text:
Proteomics/Proteomics and Drug Discovery/Rational Drug Design

Chapter Edited and Updated by: Vishal Thovarai & Kevin Smith E-mail: pac8612@rit.edu

This Section:

Rational Drug Design
Serendipity has, for a very long time, been a driving force in the Drug Design and Development process. A shift towards rationalization of the process has begun, accompanying the increasing understanding of corresponding areas such as human as well as pathogen biochemistry and pathophysiology. In a broad and general way the rational drug design approach involves a comprehensive study of the affected biochemical pathways, identification of key elements (generally proteins) and designing small molecules to modify/manipulate the functions of these proteins. Most of the approaches are target oriented and hence structure based i.e. drug targets are identified which is typically a component (a protein or some other biomolecule) of a relevant pathway

Overview
In the early 1980s, researchers were not able to take advantage of structure-based methods in the drug discovery process. This was due to a number of factors, the most important of which were a lack of computing power and docking programs that could test potential models as well as a lack of interest in the established community do in part to the aforementioned lack of tools. However, in the 1990s, computing power and available programs increased exponentially as well as the ability to obtain cheaper, more reliable x-ray crystallographic structures necessary for any type of computational study. This marked the start of a new era and the first attempts and successes were published, with the two most famous being the HIV-1 protease inhibitors and renin inhibitors (to combat hypertension) (Lunney). In contemporary drug discovery, structure-based methods are an integral part of the drug development process. This change can be attributed to the rapid advances in genomics and structural biology, as well as developments in information technology. The advancements of technology in several fields that are vital to the drug discovery process increased the pace of drug development. However, many years of research are still required until a drug which is both effective and tolerated by the human body is marketable (Anderson). Despite this new technology and increased funding by pharmeaceutical companies, the issues with finding safe, effective compounds have resulted in there being no significant increase in the rate of therapeutic agent release to the general public. (Lindsay)

The de novo approach
The de novo approach involves constructing novel drug molecules from the scratch based on the receptor/target structure. This is a particularly challenging task, considering that the search space of potentially feasible structures is to the order of 10100 (Bohacek). The fundamentals of de novo drug design include assembling drug like compounds, evaluating their potential and also searching the sample space for such compounds. The design of the drug molecule is generally driven by the receptor structure or more specifically it’s hypothetical interaction with the structure of the receptor. Therefore, modeling the binding site to the greatest possible degree of accuracy is one of the critical steps in the process. Once the binding site is defined, the next step is to place atoms or small molecule within it and evaluate the fit/ interaction. This is done using a scoring function. Depending on the software package used, there now exists a wide variety of scoring functions ranging from simple steric constraints to functions that approximate and evaluate binding free energy. The scoring functions are also responsible for guiding the growth and optimization of structures by assigning fitness values to the evaluated structures. Different ways of constructing complete ligand molecules (in silico) include linking, growing (Figure 1), random structure change, and molecular dynamics based methods. Linking: Atoms, functional groups or fragments are placed at pre-determined interaction sites and are joined together to yield a complete molecule. The linking groups may be either pre-defined or generated on the fly in compliance with the constraints. Growing: A single building block is chosen as a starting point or seed and placed in the interaction site of the receptor. Fragments or other groups are added to provide feasible interactions with the residues in the site. This process is continued until all fragments have been integrated into a single molecule. Molecular Dynamics: The initial fragments are scattered randomly in the interaction site and then allowed to rearrange using Molecular dynamics simulations. Scoring functions are used to evaluate the resultant structures. One of the major drawbacks of de novo algorithms is that they generally ignore synthetic feasibility of the designed structures.

The Lead optimization approach
The Lead optimization approach involves the modification and optimization of existing analogues (drug candidates) that demonstrate therapeutic potential. This technique is based on the study of the interaction between ligands and receptors. The data thus obtained is used to guide the modification of the structures of selected molecules or compounds. A large number of analogues are created and then screened through thereby improving efficacy and other desirable properties

Drug Target Selection and Identification of the Target Site
The selection of the drug target is mainly based on biological and biochemical considerations. Proteomics as a tool in this area is still relatively limited due to the sheer complexity of protein expression in any given cell. Despite this, proteomics’ usefulness has grown in other areas of the drug discovery process including biomarker identification and tracking. The ideal drug target for structure-based drug design should bind a small molecule and should be closely associated with the disease. The small molecule then either changes the function of the drug target, or in case of a pathogenic organism, inhibits the function of the target. This will ideally lead to the cell death of the pathogen. In the latter case, the drug target should only be present in the diseased cells or pathogen and should have a unique function that allows for and encourages this selectivity. Furthermore, the uniqueness of the drug target guarantees that another pathway cannot restore the function of an inhibited target. The structure-based search for anti-cancer and autoimmune drugs is much more challenging, since the drug targets regulate essential cell functions. Hence, these targets are not unique and isolated; inhibition of their function not only affects mutant or over/under-activated cells, but also normal cells. For example, the phosphoinositide 3-kinase (PI3K) pathway is both involved in cellular growth and has been directly linked with pancreatic cancer activation (Reddy). Trying to separate convoluted pathways such as this make the drug discovery process much more complex than with other diseases. Another option for targeting in cancer is DNA. Cisplatin and Bleomycin cross-link and cleave DNA respectively and are used to slow down cell division, particularly in cancerous tissues. (Singh)

The ligand binding site of a drug target should be a pocket containing both hydrogen donors and acceptors, as well as hydrophobic residues. In many cases, the selected target location is the active site of an enzyme, as with sildenafil citrate (Viagra), which targets the catalytic subunit of NADPH (Jeremy); however, it can also be an assembly or regulatory site, as is the case with the phosphotransferase regulatory domain the Bacillus subtilis Spo0f protein, a histidine kinase (Dai-Fu). Even protein-protein interaction sites, which are often large and planar, have been selected as target sites (2-oxoglutarate, a naturally occurring molecule, affects the monomer-monomer interactions of GlnK, an ammonia transporter [AcrB] inhibitor (Anderson, Stroud).

Proteomics as a Tool to Discover Biomarkers
‘Biomarker’ is short for ‘biological marker.’ A biomarker is a molecule, indicator, or test that can be used to measure such processes as disease progression, infection stage, and drug efficacy, as well as other various biological functions. They can also be used as part of safety studies for therapeutic agents. Although the most common biomarkers in use today are small molecules and proteins, the growing fields of pharmacogenetics and pharmacogenomics are attempting to utilize genotypes, haplotypes, and single nucleotide polymorphisms as biomarkers (Frank).

With the growing emphasis on biomarkers as indicators, the National Institutes of Health (NIH) began a ‘Biomarkers and Surrogate Endpoint Working Group.’ This organization has set up a classification system for biomarkers. Type 0 biomarkers are more symptomatic in nature and track disease progression over its complete history. They are used in phase 0 clinical studies. These clinical studies use well developed assay techniques in highly regulated populations for specific durations. The goal of these studies is to achieve simple positive or negative results for the drug or system being studied. Type 1 biomarkers are used to track any type of compound injected into the biological system. The most familiar aspects are drug trials, where the researchers are looking for a specific effect. The effect observed may be positive or negative. Type II biomarkers are used to determine a ‘surrogate endpoint.’ A surrogate endpoint, as defined by the FDA, “is a marker – a laboratory measurement or physical sign – that is used in the therapeutic trials as a substitute for a clinically meaningful endpoint that is a direct measure of how a patient feels, functions or survives and is expected to predict the effect of the therapy.”  In other words, a surrogate endpoint moves beyond the concept of a single biomarker and into the realm where many or no biomarkers may be sufficient. Other symptoms including overall health and mortality may be studied to determine the efficacy of a treatment regimen. Although surrogate endpoints are still in the early stages, two examples that have been accepted are blood pressure and cholesterol, which have a firm connection to cardiovascular health and mortality (Frank).

In addition to the above effects, a biomarker should correlate well with the disease condition and minimize the number of false positives, as well as false negatives. Thus, a biomarker should be able to accurately discriminate between a normal and an infected condition with high reproducibility. The challenge in proteomics research is to identify unique biomarkers from complex biological mixtures that unequivocally correlate with the disease condition. Biomarkers can be utilized for many purposes. Also, established biomarkers are useful as risk factor indicators, capable of providing information to show that a person is susceptible to a disease. QT prolongation, a measure of change in the ventricular electrical cycle, is used as a assessment of a patient’s chances for survival after heart attack, as is troponin T, a cardiac enzyme whose levels rise following a heart attack. 5-hydroxytryptophan is a metabolic precursor to seratonin, and has been found to localize around neoplasms in neuroendocrine tissue. Labelling of these molecules allows for visualization of these events by fluorodeoxyglucose positron emission tomography (FDG-PET), which is used in visualizing many types of malignancies. Another PET application uses SPA-RQ, a neurokinin-1 binder, whose injection is used to track binding of the drug Aprepitant™, a drug used in chemotherapy patients to control vomiting (Frank).

There are currently many more biomarkers being studied and in development, and this number will continue to grow as our understanding of the body evolves. The combination of tracer molecules and imaging techniques, as in 5-hydroxytryptophan, creates a powerful method for visualizing areas that should not be touched surgically except as a last resort. The growing use of proteomics to find biomarkers is important as well. Recent advances in analytical techniques such as mass spectrometry and column chromatography have allowed for more comprehensive studies of protein expression. In addition, 2-dimensional electrophoresis provides an overall view of expression, in similar fashion to gene studies. Proteomics studies using these techniques have identified ovarian cancer, macular degeneration, and lipoprotein composition. Development of these techniques will undoubtedly increase in the future (Frank).


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User talk:Palmer-Ridge~enwikibooks

A professional wrestling referee is the offical figure in pro wrestling that makes the rules and enforces them. There are different types of refs:
 * Secondary Ref- is the ref that sits at ring side and enters the ring if the other ref gets knocked down.
 * Guest Ref-is a ref that is chosen to ref in a match.
 * Alien Ref-is a ref that is chosen out of that business.
 * Heel Ref-is a bad guy ref who lets the wrestlers in the match do whatever they want.

The "X" Sign
Is used in professional wrestling when a wrestler gets hurt.

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A-level Mathematics/MEI/NM

Numerical Methods
The Numerical Methods module provides an introduction into this new area of mathematics. In this module, you will study methods for basic algebra and calculus. You will study algorithms, and will be described geometrically and derived from first principles. This module is unique to the MEI spec

Chapters

 * /Approximation/
 * /The solution of equations/
 * /Solving equations/
 * /Integration/
 * /Numerical integration/
 * /Approximating functions/
 * /Numerical Differentiation/
 * /Rates of convergence in numerical processes/

Assessment Structure
One exam of 1 hour 30 minutes, 72 marks in total. All questions should be answered.
 * Section A (36 marks): 5-7 questions, at most 8 marks each
 * Section B (36 marks): 2 questions, about 18 marks each.

One piece of coursework, worth 18 marks (20% of the total assessment for this unit). This should be an investigation of a problem suitable for numerical solution using one of the methods in this module. More details can be found towards the end of the NM section in the specification.

Assumed knowledge
Knowledge of C1 and C2 is assumed.

title: A-level Mathematics/MEI/NM


text:
A-level Mathematics/MEI/D1

Examination Structure
Section A: Three questions, each worth 8 marks Section Total: 24 marks

Section B: Three questions, each worth 16 marks Section Total: 48 marks

The total marks available for the paper is 72 marks.

The time allowed for the paper is 1 hour 30 minutes.

Assumed Knowledge
Candidates are expected to know the content of Intermediate Tier GCSE.

Topics Covered

 * /Algorithms/
 * /Graphs/
 * /Networks/
 * /Critical Path Analysis/
 * /Linear Programming/
 * /Simulation/

title: A-level Mathematics/MEI/D1


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Wikijunior:Europe/Armenia

Armenia is a small country located in Western Asia. However it has cultural and political connections to Europe Its neighbours are Turkey, Georgia, Azerbaijan and Iran. The capital of Armenia is Yerevan. Other cities in Armenia are Gyumri and Vanadzor. The currency of Armenia is the Dram.

Armenia's History
Armenia is one of the oldest civilizations in the world. Over the centuries Armenia has been in conflict with many civilizations including Russia, Persia, and the Romans. Gaining and losing its independence over the centuries, on September 21, 1991, Armenia finally claimed its independence from the Soviet Union. Though not recognized globally, most educated people and scholars concur that Armenia suffered one of the greatest atrocities of the 20th Century, when 1.6 million Armenians were killed in an act of genocide committed by the Ottoman Empire (see Armenian Genocide)

Armenia's Geography
The total land area of Armenia is 11,506 sq mi (29,800 km2) and the population is 3,100,236.

Armenia has many mountain lakes, the largest being Lake Sevan, which is located in the North-eastern part of the country. Lake Sevan is a popular resort area. The Araks river is the largest and longest river in Armenia. It starts off in the mountains of Turkey and flows along Armenia's border with Turkey and Iran.

The climate of Armenia is mostly dry with long, hot summers and average winters. The sun shines most of the time in Armenia which causes the dry climate, but they do receive heavy rains. The heavy rains occur most often in Autumn or Fall.

Armenia's People
Over half of Armenia's population live in cities or towns. You can find most of the population near the river valleys.

The Major Nationalities in Armenia are Armenian, Russian, and Kurds. Nearly 98 percent of the People in Armenia speak Armenian. Other spoken languages in the country include Russian, English, and Yezidi. The Armenian's were converted to Christianity in the 4th century. Today Christianity is still the most practiced religion there. There are also Russian Orthodox Christians, Protestants, and Muslims.

Most Armenian's can read and write. While Armenia was under the control of the Soviet Union the government in Moscow was in control of the educational system. They believed in free and universal education. Today primary and secondary education is required and are available for free. The country's largest university is Yerevan State University, founded in 1919 in Yerevan.

Armenia's Sights
In the past 5 years tourism has become more important to the Armenian economy. Lake Sevan, shown in the picture to the left, is one of the sights that you can see when you go to Armenia. It is the largest lake in the country and that makes it a very popular tourist attraction. You can also visit the monasteries and churches, or some of its very old castles. Armenia has 4 UNESCO World Heritage Sites which include monasteries and churches.

title: Wikijunior:Europe/Armenia


text:
Talk:C Sharp Programming/Objects

This topic is going to be quite tough to write as there are references to all sorts of things:

- Interfaces - Abstract Classes - Properties - Methods

- Reference Types - Value Types

I've started with a basic introduction to ease readers in without overloading them with concepts (or tried to).

After explaining System.Object, the next route would be to describe reference and value types in more details.

What else would be needed to pad out the "objects" sections. Remoting objecs work differently too!

Ho hum.

title: Talk:C Sharp Programming/Objects


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User talk:Miri~enwikibooks

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HI, I hate cheese and love to edit wikihow. I got banned from wikihow.

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User talk:RandyRaw

I am new to Wikibooks and am starting to organize a book on Disaster Recovery/Business Continuity planning. It will be targeted towards the IT community and should be especially valuable for MOREnet members (K-12 schools, College, University, Government and Public Library).

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ERP Internals/Modules/Manufacturing/Bill of Materials/Functions/Maintain Bill of Materials

Each line should be filled with Item Code, Quantity, Plan Scrap Quantity, Operation and Effective Date The BOM should avoid infinite loop. The ERP system should cover the function to detect the loop.

Manufacturing/Bill of Materials/Functions/Maintain Bill of Materials


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text:
Permaculture Design/How to/Some ways to improve your soils

Traditional classifications of soils
Colour
 * Colourless/white: high silica content
 * Light/white: lack of oxygen; leached; high calcium; alkaline ph
 * Yellow: lack of oxygen; high clay content; aluminium & iron
 * Red: iron oxide
 * Red/brown: volcanic basalt origin; iron & magnesium
 * Black: rich in organic matter & nutrients; holds moisture

vegetation
 * Azalea, dandelion: acid soils; usually leached; often
 * berries, conifers, dock: compacted with poor drainage
 * saltbush, spinifex: alkaline; saline; dry soils
 * nettles, clovers, vetch: excess nitrogen; low humus content; low microorganism content
 * blackberries: open disturbed soil, possibly acid
 * bracken: recent fire; general decline in soil fertility.
 * buttercup: poor drainage, acid.
 * thistles: low calcium & iron content; hard soils.
 * chicory, chickweed, clover, groundsel: good fertility

parent material Eg soils derived from:
 * Sandstone: sandy, high silica.
 * Shale: clay; high silica & iron.
 * Basalt: high iron & magnesium.

smell
 * Sour: Lacks oxygen, acidic, sulphur dioxide
 * Sweet & earthy: high oxygen, good soil life & OM
 * Garlic: arsenic in soil.

taste
 * Smooth & slippery: acidic, soil water lathers easily
 * Weak soda: alkaline/mineral; won’t lather easily

soil life
 * Worms: good moisture, OM, low pesticide residues
 * Ants: drier, sandy
 * Slugs & snails: damp, decomposing plant & animal material.
 * Skinks & lizards: warm sunny, dry spots, good insect populations

water
 * Run –off: is increased by bare ground, compaction, steep slopes
 * Repels water: compacted, eroded, excessive use of dolomite, very little OM, sandy & allowed to dry out & has formed a moisture resistant barrier
 * Shrinks & swells: high clay, holds water, cracks.
 * Fast draining: hole filled with water, drains within 10mins: erodes easily, collapses easily, few fungal diseases, good movement of water & soil life. Not good for dams.

history
 * Bare ground: agricultural or industrial contamination.
 * Growth in poor soils:previous structures, compaction, old poultry or animal pen site
 * No topsoil:quarry or fill site, erosion.
 * Bad cracks & rubbish:old tip or landfill site

plants and soil minerals
Often plants which grow in deficient soils have the ability to concentrate those missing elements in their structure.

Potassium present ~ marshmallow, knapweed, wormwood, opium poppy, fumitory, tansy & borage. Deficient ~ red clover. Celery & leek like potassium. Chicory is potassium rich.

Calcium ~ buckwheat grown as a green manure or composted adds. Melon leaves are a source of it & oak bark is especially rich as are all thistles & willow. Dandelion “mines” it. Peas, beans, brassicas & turnips need it.

Phosphorous ~ bracken indicates a lack of it & accumulates it. Burn it & spread the ashes. Valerian & comfrey are rich sources. Whitefly indicates a deficiency along with magnesium. Brassicas need it to head well.

Iron ~ blackberry is a rich source.

Magnesium & sulphur ~ broom, salad burnett, plantain, & sheep sorrel (for magnesium)

Ragwort ~ copper

Thistles ~ nitrogen, copper & silicon.

Creating resources on your land

 * Plant mulch making plants ~ comfrey, tree lucerne, grasses for hay, weeds such as dandelion, plantain, nettles, borage, deciduous trees.
 * Use small prunings as part of the mulch around your trees. Place them over soil that you need to add organic matter like grass clippings, weeds, & manure on top & let nature do the rest. Once it’s reasonably broken down sow seeds/plant. Good way to establish areas for under-planting an orchard/food forest.
 * Harvest local resources ~ bracken & chicory are high in potassium, add it to your compost, burn it & use the ashes around plants such as, celery & leeks. The brassicas (cabbage, cauli, broccoli, brussels) need phosphorous to head up well, comfrey & bracken supply it. Ragwort concentrates copper. Broom is high in magnesium & sulphur, lupins in nitrogen & calcium. Seaweed has many of the essential trace elements that plants need. Food scraps from cafes & super markets add to the mix for your compost.

Other Strategies

 * Plant wind breaks to filter air-born pollution and prevent soil erosion.
 * Plant trees & shrubs to take up ground water pollution e.g. alongside a road, runoff from your neighbour who uses chemicals. The leaf litter from deciduous trees and shrubs also adds organic material to the top layer of your soils. Over time this will be a significant addition.
 * Create wetlands planted with macrophytes (reeds & rushes) to take up the above pollution.
 * Use raised beds for growing in.
 * Seaweed, compost & dolomite help to clean soils of pollutants such as heavy metals.
 * Allow weeds to grow ~ add OM, take up pollutants.
 * Spread rock dust to supply minerals ~ basalt, granite, dolomite.
 * Where practical, change the contour of slopes to create swales so that water does not run off as quickly and cause erosion.
 * Don't leave bare soil, plant something instead -- or at least lay down some mulch.
 * Remember that the more conditions you create for soil life to thrive the better your soils will be. Create diversity.


text:
Permaculture Design/How to/Effective but non toxic sprays

Water

 * pressure knocks insects off.
 * with lime added & applied around beets & cabbage, scab,
 * clubroot & cabbage is reduced.
 * Warm 54deg. C. for soft skinned insects, aphids & caterpillars.

Milk

 * control sprays on tomatoes, cucumber & lettuce. Spray at planting time & then every 10 days, 1 part milk to 9 parts water.
 * Buttermilk is good for red spider mites. Add1/2 teacup b’milk to 4cups flour & 5gal. water.( an old recipe!)

Soap

 * dissolve 2 tsp pure soap e.g. LUX, in 1lt water (you can use old soapy water from washing clothes), or use soft soap not ordinary soap (caustic soda) & dissolve 225gr in 9lt water. For aphids, white butterfly & caterpillars.

Ground rock dust

 * mix water, flour & soap & sprayed on leaves. Deters soft bodied insects as sharp.

Crushed clay

 * dust on to repel caterpillars.

Vege cooking oils

 * paint on or mix with water to spray on for aphids, whitefly & mealy bugs.

Fish emulsion

 * repels many insects & fertilises plants.

Other methods

 * Wormwood cuttings put them over brassicas to camouflage & repel.
 * Give plants susceptible to whitefly, comfrey liquid or use the leaves as a mulch & in your compost. Whitefly occurs when potash levels are low. Wood ash & rock phosphate also helps.
 * You will see that you will need nozzles on your sprayer that can cope with the thicker mixes. They need to be used quickly, not stored.These sprays work by various means ~ smothering, deterring & dissolving insects protective shells.


text:
Permaculture Design/How to/Creating a natural balance

Some main points

 * Don't panic! Take your time.
 * Remember the forest & how it keeps a balance. The web of life. Take a walk in one whenever you need a refresher course.
 * Everything gardens.
 * Observe what’s eating what & when in your garden.
 * Let them eat some! What can you accept?
 * Plagues are indicators of gross imbalance.
 * Too many pests? No ~ too few predators                                          , or poor plant health, or soil health, or care of plants, or selection of plants, or lack of diversity, above & below ground (of animals, plants, habitats, insects & birds)

Respect insects we need them in our gardens
What do they do? ~ fertilise, aerate, decompose, add nutrients, provide food for birds, animals & other insects (us too if only we would try them!), prune ( tribal gardeners have used insects to increase the yields of their crops by putting insects on their plants at certain times!), destroy weak plants & so help with natural selection, help plants through symbiotic relationships.

Plants can protect themselves
Some secrete enzymes when chewed which affects the insects digestion &/or their ability to reproduce. Others produce chemicals which smell like the alarm signals put out by insects being eaten. Trees in Africa being eaten by animals send signals to neighbouring trees & those trees secrete substances that make them unpalatable!

 * Create a seed bank in your soil. Let plants spread their seed & select the strongest.
 * Use your own instincts to help you to see what’s needed in your garden.

Some plants to encourage predators

 * Let carrot, radish, parsnips, fennel & brassicas flower, even if you aren’t collecting seed.
 * Phacelia tanacetifolia, (Fiddleneck),Solidago canadensis (Goldenrod), Asters (Michmaelmas or Easter Daisy) Alyssum maritimum (Sweet Alice) all supply nectar for predators.

Generally introduce as many flowering plants into, &/or plant them around your garden. Do some research to work out which one’s to plant to extend the flowering season.

Spraying with even botanical sprays should be a last resort as these too can kill your beneficial insects.

Some design strategies

 * Sun~trap hedge, repellant or attractant.
 * Camouflage plantings.
 * Clump plantings rather than rows.
 * Trees & shrubs as flight barriers & wide (1/2 ~ 1mtr) rows of repellant plants
 * Create habitats ~ ponds, perches, shelters, warm, wind free micro climates.


text:
User talk:Leighblackall

Never too late for a welcome message!
Welcome, Leighblackall!

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. Webaware talk 08:44, 11 April 2008 (UTC)

Permaculture design/How to/Planting plans/A planting plan for Dunedin New Zealand
Do you need help with this page? I'm not quite sure what you're trying to accomplish here, but I'm available to help if you need it. – Mike.lifeguard  | talk 23:12, 26 April 2008 (UTC)

 * Hello Mike, yes! any help would be greatly appreciated. I just tried to explain the objective of the text in the intro. But under it all is me simply using the book to add notes and handouts I get while studying permaculture. Did you have something in mind? I just noticed that I can't move a page. I tried, but it returned an error saying I can't move a page over itself.. even though I DID give it a new name. I was trying to move a subpage to the same level but with a new subpage name. No worries now, I simply orphaned the page and cut the content onto the new page. --Leighblackall (talk) 23:25, 26 April 2008 (UTC)
 * OK, if you orphan a page, and it's no longer needed (is that the one below?) mark it with and an admin will take care of it.
 * At Permaculture design/How to/Planting schedules/A planting schedule for Dunedin New Zealand you stated that it was "Originally compiled by Jenny Hayden from Waitati" - do you have permission to include the text here? If so, please forward permission to permissions-en@wikimedia.org so our OTRS team can verify it. Also, this page is a duplicate of Permaculture design/How to/Planting schedules/A planting schedule for Dunedin New Zealand; which one do you want to keep?
 * You can't move a page over an existing page; only admins can (we can delete pages). So if you run into that problem, grab an admin.
 * – Mike.lifeguard  | talk 19:47, 27 April 2008 (UTC)
 * Thanks Mike, I have added the delete template to the Permaculture design/How to/Planting schedules/A planting schedule for Dunedin New Zealand. I will get the permission emailed. Is good to know that part of the process. --Leighblackall (talk) 06:58, 29 April 2008 (UTC)

Finding help
Hey Leighblackall,

I stumbled across "Sustainable Business/Executive summary", where you had replaced the content with "please delete". I deleted the page, but next time you should draw attention to the page by putting the appropriate tag on it. See Help:Deleting pages for more.

There are actually a number of help pages here on the wiki. The "Help" link in the navigation bar below the logo (in the old skin at least) will list a few of the most useful ones. Please let us know if these are unclear or hard to find. Thanks and happy editing. --Swift (talk) 23:48, 22 January 2010 (UTC)

 * Thanks Swift. Will do in future. leighblackall (talk)

Naming
I do not know why you're moving pages in defiance of Naming policy. Please be considerate of Wikibooks' policies. -- Adrignola talk contribs 00:13, 25 April 2010 (UTC)
 * I can help you with Collections/Sustainable Business. But we've got to get the pages back in place. -- Adrignola talk contribs 00:17, 25 April 2010 (UTC)
 * No worries, will help you leighblackall (talk) 00:18, 25 April 2010 (UTC)
 * Take a look. Deciding what the link text will be will determine the section name of the PDF.  I believe this is what you desired. -- Adrignola talk contribs 00:23, 25 April 2010 (UTC)
 * Excellent! Thanks for the help Adrignola. Almost finished the book now! leighblackall (talk) 00:27, 25 April 2010 (UTC)
 * You're doing it again. I know you're used to Wikiversity which uses names like Wikipedia, but we do it differently here.  I will have to rename your recently-created pages. – Adrignola talk 12:14, 19 July 2010 (UTC)
 * I'm confused Adrignola.. what is it you've done? leighblackall (talk) 08:46, 20 July 2010 (UTC)
 * Your open education pages have been made title case instead of sentence case. Also, I've currently put the book in Subject:Education, but depending on the book's scope, I wonder if it would be a better fit in Subject:Learning theory. – Adrignola talk 12:24, 20 July 2010 (UTC)
 * Ok thanks Adrignola. I think it will become clearly aligned in education, teacher training, and educational development. Thanks for you help with the titles. leighblackall (talk) 10:24, 23 July 2010 (UTC)

Adrignola, can I structure a book flat? In other words, bring the chapters out from being subpages and share the same primary level of the book title? leighblackall (talk) 09:58, 27 July 2010 (UTC)

 *  Per WB:Naming policy, no. Kayau ( talk | email | contribs ) 11:42, 27 July 2010 (UTC)

 * The term flat and deep in the context of Wikibooks only refer to how many levels under the root pages are. Flat would be everything just under the root.  They cannot share the same level or they are entirely different books.  This is the single biggest structural difference between Wikibooks and any other Wikimedia project and is also the key factor that allows it to have unlimited growth.  Unlike Wikipedia, with a single definitive entry on each subject, as long as you ensure a unique title for a book, you can have as many subpages as you like for it.   – Adrignola talk 12:10, 27 July 2010 (UTC)

 * AFAIK, Wikiversity also uses subpages. Kayau ( talk | email | contribs ) 12:13, 27 July 2010 (UTC)

 * They can use them, but they don't require them, and in normal practice, I notice that the majority of their pages do not use them. – Adrignola talk 12:52, 27 July 2010 (UTC)

Is there the template extension where I can control the title of a page so it doesn't as a directory? In wikieducator they use. Leigh

 * Here that template is displaytitle. – Adrignola talk 22:03, 27 July 2010 (UTC)

 * Many thanks :) leighblackall (talk) 01:53, 28 July 2010 (UTC)

Venue
Greetings. I'm just curious as to why Wikibooks was your chosen venue for adding recent content, as opposed to wikieducator.org, which I see is sponsored by Otago Polytechnic. If there's something we're doing right, I'd be interested to know, so we can continue to foster that in the project's development and not end up like Wikiversity. – Adrignola talk 12:43, 28 July 2010 (UTC)

 * Sorry for the delayed response..
 * Wikibooks has always been the preferred venue for textbook projects, for me and others at Otago Polytechnic. See Anatomy and Physiology of Animals, Permaculture Design, Sustainable Business, and now Open Education Practices: A User Guide for Organisations. Otago Polytechnic technically sponsors the Open Education Resource Foundation, which unfortunately (in my view) focuses solely on the use of Wikieducator.. though I see that the OER Foundation confuses this in its branding, implying a direct sponsorship of Wikieducator... OPs management would probably agree that they distribute their educational efforts across as many projects as practicable and appropriate. Wikibooks being entirely appropriate for text books and the like, but I haven't worked there for a year, it could be they have fallen back into the common mistake of parochial centralisation.

 * It has always been my view that Wikieducator be a transitional project, delivering educators into the larger Wikimedia Foundation projects, as well as using other social media platforms. I think Wikieducator however, diverts many educators away from contributing to WMF projects sadly. I don't work for Otago Polytechnic any more, nor do I contribute much to WE.. I guess that's one person who has transitioned. I am finishing off a few projects for Otago Poly under contract, such as Open Education Practices: A User Guide for Organisations, and deliberately using Wikibooks, because this project is exactly that.

 * Besides all that, Wikibooks - like all the WMF projects, has the benefit of a much larger expert community of practice with a greater range of cultural diversity. It has robust technical features and support, exciting partnerships in development (PediaPress, Usability Project, WikiMobile), and direct links to Wikipedia and Commons. Of course I'd have to acknowledge the sadder side of WMF, specifically the culture of deletionism, hierarchy and unwelcoming custodians, that has caused great hostility towards and from otherwise righteous contributors. Some of this has spilled over into Wikiversity, such as the measures taken by Jimbo in support of deletionism, severely disrupting the Wikiversity community base twice. I'm confident that Wikiversity will recover from this, but they need the love and support from the other WMF projects, a return to intellectual freedom, as well as a sense of shared responsibility from all the WMF projects for what has developed in the community over-all.

 * My work in educational development is now with the University of Canberra. Again I am encouraging staff to work out ways of using the "popular Internet" such as WMF projects, Blogger and Wordpress, Youtube and Internet Archive, Twitter and Facebook.. for educational benefit. My struggle is always with smaller, often in-house projects which ultimately divert students and educators away from contributing in these spaces however, as well as the obvious challenges of getting formal education and academic people, AND WMF people, to accept and support each other...

 * Hope that answers your question, and thanks for your support Adrignola. From an educator/academic continuously learning leighblackall (talk) 00:35, 31 July 2010 (UTC)

 * That is a longer response than I would have wanted to ask of you. I appreciate your in-depth response.  I find people's opinions of and analysis of Wikimedia informative and look for ways to use that feedback effectively.  Thank you. – Adrignola talk 02:15, 31 July 2010 (UTC)

title: User talk:Leighblackall


text:
A-level Physics (Advancing Physics)/Quantum Behaviour

So far, we have identified the fact that light travels in quanta, called photons, and that these photons carry an amount of energy which is proportional to their frequency. We also know that photons aren't waves or particles in the traditional sense of either word. Instead, they are lumps of energy. They don't behave the way classically expected of them.

Many Paths
In fact, what photons do when they are travelling is to take every path possible. If a photon has to travel from point A to point B it will travel in a straight line and loop the loop and go via Alpha Centauri and take every other possible path. This is the photon's so-called 'quantum state'. It is spread out across all space.

However, just because a photon could end up anywhere in space does not mean that it has an equal probability of ending up in any given place. It is far more likely that a photon from a torch I am carrying will end up hitting the ground in front of me than it is that the same photon will hit me on the back of the head. But both are possible. Light can go round corners; just very rarely!

Calculating Probabilities
The probability of a photon ending up at any given point in space relative to another point in space can be calculated by considering a selection of the paths the photon takes to each point. The more paths considered, the greater the accuracy of the calculation. Use the following steps when doing this:

1. Define the light source.

2. Work out the frequency of the photon.

3. Define any objects which the light cannot pass through.

4. Define the first point you wish to consider.

5. Define a set of paths from the source to the point being considered, the more, the better.

6. Work out the time taken to traverse one of the paths.

7. Work out how many phasor rotations this corresponds to.

8. Draw an arrow representing the final phasor arrow.

9. Repeat steps 6-8 for each of the paths.

10. Add all the phasor arrows together, tip-to-tail.

11. Square the amplitude of this resultant phasor arrow to gain the intensity of the light at this point. It may help to imagine a square rotating around, instead of an arrow.

12. Repeat steps 4-11 for every point you wish to consider. The more points you consider, the more accurate your probability distribution will be.

13. Compare all the resultant intensities to gain a probability distribution which describes the probabilities of a photon arriving at one point to another. For example, if the intensity of light at one point is two times the intensity of light at another, then it is twice as likely that a photon will arrive at the first point than the second.

14. If all the points being considered were on a screen, the intensities show you the relative brightnesses of light at each of the points.

Examples
If we now take this method and apply it to several situations, we find that, in many cases, the results are similar to those obtained when treating light as a wave, with the exception that we can now reconcile this idea with the observable 'lumpiness' of light, and can acknowledge the fact that there is a certain probability that some light will not behave according to some wave laws.

Travelling from A to B
This is the simplest example to consider. If we consider a range of paths going from point A to point B, and calculate the phasor directions at the end of the paths, we get a resultant phasor arrow which gives us some amplitude at point B. Since there are no obstructions, at any point this far away from the source, we will get the same resultant amplitude.

It is important to note that different paths contribute to the resultant amplitude by different amounts. The paths closer to the straight line between the two points are more parallel to the resultant angle, whereas the paths further away vary in direction more, and so tend to cancel each other out. The conclusion: light travelling in straight lines contributes most to the resultant amplitude.

Young's Slits
Here, we just need to consider two paths: one through each slit. We can then calculate two phasor arrows, add them together to gain a resultant phasor arrow, and square its amplitude to gain the intensity of the light at the point the two paths went to. When calculated, these intensities give a pattern of light and dark fringes, just as predicted by the wave theory.

Reflection
This situation is very similar to what happens when light travels in a 'straight line'. The only difference is that we consider the paths which involve rebounding off an obstacle. The results are more or less the same, but the paths from which they were obtained are different. This means that we can assume the same conclusions about these different paths: that most of the resultant amplitude comes from the part of the mirror where the angle of incidence equals the angle of reflection. In other words, the likelihood is that a photon will behave as if mirrors work according to wave theory.

Refraction
Different paths have different lengths, and so photons take different amounts of time to traverse them (these are known as trip times). In the diagram on the right, the photons again traverse all possible paths. However, the paths with the smallest difference between trip times have phasor arrows with the smallest difference in direction, so the paths with the smallest trip times contribute most to the resultant amplitude. This shortest path is given by Snell's law. Yet again, quantum physics provides a more accurate picture of something which has already been explained to some degree.

Diffraction
Diffraction occurs when the photons are blocked from taking every other path. This occurs when light passes through a gap less than 1 wavelength wide. The result is that, where the amplitudes would have roughly cancelled each other out, they do not, and so light spreads out in directions it would not normally spread out in. This explains diffraction, instead of just being able to observe and calculate what happens.


text: User talk:221.220.81.199

title: User talk:221.220.81.199


text:
User:Ish221100

Technology supplier search engine Conjungo has been launched
I was recently discussing with a friend of mine the development of Conjungo on the basis that he was looking for a company to develop a new idea for a portal.

In so doing, he asked a question that I know a lot of non-IT people ask: why do the vendors or manufacturers of technology work via the channel community – surely they lose margins and don’t have the vital contact with their end users?

It’s a good point and one which many in the technology community take for granted, but there are a number of reasons for this:

It is rare that an organisation is simply looking for a single product or piece of software. Invariably people look for a solution which, for example, may comprise of software and other elements that may be required. This might include some hardware, support, training, maintenance, and installation which would be impossible for a vendor to deliver simply because many vendors will have tens of thousands of end users (or more) and the resources required to do this would make it uneconomic. Channel partners tend to have expertise in particular fields of technology which could include, for example, ERP to a particular niche or industry type and as a result they know the precise business issues and have the ability to resolve them.

Channel partners tend to be part of their local business community and therefore are far closer to the potential end user than a vendor could ever be. As a result they are closer to the issues and problems that affect these smaller organisations and have a better understanding of them.

Channel partners know their customers best and as a result are not only able to provide a high level of service but also keep their customers abreast with developments which will be of value to them. In fact they act as a vital conduit for information.

Manufacturers would never have enough sales people and other resources to be able to satisfy demand, retain customers and deliver excellent service. Sure, there are a number of vendors that work directly with end users but this tends to be with major enterprises, who have tens of thousands of personnel and offices around the world, but even this model is changing.

Ultimately, the channel partners add significant value to both the end users and vendors alike. This has been recognised by most of the major manufacturers in recent years, and those that refused to do so are now recruiting new partners in order to tap in vital new markets.

Technology supplier search engine Conjungo has been launched to help ease search times for companies looking for suppliers of technologies. Conjungo is the only place online where technology vendors can list their entire channel in an easily searchable format. This helps buyers find local or specialist resellers. http://www.conjungo.com

title: User:Ish221100


text: User talk:41.234.51.249

title: User talk:41.234.51.249


text:
Talk:PsycholARTSical: Psyched about the arts/Arts for At-Risk Students

Arts and At Risk Students – Alex, Alison, Liz, Megan and Suzane

ArtsSmarts was created by the J. W. McConnell family foundation in 1998 as an initiative to offer more artistic activity to young people as means to help them better develop their creative thinking skills. In order to achieve their vision, ArtsSmarts began collaborations between artist and educators, and schools and communities across the country to integrate the arts into the daily routine of students studying core subjects such as social studies, math, and language arts. The program’s focus has continuously been to help students unveil who they are and help them find their place in the world as they cover the requirements of the curriculum. The idea of interdisciplinary education was the catalyst in achieving the connection as students began doing history through drama, applying mathematics through dance and comprehending science through music. This program has been working diligently hoping to diminish barriers between school and communities, education and culture, arts and community organizations, artists, teachers, I.Q.’s, disciplines, and all sorts of stereotypes. Since the birth of the program, ArtsSmarts has developed many arts-integrated programs across Canada, creating partnerships locally, regionally, provincially and nationally.

The common thread between all the partnerships is their vigour for collaboration. Any organization that has a charitable status, is financially independent, and functions as an efficient and satisfactory board can be a candidate for a partnership. In addition to the aforementioned criterion, the organization must have a shared vision for arts-integration programs and have strong collaborative skills with the community, schools, and arts organizations. Many schools, arts organizations, ministries and provincial art councils are presently part of the ArtsSmarts team.

To appreciate the partners and their works, ArtsSmarts participates in many events throughout the year. The association grants awards through arts councils and communities in recognition of those working within the arts to promote excellence in art-integrated education. The program host presentations at various conferences and exhibitions. They host an annual exhibition where selections of ArtsSmarts projects from around the world are showcased. Although funding is no longer available to their partners through ArtsSmarts, they offer mentorship and personal development programs for artists and educators as well. ArtsSmarts has experienced a wide array of media coverage across the country since its inception. Multiple press releases and media clippings can be found on their website. Their website functions as a useful resource to anyone interested in arts-integrated education. A substantial list of links to research based on their own work and research to support their initiatives are readily available on the site. Resources such as the 90-page handbook and the ArtsSmarts Story—which outlines and displays what the organization is all about in a storybook format, can also be accessed via their site.

ArtsSmarts model of engagement is based on four factors content, context, process, and product. It is believed the content should be personally and culturally relevant and important work, for which the students should have ownership or at least a significant choice over. The context that the learning occurs in should be collaborative and supportive, where risk-taking is encouraged and challenges can take place. The process is ideally supposed to be hands-on and filled with problem-based activities. As a result, the product is hoped to be original and generate a creation that can be experienced by others as meaningful. This program was chosen based on the vast amount of benefits it contributes to the educational system. In terms of students it has worked to show a significant increase in their marks in particular subjects. Students involved have shown to be less hesitant in there encounters with unfamiliar tasks and have become more concerned with the process rather than their success or failure at the task. They also display a greater readiness and enthusiasm to collaborate with one another, as they develop a better tolerance towards peers of diverse cultural backgrounds through the efforts of breaking barriers. Referring back to the models of engagement, since students are personally invested in their work they are excited and eager to spend their spare time and lunch hours working on their projects.

For teachers the program allows the teacher-relationship to develop a stronger bond as they work closely with the students on a more personal basis. It also helps teachers gain knowledge and develop their individual strengths as they begin to see and educate in a different light. This allows teachers to become more enthusiastic as they can feel renewed by discovering a new meaning to teaching. Having artists involved in the program allows students to observe first-hand what types of careers can be pursued in the arts. The artists’ current information in the field as an active member acts as a valuable source of knowledge/resources for the students. Furthermore, observing someone, in a field that is not always considered stable, assists students and teachers take new risks with their own work.

Initiatives such as ArtsSmarts within schools and communities improve the physical appearance and atmosphere of the school. Having student art displayed and present, helps students gain more comfort in expressing themselves and speaks strongly towards an institutions support of student projects and student based initiatives. As a result of its presence, students gain more comfort in expressing themselves, and the organizations/communities move one step closer to achieving a better learning environment. --Thomas20 (talk) 14:11, 11 April 2008 (UTC)

How to Infuse the Arts into “ART-LESS” Subjects

The following information offers examples of how to infuse each art discipline into specific curriculum subjects.*

SCIENCE:

•	Visual Art o	Photography, painting, murals, models etc., can all be used to document various scientific phenomena •	Ex. A collage of pictures to represent: changing forests, eco-systems, animal anatomy, principles of flight

•	Music'' o	Song writing, existing songs, instrumental music etc., can help expand/solidify knowledge about various topics •	Ex. A song written about biodiversity; or sound properties through the use of drums

•	Dance o	As a way to teach about the composition of the body •	Ex. Students are assigned the role of molecules and are to demonstrate how molecules move through the art of dance •	Ex. Students can learn about the human immune system by being assigned to either a white blood cell or red blood cell. These “cells” then face the invasion from the “virus” classmates

•	Drama o	Tableau may be used to demonstrate the various stages of human development •	Ex. Mitosis ;Trimesters of pregnancy

MATH

•	Visual Art o	Collages may be used to represent key ideas learned within a particular unit •	Ex. Pictures of fractions, numbers, measurements for baking etc. to represent a unit dealing with fractions.

•	Music o	Sing formulas to aid memorization o	Allow students to write jingles to help with memorization

•	Drama o	Chanting may help with memorization •	Ex. Chanting the multiplication table

PHYS. ED.

•	Visual Art o	The use of drawings, murals, collages, paintings etc., can be used to illustrate human anatomy and/or human development

•	Music o	Song writing may be used to demonstrate various themes •	Ex. For a unit on Food and Nutrition, a song written about the food groups

•	Drama o	Role-playing for themes relating to sexuality

•	Dance o	The function of parts of the human anatomy can be learned through the expression of dance •	EX. Interpretative dance to express the function of the spine

ENGLISH

•	Visual Art o	Murals, paintings, drawings etc., can be used to illustrate the elements of a specific story •	Ex. a drawing to represent a story’s plot, rising action, climax, resolution

•	Music o	 Song writing can be useful to teach grammar •	Ex. students write songs about conjunctions o	Existing songs can also be used to represent themes within a text

•	Dance o	To illustrate the theme within novels •	Ex. Lyrical dance to illustrate the tragedy in Shakespeare’s, Romeo and Juliet

•	Drama o	Role-playing, scenes, monologues, tableau, mime etc., can all be used to express ideas from any text used; these methods may also be used for concept attainment •	Ex. students are taught Shakespeare by putting on a skit

HISTORY

•	Visual Art o	Collages, paintings, sketches etc., can be utilized as a form of assessment for students to illustrate their knowledge and understanding with various events in history •	Ex. a collage of pictures from war to represent WORLD WAR 1

•	Music o	Use of existing songs can be used as a way for students to understand the gravity and significance of an event •	Ex. Sarah McLaughlin’s song, In the arms of an angel, can be used in remembrance of the tragic events of 9/11 o	Instruments can also be used to illustrate the significance of events in history •	Ex. students can play the trumpet during Remembrance Day, to remember the soldiers who died in World War II

•	Dance o	Different dance forms can be used to role-play an event in history, or they can be used as a way to illustrate the significance of an event •	Ex. Modern dance to convey, Colonialism

•	Drama o	Various dramatic techniques, such as: role-play, tableau, choral readings etc., may be used to re-play an event in history, illustrate the significance of an event, teach a lesson •	Ex., students may role -play the events that led to World War II

ECONOMICS

•	Visual Art o	Drawings, collages etc., can be used to help students with concept attainment •	Ex. drawing of supply and demand of goods

•	Dance o	Various government systems may be expressed through dance •	Ex. Ballet can represent democracy and Hip-Hop can represent dictatorship

•	Music o	Song writing to demonstrate the various political parties within Canada

•	Drama o	Tableau can be used to represent the state of the economy •	Ex. recession, depression, prosperity

SPECIFIC EXAMPLES FOR AT RISK STUDENTS

•	ESL students

o	The use of dance can help ESL students connect with others as the art of dance does not require the use of verbal language. o	Visual art (ex. murals) can help ESL students to express their understanding of the material as well because no speaking is required. o	Storytelling also enables these students to connect as this artistic strategy is an innate human function which in turn captures the attention of ESL students and engages them with the material.

•	Students with behavior problems

o	Creative writing (e.g. Poetry and journals) can help students to change their behavior as they are able to see their problems and end the downward cycle in their lives; healthy attitudes about the self and others can be created o	Ex. from, “ The Language of Life Project”

Please don’t leave me.

Is that what love looks like?

Running around with knives?

Please don’t love me.

Is it always going to be like this?

Yelling

Screaming

Crying

Please don’t love me

If that’s what it’s all about.

Love me.

Love me.

Please don’t leave me.

o	Video production can also help students at risk to overcome their struggles •	Ex. No Way Out – a short video on bullying produced by students of, Bishop Klein School, Saskatoon.

o	Music can also help to save those students at the brink of dropping out •	Ex. The fictional movie, Sister Act II, and the song number, Joyful Joyful that occurs at the end of the movie •http://ca.youtube.com/watch?v=C_c_MHkba5c

* Most of the art infused examples provided for each subject are derived from, ArtsSmarts Story, by, Donald Cameron

Works Cited

Cameron, S.D. (2001) The ArtsSmarts Story. Retrieved February 1, 2008, from http://www.artssmarts.ca/media/en/ArtsSmartsStory.pdf

You tube. (n.d.) Retrieved February 1, 2008, from http://ca.youtube.com/watch?v=C_c_MHkba5c


text: User talk:66.194.217.223

title: User talk:66.194.217.223


text:
Fortran/io

It is often useful, in Fortran and other languages, to specify where, and how you want something to print or be read. Fortran offers many commands and formatting specifications which can serve these purposes. In the following sections we will be considering the I/O operations (, ,  ,  ,  ,  ,  ,  ,  ,   and  ) and I/O formatting. In Fortran 2008, a significant addition has been the ability to extend the basic facilities with user-defined routines to output derived types including those that are themselves composed of other derived types.

Together these commands form a very powerful assembly of facilities for reading and writing formatted and unformatted files with sequential, direct or asynchronous access. Indeed, the options can look bewildering at first. However, the basic operations are simple enough but they are backed up by the power and flexibility to read or write almost any file.

However, it is worth mentioning, at this stage, what Fortran cannot do simply and directly from a language-defined perspective: Fortran will not address a file defined by a URL, files must be available locally or on a mapped network drive or equivalent. Similarly, Fortran does not natively support XML, except that XML is simple ASCII text so it can be read easily but parsing it out is down to the programmer! The Fortran language knows nothing about computer graphics; you are not going to find a language-defined draw command. Fortran will happily open and read a jpg file but there is no language-defined method of displaying the file as a picture; a suitable external library will have to be used. Finally, Fortran does not have any language-defined mouse operations or touch screen gestures.

Introduction
Modern Fortran has a rich vocabulary for I/O operations. These operations can generally be used on the screen and keyboard, external files and internal files. In recent versions of Fortran, the syntax of these commands has been rationalized but most of the original syntax has been retained for backwards compatibility. I/O operations are notoriously error-prone and Fortran now supports a unified mechanism for identifying and processing errors.

Print
This is the classic "Hello World" operation, but is rarely used in production code. is one of two formatted output operations and it is also much simpler that the  statement. The main purpose of the  statement is to print to the screen (standard output unit) and it has no options for file output. The general form is:

Both  and   are optional and the   can be explicit or list-directed (as indicated by  ), and being optional can take the   format. The list is a comma separated list of literals or intrinsic type variables. So here are some examples:

Note that  is just about the only I/O operation that still does not support   and   clauses, and for this reason alone should not be used in new code except for temporary output and debugging. has no explicit mechanism for printing user-defined types and this is another reason for not using it in production code.

I/O Channels & Files
In the example on  shown above, the   statement is automatically pre-connected to the standard output device also known as the computer screen. However, in general, Fortran requires a two stage process to connect code to external files. First we have to connect the file to a Fortran channel (manually identified by a positive integer or automatically assigned a negative value): the  command, and then we can   and   to the now open channel. and  operations to a channel that is not open, results in an error; there is no language-specified buffering until the relevant channel is opened. Once an I/O operation is complete we can  the connection between the file and the Fortran channel. If a Fortran program terminates before a channel is closed to a file, Fortran will usually close the channel without significant loss of data.

The state of availability of Fortran channels can be ascertained through one form of the  command. The  command can also be used to determine the existence and other properties of a file before it is connected to a Fortran channel.

Fortran I/O to internal files does not require a pre-connection process. Fortran input from the keyboard and output to the screen is automatically pre-connected on a special channel (*). Compiler vendors are free to assign a channel number to these standard I/O devices and the user can determine which channel numbers have been used via the intrinsic module.

Open
This is the command required to establish a connection between an external file and a Fortran channel. The  command can be used to create a new file or connect to existing files. Subsequent I/O to the file, once open, is made via this channel number. The  command has options to ensure that the file already exists or does not already exist, to ensure that it is used only for input, or only for output, or for both. The expected format of the file can be specified in the  command and errors can be trapped. The full syntax of the command can appear to be rather complicated, but generally any one call to  uses only a small subset of all the available options.

The  command originated when external files were usually card images. can now specify that the connection to a file be fixed-format, asynchronous, a binary stream and many combinations of these. It is worth remembering that I/O is a major source of potential coding errors and where critical data are read they should be written again to confirm correct processing.

The value of the Fortran channel number has global scope within any one image of a Fortran program. Even if an integer variable is used to open a channel and that variable has very limited scope, the actual channel number is effectively ubiquitous. This needs to be considered at design time because one module can open, say, channel 10, and another module can close channel 10 without any use association between them. For this reason, in large programs, it is often the case that a single module is used to control all file i/o operations so that a clear and obvious "open - read/write - close" chain can be maintained.

Finally, as usual with Fortran, there are options and clauses which are retained for legacy purposes which should not be used in new code.

Open Command Syntax
Where [] indicate optional sections and  is a comma separated list of options. In the above, u is a scalar integer expression or equivalent and is required unless the  option is specified. (Bad luck: we cannot open more than one file in one  statement). Technically, u is called the external file unit number, or channel number for short.

Common Options
where nu is a default integer variable. This allows the processor to select the channel number and, to avoid conflicts with legacy code, a negative value (not -1) will be selected that does not conflict with any current unit number in use. This is the form that should be used in all new code.

where ios is a default integer variable which will be set to zero if the open statement does not detect an error, but will be set to a positive value is an error does occur, and the exact value is vendor dependent. Although technically an option, this is a highly recommended option for all  commands. If this option is not present (and the  option is not present, see below) the program will stop if there is an error. The presence of this option confers on the programmer the responsibility to check the value returned and have the program act accordingly.

where iom is a scalar character variable of default kind. Again, although technically an option, this is a highly recommended option for all  commands in new code. The length of the message is error and vendor specific and may require some trial and error.

where fln is a default character variable, literal or expression which specifies the name of the external file. The file name can be a fully qualified path or a local filename. If the path points to a file on a network drive the drive must be preconnected and there is no language defined way of making this connection. (Except that we can always resort to )

where stn is also a default character variable, literal or expression which must evaluate (case independently) to one of 'old', 'new', 'replace', 'scratch' or 'unknown'. 'old' requires the file to exist and is typically used when the purpose of the open statement is to allow a file to be read. 'new' and 'replace' require the presence of the  option described above, and 'new' requires the file to not exist, and 'replace' allows the file to already exist but if it does it will be overwritten. 'scratch' is special in that the  option must not be used and the file created cannot be kept on subsequent execution of a   command. 'scratch' is typically used for the temporary warehousing of large data structures to a hard disk or similar mass storage. If 'unknown' is specified this is also the default if the  option is not given, and the file status becomes vendor and system dependent, i.e. a manual will have to be consulted.

where act is a default kind character expression, variable or value that evaluates to 'read', 'write' or 'readwrite'. Somewhat amazingly, the default is processor dependent, so the manual will have to be consulted. If 'read' is specified, the file is to be regarded as read only and attempt to execute,   or   statements on this channel will result in errors. Similarly if 'write' is specified, the file is to be regarded as write only and attempts to execute a  statement will result in an error. When 'write' is specified some other statements may result in an error in a processor dependent manner (e.g. ).

Less Common Options
where acl is a character expression, variable or literal that evaluates to either 'sequential', 'direct' or 'stream'. When opening a file that already exists, this value must correspond to an allowed value which is usually the value given when the file was created. The default for a new file is 'sequential'. 'stream' access is new at Fortran 2008 and provides some compatibility with C binary stream files. The other really important feature of 'stream' access is that a file can be positioned for write and part of the file overwritten without changing the rest of the file. For formatted stream files the  function will return the relevant new line characters in the character variable nl.

where rcl is an integer expression, variable or literal that must evaluate to a positive value. For a file to be opened for direct access this 'option' is required and must specify the length of each record. For sequential files it is optional and can be used to specify the maximum length of a record. For a file that already exists, the value or rcl must correspond to the value used to create the file. In any case, the value of rcl must also be allowed by the underlying operating system.

where frm is a character expression, variable or literal that evaluates to either 'formatted' or 'unformatted'. This option can often be omitted since the default is 'formatted' for sequential access and 'unformatted' for direct access.

where blk is a character expression, variable or literal that provides the value 'null' or 'zero' for formatted i/o only. See bn and bz formats below.

where psn is a character expression, variable or literal that evaluates to 'asis', 'rewind' or 'append' and applies only when the access method is sequential. The default value is 'asis'. When opened, a new file is always positioned at its initial point but for existing files, the user has the option of where to position the current position.s

Options to Avoid
There is much legacy code out there and this section describes features that are still legal but which should be considered for replacement, and certainly not used in new code.

where eno is a literal integer label number. If an error occurs in the processing of the  statement the program will transfer control to the statement with label number eno. The presence of the err= option caused the program to continue if there was an error. This option should now be replaced with  and. (It is legal to specify both  and , but without either the program will stop if an error occurs processing the   statement.)

where nu is a default integer expression, variable or literal value which must be positive and which must not coincide with any unit already in use. If this option is placed first in the list of options the "unit=" can be omitted. This was very widely used and should now be replaced with. In very old code, nu was a fixed value and the programmer had to ensure that it did not clash with other channels in use at the same time. More recently, the  statement can be used to select a unit number not already in use, but this could not guard against a subsequent   statement trying to use a fixed value already in use. This is why the  option, and only the   option, is allowed to specify a negative value for the channel number.

Read
The  statement is a statement which reads from the specified input in the specified form, a variable. For example,

will create an integer memory cell for, and then it will read a value with the default formatting from the default input and store it in. The first  in   signifies where the value should be read from. The second  specifies the format the user wants the number read with. Let us first discuss the format strings available. In Fortran we have at our disposal many format strings with which we may specify how we want numbers, or character strings to appear on the screen. For fixed point reals: ; w is the total number of spaces allotted for the number, and d is the number of decimal places. The decimal place always takes up one position. For example,

The details of the I/O formatting e.g. '(F5.2)' will be described below

Inquire
The  statement has two basic forms: "  by unit" and "  by file" and both are very useful and well worth getting to know. There is a more obscure form called " by length" which is useful for checking the unformatted record length of potential output in order to decide what record length may be required, or whether a file with an already defined record length can cope with a given output.

Inquire by length
This rather more obscure version of the  command is used to obtain the length of an unformatted record required to contain a given form of output and hence allow the user to either check or specify the length of a record required.

Close
The  command releases the connection between a file and a Fortran channel. In the process, and depending on how the file was opened, the file can be saved or discarded. The general form of the  command is as follows: Where  is a default integer expression, variable or literal value that evaluates to the number of the channel to close, and   is optional. The options available in the option list are as follows:

where  is a default integer variable which will return with the value 0 if the   command is executed correctly. If an error occurs the return value will be positive and a message describing the error will be provided via the  option described below.

where  is a literal integer label number. If an error occurs in the processing of the  statement, the program will transfer control to the statement with label number eno. The presence of the err= option caused the program to continue if there was an error. This option should now be replaced with  and. (It is legal to specify both  and , but without either the program will stop if an error occurs processing the   statement.)

where  is a scalar character variable of default kind. Again, although technically an option, this is a highly recommended option for all  commands in new code. The length of the message is error and vendor specific and may require some trial and error.

Close errors
It is perhaps counter intuitive, but Fortran does not consider attempting to CLOSE a channel that is already closed to be an error. Like  and , the errors   will report are effectively operating system errors. For example,  with   on a channel which is already closed is an error especially if the file no longer exists. Similarly, Fortran will report an error if a file created as 'scratch' is closed with  because the only option for scratch files is. These limitations are predicated on the  (and  ) clause being used to allow the user to program for graceful termination when necessary, and not to obtain a full report on the performance of a   command.

List-Directed Formatting
We describe explicit formatting below but it is immediately clear that there is a whole "language within a language" so Fortran provides a short cut, or language-defined format guessing. It turns out that this default formatting is very close to a comma separated variable (CSV) processor for input. List-directed I/O is specified by a  clause, but the fmt clause is optional and can be replaced with just *.

Explicit Formatting
Fortran has a rich, but very terse, language for controlling the formatting of I/O operations. The format commands can be placed in an explicit  statement or they can be placed within a clause of the relevant READ or WRITE statement either literally or stored in a   variable.

title: Fortran/io


text:
User talk:Xiainx

Welcome!
Welcome, Xiainx!

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Whiteknight (Page) (Talk) 14:35, 11 April 2008 (UTC)

title: User talk:Xiainx


text:
User talk:Rhnuzooa

Welcome!
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Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.--Whiteknight (Page) (Talk) 15:45, 11 April 2008 (UTC)

A-Level Physics: Application of Physics
Hello, Rhnuzooa. If you'll read our policy on page names, you will see that we prefer using slashes rather than colons to denote subpages. I moved this page to A-level Physics/Application of Physics to adhere to this convention. Also, the A-level Physics uses a lower-case "l". Thanks, Νεοπτόλεμος ( talk | email | contribs ) 16:11, 11 April 2008 (UTC)

title: User talk:Rhnuzooa


text: User talk:117.197.208.245

title: User talk:117.197.208.245


text: User talk:59.167.69.156

title: User talk:59.167.69.156


text:
User talk:WikiD

Rage of Cage Match

 * The match takes place in a steel cage
 * Rage of Cage Match is a competition
 * 12 wrestlers compete in 6 matches
 * The wrestler who defeats his opponent in the shortest amount of time wins
 * The winner usually gets a title shot or a spot as a contender for a championship

Full Metal Mayhem Match

 * The match consists of 2 to 6 wrestlers
 * The match has extreme rules
 * The object of the match is to earn\get points by using different weapons
 * The weapons go in this order depending on how many points a wrestler gets by using a\the weapon:

 * (8) Points; through\hit by table\ladder
 * (6) Points; choked\hit by sledghammer
 * (4) Points; through\hit by chair,etc.

 * The object of the match is to get 60 points before your opponent does

Lock Doors of Cage Match

 * 2 wrestlers start in the ring at the same time
 * A wrestler enters the ring every 2-2.5 minutes
 * Once all four doors of the cage are locked
 * Then no more wrestlers can enter the cage
 * Once all four doors are locked a pin or submission can win the match
 * The maximum number of wrestlers in the cage\ring at the same are 8
 * Once all 8 wrestlers are in the ring
 * Then the wrestlers split into two teams of 4
 * The match must have an even number of wrestlers (4,6,8)

Canadian Battle Royal

 * 4 wrestlers start outside the cage
 * Of those four the two wrestlers who get inside the ring will fight
 * Another 4 wrestlers will enter the ring after two have been eliminated (replay rules 1 & 2)
 * The only way to eliminate an opponent is to throw him\her through the cage door
 * The last wrestler inside the steel cage wins the match

Case Ladder Hardcore Match
 * There are 7 to 8 wrestlers in this match
 * A wrestler enters the match once a wrestler gets pinned (for a 6 pin count)
 * The object of the match is to get one of the six cases
 * Cases 7 & 8 hold the Yellow slip that says "Leave the case or take the deal"
 * If the wrestler decides to take the deal:
 * "Retirement Match" (In the next fight the wrestler fights in")
 * "Salary cut in half"
 * "Leave the Thunder Brand" (3-6 months)
 * If a wrestler gets pinned he goes to the penalty box for 5 minutes (or takes the last case)
 * Note: the wrestler who gets the first case wins the match (or may continue to fight)
 * (See: Jok Winner)

 * A Jok winner is a wrestler in a match who wins the match, but wants to continue to fight after the match is over.
 * A Jok is a match were another match after a wrestler has won the match goes on.

House Match
 * This match takes place inside a wrestling house(a house were wrestlers work out and live.)
 * This match is under hardcore rules.
 * The object of this match is to lock your opponent inside a car using a key.
 * The key is hidden somewhere inside the building.
 * There are 2 to 4 wrestlers in this match.
 * All the doors and windows are locked from the outside.

title: User talk:WikiD


text: User talk:131.123.185.35

title: User talk:131.123.185.35


text:
User talk:Rogers.hiltonjr

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title: User talk:Rogers.hiltonjr


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User talk:Zozamizo

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

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


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User talk:Safaa jawad

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User talk:Ardra~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 Ardra. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Ardra~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 22:57, 17 March 2015 (UTC)

Renamed
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User talk:Ismmirster

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User talk:Muhammad88~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 Muhammad88. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Muhammad88~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 23:30, 17 March 2015 (UTC)

Renamed
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title: User talk:Muhammad88~enwikibooks


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User talk:Acorbett

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User talk:Rajeshspikeunlimited

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User talk:Drate~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 Drate. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Drate~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 23:06, 17 March 2015 (UTC)

Renamed
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title: User talk:Drate~enwikibooks