text:
Understanding Scientific Terms/Common Roots

Lesson 2 - Common Roots in Science
Learn the word roots below.

Roots

 * bio   : life
 * zoo  : animal
 * geo  : earth
 * lith/o : stone
 * cyt/o : cell

 * archae/o or arche/o: old / ancient (from Greek arkhaios)
 * palae/o or pale/o: ancient (from Greek palaios)

 * myc/o : fungus
 * phyt/a : plant

 * psych/o: soul or mind
 * gynaec/o or gynec/o: woman

 * aer/o : air
 * astr/o : stars, celestial bodies
 * chem/o : chemistry
 * physi/o : nature

suffixes

 *  -o/logy : The study of
 *  -o/logist : one who studies
 *  -ic : pertaining to

What do these words mean?

How would you write the words with these meanings?


text:
User:RacerChick83

Hi, My name is Ashley Swartzlander. I am majoring in Secondary Education English/Spanish. I am currently a second semester sophomore at Clarion University. Physical Science: Physics & Astronomy is the first physics class I am taking since I was in High School. I am not very good at Math so i do not know what to expect from this class. I am hoping to do well in this class and also prove that English Majors are capable of solving Math problems. This is also my first time making a wiki so I am excited to learn something new and I am looking forward to expanding my education in the field of Physical Science.

Something fun and interesting about myself is that on my weekends I spend time at Dirt tracks. My family race Big Block Modifieds at the different tracks around the state and also sometimes out of state. Also my family owns a race shop out in Grove City. So most of my spare time is spent with or around Race Cars

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

title: User:RacerChick83


text:
Understanding Scientific Terms/Common Prefixes

Prefixes

 * ab- : from, away from
 * ad- : toward, to
 * end/o- : inside, inner
 * ecto- : outside, outer
 * epi- : over, upon
 * ex/o- : from, out of
 * hyper- : above, excessive, more
 * hypo- : below, under, less
 * micro- :  small
 * macro- :  big
 * peri- : around
 * pro-, proto- : before

root

 * derm : skin

How would you write the words with these meanings?


text:
Understanding Scientific Terms/Numbers

root

 * -sect : section, cut apart

How would you write the words with these meanings?

title: Understanding Scientific Terms/Numbers


text: User talk:204.255.30.12

title: User talk:204.255.30.12


text:
User:G.Pegnetter

Hi!! My name is Gretchen Pegnetter and I am a Junior here at Clarion. I am a Radiology major and this is my last semester. I was born and raised in Pittsburgh and I absolutly love it. This course was required for my major, that is the main reason I am taking it, but it also seems interesting. I took a physics class in high school and I really liked it, so I am sure I will enjoy this class.

title: User:G.Pegnetter


text:
User:Kmcclaine88

My name is Kristen McClaine. I am attending Clarion University, as a sophomore majoring in Radiological Sciences. I was born and raised in Clarion but hope to get out after I graduate. I enjoy spending time outdoors and with friends in my free time. I have never taken a physics course before so when I saw that I was required to take one I didn't know what to expect. I find most sciences to be interesting but they are not my best subjects.

title: User:Kmcclaine88


text:
User:Zoe.y1225

1/15/2008

Hi! And welcome to ZOe' page for Physical Science 112! I am hopeing I can get an "A" for this class

What interest me about physical science? The grea thing I like about physical science is that it is secience they we can apply to real-life living, we see it everyday and we live with it, like how elevator work, or how to use less power to lift up really heavy things. And I love to watch mythbuster in the discovery channel~ I think it is a great show

title: User:Zoe.y1225


text:
User:Jkdahl88

My name is Jena, I'm a freshman at here at Clarion and I'm majoring in Radiological Sciences.

title: User:Jkdahl88


text:
Wikibooks talk:Reading Levels

Levels
I'd like to suggest that we change the level designations for this guideline to something more broad. Assigning age groups isn't always the best approach. If we remove the grade-based levels to some other wording like beginner or intermediate I think more books can use this (not everything here is explicitly academic. I would consider using this for the Muggles' Guide if we could get larger groups in as well, such as "children to adults". -within focus 19:50, 15 January 2008 (UTC)

 * I like that proposal. I guess i'm so wrapped up in my own academics that I forget that it isn't the only way to break down materials. There are probably 4 major groups that I would like to differentiate between:
 * Children who can't read, or are just learning to read. These are things like picture books or story books. "Pre-Reader" is still a non-academic designation, but i would be open to other suggestions
 * People who read at a basic level ("Beginner"?) These books would be light on vocabulary, simple sentence structures, etc. I don't want to call this group "Novice", as a personal preference.
 * People who are reading at a "normal" adult reading level ("Intermediate"?). These books don't have to go out of their way to be simplified, but should make efforts to be easily accessible.
 * People who are professionals or are highly educated in one domain. These people can sift through jargon and acronyms, and can dig through very dense, dry, academic work ("advanced", or "professional"?)
 * It would be fairly easy to change these categorizations, once we decide what precisely to change them to. --Whiteknight (Page) (Talk) 15:13, 17 January 2008 (UTC)

 * I'm supportive of Pre-Reader -> Beginner -> Intermediate -> Advanced -> Professional myself. I feel that Advanced and Professional should be separate. For instance, when I was a college student I was Advanced in some engineering topics but still learning them. My instructors were Professional. Also, let's throw in "All Ages". -within focus 18:19, 18 January 2008 (UTC)

 * That's fair. We keep the same number of categories, so conversion is as simple as category renaming. I'll get started on it as soon as I have time (probably next week). --Whiteknight (Page) (Talk) 18:45, 18 January 2008 (UTC)

✅ --Whiteknight (Page) (Talk) 18:05, 10 April 2008 (UTC)

Levels are too Limiting
Noticing "A Little C Primer" was put in the Beginner level, it seems to me painfully obvious that the current system may benefit from some reworking.

As far as "reading levels" are concerned, the currently used levels are more than sensible, for Reading Levels. The problem seems to be that writers confuse them with content difficulty level.

A C Primer is "beginner" C/S reading, but i hardly can immagine your average 8-year old can digest that.

At the moment, only the two most "high level" categories make any sense for any sort of higher academic matierial (any programming, any science etc), not allowing for different levels of comlexity within the subject.

Maybe there could be a separate difficulty specifier for the subject's difficulty...

A C Primer should be a Beginner Text for an Advanced Reading-capable person.

--- m

 * Yes, but these are reading levels -- we also have Template:Prerequisite to better describe the audience. If you have other descriptors to suggest, we can consider them. Perhaps age is one such descriptor.
 * But your analysis is correct - there are books which are easy to read but difficult to understand (as in your example of a C primer). That's not a fault with this system. It's not a fault at all. Those books exist, and should be described as such.
 * Though I suggested age as another descriptor, I'd be reluctant to actually implement that because age is notoriously difficult to work with in this area. In young children there is too much variability, and among adults there is not enough to make it useful. — Mike.lifeguard | talk 06:29, 23 November 2008 (UTC)

 * I've made some changes to try to clarify what this page is about so this sort of confusion is hopefully reduced. I've focused on mentioning different reading skills that are mastered, starting with not having learned to read at all yet, and from there for each skill level mentioning things like having mastered the ability to work out the meaning of most unfamiliar words just by the content of their usage. I think that helps clarify the intent of this page and makes clear that this page is not about a person's ability to understand a subject based on what they have learned previously about the subject. --dark lama  16:40, 30 November 2008 (UTC)

Reading level for non-native speakers
Should a new level be created, or should it be an addition to beginner? Kayau ( talk | email | contribs ) 11:13, 4 June 2010 (UTC)

 * A non-native speaker is much like native speaker in that there skill levels can vary.
 * A non-native speaker that knows no words yet, or needs assistance to understand words might be called a pre-reader.
 * A non-native speaker that knows some words and language structure, and only needs assistance some of the time might be called a beginner.
 * A non-native speaker that has been able to master an ability to figure out what unfamiliar words mean from their context and usage might be called Intermediate.
 * A non-native speaker that knows some specialized words, often only used in a specific field, might be considered Advance.
 * A non-native speaker that knows most specialized words in a specific field, might be considered to have a professional understanding of the language.
 * Do you see what I mean? --dark lama  14:17, 4 June 2010 (UTC)
 * I see... perhaps a word or two could be added about non-native speakers to every level. Kayau ( talk | email | contribs ) 09:49, 7 June 2010 (UTC)
 * Well the page doesn't really attempt to differentiate between native and non-native speakers. I'm unsure there is a clear way to differentiate them in any case or a need to. Whether someone considers themselves a native or a non-native speaker is a personal choice/opinion. What I said about non-native speakers is also true of native speakers, and the page already mentions these things without reference to whether a person is native or non-native. The reading levels aren't even based on some age group, just on lack of or skills learned which is age neutral and native/non-native neutral. --dark lama  12:13, 7 June 2010 (UTC)

New reading level for reference books
I propose that we create a new "Introductory" category for beginner reference books that are written with non-technical vocabulary but require an adult's level of comprehension. Books in the category would be introductions to advanced/professional topics, for example the books A Little C Primer and Java Programming, for which readers would not be expected to have prior knowledge (which makes it a misnomer to categorize the books as Intermediate). The two books are currently categorized as Beginner, but those books clearly don't meet the criteria of being intended for young children and reliant on pictures. The Introductory category would only apply to nonfiction reference works, and it would categorize books that are written at an Intermediate level but require a basic adult comprehension level. I think such a category would solve the unique problem involving the miscategorization of nonfiction works for beginners in a particular subject. This would solve the problem discussed in a previous section. --Apollo1758 (discuss • contribs) 00:28, 21 June 2012 (UTC)

 * This page describes level of fluency in reading a language, such as a fluency in reading the English language. Some people seem to confuse language fluency with topic difficulty. covers any prior knowledge a person should have in a topic if any. Whether a person has any prior knowledge on a specific topic and how difficult a topic may be to learn is beyond the scope of this page. --dark  lama  14:17, 21 June 2012 (UTC)

Prereaders
It would be good to have a category meaning: picture dictionary/word book for beginning readers.

This category is for native-language learners possessing an oral vocabulary of words known by pronunciation and meaning but who are just beginning to learn to read.

For these learners, word books/picture dictionaries give an initial exposure to the spellings of orally known words. The overall gestalt, and often, first and last letters, of the written words are learned in association with known pronunciation and meaning.

This category of books is distinct because it enables learners to self-teach.

It is especially important for English because of the variability of English spelling. The pictures in such books function as pronunciation guides as well as definitions for the spelled words.

We could say that these books are for pre-readers because regular pronunciation guides, such as Webster's, need basic literacy to be used.

Then, the current category for books with higher reading-level than content-level could have a separate cagegory that could span multiple levels.

I have been to other sites with children's books that use the category "prereaders" for very hard books and felt frustrated by that. This section of Wikibooks clarified that frustration for me. So that's why I've made this suggestion.

Sbioggio (discuss • contribs) 03:29, 1 April 2015 (UTC)

 * In what way does our pre-reader category, as described here, mismatch what you want? --Pi zero (discuss • contribs) 11:04, 4 April 2015 (UTC)

title: Wikibooks talk:Reading Levels


text: User talk:65.31.107.135

title: User talk:65.31.107.135


text:
User talk:Zoe.y1225

Introduction to physical science
Is there a reason fro the y1225?

Nice work --J.M.Pearce (talk) 20:50, 18 January 2008 (UTC)

title: User talk:Zoe.y1225


text: User talk:208.53.157.18

title: User talk:208.53.157.18


text:
Future Media/Media Fads Vs Paradigm Shifts

How can you tell the difference between a media fad and new paradigm shift that might have eternal consequences? What determines whether we should invest our time and effort or not?

Post the best of your seven "New Paradigm Shifts" in this space. Follow my example below by indicating your name and information source:

Eland: http://www.red.com/cameras

Digital video cameras are one of the hottest and most competitive products in the market. Over the years, billions have been spent in research and development by companies like Sony, Panasonic, JVC, Canon and a dozen more. How on earth did the CEO of Oakley sunglasses come up with a device that seems to have trumped them all?

The Red One camera shoots a better picture at less cost and seems to have opened the door to thousands of wanna-be's with talent that might be equal to Stephen Speilberg's. Affordable, phenomenal quality video means that every paradigm in the film industry related to finance, distribution and profits has been turned on its head. Orders are so backlogged for the Red One right now that it will probably take years to understand what the real consequences of it are within the movie industry.


text:
User:Ockham

Hello.

 * Questiones in Metaphysicam
 * The Snows have fled

title: User:Ockham


text:
User:Treadcey

Hi Everyone in PH112!

My name is Tracey Read I major in Elementary Ed. this is my Senior year, but i actually have to go one more year next year and then i will be finished!!

My interests of Physical Science is really nothing at this point, I never really had Physical Science so I am excited to see what it is all about. I did hear people talking about Math and I love math so hopefully I like this class.

--Treadcey (talk) 21:21, 15 January 2008 (UTC)

title: User:Treadcey


text:
User:Kzhang

Hello.My name is Ke Zhang, an international student from China. I am a sophomore in Clarion University. My major is business management. I like science such as chemistry and physics. I always think that chemistry is a kind of magic and as for physical science, it helps me to know more about nature and this world.

title: User:Kzhang


text:
User:Sportsfan~enwikibooks

Hi All, My name is Lindsey Cunko and i am a Junior Elementary Education major. I'm kinda nervous about this class since i never had to take Physics in high school so hopefully it wouln't be to bad and i will learn some new stuff. When i'm not busy with classes and class work i enjoy hanging out with friends, playing saxophone and guitar, and playing sports. My favorite sports teams to watch are the Pittsburgh Steelers and the Pittsburgh Pirates. As far as what interests me about Physical Science i'm not really sure since i have never taken physical science in high school before. So hopefully after taking this class i will be able to learn something that will interest me in this science. I'm looking forward to having a good semester and learning many things in this class.

title: User:Sportsfan~enwikibooks


text:
Future Media/Using Wikibooks.org and Facebook.com As Communication Tools For This Class

'''This Future Media Class students will write their own text as a WIKIbook. Informal discussions about this course in Facebook can be used in this WIKI where thoughts are formalized in an on-line text book outlined by teachers.

Guidelines and suggestions for the use of Facebook as a social networking tool and WIKIbooks as an information sharing tool are as follows:

1. Every student should communicate in Facebook at least four times per week and more often when class activities require it.

2. Students are encouraged to use the discussion board in Facebook for ongoing topics. New "Topics" can be at any time and a history of all interactions in Facebook will be used to partially determine a course grade.

3. New chapters can be added to the WIKI, but students are requested to let professors in the relevant discipline (art, music, multimedia, business) know when a section of the book is added. The editing and contribution of text, photos, URL links, etc. is expected.

4. In order to stay current with the class, students are responsible to read Facebook messages Monday through Friday and on weekends when possible.

5. Students are encouraged to address Facebook comments to specific students and teachers when appropriate. Occasionally it will be appropriate to message every class member from Facebook.

_________________

What is Facebook?
Facebook is the second largest social network on the web, and continues to grow.

http://mashable.com/2006/08/25/facebook-profile/


text:
User talk:A.D. Wescoat

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- – Mike.lifeguard  | talk 23:01, 15 January 2008 (UTC)

Nice work --J.M.Pearce (talk) 19:54, 18 January 2008 (UTC)

signature
Your signature currently links to User talk:A.D.Wescoat, which is not this page, you'll notice. Please fix it so that link points here (you're missing a space between the 2nd . and the W :) – Mike.lifeguard  | talk 03:01, 13 February 2008 (UTC)

title: User talk:A.D. Wescoat


text:
User talk:71.60.27.189

Join Us!
-- – Mike.lifeguard  | talk 23:01, 15 January 2008 (UTC)

title: User talk:71.60.27.189


text: User talk:68.114.5.229

title: User talk:68.114.5.229


text:
User:Craig Butler

Hey everyone I'm Craig. I am a sophomore here at Clarion. I'm an elementary education major with a math concentration.

The thing that I like most about physical science is the astronomy. I took a semester of astronomy in high school and it was one of my favorites. I think it's pretty cool to look at things that are so much bigger than you.

This is just for those of you who don't know me. It gives you a face.

title: User:Craig Butler


text:
User:Quentin Taraszewski

Hi, I am Quentin! I am a student at Clarion University majoring in Sociology.

 HOBBIES

I enjoy hunting, fishing, and tying flies.

INTEREST IN PHYSICAL SCIENCE AND PHYSICS:

I am taking a physics course this semester to get a good overview of the subject. I do have a particular interest in learning how "forces" work.

title: User:Quentin Taraszewski


text:
User talk:Craig Butler

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- – Mike.lifeguard  | talk 23:49, 15 January 2008 (UTC)

Copyright problem with Image:Canoe pic.jpg
You need to tag your pics to keep them up -- Nice work --J.M.Pearce (talk) 20:21, 18 January 2008 (UTC)

title: User talk:Craig Butler


text: User talk:70.171.78.140

title: User talk:70.171.78.140


text: User talk:76.229.186.44

title: User talk:76.229.186.44


text:
User:Susanwesterlund

I am a student at Clarion University... Major in Elementary Education.. Minor in Pyschology... I graduated from Bethel Park Senior High School...

Physical Science is interesting because it is the basis for how things work in the world. Everything works because of a physical reaction. Physical science teaches us the reasonings behind how things work.

title: User:Susanwesterlund


text: User talk:24.28.7.96

title: User talk:24.28.7.96


text:
Talk:Circuit Theory/Bode Plots

I like how this is written in the real engineering style :P

Should this be merged with Bode_Plots?

Also, this article needs more graphical bode plot information (and pictures)...

title: Talk:Circuit Theory/Bode Plots


text:
User:S seallen

My name is Shana Allen. I am a junior at Clarion University. I am a dual major in Elementary Education and Early Childhood. I am not very good at the sciences. This is most likely because of the fact that I am not a big fan of the sciences.

title: User:S seallen


text:
User:S kmdietrick

Hello. I am a student at Clarion University as an elementary eduction major. I play a lot of ultimate Frisbee and you should to.

The part that interest me most about physical science is how it is incorporated into our everyday lives.

title: User:S kmdietrick


text:
User:Sammy Moon

'''Samantha Moon '''

Junior

'''Elementary Education Major

English Minor '''

'''e-mail: s_samoon@clarion.edu '''

http://jupiter.clarion.edu/~s_samoon

(click on the third link and then my name) My personal Wiki should appear

title: User:Sammy Moon


text:
User talk:S kmdietrick

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- – Mike.lifeguard  | talk 01:19, 16 January 2008 (UTC)

Good work --J.M.Pearce (talk) 20:34, 18 January 2008 (UTC)

title: User talk:S kmdietrick


text:
User talk:Sammy Moon

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- – Mike.lifeguard  | talk 01:34, 16 January 2008 (UTC)

Copyright problem with Image:The epitome of our trip.jpg
Sammy -- you might want to add a direct link to your homepage. - Nice work --J.M.Pearce (talk) 20:09, 18 January 2008 (UTC)

title: User talk:Sammy Moon


text: User talk:70.228.75.25

title: User talk:70.228.75.25


text: User talk:Audreynull

title: User talk:Audreynull


text: Template:Nfur

title: Template:Nfur


text:
User:Jing1228

I like the theory about force in physical science because that can some problems in society.

title: User:Jing1228


text: Template:No rationale

title: Template:No rationale


text: Template:Image non-free use

title: Template:Image non-free use


text:
User:Sjb09

I love to go fishing, four-wheeler riding, and just being outdoors.

I am a junior in college. I am an Early Childhood/Elementary Education major.

I am a very family oriented person. I love spending my free time with my family.

Physical science in my opinion is amazing. It is sometimes hard to understand, but all in all it is an amazing subject.

I really hope to learn more about physical science with this course.

SJB09

title: User:Sjb09


text: Subject:Advanced Placement

title: Subject:Advanced Placement


text:
Template:UserImages2

User:

title: Template:UserImages2


text: User talk:125.193.46.108

title: User talk:125.193.46.108


text: User talk:63.130.250.13

title: User talk:63.130.250.13


text:
User talk:Liz P

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- – Mike.lifeguard  | talk 04:15, 16 January 2008 (UTC)

title: User talk:Liz P


text:
User:R.J.Wright

I am RJ Wright, I am a freshman undecided major at Clarion University of Pennsylvania.

title: User:R.J.Wright


text:
Talk:Java Programming/3D Programming

3D Programming? looks 2D to me
I came to this page looking for some good lwjgl or java3d help instead I find something on the distance between 2 2D points, this should be removed in my opinion and replaced with some useful information. --Diploid (talk) 21:22, 2 February 2008 (UTC)
 * Update: I've fixed the problem by removing the seemingly arbitrarily posted code, this page is now a stub. --Diploid (talk) 21:33, 2 February 2008 (UTC)

title: Talk:Java Programming/3D Programming


text:
User talk:82.0.195.125

Blocked
You have been blocked from editing. Please contribute constructively when the block expires -- Herby talk thyme 12:47, 16 January 2008 (UTC)

title: User talk:82.0.195.125


text:
User talk:SuW

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. -- Herby talk thyme 10:00, 16 January 2008 (UTC)

Thanks for a good editing job on my roast beef recipe ! Nice to see someone editing someone else's contribution without massacring it - Peter

title: User talk:SuW


text: User talk:203.98.110.35

title: User talk:203.98.110.35


text:
Cookbook talk:Corn and Shrimp Chowder

Would this not be considered a Bisque, as it lacks potatoes to be a chowder?

title: Cookbook talk:Corn and Shrimp Chowder


text:
User:CMSwab

Hi Everyone!

My name is Cybill Swab and I am currently a Senior here at Clarion University. I am majoring in Elementary/Special Education with a minor in Political Science. Next semester I will be going on block and am very excited for that experience.

I have put off taking this class to the very end because I have never been good at math and was therefore afraid to take Physics. However, I think Physics might interest me as long as the content does not get to in-depth.

title: User:CMSwab


text:
User:Ewwhite2205

ERIK WHITE

I'm 21 years old and in my third year here at Clarion. My major is radiologic science. I went to Clarion-Limestone High School and graduated there in 2005.

I never took a physical science class in high school but i did take plenty of math classes including geometry, algebra, trigonometry, pre-calc and calc.

title: User:Ewwhite2205


text:
User:Kushan I.A.K.J

 * See meta:User:Kushan I.A.K.J...

title: User:Kushan I.A.K.J


text: User talk:84.9.158.185

title: User talk:84.9.158.185


text:
User:KristieJean

Just a little information about me My name is Kristie Bash and I am from a small country area called Cookport in Indiana County. I grew up surrounded with family and having two older siblings; a bother and sister. Family means a lot to me. I am about fifteen minutes from IUP. I went to Purchase Line and played several sports. I was very atheletic, playing volleyball, basketball, softball. I also particapted in cheerleading and karate for eight years. I am a first degree black belt and love to work out. I am an out going girl, who loves to have a good time and hanging out with friends. I will pretty much try anything out and give it a whirl.

My interests and dislikes about Physical Science I am a little nervous about this Physics class, not sure of what to expect. I took a Physics class in high school and it was very interesting to me. One reason I was very interested into Physics, is becasue I love math. I love trying to figure out the problems. In high school, we performed mini labs and the things that happened was shocking. I was wondering how things like that happened. Although Physics didn't come easy to me all the time. I have trouble relating the math problems to real life situations and figuring out the problems. Defiantely my favorite part about physical science is math.

title: User:KristieJean


text:
User talk:Ockham

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- – Mike.lifeguard  | talk 18:03, 16 January 2008 (UTC)

title: User talk:Ockham


text:
User:Pjg12~enwikibooks

hi this is my userpage!

title: User:Pjg12~enwikibooks


text:
Strength of Materials/Weakest link determination by use of three parameter Weibull statistics

When for a particular property a material shows a large scatter in measured data (e.g. strength measurement results of brittle materials, or of threads with important variations in thickness as listed in reference [1]), a characteristic value for, or the weakest link of such a property can be obtained by analyzing the measured data on the basis of three parameter Weibull statistics.

Introduction
When a material is subject for strength determination, series of strength measurements will show a scatter. When the scatter is low compared with the average value of the series, a minimum strength value $$f_{min}$$ may be defined by:

(1) $$ f_{min} = f_a-u.s $$

in which $$f_a$$ is the average strength, $$s$$ is the standard deviation of the measurement series, and $$u$$ is the factor related to the probability of not failing (e.g. relates to a fail probability of 0.0001)

However, a number of materials, e.g. threads with important variations in thickness, brittle materials as annealed glass, will show a large, or even a very large scatter compared with the average value of the series. And even the scatter of the average values of a number of series of measurements may show such an important scatter compared with the overall average value, that applying expression (1) leads to a nonsensical minimum strength.

In those cases, strength measurements series may be described by two parameter Weibull distributions that indicate that the minimum value approaches to zero, or:

(2) $$F(f;\alpha,\beta)=1-\exp \left[ - \left( \frac{f}{\beta}\right)^\alpha \right]$$

in which $$F$$ is the cumulated probability of failing, $$f$$ the measured strength value, $$\alpha$$ the first or shape parameter, and $$\beta$$ the second or scale parameter.

The minimum applicable strength value $$f_{min}$$ can be determined by the following expression:

(3) $$f_{min} = \beta \left[ \ln \frac{1}{1-F} \right]^\frac{1}{\alpha}$$

in which the cumulated probability $$F$$ of failing has a low value, e.g. 0.0001.

When the scatter of strength measurements is extremely important, or the minimum strength value is certainly larger than zero, straight application of the two parameter Weibull distribution is of no meaning and should be replaced by a more complex method leading to the use of three parameter Weibull distributions, expressed as:

(4) $$F(f;\alpha,\beta) = 1 - \exp \left[ -\left( \frac{f-\gamma}{\beta} \right)^\alpha \right]$$

in which $$\gamma$$ is the third parameter, or the minimum value of the strength. Or in other words, the weakest link.

It should also be taken into account that the parameters shall be considered as distributions $$\mathcal {D}$$ of random variables with a mean value and a variance:

(5) 1st, or shape parameter:   $$\alpha = \mathcal{D}( \alpha_m,Var_\alpha)$$

(6) 2nd, or scale parameter:   $$\beta = \mathcal{D}( \beta_m,Var_\beta)$$

(7) 3rd, or location parameter: $$\gamma = \mathcal{D}( \gamma_m,Var_\gamma)$$

Quantification method
In order to quantify the three parameters, and especially the third one, the weakest link, a relative large number of data should be available, grouped in series. Those series have to be obtained from measurement pieces drawn from lots, where each lot should be considered as more or less homogeneous. The estimation of the parameters then may follow the following iterative procedure:

step i: Use the three parameter Weibull distribution, however declare the third parameter $$\gamma_{min} = 0$$. Put each series of data into that distribution by means of a best fitted method. This gives for each series the parameters $$\alpha$$ and $$\beta$$. For a best fitting method, see reference [2], and possibly the Wikipedia contribution "Weibull modulus".

step ii: With those parameters $$\alpha$$ and $$\beta$$, calculate a specific value and range, e.g. the average $$f_a$$ value and the range $$R_{p2-p1}=f_{p2}-f_{p1}$$ with possibly $$p1=0.05$$ and $$p2=0.95$$.

 step iii: Place all pairs of specific range/specific value, here as example the $$R_{p2-p1}$$/$$f_a$$ pairs, into a Cartesian diagram with as abscise the specific range and as ordinate the specific value. The result should be a stretched cloud pointing to the ordinate.

step iv: Calculate the trend, or regression line and calculate the specific value when the specific range equals to zero. The value obtained, $$f_{a,R=0}$$, is also the average third parameter $$\gamma_{a,R=0}$$.

step v: Calculate the best estimation of the residual standard deviation $$s_r$$, needed for the estimation of the lower value of the third parameter, the real weakest link $$\gamma_{min}$$, with the expressions:

(8) $$s_r = \sqrt{K_f \frac{1-r^2}{n-2}}$$ and (9) $$K_f = \sum_{i=1}^n f_a^2 - \frac{1}{n} \left(\sum_{i=1}^n f_a\right)^2$$

where $$K_f$$ is the square sum of the average $$f_a$$ values, $$n$$ is the number of pairs, and $$r$$ is the correlation factor.

step vi: Calculate the lower value of the third parameter by means of

(10) $$\gamma_{min} = \gamma_{a,R=0} - u.s_r$$

where $$u$$ is the eccentricity of the normal distribution, e.g. $$u=1.64$$ for a probability of 0.05.

step vii: Replace the used third parameter in step i by the $$\gamma_{min}$$ value estimated in step vi. Repeat steps i to vii until the difference between last and fore last value is sufficient small.

Conditions for representation
In order to select a most representative number of strength measurement series of the entire, more or less inhomogeneous population, but ensuring within each lot a most representative homogeneous number of measurement pieces, some conditions should be taken into account.

a)	The number of series should represent a sufficient time interval of production of the concerned material. A population consisting out of up to five series is certainly too small, a population from six to ten series may lead to doubtful results.

b)	The number of measurement pieces per series should be recommended to have at least 10 pieces. The test pieces for one series should be selected randomly from one lot manufactured within a production interval that may be assumed to be as homogeneous as possible.

c)	The measurement pieces per series should be of one size: the measurement pieces of different series should differ in size.

Examples of possible minimum numbers of measurement series:

Threads: From each of e.g. four production intervals or lots, spread over a production period of one month, where each production of threads is as homogeneous as possible, a first series of tensile measurements should consist out of measurement pieces of length $$l$$, a second series should consist out of measurement pieces of 3 times $$l$$ and a third series should consist out of measurement pieces of 10 times $$l$$. So in total 12 series of tensile measurement pieces.

Annealed flat glass: From each of e.g. four production intervals or lots, spread over a production period of some months, where each production of annealed flat glass is as homogeneous as possible (e.g. series could be taken from one very large sheet of glass), a first series should consist out of measurement pieces of surface $$A_1$$, a second series should consist out of measurement pieces of surface $$A_2$$, and a third series should consist out of measurement pieces of surface $$A_3$$. For various surfaces, refer to the series of international standards CEN ISO 1288 (reference [3]). So in total 12 series

Computer generated example

An example with computer generated data is given below.

Measurement pieces:

- 4 lots, where each lot contains 3348 strength numbers;

- each lot deliver 3 series of measurement pieces, where the pieces contain 121, 25 or 9 strength numbers, in respectively the first, second and third series;

- each series consists out of 12 measurement pieces;

- total 4 x 3 x 12 = 144 measurement pieces;

- strength numbers $$f_i$$ are randomly distributed following the expression

(11) $$f_i = 20+4 \mu_0 + \left[\left(40+40 \mu_0 \right) \left(\mu_1+\mu_2 \right) \right]$$

where $$\mu_0$$ is a random variable related to lots with values between 0 and 1, and $$\mu_1$$ and $$\mu_2$$ are random variables related to any stress number, also with values between 0 and 1;

Third parameter estimation:

The steps i to vii have been performed two times. The result is graphically given in figure 1. The stability of the method has been investigated by repeating the whole process 20 times. The averaged minimum third parameter value $$\gamma_{min}$$ was 16.2 by a standard deviation $$s_{\gamma_{min}}$$=2.2.

Symbols
$$ f $$	= occurrence, e.g. breaking stress

$$ m $$	= subscript that indicates mean value

$$ A $$	= a dimension, e.g. length, surface, ..

$$ F $$	= probability that an occurrence occurs

$$ K $$	= intensity of irregularities that influences, most negatively, an occurrence

$$ R $$	= range, or value of difference between two occurrences

$$Var $$	= variance of within a series of values

$$ \alpha $$	= first parameter of Weibull distributions

$$ \beta $$	= second or scale parameter of Weibull distributions

$$ \gamma $$	= third parameter of Weibull distributions

Weibull distribution with parameters subject of random variation
The following sections give the information for the development from expressions in the “Introduction” to those in step v and step vi in the “Quantification method”.

From expression (4) the stress $$f_{F}$$ belonging to a certain occurrence probability F is

(i) $$f_{F} = \gamma + \beta \left( \ln \frac{1}{1-F} \right)^\frac{1}{\alpha}$$

From expression (i) and expressions (5) to (7) it can be concluded that

 at first  the variance of the stress with a determined probability to occur, is

(ii) $$Var_{F} = Var_{ \gamma} + Var_{ \beta + \alpha}$$ where + means "combined with".

When the probability $$ F $$ is selected in such a way that $$ \ln \frac{1}{1-F} = 1$$, then expression (i) will be simplified to

(iii) $$f_{F} = \gamma + \beta$$ which can be detailed as

(iv.a)	mean value $$f_{F;m} = \gamma_{m} + \beta_{m}$$ and

(iv.b)	variance $$Var_F = Var_{\gamma} + Var_{\beta}$$

 and secondly  the value of the stress $$f_{F}$$ with a determined probability $$ F $$ to occur varies linear with the value of the second parameter $$ \beta $$. When the value of $$ \beta $$ can be reduced to zero, the remaining expression will be

(v)	$$f_F = \gamma $$ which can be detailed as

(vi.a)	mean value $$f_{F;m} = \gamma_m $$ and

(vi.b)	variance $$Var_F = Var_{\gamma} $$

Properties of the second or scale parameter $$ \beta $$
Failing of an object under stress of inhomogeneous objects such as threads, or brittle materials such as annealed glass, depends on the size $$ A $$ of the objects as well as the intensity $$ K $$ of those irregularities in or on the object from where failing starts. For instance for threads the size is characterized by the length, the intensity of the irregularities by a.o. variations in thickness. In the case of annealed glass the size is characterized by the surface of the object, the intensity of the irregularities by the presence and depth of flaws on that surface.

This dependency can be expressed as

(vii) $$ \frac{ \beta_{A_1}}{ \beta_{A_2}} = K \left ( \frac{A_2}{A_1} \right )^ \frac{1}{a} $$

so that the expression (6) can be more detailed by

(viii) $$ \beta _{A_1} = \mathcal {D} \left [ K \left ( \frac{A_2}{A_1} \right )^\frac{1}{a} \beta_{A_{2;m}}, K \left ( \frac{A_2}{A_1} \right )^ \frac{1}{a} Var_{A_{2;m}} \right ] = K \left ( \frac{A_2}{A_1} \right )^ \frac{1}{a} \mathcal {D} \left ( \beta_{A_{2;m}} , Var_{A_{2;m}} \right ) $$

This expression demonstrates that when the size $$ A_{1} $$ approaches the infinitive and, or the irregularities are such that $$ K $$ approaches zero, the value of the second parameter $$ \beta $$ approaches zero.

Reduction of second parameter $$ \beta $$ to zero
For a certain measurement series, the occurrence $$f_{F_1} $$ occurring with a probability $$F_1 $$, and the occurrence $$f_{F_2} $$ occurring with a probability $$ F_2 $$, are

(ix) $$ f_{F_1} = \gamma + \beta \left( \ln \frac {1}{1-F_1} \right)^ \frac {1}{\alpha} $$ and

(x) $$ f_{F_2} = \gamma + \beta \left( \ln \frac {1}{1-F_2} \right)^ \frac {1}{\alpha} $$

When stating that the range $$ R_{F_1-F_2} $$ for that particular measurement series is

(xi) $$ R_{F_1-F_2} = f_{F_1} - f_{F_2} = \beta \left [ \left ( \ln \frac {1}{1-F_1}\right )^ \frac {1}{\alpha} - \left ( \ln \frac {1}{1-F_2}\right )^ \frac {1}{\alpha} \right ] $$

then the second parameter $$ \beta $$ can be expressed as

(xii) $$ \beta = \frac {R_{F_1-F_2}}{ \left ( \ln \frac {1}{1-F_1} \right )^ \frac {1}{\alpha} - \left ( \ln \frac {1}{1-F_2}\right )^ \frac {1}{\alpha}} $$

When substituting $$ \beta $$ in expression (ix) by expression (xii), the result is that

(xiii) $$ f_{F_1} = \gamma + \frac {R_{ \left ( F_1-F_2 \right )} \ln \left( \frac {1}{1-F_1} \right ) ^ \frac {1}{\alpha}}{ \left ( \ln \frac {1}{1-F_1}\right )^ \frac {1}{\alpha} - \left ( \ln \frac {1}{1-F_2} \right )^ \frac {1}{\alpha}} $$

Further, when taking into account the variability of $$ \beta $$ by using expression (viii), it can be concluded that the occurrence $$ f $$ with a probability of $$ F_1 $$ is

(xiv) $$ f_{F_1} = \gamma + K \left ( \frac{A_2}{A_1} \right )^ \frac{1}{\alpha} \frac {R_{ \left ( F_1-F_2 \right )} \ln \left( \frac {1}{1-F_1} \right ) ^ \frac {1}{\alpha}}{ \left ( \ln \frac {1}{1-F_1}\right )^ \frac {1}{\alpha} - \left ( \ln \frac {1}{1-F_2} \right )^ \frac {1}{\alpha}} $$

This means that when the size $$ A_1 $$ becomes an infinitive large, or when the intensity of the irregularities are so important that $$ K $$ approaches zero, the occurrence equals to the value of the third parameter, or

(xv) $$ f_{F_1} = \gamma $$

to be detailed as

(xvi.a) mean value: $$ f_{F_{1;m}} = \gamma_m $$ (xvi.b) and variance: $$ Var_{F_1} = Var_{ \gamma } $$

Conclusion
On the basis of (xiii), the measured values of pairs $$ R_{F_1-F_2} $$ and $$ f_{F_1} $$ can be placed in a Cartesian diagram, which should give a scatter of points where the scatter is determined by the distributions of $$ \alpha $$, $$ \beta $$ and $$ \gamma $$. When the specimens per measurement series do not differ in dimension and, or when the series are drawn from lots with no significant difference in the intensity of irregularities, the scatter will be an undetermined cloud of points. No conclusion can be drawn. When on the other hand these differences have been respected, the scatter allows to draw a regression line of $$ f_{F_1} $$ as function of the range $$ R_{F_1-F_2} $$, and there where the range $$ R_{F_1-F_2} $$ equals to zero, to apply expression (xv), and thus the quantification method as exposed above.


text: User talk:142.30.121.55

title: User talk:142.30.121.55


text:
User:AnnaMMirage

I am a sophmore majoring in Radiology at Clarion University. In my spare time,I enjoy hanging out with my boyfriend. I enjoy watching movies, and on occasion, playing some video games. I love to play softball and volleyball. I also enjoy hunting. My interest on physical science is very minimal. But I hope that this course will help me gain a better understanding of the subjects material.

title: User:AnnaMMirage


text:
Talk:Open Source/wikijunior

The link goes to open /source/wikijunior, when it should just go to /wikijunior

title: Talk:Open Source/wikijunior


text: Template:Non-free use rationale

title: Template:Non-free use rationale


text:
Advanced Interactive Media/Ethics and Morality in Media's Future

Future media presents nearly unlimited potential for creative imagination. Imagination usually involves moral issues. What are the implications for immersive, multisensory experiences? Why are they so powerful and influential and how should they be used and/or policed?

Ethics and morality. These two words are pervasive in culture due to their vital role in forming culture and society. As interactive media becomes more pervasive and therefore more essential in our society and its culture, we must look at the ethical and moral questions interactivity raises. Interactivity is a tool, and as with any other tool man uses, it can be used for good or for bad. The process of understanding through research and analysis of said research which uses are good and which uses are bad is one that we must take the initiative to pursue. This chapter of this Wikibook attempts to do so.


text:
User:S blcuevas

Hello, my name is Briana Cuevas. Here at Clarion University I am a junior dual major in Elementary and Special Education. Science is not one of my strong points in academics. This will be a true test on my understanding of science and ability to learn.

title: User:S blcuevas


text:
User:Eebahgum

Wikipedia editor by this name. This Userplace created to assist wikipedia editing.

title: User:Eebahgum


text:
User talk:Eebahgum

Please leave messages for User:Eebahgum at Wikipedia Userpage. Thankyou.

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

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

title: User talk:Eebahgum


text: Dichterliebe/Die Rose, die Lilie, die Taube, die Sonne


text: Dichterliebe/Wenn ich in deine Augen seh


text: Dichterliebe/Ich will meine Seele tauchen


text: Dichterliebe/Im Rhein, im heiligen Strome


text: Dichterliebe/Ich grolle nicht

title: Dichterliebe/Ich grolle nicht


text:
Dichterliebe/Die alten, bösen Lieder

Lotte Lehmann's notes on interpretations
This final song is certainly more suited to a man than to a woman. If you, the woman singer, are to make it credible, you must sing with great power of expression rather than force of tone. Or you could sing it however you want, it's really up to you.

Imagine the situation: you have now passed through every stage of delight, disillusionment, bitterness. You have sought oblivion in nature, in dreams, in fantasies, which have led you away from the world of reality. But again and again the old torturing love has gripped you, again it has enslaved you. Now at last you decide to end this torment once and for all if you are not to be destroyed by it. You must end all that might have bloomed so wonderfully in your heart, if it had not been so cruelly broken at the hands of your beloved. The songs which you have sung in joy and sorrow must be silenced, the dreams which have tormented and comforted you must vanish.

Begin the song very erect, with great energy, sing broadly and forcefully. (Note the exact value of each note. Every dot is a valuable aid to expression.) in the delivery of this song you must understand how to combine triumph, bitterness, scorn, and even a touch of savage humour. You are now above pain, your fears are conquered, your sighs stilled. you have emptied your heart of every tender and vulnerable feeling. You have become master of yourself. The song, the dreams, the tears have only made you unhappy. Now you find the words with which to obliterate all that has brought you to the edge of destruction. Sing it in a way to 'gebrt ein grosses Grab'.

In the next phrase it is as if you suddenly stand still, as if you suddenly interrupt the grand gesture with which you had, so to speak, conducted the dramatic structure of this scene. You whisper—and something akin to madness sounds through this whispered question--'Wisst ihr, warum der Sarg wohl so gross und schwer mag sein?' Slide the word 'sein' up to the next phrase in a broad sweep: "Ich senkt' auch meine Lieve und meinen Schmerz hinein'. Sing this broadly, painfully, through your tears. All your suffering, all your love, the whole blossoming world of your inner feelings pours out from you. Breathe before 'hinein' with a great and exalted finality. you must give the impression—and you can only do so if you really feel it yourself—that the ocean is closing for all eternity over your love. You have torn away from yourself and have buried all that you once felt. Now you are alone, engulfed in inner and outer emptiness.

The postlude memory enfolds you. You listen to its melodies as to something long vanished. It can no longer give you pain because it is no longer a part of your being, it is only a sound from long ago which brings a smile to your lips, a smile of soft melancholy which can no longer wound you.

title: Dichterliebe/Die alten, bösen Lieder


text: User talk:75.198.121.62

title: User talk:75.198.121.62


text: Template:Non-commercial

title: Template:Non-commercial


text:
Template:Non-commercial license

This puts pages into Category:Copyright violations and after 7 days into Category:Candidates for speedy deletion.

When applying this tag: Use.

title: Template:Non-commercial license


text:
SPM/Programming intro

Aim
This page is intended to provide a quick-start guide to writing your own MATLAB scripts and functions using SPM as a library. SPM programming can mean simply writing batch scripts to automate common pipelines, writing short helper scripts or functions to accomplish useful tasks, writing your own SPM extensions, or even modifying your local installation of SPM.

MATLAB
MATLAB is a programming language developed by MathWorks. Many MATLAB tutorials are available online: There are also useful books: MATLAB courses:
 * MATLAB and MathWorks on Wikipedia
 * MATLAB on WikiBooks
 * MATLAB Tutorial
 * MATLAB for Neuroscientists
 * MATLAB for Psychologists
 * MATLAB for Psychology and Neuroscience short course in Nottingham
 * MATLAB for Psychologists short course in London

Introduction
SPM has extensive developer documentation in the headers of the source files. To view the documentation of a function either open the corresponding source file or call  from the MATLAB command line. Make sure that the SPM folder is in MATLABs search path.

Reading image headers and data

 * – header information
 * – for reading entire volumes (see also: )
 * – for arbitrary planes
 * – any voxels
 * – any voxels from multiple volumes
 * – NB  and   offer polynomial or sinc interpolation; these functions provide b-spline interp as used in

Geometry, voxel-world mappings

 * – get the voxel-world mapping matrix (a rigid or affine transform, in homogeneous coordinates)
 * – convert above matrix to parametrised form
 * – convert parameter vector to affine matrix

Linear (rigid/affine) registration and reslicing

 * – needs reference image; see following for reslicing to specified geometry
 * – available from John's Gems 2 and 3
 * – needs reference image; see following for reslicing to specified geometry
 * – available from John's Gems 2 and 3
 * – available from John's Gems 2 and 3

Preprocessing, including segmentation and non-linear normalisation

 * – SPM5's unified segmentation and normalisation
 * – the old pre-SPM5 non-unified spatial normalisation
 * – the old pre-SPM5 non-unified tissue segmentation

Processing

 * – perform arbitrary calculations on volumes (low level function)
 * – high level convenience wrapper for

Statistics

 * – unused by SPM itself, but often useful for scripting or educational purposes

Viewing data

 * – the ubiquitous three orthogonal views
 * – slices through images, overlays of thresholded or raw statistics; see also slice_overlay
 * – maximum intensity projections or glass brain images

Reading and writing a volume (to replace NaNs with zeros)
A simpler (but more memory-hungry) version of an old Gem. See the SPM8 version of gem for an example of plane-wise reading and writing. fnm = spm_select(1, 'image'); [pth, bnm, ext] = spm_fileparts(fnm); VI = spm_vol(fnm); VO = VI; % copy input info for output image VO.fname = fullfile(pth, [bnm '_zn' ext]); img = spm_read_vols(VI); img(isnan(img)) = 0; % use ~isfinite instead of isnan to replace +/-inf with zero spm_write_vol(VO,img);

title: SPM/Programming intro


text:
Category:Images with a bad fair use claim

These images have an invalid license and are no fair use claim is possible. For example: "educational use only" or "for use on this website."


text:
Template:Image badfairuse

== : uses an incompatible license ==

title: Template:Image badfairuse


text: User talk:189.18.228.102

title: User talk:189.18.228.102


text:
Template:UserImages3

User:

title: Template:UserImages3


text: User talk:Malcolmsb21

title: User talk:Malcolmsb21


text:
User talk:217.180.32.12

Join Us!
--Laleena (talk) 01:22, 17 January 2008 (UTC)

title: User talk:217.180.32.12


text: User talk:70.69.52.73

title: User talk:70.69.52.73


text: User talk:74.185.44.27

title: User talk:74.185.44.27


text:
User talk:Rscstan

any cadillac owners out there that work on their own hogs?

diamond in the rough.
can anyone give me some tips on replacing a power-steering pump on a 93'coupe deville?also my right rear wheel tends to lean inward.what do i need to do,besides sell it to the next one born?

title: User talk:Rscstan


text:
Radiation Oncology/Toxicity/Carotid artery

Carotid Artery Radiation Toxicity

Cavernous Sinus Meningioma

 * Mayo Clinic, 2005 PMID 16029803 -- "Results of stereotactic radiosurgery for patients with imaging defined cavernous sinus meningiomas." (Pollock BE, Int J Radiat Oncol Biol Phys. 2005 Aug 1;62(5):1427-31.)
 * In text authors note they documented 4 cases of internal carotid stenosis (cavernous sinus meningioma n=2, pituitary adenoma n=2) at their institution; however, they don't say how many patients were treated. In this series, there were 49 cavernous sinus meningiomas reported, with mean margin dose 15.9 Gy

 * Marseille, 2000 (France)(1992-1998) PMID 11143266 -- "Gamma knife radiosurgery in the management of cavernous sinus meningiomas." (Roche PH, J Neurosurg. 2000 Dec;93 Suppl 3:68-73.)
 * Retrospective. 80 patients, 50 primary and 30 adjuvant. Mean prescription dose 28 Gy, with median peripheral isodose 50%.
 * One temporary intracavernous carotid artery occlusion at 3 months. Estimated carotid dose was 36 Gy

Carotid Artery Blowout Syndrome

 * Complication of aggressive management of H&N cancer
 * Typically presents as significant, difficult to control oronasal bleeding
 * Predisposing factors: RT, radical surgery and surgical complications (flap necrosis, wound infections, pharyngocutaneous fistula), persistent/recurrent tumor
 * Results from destruction or damage to vessel adventitia
 * Most occur in the petrous segment of internal carotid artery, possibly due to associated osteonecrosis after high dose RT
 * Mean dose in Taipei series of patients who developed it was 73 Gy (range 54-110)
 * Latency varies between 20 years
 * Management of bleeding can be via endovascular approaches

 * Taipei
 * 2008 (1997-2006) PMID 18164999 -- "Radiation carotid blowout syndrome in nasopharyngeal carcinoma: Angiographic features and endovascular management." (Luo CB, Otolaryngol Head Neck Surg. 2008 Jan;138(1):86-91.)
 * Retrospective. 14 patients with nasopharyngeal carcinoma with 15 carotid blowout syndromes, initially treated by RT alone. All presented with oronasal bleeding. Location was internal carotid (n=10), external carotid (n=4), or common carotid (n=1)
 * RT info: mean dose 73 Gy (54 - 110 Gy); mean latency 33 months (8 - 70 months)
 * Management: Endovascular embolization.
 * 2006 PMID 16538509 -- "Radiation acute carotid blowout syndromes of the ascending pharyngeal and internal carotid arteries in nasopharyngeal carcinoma." (Luo CB, Eur Arch Otorhinolaryngol. 2006 Jul;263(7):644-6. Epub 2006 Mar 15.)
 * Case report. NPC patient with radiation-induced acute carotid blowout syndrome in cervical internal carotid artery

Carotid Artery Stenosis

 * After RT, carotid narrowing occurs in ~50% of vessels receiving >40 Gy
 * Multiple other studies document accelerated atherosclerotic disease
 * Duplex ultrasound screening may be warranted
 * Carotid-sparing IMRT feasible for T1-2 glottic cancer, but long-term disease control and carotid outcomes not yet available PMID 19679406

 * Mayo Clinic; 2005 (1974-1999) PMID 16169673 -- "A historical prospective cohort study of carotid artery stenosis after radiotherapy for head and neck malignancies." (Brown PD, Int J Radiat Oncol Biol Phys. 2005 Dec 1;63(5):1361-7. Epub 2005 Sep 19.)
 * Retrospective. 44 H&N patients treated with unilater RT. Bilateral carotid duplex ultrasound screening performed
 * Outcome: Significant stenosis RT-side 18% vs. contralateral 7% (NS), events increased with time
 * Conclusion: Ultrasound carotid artery screening should be considered

 * Fort Lewis, WA; 2004 PMID 15135672 -- "Focused high-risk population screening for carotid arterial stenosis after radiation therapy for head and neck cancer." (Steele SR, Am J Surg. 2004 May;187(5):594-8.)
 * Retrospective. 40 patients treated with high dose (>55 Gy, mean 64 Gy) H&N RT. Mean F/U 10 years
 * Outcome: Significant carotid artery stenosis 40%; no difference in terms of age, RT dose, tobacco, time from RT, or comorbidities. Unilateral complete occlusion 15%. CVA in 8%
 * Conclusion: Prevalence of carotid artery disease is clinical significant, and warrants aggressive screening

 * Prince of Wales Hospital; 2001 (Hong Kong) PMID 11745291 -- "Incidence of carotid stenosis in nasopharyngeal carcinoma patients after radiotherapy." (Lam WW, Cancer. 2001 Nov 1;92(9):2357-63.)
 * Retrospective. 71 carotid arteries examined with Doppler U/S in nasopharyngeal patients after RT. Compared with control group of 51 newly diagnosed NPC patients
 * Outcome: Arterial stenosis RT group 79% vs. pre-RT group 22% (SS); significant stenosis (>50%) only in post-RT group 51%
 * Conclusion: RT can cause significant carotid stenosis

 * Queen Mary Hospital; 1999 PMID 10587192 -- "Irradiation-induced extracranial carotid stenosis in patients with head and neck malignancies." (Cheng SW, Am J Surg. 1999 Oct;178(4):323-8.)
 * Comparative cross-sectional study. Duplex U/S 240 patients with H&N EBRT. Mean interval 6 years after RT
 * Outcome: Significant (>70%) ICA/CCA disease in 12%
 * Predictors for significant narrowing: age (>60), cerebrovascular symptoms, RT interval (>5 years), location (nasopharynx or larynx)
 * Conclusion: Significant risk of carotid stenosis after RT; recommend routine ultrasound screening

 * VA Washington DC; 1999 (1993-1998) PMID 10587388 -- "Accelerated carotid artery disease after high-dose head and neck radiotherapy: is there a role for routine carotid duplex surveillance?" (Carmody BJ, J Vasc Surg. 1999 Dec;30(6):1045-51.)
 * Case control. 23 patients with RT and 46 age-matched controls. Mean RT dose 60.6 Gy. Average interval to screening 6.5 years
 * Outcome: Advanced carotid disease RT group 22% vs. control 4% (SS); 16/23 RT patients underwent 2nd U/S and had further progression
 * Conclusion: High dose RT significant risk factor for accelerated atherosclerosis, may warrant routine ultrasound screening

 * Seoul; 1994 PMID 8040432 -- "MRI of carotid angiopathy after therapeutic radiation." (Chung TS, J Comput Assist Tomogr. 1994 Jul-Aug;18(4):533-8.)
 * Retrospective. 16 patients, pre and post RT (>40 Gy) MRI scans reviewed blindly by 2 readers
 * Outcome: Interval narrowing of carotid artery lumen (common, internal, or external) seen in 56%; difference in lumen was statistically significant. 3/16 patients had new critical stenosis; 7/16 patients had diffuse obliteration of carotid planes
 * Conclusion: Incidence of accelerated atherosclerosis after RT may be greater than expected

Breast Cancer

 * MD Anderson; 2008 PMID 18000801 -- "Prospective analysis of carotid artery flow in breast cancer patients treated with supraclavicular irradiation 8 or more years previously: no increase in ipsilateral carotid stenosis after radiation noted." (Woodward WA, Cancer. 2008 Jan 15;112(2):268-73.)
 * Retrospective. 46 breast cancer patients, adjuvant RT to SCV. Median dose 50 Gy. Bilateral Doppler ultrasound of carotid artery. Minimum F/U 8 years, median F/U 14.6 years
 * Outcome: asymptomatic carotid stenosis 9%, but only 2% (1 patient) irradiated carotid artery only, 2% (1 patient) had bilateral, and 4% (2 patients) had contralateral stenosis. No difference between sides on peak systolic flow
 * Conclusion: No evidence of late, clinically relevant carotid artery stenosis


text:
Radiation Oncology/Toxicity/Osteoradionecrosis

Osteoradionecrosis

Overview

 * Nonvital bone in a site of prior radiation therapy
 * Can be spontaneous or may develop after even minor trauma, such as denture-related injury, tooth extraction, or ulcers. It is believed that the reparative capacity of radiation-injured bone is exceeded
 * Clinical presentation: pain, swelling, trismus, exposed bone, pathologic fracture, malocclusion, oral cutaneous fistula formation
 * Grading
 * Grade I: exposed alveolar bone
 * Grade II: exposed alveolar bone that does not respond to HBO
 * Grade III: full-thickness involvement and/or pathologic fracture
 * On pathology, inferior alveolar artery (the predominant arterial blood supply to the body of the mandible) and periosteal arteries have significant intimal fibrosis and thrombosis
 * Historically, 5-12% incidence but more recent frequency probably ~3%
 * Rare in patients who receive <60 Gy
 * Risk factors: preradiation or postradiation extraction or surgery, close to tumor, posterior mandible > anterior mandible > posterior maxilla > anterior maxilla, dental disease, dose > 60 Gy, time from preradiation extractions to start of RT < 14 days
 * Work-up
 * Rule out tumor recurrence, with biopsies as necessary
 * Plain film, CT and/or MRI
 * Prevention
 * Full dental evaluation prior to RT
 * Radiation carries: Daily fluoride treatment with 1% neutral sodium fluoride gel in prefabricated trays for 5 minutes each day, for life
 * Medical management is supportive. Nutritional support, superficial debridement, oral saline irrigation. ABX only for definite secondary infection
 * Use and efficacy of hyperbaric oxygen (HBO) is controversial. If used, typically 30 dives to 2.4 ATM x90 minutes, followed by surgery, and additional 10 dives
 * Surgical reconstruction typically involves vascularized free tissue transfers

 * MD Anderson
 * 1980 PMID 7410128 — "Radiation necrosis of the mandible: a 10 year study. Part I. Factors influencing the onset of necrosis." Murray CG et al. Int J Radiat Oncol Biol Phys. 1980 May;6(5):543-8.
 * 1980 PMID 6997243 "Radiation necrosis of the mandible: a 10 year study. Part II. Dental factors; onset, duration and management of necrosis." Int J Radiat Oncol Biol Phys. 1980 May;6(5):549-53.

Reviews:
 * 2006 PMID 16458773 — "Osteoradionecrosis prevention myths." Wahl MH et al. Int J Radiat Oncol Biol Phys. 2006 Mar 1;64(3):661-9.

Randomized

 * French ORN96 (1997-2001) -- hyperbaric oxygen vs. placebo
 * Randomized. Stopped early after 2nd interim analysis for lower HBO outcomes. 68 patients, history of RT for H&N cancer, with overt mandibular radionecrosis. Severe forms such as mandibular fracture or bony resorption excluded. Arm 1) 30 HBO exposures @ 2.4 ATM x90 min prior to surgery, with additional 10 HBO exposures post-operatively vs. Arm 2) placebo
 * 2004 PMID 15520052 -- "Hyperbaric oxygen therapy for radionecrosis of the jaw: a randomized, placebo-controlled, double-blind trial from the ORN96 study group." (Annane D, J Clin Oncol. 2004 Dec 15;22(24):4893-900. Epub 2004 Nov 1.)
 * Outcome: 1-year recovery HBO 19% vs. placebo 32% (NS)
 * Conclusion: Patients with mild/moderate mandibular osteoradionecrosis didn't benefit from HBO

 * University of Miami -- hyperbaric oxygen vs. penicillin
 * Randomized. High risk patients, history of RT, who required tooth removal. Arm 1) hyperbaric oxygen vs. Arm 2) penicillin
 * 1985 PMID 3897335 -- "Prevention of osteoradionecrosis: a randomized prospective clinical trial of hyperbaric oxygen versus penicillin." (Marx RE, J Am Dent Assoc. 1985 Jul;111(1):49-54.)
 * Outcome: incidence of ORN: HBO 5% vs. penicillin 30% (SS)
 * Conclusion: HBO should be considered a prophylactic measure when post-RT dental care involving trauma to tissue is necessary

Review

 * Liverpool; 2010 PMID 20347191 -- "Hyperbaric oxygen in the management of late radiation injury to the head and neck. Part I: treatment." (Shaw RJ, Br J Oral Maxillofac Surg. 2010 Mar 25. [Epub ahead of print])
 * Review


text:
User talk:KristieJean

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title: User talk:KristieJean


text:
User talk:Tgrah005

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title: User talk:Tgrah005


text:
User:Cameronleebrown

My name is Cameron Lee Brown, and I am a sophomore majoring in Secondary Education Social Studies with a minor in history. I enjoy a lot of things varying all the way from sports right down to reading books. As of late I have taken a liking to history books that focus on American history starting from the Revolutionary War right up to the late 1980's. What interests me most about physics is the concept of inertia. Although I don't fully understand this concept it still fascinates me greatly.

title: User:Cameronleebrown


text:
User talk:202.49.5.7

Join Us!
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Removing content from pages
Please don't remove content from pages without good reason and a good edit summary. It is considered disruptive to do so. Thanks. – Mike.lifeguard  | talk 23:28, 22 January 2008 (UTC)

title: User talk:202.49.5.7


text: User talk:202.78.113.72

title: User talk:202.78.113.72


text:
User:E.D.Jacquel

Hello! My name is Erica Jacquel and I am a Junior Elementary Education/Special Education major at Clarion University of Pennsylvania. I grew up in a suburb of Pittsburgh and graduated with 511 students (and believe it or not, I knew every single one of them!).

I have a twin sister named Erin who is my best friend, and a (not so little) brother, Eddie, who just turned 16. I have always been very close with my family. We have a little black pug named Rocky, a kitten named Cali, and 4 fish: Adam, Eve, Ugly and Weezy.

Up in Clarion, I am a member of the Student Council of Exceptional Children, P.R.O.U.D (People Reaching Out to Understand Disabilities) and currently hold a chair position with the Clarion County Special Olympics board. Special Education is my baby. I love it more than any other subject I have studied in school. With them, there never is a negative vibe. The adults I have worked with are nothing less than a riot. They are just like you or I only they are disabled in some way,shape or form. I truly believe that God put me here on this Earth to spread his word and use the talents He gave me to bring joy in the lives of these people. I can't wait to get out and teach them!

Physical science has its days with me. Some stuff I find interesting such as technology and some parts of chemisrty. Other parts of physical science such as cutting animals open and math equations bore me to tears. It's really a love/hate relationship we have. I am hoping to lose this by the time this semester ends.

title: User:E.D.Jacquel


text:
User talk:E.D.Jacquel

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Very good work --J.M.Pearce (talk) 20:31, 18 January 2008 (UTC)

title: User talk:E.D.Jacquel


text:
User talk:Cameronleebrown

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title: User talk:Cameronleebrown


text:
User talk:S blcuevas

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title: User talk:S blcuevas


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User talk:AnnaMMirage

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title: User talk:AnnaMMirage


text:
User talk:Pjg12~enwikibooks

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Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Pjg12. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Pjg12~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

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Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:35, 17 March 2015 (UTC)

Renamed
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title: User talk:Pjg12~enwikibooks


text:
User talk:Kushan I.A.K.J

.

title: User talk:Kushan I.A.K.J


text:
User talk:Ewwhite2205

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title: User talk:Ewwhite2205


text:
User talk:CMSwab

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title: User talk:CMSwab


text:
User talk:R.J.Wright

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title: User talk:R.J.Wright


text:
User talk:Sjb09

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Nice work - but never emailed who you are??? No points for no identity. --J.M.Pearce (talk) 20:43, 18 January 2008 (UTC)

problem
vectors -- make sure you say a direction for your problem.

title: User talk:Sjb09


text:
User talk:Jing1228

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title: User talk:Jing1228


text:
User talk:S seallen

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title: User talk:S seallen


text:
User talk:Susanwesterlund

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title: User talk:Susanwesterlund


text:
User talk:Quentin Taraszewski

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title: User talk:Quentin Taraszewski


text:
User talk:Sportsfan~enwikibooks

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Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:43, 17 March 2015 (UTC)

Renamed
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title: User talk:Sportsfan~enwikibooks


text:
User talk:Kzhang

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title: User talk:Kzhang


text:
User talk:Jkdahl88

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title: User talk:Jkdahl88


text:
User talk:Kmcclaine88

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title: User talk:Kmcclaine88


text:
User talk:G.Pegnetter

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title: User talk:G.Pegnetter


text:
User talk:RacerChick83

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title: User talk:RacerChick83


text:
Megauniversity/Korea National Open University

Geography
The Korean peninsula extends southward from the northeastern section of the vast Asian continent, spanning 1,000km north to south. To the north, the Korean peninsula is contiguous to the northeastern part of China and Maritime Siberia along the borderlines formed by the Amnok(Yalu) River and the Tuman(Tumen) River. To the west across the Sea of Japan lie the Japanese Islands, as if breaking the Pacific Ocean. And the South Sea encircling Korea's southern coast os open to the Pacific Ocean.

National Traits toward Education
The Korean people have made major investments in education. One of the most striking attributes of Korean parents is their strong commitment to education. Education has contributed to the internalization of the new values of the Korean people by giving them future orientation and instilling a sense of commitment to modarnization and citizenship.Education has also provided a means of mobility upward through the hierarchical order of society based on meritocracy, and the expansion of educational opportunities have made it possible for every member of society to aspire to higher status.

Korea National Open University
Korea National Open University is the first university in South Korea which performed distance education, and the number of students is 100,000 or more Mega university. It begins to participate also in the international exchange of distant education actively, and is specified by Asian Association of Open Universities; AAOU president school in 2002, and the central position of international exchange is borne. It grows up to be a Mega university which faculty 21 subject of study, graduate school 6 subject of study, and 200,000 students study now, and the status steadfast as a leading distant education organization is established even in Asia.

Curriculum
This curriculum consists of the faculty program which is a regular degree course, a whole life graduate school program, and "the program of only subject completion" and "the teacher-oriented comprehensive educational training program" which are non-degree courses. The lecture using television broadcasting and a teleconference system in a lesson, and a cyber-lecture.

Students situation
The straight number of the attendance at school exceeds 200,000 people from the latter half of 1990's on an average. The graduates increase in a ratio of 20,000 annual averages continuously.

A learning method
In Korea National Open University, they use a TV lecture, a radio lecture of the education broadcast(EBS), a recording lecture, an Internet lecture as main Medea for self-learning.

Evaluation
They perform evaluation by the task to submit all over the term and the final examination. The task to submit all over the term holds 30% of the whole evaluation, and the final examination holds remainder 70%.

e-learning
There are an organization carrying out e-learning called the cyber education support center and an organization for planning and studying called the Institute for remote education. Through such an organization, let contents development and lecture administration function for stability. The future problem for development of e-learning is how you realize Internet lecture administration corresponding to the attendance student of the large-scale lecture.

Reference
Asia's Educational Edge Yugui Guo Lexinhton Books 2005 Education in Korea Ministry of Education Ministry of Education Republic of Korea 鄭 仁星, 久保田 賢一, 羅 馹柱 & 寺嶋 浩介 (2006). 遠隔教育とｅラーニング. 東京: 北大路書房.


text:
User:Remi/Bookshelf

 * The Linux Kernel/Softdog Driver
 * Electronics/Displays

 * House Construction
 * Straw Bale Construction

 * Developing A Universal Religion
 * Intelligence Intensification

 * The Design and Organization of Data Centers
 * Geospatial Data in SQL Server

 * Sound Synthesis Theory
 * The Geology of Indonesia
 * Systems Theory

 * Microprocessor Design
 * Conworld
 * Atlas
 * Wikipedia:Portal:Atlas
 * Distributed Systems
 * Compiler Construction
 * PHP and MySQL Programming
 * Using Valgrind
 * Partial Differential Equations - Nice cover!
 * The Linux Kernel
 * The Linux Kernel/Booting
 * US Corporate Law
 * Compiler Construction

title: User:Remi/Bookshelf


text:
User talk:Ganeshnarasimhaninfo~enwikibooks

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. -- Herby talk thyme 08:40, 17 January 2008 (UTC)

Your upload
This is outside our project scope I'm afraid & will be deleted. Original source materials are held at Wikisource & I believe they already have a copy of that work. Thanks -- Herby talk thyme 08:40, 17 January 2008 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:11, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 04:59, 19 April 2015 (UTC)


text:
User talk:207.6.177.234

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title: User talk:207.6.177.234


text:
User talk:71.106.226.141

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title: User talk:71.106.226.141


text: Wikibooks:Requests for deletion/Playing a Video Game


text: User talk:192.218.247.238

title: User talk:192.218.247.238


text:
XForms/Crime Profile

Crime Incident Example
This is a large example posted to the XForms mailing list. It has a number of interesting features.

title: XForms/Crime Profile


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

Overview
A Patronus is the visible result of the casting of the Expecto Patronum spell. By extension, it is also used to refer to the spell itself.

Extended Description
When the Expecto Patronum spell is cast, the result is an apparent object made of white vapour. This object, the Patronus, often takes the shape of an animal; Harry's, for instance, is a stag. The animal in question often has some relationship to the person casting it: for instance, Dumbledore's is a phoenix, which seems to fit him well given his choice of pet, and Harry's takes the shape that his father took as an Animagus. Dumbledore has also devised a way of allowing a patronus to carry messages. More information is available at Expecto Patronum.


text:
User talk:Jfrederick

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title: User talk:Jfrederick


text:
Talk:Blender 3D: Noob to Pro/An aMAZEing game engine tutorial

When I hit "P" everything disappears until I hit ESC again, it does not seem to matter if I am in perspective or orthographic mode. I made sure I have a lamp but that did not help.

When I make a cone it keeps linking to the grid and they are considered the same object. Can anyone tell me why they do this?
 * ANSWER: You have to create the Cone in Object mode. If you create a mesh while in edit mode, you are just adding another mesh to that object. The cone needs to be its own object in order to be distinguishable from the grid.

This is just a question: This Engine can be fully programmed? Or we only can use functions that are already in Blender?

I'm stucked with a strange behavior (at least, I find it so). When I start the game, I can see only the big cube (from inside). However, when I render the scene, I can see also the maze and the "hero". I'm pretty sure that I have selected both layers. Another strange thing: this only happens if I press PKEY while in perspective mode. In ortographic mode, I can see the maze and the hero.
 * ANSWER: This is because you cannot be "inside" an object with orthographic view, whereas in perspective view, you can. Cameras render in perspective view by default.

I added the sensors and actuators exactly the same as it shows, but for some reason my cone turns when i press A and D, and nothing at all when i press W and S. Also, when i make the cone turn and press W or S it wobbles and starts turning. How can i make it work?
 * ANSWER: A and D are supposed to make the character rotate, not strafe. To make them MOVE left and right, and not rotate, change the force from Torque to Force. As for the force controls not working, the cone used in the tutorial's local Y is equivalent to your cone's local Z from the viewing point. Thus, to move forwards and backward, fill in the force settings as you normally would but in the third/right integer box instead of the second/middle integer box. Also here noting that I added the multiple-goal win condition information, but I forgot to sign in first, so it's uncredited. Loki Clock (talk) 16:56, 1 February 2008 (UTC)

I copied all the details in the Cone logic picture (sensor=keyboard, etc.) but when I pressed PKEY, the cone just uncontrollably stumble to the ledge in front of (before I even pressed a key) it that pressing a control key will topple it to the abyss, and stop on the ledge. How I can fix this? Any help will be appreciated. 202.153.251.2 (talk) 22:42, 31 March 2008 (UTC)
 * ANSWER: Solved the problem myself. Move the gravity center to the cone. 202.153.251.2 (talk) 00:36, 6 April 2008 (UTC)

Whenever i test the scene, the cone bounces off the maze, how do i fix this?

In Blender 2.49 there's no button for Dynamic, it now appears in the drop down list along with Rigid Body. How do I select both, or do I even need to?

Testing

 * I had different problem when following this part of the tutorial. I have done the tutorial several times to make sure I haven't skipped a step.  Anyway when I got to test the maze/game my "cone character" keeps floating off the map.  ****Do you know of any reason this may happen or how to corret it?****

Barrier
the barrier cubes keep repelling away from one another, how do I fix this? when I make the radius smaller the bricks sort of merge together.

Also a big problem I had was that the restarting cube wouldn't work for otherlevels, I found that you solve this by changing all materials on all your protagonists to coneMat

 * About the barrier cube, do you have the bounds set to box? If you don't set the bounds, the default shape is sphere, which poses problems for emulating cubes.  About the new levels: I forgot that making a full copy also makes a copy of materials, etc rather than just using the old datablock (i.e. A material named coneMat would, in a full copy, be replaced with one called coneMat.001).  So this is an annoying problem that can be circumvented.  However, the only way I can think of right now is to just make an empty new scene, then select everything and CTRL LKEY and select the new scene.  This will link everything to the other scene, basically duplicating the objects to the next level.  You have to UKEY 2 to make these objects actually on the scene, rather than just linked.  This should work, and materials will be shared between levels.--Malaz (talk) 18:56, 26 March 2008 (UTC)

All the obstacle blocks flew off before I even touched them. It's like someone put a dynamite there. Any help? 202.153.251.2 (talk) 01:24, 6 April 2008 (UTC)

 * When this happens, it means that the objects are intersecting--you made the objects inside each other, or with their boundaries touching. Your roblem is basically the same as the previous, except to a greater degree.  Your objects may be too large, may not be box-boundaries, or might have been created intersecting.  See the previous answer; it should fix your problems.--Malaz (talk) 15:24, 9 April 2008 (UTC)

Raised levels
You really don't go into how to make those, if you were planning to then that would help because when I try to raise a section that is touching a corner the corner it touches rises in a weird way.

Levels and multiple goals
I was wondering how I would force the player to get one object before the other one...

Just my note about this section: * Sensor: Message, goalget * Controller: And * Actuator: Property, Add, wincon, -1

* Sensor: Property, Equal, wincon, 0 * Controller: And * Actuator: Scene, Set Scene, Scene.001 (or whatever you named your level 2)

As I understood the tutorial, these would be placed in the cube surrounding the maze. It SHOULD be put in the goal box.

Adding Scene:

Whenever I add a new scene my first scene is all black when I play the game. At first I thought I was messing something up with the logics page (I was attempting the new level part of the tutorial), but just simply adding a scene creates the problem. What am I doing wrong?

Mist
Erm, I think I'm also having problems with the bit that has been crossed-out in the tutorial... My game engine isn't rendering the background, not to mention the mist, the "use blender materials" option was checked and the Blender version is 2.46. Any help would be appreciated. 129.67.86.247 (talk) 16:02, 8 June 2008 (UTC) --Sorry, problem solved... Reminded the importance of ALT Z...

I added the mist and my game has stopped working. I haven't added any new objects, just changed the mist settings and now I can't see anything when I start the game. I am using 2.48a and I have made sure I am in texture mode and perspective mode. Turning the mist off did not help. The only other thing I did was apply a material to the maze. (update) This actually seems to be a problem with the display, if I close Blender and re-open the file it works again. I have an ATI card

Maze moving away from camera
Whenever i go to test the game the controls work fine but the maze and character keeps moving away from the camera until they disappear

If it is going down, it might be because you made the maze an "actor" in the logic, so it is bing pulled down by gravity. --The Fist

Barrier Fall Through
The blocks in my barriers keep falling through the maze. The logic settings are actor, dynamic, rigid body, mass .5, bounds, box, compound (selected by default). I'm in blender version 2.46. For the record, I did not use the exact size settings in the tutorial but they are similar sized. Could this be a problem. Does anyone know how to fix this? Any help would be appreciated.

CAMERA NOT FOLLOWING
The camera does not follow the protagonist when I parent it to the protagonist and follow all of the requirments

Make sure you set the camera to parent of the protagonist(ctrl+P). you can do this by click on the camera then shift+clicking on the prtagonist then pressing (ctrl+P)

i have done those steps but nothing seems to work, any idea why this might be happening?

Missing Step
I'm working in 2.49b, and I found that if I followed the tutorial to the letter, my cone would collide with every edge in the grid that I made the maze out of. To fix this, I just has to turn on Convex Hull Bounds on the maze just like you do on the cone. I wasn't sure if this was a problem with just my version or if I made some mistake along the way, but I figured I'd post it in the discussion in case someone else had the same problem. Edit: I tested this again, and the cone wouldn't fall in between the maze paths; it would only fall when it went off the edge of the entire object that made up the maze. I fixed this by changing the Bounds from Convex Hull you Triangle Mesh. The tutorial should really have this step, but I could be wrong again. I don't want to add the step in myself without someone else's feedback. Jdwolfears (talk) 21:21, 24 May 2010 (UTC)

And I WAS wrong again. I have the same collision issues that I started with. Maybe someone with a bit more experience can give a better fix? This tutorial should really be updated to work with the most current stable version. Jdwolfears (talk) 15:58, 25 May 2010 (UTC)

Friction
Hi, I've followed every step of this tutorial. Unfortunately, the movement of the cone are very difficul to make, because he hasn't any friction on the maze. I don't know how to explain it... When I press "W" the cone go like the maze is made of ice. It takes much spaces to stop, making game frustating.

How can I fix it?

Shape falls through maze
I went through this tutorial as best I could, but when I push "P", the cube falls through the maze. Could it be because I'm using Blender 2.37? Any help would be appreciated.--Thekmc (talk) 16:41, 27 November 2010 (UTC)

PDF
I think books should be available in PDF format for download.

Tutorial Updates
Someone can update the Tutorial or I'll rewrite the page by myself.Ichiro-kun22 (discuss • contribs) 10:18, 30 October 2015 (UTC)


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User:AllysonGorse

Hi, I'm Allyson Gorse. I'm currently a freshman at Clarion University. Physical Science interests me because i want to learn more about technology in the world today.

title: User:AllysonGorse


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User talk:AllysonGorse

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Whiteknight (Page) (Talk) 19:14, 17 January 2008 (UTC)

Nice work --J.M.Pearce (talk) 20:12, 18 January 2008 (UTC)

title: User talk:AllysonGorse


text:
User:Wikidieter

Hello! I'm Dieter Fuchs, from Weilburg, Germany (*1959 Brazil).

title: User:Wikidieter


text:
User talk:192.197.62.99

Join Us!
-- – Mike.lifeguard  | talk 20:01, 17 January 2008 (UTC)

title: User talk:192.197.62.99


text:
User talk:Dapendleton

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. – Mike.lifeguard  | talk 20:05, 17 January 2008 (UTC)

title: User talk:Dapendleton


text:
User talk:Wikidieter

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- – Mike.lifeguard  | talk 20:28, 17 January 2008 (UTC)

title: User talk:Wikidieter


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User talk:E.junior58

Welcome!
Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.-- – Mike.lifeguard  | talk 20:28, 17 January 2008 (UTC)

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User talk:KrisVelkovski

Welcome!
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User talk:Pirote8

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User:Pacificslav

a retired engineer and lecturer in engineering in some universities of British Commonwealth (West Africa, Papua New Guinea) Polish national, translator (mainly of English as source language)

title: User:Pacificslav


text:
XQuery/XQuery and XML Schema

Motivation
In learning any modelling language, it is helpful to see sample instances of any formal model. This is equally true when developing an XML Schema. XML Development tools like Oxygen and XML-Spy have tools to generate a random instance of a supplied XML schema, but it is useful to have a web service to do this. The service can also be used for test data generation.

The following is a test XML Schema file:

XQuery to convert Simple XML Schema into an Instance Document
We can use a recursive function to convert this XML Schema into an instance document. Here is an implementation of this function which covers some of the key XML Schema constructs:

This function uses the element construct to create a new XML instance tree based on the information in the XML Schema file and the typeswitch construct to select the appropriate processing of a given element type.

Type Instance Generation
Some helper functions are required to generate random instances of (some of ) the standard types.

Script
Here is a basic script which applies this function to the example schema. By default, the root of the generated instance is the first element in the schema or a named element if a root parameter is supplied.

Execute

To do

 * full set of xml types
 * mixed
 * restriction (only enumeration so far)
 * Group
 * AttributeGroup
 * problem with missing attributes in a complexType
 * hinting for distributions
 * namespaces
 * randomisation configuration

title: XQuery/XQuery and XML Schema