * Locally Advanced (Stage IIB-IVA)
 * Para-Aortic Recurrence
 * Palliation
 * Radiation Technique
 * Brachytherapy
 * Proton Therapy
 * Randomized Evidence
 * Cervical Cancer in Pregnancy

 * GOG trials
 * RTOG cervix trials

title: Radiation Oncology/Cervix


text:
Genealogy/Software

All listed software reads and writes GEDCOM files In addition to Geneweb, Gramps, Lifelines and GeneaologyJ, mentioned above, there are: In addition to Geneweb, Gramps, Lifelines and GeneaologyJ, mentioned above, there are:
 * Software for multiple operating systems, including Windows.
 * Geneweb A free, Libre program with a nice interface via your favorite web browser.  It can be used off-line or in a Web environment. Allows easy entry of information and easily produces reports.
 * Gramps is a free, Libre genealogy program that allows you to easily build and keep track of your family tree. Available for Linux, Mac OS X, FreeBSD, Solaris and Windows.
 * Lifelines A free, Libre program which produces, reports and books from your existing GEDCOM file. There are many pre-made report formats, and you can also make your own.  Requires some learning, and may not be optimal for data entry, since it would require you to directly edit your GEDCOM file.
 * GenealogyJ (GenJ in short) is a free, Libre standalone Java application that can handle all of your genealogic information (GEDCOM compliant). It provides different graphical components for working on your Family Tree.
 * Software for Linux and other Unixes
 * Software for Macintosh
 * GenerationX GenerationX is a genealogy tool for Mac OS X written entirely in Cocoa.
 * Web-based software
 * MediaWiki, the software that WikiBooks, Wikipedia, et al. use can be used very effectively for collaboration amongst distributed family members. It is a good platform for both original document storage and the cataloguing, explaining and linking of original research.

title: Genealogy/Software


text:
User:Jsonstein

I often teach the Java programming language at RIT (in New York State, USA), and it is good to see this sort of effort emerge. I will try to find time over the next few months to adapt some of my lecture/handout materials to this purpose. You can find my RIT webspace at http://www.it.rit.edu/~jxs/ and my personal webspace at http://ariadne.iz.net/~jeffs/

Feel free to make corrections or to contact me (via the above-mentioned webspaces) to make suggestions.

title: User:Jsonstein