text:
Real Analysis/Applications of Derivatives

Derivatives are also used in theorems. Even though this chapter is titled "Applications of Derivatives", the following theorems will only serve as much application as any other mathematical theorem does in relation to the whole of mathematics. The following theorems we will present are focused on illustrating features of functions which are useful in an identification sort-of-sense. Since graphical analysis is constructed using a different set of analyses, the theorems presented here will instead be applicable to only functions. However, all of what this chapter will discuss on has a graphical component, which this chapter may make reference to in order to more easily bridge a connection. In Real Analysis, graphical interpretations will generally not suffice as proof.

Higher Order Derivatives
To begin our construction of new theorems relating to functions, we must first explicitly state a feature of differentiation which we will use from time to time later on in this chapter.

Suppose $$f:\R\to\R$$ be differentiable

Let $$f'(x)$$ be differentiable for all $$x\in\R$$. Then, the derivative of $$f'(x)$$ is called the second derivative of $$f$$ and is written as $$f''(a)$$.

What we have stated is that there may exist a second derivative, which is a derivative of a derivative. We will further define second derivative at a to refer to a derivation of a derivative only at the value a.

Similarly, we can define the nth-derivative of $$f$$, written as $$f^{(n)}(x)$$

Foundation Theorems
This short section will first introduce some intriguing properties that differentiation has to offer. Concepts here will help shed insight into the latter theorems. In the previous chapter, you have been introduced to the concept that being able to take the derivative of a function implies continuity at that point. This is important to remember as each theorem will use concepts that continuity offers to justify their proof.

In this section, we will provide more groundwork.

Minimum and Maximum Points
We will now introduce two new concepts about functions, both of which you may be familiar with. We will then justify its existence by creating a theorem to go along with it.

Definitions
We will define a maximum point for a function $$f$$ on an interval A as such:

$$\exists\alpha\in A:f(\alpha)\ge f(x)\quad\forall x\in A$$

We will define a minimum point for a function $$f$$ on an interval A as such:

$$\exists\zeta\in A:f(\zeta)\le f(x)\quad\forall x\in A$$

Both definitions complement each other, as they refer to opposing inequalities.

Existence of Minimum and Maximum Points Theorem
This proof will justify the minimum and maximum point definition by relating it to differentiation, namely through this statement

$$

The proof is straightforward: it invokes the definition of differentiation to assert the result of the theorem.

To prove the case for the minimum point, you simply reverse the initial inequality. Note that the proof will still yield the same result, namely that the derivative of the minimum point is also 0.

Convexity and Concavity

Likewise, we will now create two more complementary definitions related to functions. These are the convexity and concavity definitions, a method of describing functions based on how the function relates to some given reference point, in this case a line. Convexity and concavity mirror the visual, physical description of convex and concave, although they are described in reference to how the line protrudes out from the function instead of the other way around, so that graphically the definitions appear reversed.

Definitions
We will define convexity of a function $$f$$ over an interval $$A$$ as such:

$Given $A=[a,b]$, the secant line joining $(a,f(a))$ and $(b,f(b))>f$ for all $x\in(a,b)$$

We will define concavity of a function $$f$$ over an interval $$A$$ as such:

$Given $A=[a,b]$, the secant line joining $(a,f(a))$ and $(b,f(b))f(x)$$

Which can be expressed differently so that although it appears more foreign, it is more applicable to theorems.

$$\begin{align} \dfrac{f(b)-f(a)}{b-a}(x-a)+f(a)&>f(x)\\ \dfrac{f(b)-f(a)}{b-a}(x-a)&>f(x)-f(a)\\ \dfrac{f(b)-f(a)}{b-a}&>\dfrac{f(x)-f(a)}{x-a} \end{align}$$

Likewise, the definition of concavity will simply have the inequality reversed.

This definition is the one we will use in future convexity/concavity theorems in this chapter.

Corollary
The first corollary that comes from this definition is a simple, yet often not explained facet of properties coming from negating a function

$$

Tangent of a Function
Conceptually, finding the derivative means finding the slope of the tangent line to the function. Thus the derivative can be thought of as a linear, or first-order, approximation of the function. This can be graphically represented by creating a tangential line using the derivative of $$f$$ at $$a$$ through this formula

$$y=\lim_{h\to0}\frac{f(a+h)-f(a)}{h}(x-a)-f(a)$$

Which is clearly the equation of a line translated to the point $$(a,f(a))$$ through function manipulations.

"Differentiation Produces Tangents" Theorem
This unnamed theorem is the theorem that proves our definition earlier is not wrong. Using it, our understanding of what differentiation graphically represents; a tangent line, should become rigorously clear. It is so ingrained that just in the section above, we defined what a tangent line is in reference to differentiation. There, we will prove the validity of such a statement.

How do we prove this notion? Well, we simply prove the physical concept of what being tangential is: if we have a perfectly round surface, we can imagine balancing a ruler on it and that the ruler is only balancing on one point. This physical description implies that there is a gap everywhere else, and this concept of a "gap" will be expressed mathematically by the inequality between the value of the tangent line to the curved function.

$$

To begin our proof, we must first simplify the problem and assign a direction to our proof. Overall, we will [ADD OVERALL OBJECTIVE OF PROOF]

Now, we will assign cases to allow us to use our known properties properties.

Case 1: Convex
The first case we will tackle is when the function is convex over some interval $$A$$.

Theorems about Tangents
These three theorems all relate to how a tangent relates to intersections of the function and the graph.

Rolle's Theorem
Rolle's Theorem is the introductory theorem for derivatives. This proof will open up access to many other proofs in this chapter, especially the next big differentiation theorem found in the next section, Mean Value Theorem. Rolle's Theorem is described below

$$

Proof
We will present two proofs for Rolle's Theorem. The first utilizes the Existence of Minimum and Maximum Points Theorem, while the second utilizes a contradiction.

Proof 1
We will first remove an obvious case. If the function $$f$$ is a constant function, then $$f'(x)=0\quad\forall x\in[a,b]$$. $$\blacksquare$$

If the function $$f$$ is not a constant function, let $$\alpha\in[a,b]$$ such that $$f(c)=\sup f([a,b])$$. In other words, we know that there exists a supremum that exists in the continuous function as a consequence of the Minimum-maximum theorem. This supremum mimics the maximum point by definition.

Since it mimics the definition of a maximum, we can apply the Existence of Minimum and Maximum Points Theorem to prove the statement $$f'(\alpha)=0$$.

The minimum works the same way, except that we will find an infimum instead of a supremum and that the infimum definition will match up with the minimum point. The Existence of Minimum and Maximum Points Theorem still holds.

$$\blacksquare$$

Proof 2
We will first remove an obvious case. If the function $$f$$ is a constant function, then $$f'(x)=0\quad\forall x\in[a,b]$$. $$\blacksquare$$

If the function $$f$$ is not a constant function, let $$\alpha\in[a,b]$$ such that $$f(c)=\sup f([a,b])$$. In other words, we know that there exists a supremum that exists in the continuous function as a consequence of the Minimum-maximum theorem. This supremum mimics the maximum point by definition.

Without loss of generality, we can state that $$f(\alpha)>f(a)=f(b)$$. In other words, because we have, though an application of a theorem, found a supremum that is greater than every value in the function and we ruled out the case that the function is constant, we can safely assert that this supremum is greater than at least the endpoints, by definition.

Assume that $$f'(c)>0$$ is valid. Thus, $$\lim_{x\to c}\frac{f(x)-f(c)}{x-c}>0$$ and hence, there exists $$x_1\in[a,b]$$ such that $$f(x_1)>f(c)$$ contradicting the fact that $$f(c)$$ is a maximum.

Similarly, we can show that the assumption $$f'(c)<0$$ leads to a contradiction. Thus, $$f'(c)=0$$.

$$\blacksquare$$

Mean Value Theorem
This theorem is a stronger version of Rolle's Theorem. This theorem's statement is boxed below

$$ It is named the mean value theorem because graphically, this theorem states that if you have a function and its secant line, there will always be a tangent line somewhere on the function that is parallel to the secant line.

Note that it is a generalized version of Rolle's Theorem applied to secant lines connecting $$f(a)$$ and $$f(b)$$ instead of a horizontal secant line. You can see this in the theorem's equation by making $$f(a)=f(b)$$. Because it is so similar, the proof is surprisingly similar in structure as well. However, it will require more algebra due to the nature of working with secant line segments instead of horizontal ones that can be easily zeroed.

Proof
The proof reduces the problem into one which can be solved using Rolle's Theorem by, in a sense, normalizing the graph based on the line i.e. the function in question is analyzed in the perspective of the line instead of the Cartesian grid.

Cauchy Mean Value Theorem
This theorem is an even stronger version of the Mean Value Theorem, extending the secant line used in the Mean Value Theorem into other types of functions.

$$

Proof
Define the function $$h:[a,b]\to\R$$ as

$$h(x)=f(x)\big(g(b)-g(a)\big)-g(x)\big(f(b)-f(a)\big)$$

Obviously, this function satisfies $$h(a)=h(b)$$, and by Rolle's theorem, there is a $$c\in[a,b]$$ such that $$h'(c)=0$$.

Theorems about Change
Before we prove any more things about derivatives, we should define some facets about functions that we will use in the following proofs.

$$

$$

If there is no interval mentioned, the interval is defaulted to the real numbers.

Armed with both of these definitions, we will now explore the simplistic concept that we learned derivatives represent: change. The following proofs will solidify these concepts on mathematically rigorous grounds and provide new tools to verify the properties of functions and lay out some tools that can be reformed to prove new concepts.

"Increasing Functions have Positive Change" Theorem
This theorem, which has no official name, is the proof that verifies the simplistic definition of derivatives as "measuring change". It states

$$

Proof
This proof relies on asserting the conditions and deriving the conclusion using a theorem, namely the Mean Value Theorem.

We start by choosing any two points $$a,b\in A$$ such that $$a0$$ for the entire interval.

Because the function $$f$$ is differentiable over $$A$$, it is also continuous over $$A$$. Therefore, all the conditions of the Mean Value Theorem are satisfied and we can use it.

$$\exists x:f'(x)=\frac{f(b)-f(a)}{b-a}>0$$

After some algebraic manipulations,

$$\begin{align}f'(x)=\dfrac{f(b)-f(a)}{b-a}&>0\\f(b)-f(a)&>0\\f(b)&>f(a)\end{align}$$

As a reminder, $$b-a>0$$.

Let this proof iterate for all possible $$a,b$$ combinations in the interval A. All $$a<b$$ implies $$f(a)<f(b)$$, given the conditions.

$$\blacksquare$$

Corollary
A similar proof works for a decreasing function. In fact,

$$

the proof is a mirror image of the previous proof.

$$\blacksquare$$

"Second Derivative Indicates Local Min/Max" Theorem
This theorem, which has no official name, is the proof that allows you to know whether any critical points you found are local minimums or maximums. It states $$

Proof
The proof involves using the conditions given to invoke the previous theorem's proof in order to infer the result.

We first invoke the definition of the second derivative $$f''(x)=\lim_{h\to0}\frac{f'(x+h)-f'(x)}{h}>0$$

From there, we note that $$f'(x)=0$$, which means that the equation now becomes $$f''(x)=\lim_{h\to0}\dfrac{f'(x+h)}{h}>0$$

Given that $$f''(x)>0$$, that means that the inequality needs to ensure its positive nature, which would mean that

Since the continuous function goes from decreasing to increasing as $$h$$ increases, it must have stopped at the defined local minimum.

$$\blacksquare$$

Corollary
A similar proof works when deducing whether local maximums can be done in the same manner. In fact, $$ the proof is a mirror image of the previous proof.

$$\blacksquare$$

Taylor's Theorem
Let $$f:[a,x]\to\R$$

Let $$f^{(n-1)}$$ be differentiable on $$[a,x]$$

Then, there exists $$c\in(a,x)$$ such that

$$f(x)=f(a)+\frac{(x-a)f'(a)}{1!}+\frac{(x-a)^2}{2!}f''(a)+\cdots+\frac{(x-a)^{n-1}}{(n-1)!}f^{(n-1)}(a)+\frac{(x-a)^n}{n!}f^{(n)}(c)$$

Proof
For the proof, we use the technique known as "Telescopic Sum"

Consider the function $$\phi:[a,x]\to\R$$, given by,

$$\phi (y)=f(y)+\tfrac{(x-y)f'(y)}{1!}+\tfrac{(x-y)^2f''(y)}{2!}+\ldots+\tfrac{A(x-y)^n}{n!}$$, where the constant $$A\in\mathbb{R}$$ is chosen so as to satisfy $$\phi (a)=\phi (x)$$

By Rolle's theorem, we have that there exists $$c\in (a,x)$$ such that $$\phi'(c)=0$$

Expanding, we have (be careful while applying the product rule!)

$$0=\phi '(c)$$

$$=f'(c)+\left[ \tfrac{(x-c)f(c)}{1!}-f'(c)\right] +\left[ \tfrac{(x-c)^2f'(c)}{2!}-\tfrac{(x-c)f''(c)}{1!}\right] +\ldots $$

$$+\left[ \tfrac{(x-c)^{n-1}f^{(n)}(c)}{(n-1)!}-\tfrac{(x-c)^{n-2}f^{(n-1)}}{(n-2)!}\right]-\tfrac{A(x-c)^{n-1}}{(n-1)!}$$

Which can be rearranged to give the telescopic sum:

$$\left[ f'(c)-f'(c)\right] + \left[ \tfrac{(x-c)f(c)}{1!}-\tfrac{(x-c)f(c)}{1!}\right] +\ldots+\left[ \tfrac{(x-c)^{n-1}f^{(n)}(c)}{(n-1)!}-\tfrac{A(x-c)^{n-1}}{(n-1)!}\right]=0$$

That is, $$\frac{(x-c)^{n-1}f^{(n)}(c)}{(n-1)!}=\frac{A(x-c)^{n-1}}{(n-1)!}$$, or $$A=f^{(n)}(c)$$

Now, we can easily see that $$\phi (x)=f(x)$$ and that $$\phi (a)=f(a)+\tfrac{(x-a)f'(a)}{1!}+\tfrac{(x-a)^2 f''(a)}{2!}+\ldots +\tfrac{(x-a)^{n-1}f^{(n-1)}(a)}{(n-1)!}+\tfrac{(x-a)^nf^n(c)}{n!}$$

but by choice, $$\phi (x)=\phi (a)$$ and hence we have:

$$f(x)=f(a)+\tfrac{(x-a)f'(a)}{1!}+\tfrac{(x-a)^2 f''(a)}{2!}+\ldots +\tfrac{(x-a)^{n-1}f^{(n-1)}(a)}{(n-1)!}+\tfrac{(x-a)^nf^n(c)}{n!}$$

QED

authors: יהודה שמחה ולדמן


text:
User:Ayesha99

I am Ayesha and interested in the researches related to chemistry

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

title: User:Ayesha99


text:
Chess Opening Theory/1. e4/1...c5/2. Nf3/2...e6/3. d4/3...cxd4/4. Nxd4/4...Nf6

= Sicilian 2...e6 = This is the flexible move. The Knight comes out to f6 and threatens the e4 pawn. It's important that Black determines how White deals with the e4 pawn before moving pawns further if White plays Nc3 then he can no longer play c4 first. 5.e5? is a common mistake as ...Qa5+ picks up material.

Theory table
1.e4 c5 2.Nf3 e6 3.d4 cxd4 4.Nxd4 Nf6


text:
Talk:GIMP/Add Speech Bubbles to a Comic Strip

Alternatively, one could use the Technoid Speech Bubble script. --Scruss (talk) 13:36, 11 May 2008 (UTC)

 * You can add it to the article if you think it would be useful. Soeb (talk) 11:33, 14 May 2008 (UTC)

Stroking paths instead of selections often results in a smoother line.


text:
User talk:INDIAN DRAGON

Welcome to Wikibooks, INDIAN-DRAGON!

title: User talk:INDIAN DRAGON


text:
Gothic/1/Accentuation

Pronunciation
Pronunciation refers to how a word is pronounced. No matter what language it is you are studying, pronunciation is important. For example in English, the word "record" has two different accentuations which can completely change its meaning, and its relation to the whole sentence - with the stress on the first syllable, it is a noun, but with stress on the second syllable, it is a verb.

To understand how to accent words, you must understand the concept of a syllable. A syllable is simply what can be considered one sound within a sentence. For example, the word sentence has two syllables: "sen·tence", and "considered" has three: "con·sid·ered". A simple way to detect the amount of syllables in a word is to pronounce the word out loud, with your hand on your chin. Counting the amount of times you chin extends down will give you the approximate amount of syllables within a sentence.

Pronunciation in Gothic
Pronunciation in Gothic is much simpler than that of English. In simple words, the stress always falls on the first syllable, even if the word has a prefix (something attached to the beginning of the word) or a suffix (something attached to the end of the word). Compound words, however, have a different pronunciation. If the second element of the word is a noun or an adjective, the rule for simple words is followed. However, in words where the second element is a verb, the first syllable of the second element is what is stressed.

title: Gothic/1/Accentuation


text:
Dutch Empire/Governors-General of the Dutch East Indies

This is a list of the Governors-General of the Dutch east Indies. From 1610-1796 it was under control of the Dutch East India Company.


text: Dutch Empire/Director-Generals of New Netherland


text:
Dutch Empire/Governors of Cape Colony

The Governors of Cape Colony. From 1651-1691 they were called Commanders.

title: Dutch Empire/Governors of Cape Colony


text:
Chess Opening Theory/1. e4/1...c5/2. Nf3/2...Nc6/3. d4/3...cxd4/4. Nxd4/4...e5

= SUi Mama Löwenthal Variation = The logic behind the move e5 is that Black, instead of delaying e5, hopes to resolve the issue of pawn structure early on. White has to move the d4 Knight; the test to Black's plan is the Nb5 line, putting pressure on the d6 square.

Theory table
1.e4 c5 2.Nf3 Nc6 3.d4 cxd4 4.Nxd4 e5


text:
Chess Opening Theory/1. e4/1...c5/2. Nf3/2...e6/3. d4/3...cxd4/4. Nxd4/4...Nf6/5. Nc3

= Sicilian 2...e6 =

Theory table
'''1.e4 c5 2.Nf3 e6 3.d4 cxd4 4.Nxd4 Nf6 5. Nc3'''


text:
Chess Opening Theory/1. e4/1...c5/2. Nf3/2...e6/3. d4/3...cxd4/4. Nxd4/4...Nc6/5. Nc3

=Sicilian - Taimanov=

Theory table
1.e4 c5 2.Nf3 e6 3.d4 cxd4 4.Nxd4 Nc6 5.Nc3


text:
Chess Opening Theory/1. e4/1...c5/2. Nf3/2...e6/3. d4/3...cxd4/4. Nxd4/4...Nc6/5. Nc3/5...Nf6

=Sicilian - Four Knights Variation= Black deploys their knight to f6, where it puts pressure on the pawn on e4. One of Black's main idea in this position is to play Bb4, where it would pin the white knight and threaten to take it on e4.

Theory table
1.e4 c5 2.Nf3 Nc6 3.d4 cxd4 4.Nxd4 Nc6 5.Nc3 Nf6


text:
User talk:Falconx1096

Hi! I like blender!

title: User talk:Falconx1096


text: Template talk:Chess Opening Theory/Footer


text: User talk:76.31.51.185

title: User talk:76.31.51.185


text: User talk:210.8.54.105

title: User talk:210.8.54.105


text:
User talk:68.11.110.202

Nevermind. I saw that you had blanked a talk page and then realized you were probably archiving it. --Jomegat (talk) 00:28, 12 May 2008 (UTC)

title: User talk:68.11.110.202


text:
Sun Certified Web Component Developer/Section1

The Java Servlet Technology
Servlets works as CGIs, that means that they generate dynamic content to return to the user through the Web Container. The main advantage of a servlet, comparing to CGI applications is that the Web Container does all the hard work of processing the HTTP request and handling all the details of the protocol, giving to the programmer only object representation of requests and responses.

This advantage take from the application programmer the responsibility of redoing a work so many times done before. Of course, well built and known libraries could do that too, but there are many other advantages too. Following are a few of them.

 * Built on Standards - JEE is built over standards. These standards are defined by JSRs. The java community process is very efficient in defining standards and new technology that world wide companies use in their enterprise softwares because these companies are behind the committees that define, process and vote the new standards. So the standards guarantee that, at least, the specifications were well grounded with design patterns used in day-to-day proven applications. That gives the programmers another advantage, because they don't have to rethink what others, generally very more experienced programmers, had already thought.

 * One Instance - When handling a servlet, the web container maintains only one instance of it in memory, created at the first time it was requested, and removed when the server is stopped. CGI scripts do not do that, first because they aren't built over standards, so the server doesn't know how it works, secondly, it is just a program, and can be written in any language (including Java), it will be started and executed as a normal operational system process.

 * Infrastructure - The Web Container offers much more than object representations of the request and response. It offer many other objects that can be very handy like session context, application context, filters, listeners and many more. These gives the servlet a whole context that inserts it in a real application instead of a one time only request/response with the client.


text:
Radiation Oncology/Breast/Pagets

Paget's Disease of the Breast

Overview

 * Historical description:

 * Clinical presentation of crusting, mild scaling, itching, and redness of the nipple skin. These can progress to more destructive stage, with burning, eczema, and nipple discharge, followed by ulceration and bleeding
 * Association with underlying breast cancer reported in 1874 by Sir James Paget
 * >95% of patients with Paget's Disease have underlying breast cancer (~10% DCIS, ~90% invasive)
 * However, <5% of all breast cancer patients present with Paget's Disease symptoms
 * Underlying breast cancer
 * If palpable or mammographic mass, >90% will be invasive carcinoma, and >50% may have LN+
 * If non-palpable, 60-80% will be DCIS
 * Work-Up
 * Bilateral breast examination
 * Mammogram
 * Biopsy

Pathophysiology

 * Malignant epithelial (Paget) cells infiltrate and proliferate in the epidermis, causing thickening of the nipple and the areolar skin
 * This is believed to be from retrograde extension of underlying intraductal carcinoma into the overlying epidermis through mammary duct epithelium
 * Derived from luminal lactiferous ductal epithelium of the breast tissue

Staging

 * Stage 0 - no associated DCIS or invasive disease
 * Stage I - associated with DCIS underneath the nipple
 * Stage II - associated with extensive DCIS
 * Stage III - associated with invasive ductal carcinoma

Treatment Overview

 * Treatment strategy is typically dependent on the underlying malignancy (DCIS vs. IDC)
 * Mastectomy was the historical treatment, but breast conservation therapy appears to be increasing
 * Conservative surgery alone appears inadequate, with recurrence rates 20-40%
 * BCS + lymph node assessment and adjuvant RT is likely a reasonable strategy for appropriately selected patients

 * US Multi-Institutional (1980-2000)
 * 2003 PMID 12712465 -- "Conservative management of Paget disease of the breast with radiotherapy: 10- and 15-year results." (Marshall JK, Cancer. 2003 May 1;97(9):2142-9.)
 * Retrospective. 7 institutions, 36 patients without palpable mass or mammographic density. Complete/partial nipple-areolar complex excision in 94%, 100% whole breast RT 50 Gy, 97% boost to remaining nipple/tumor bed (median total dose 61.5 Gy). Median F/U 9.4 years
 * Outcome: LR 16% (50% DCIS, 50% IDC); 5-year LC 91%, 10-year LC 83%, 15-year LC 76%; DFS 93%, 90%, 90%
 * Conclusion: Excellent rate of LC, DFS and OS at 10 and 15 years following BCS and RT
 * 1997 PMID 9305706 -- "The conservative management of Paget's disease of the breast with radiotherapy." (Pierce LJ, Cancer. 1997 Sep 15;80(6):1065-72.)

 * EORTC 10873; 2001 (1987-1998) PMID 11169928 -- "Breast-conserving therapy for Paget disease of the nipple: a prospective European Organization for Research and Treatment of Cancer study of 61 patients." (Bijker N, Cancer. 2001 Feb 1;91(3):472-7.)
 * Registry study. 61 patients. 97% presented without associated palpable mass, 93% had underlying DCIS, 7% had no associated disease. Treatment was complete excision of nipple-areolar complex, SM-, followed by whole breast RT 50/25. Median F/U 6.4 years
 * Outcome: Absolute LR 7% (2% DCIS and 5% IDC); 5-year LR 5%
 * Conclusion: BCT is a feasible alternative for patients with Paget's and limited extent DCIS

title: Radiation Oncology/Breast/Pagets


text: User talk:74.173.239.245

title: User talk:74.173.239.245


text:
User talk:71.121.55.79

Az1568(Talk) 06:09, 12 May 2008 (UTC)

title: User talk:71.121.55.79


text:
Prolog/Input and Output

Filename convention
Filenames must be put between apostrophes, so they become atoms. ( "foo.txt" will not work, because it's a list of characters and not an atom.) In Windows systems you can write paths as 'C:/foo.txt' or 'C:\\foo.txt'.

Reading a file the Edinburgh style
You can open a file with see/1 and close with seen/0. The following program reads a file, and prints it to the standard output:

You can have multiple files open at the same time: If you use see(file1) and then see(file2), you will have 2 open files at the same time, and if you now call get_char, it will read from file2. If you call see(file1) again, file1 will be active again. You can close these files in any order you want.

The read predicate is for parsing prolog terms. (It can handle DCG grammars as well.) You might need it for self-modifying programs, or for programs which transforms prolog code.

Reading a file the ISO style
When following the ISO standard, data from files and from network are handled the same way: as data streams.
 * Open a file for reading: open(Filename, read, Streamhandler)
 * Open a file for writing: open(Filename, write, Streamhandler)

title: Prolog/Input and Output


text: User talk:219.142.235.71

title: User talk:219.142.235.71


text: User talk:217.179.116.57

title: User talk:217.179.116.57


text: User talk:121.34.26.97

title: User talk:121.34.26.97


text: User talk:202.140.154.98

title: User talk:202.140.154.98


text: User talk:68.2.201.189

title: User talk:68.2.201.189


text: User talk:204.11.190.32

title: User talk:204.11.190.32


text:
User:Granddad

I'm Robert Freeman from the show The Boondocks. You can call me.

title: User:Granddad


text:
User talk:Granddad

At the risk of giving you far more attention than you deserve, I'm changing your block to indefinite, running checkuser on you, and protecting this page. -- SB_Johnny | PA! 22:54, 12 May 2008 (UTC)

title: User talk:Granddad


text: User talk:72.146.158.140

title: User talk:72.146.158.140


text:
User talk:196.21.104.253

Please use talk pages for comments. --Ramac (talk) 18:31, 12 May 2008 (UTC)

title: User talk:196.21.104.253


text:
Foundations of Education and Instructional Assessment/Educator as a Professional/Training

Teacher Training: Ideal vs. Reality
By Adrienne Scott

Introduction
Teachers have the rare opportunity to mold a person’s life forever. It’s no wonder that with such a tremendous responsibility comes conflict. People are beginning to question if what teacher candidates are learning is effectively preparing them for their career. The question presentation by this issue is clear, “do the ideal training teachers receive match with the reality they will face?” The answer however, is not as clear. Critics believe that institutions fall short when it comes to equipping teachers, not taking into account certain factors. Some of these factors are gender, technology availability, classroom experience, diversity, and social issues. On the other side are those who support institutions and their teaching programs. These supporters believe that teaching programs are sufficient and to make the programs any more specific would be detrimental to future teachers. There is no clear right or wrong answer on this issue. This chapter will serve as a source of information on the topic at hand. The goal of this chapter is to educate you on the topic so you will be able to make a more informed decision concerning teacher training, the ideal vs. the reality.

Go Teacher U.!
Teacher candidates often receive the best building blocks from their institutions. These blocks are styles, methods, and techniques, which give teacher candidates a foundation to build on. Many people criticize institutions for how they choose to prepare future teachers. The critics believe that an unreachable image of what teaching will be like is painted. In reality, institutions equip future teachers with all the tools they will need to become an effective teacher. For example, a course on integrating technology into the classroom might not be practical for teachers who will teach in inner-city schools, low budget school districts, or in communities suffering from digital divide. However, institutions realize that technology is becoming more accessible and that teachers need to learn how to be flexible and adapt to whatever school district they are in. It is the job of the institution to educate teacher candidates on the basics of teaching. Those candidates will then be able to take their problem-solving and application skills, which they also learn in college, and tweak the basics to appropriate their school.

Institutions educate future teachers on how to be effective in their classroom. The bottom line is that there is no way institutions can prepare teacher candidates for everything that might happen throughout their teaching career. The U.S. Department of Education conducted a study of teachers’ reflections of their educational institutions. They found that most teachers believed “there were issues for which no college or university could have prepared them” (U.S. Department, 2008). Lisa Shipley, a seventh and eight grade teach in Missouri, believes that her university prepared her the best it could for the expected, but the unexpected is another story (U.S. Department, 2008). Shipley states “college did not prepare me for the student whose mother was murdered by a jealous boyfriend; for the student who witnessed a drive-by shooting; for the student who was removed from her home because of an abusive father. These realities do not exist in textbooks, yet they are, sadly, all too often the realities that people—with real lives and real problems—bring into my classroom” (U.S. Department, 2008). Teacher preparation programs prepare future teachers in an effective manner, it is unfair for third parties to criticize this preparation because there is no way which teacher candidates can be completely prepared for the emotional stress their new job will bring.

Even after participating in teacher preparation programs, individuals really must complete on the job training in order to become more prepared and effective teachers. One semester of student teaching generally does not adequately condition a future teacher in that it is impossible for them to encounter every possible conflict, just as Lisa Shipley had lamented (U.S. Department, 2008). It takes a fair bit of on-the-job training or roughly two years to become competent at classroom management, and around six to seven years to become an effective teacher (Wallis, 2008). This is where the harsh reality of the real world comes into play as many teachers struggle in their early years and consequently throw in the towel. “Between a quarter and a third of new teachers quit within their first three years on the job,” and this is due to how under-prepared the teachers are and what little support they receive from their respective schools (Wallis, 2008).

Welcome To The Real World
In college, students are taught that boys and girls should be treated the same at all times however, in the classroom it is important for the teacher to make the distinction between the two groups. This distinction should not be made to favor one group over the other but to target each group with the specific teaching styles that will best reach them. David Kommer, middle levels specialist at Ashland University, does not agree with what teacher candidates learn in college. Kommer believes that it is essential for teachers to be aware of differences in gender so that they are able to be “purposeful in the treatment of each, and so they are able to send the healthiest messages” (Kommer, 2006). In fact, Kommer doesn’t even believe that boys and girls should be treated the same, “Our goal is not to try to make boys and girls the same; we tried that several decades ago. We might have more success if we teach boys and girls to respond to each other as people” (Kommer, 2006).

Most colleges now require teacher candidates to take a course in technology integration. This course is wonderful; it enlightens future teachers on how technology is necessary and shows them how to use it to enhance the curriculum. The only problem with this class is that it makes the assumption that all schools will have up-to-date computer labs with various software and technology in every classroom. The reality is that many teachers will graduate college and begin their teaching career in an inner-city school, a school that doesn’t have the resources to provide students with constant access to technology, or in a community suffering from digital divide. Digital divide is “the gap between those who benefit from digital technology and those who do not” (Smith, 2008). Digital divide may not seem that important but in reality it has a huge impact on the poverty problem around the world. “Access to digital technology greatly enhances the effectiveness and affordability of efforts to improve the water supply, improve rural health and education, generate jobs and address any of the other interrelated problems of poverty” (Smith, 2008). It is important for future teachers to be educated on digital divide and ways to close the gap.

“Everyone should be treated equal”, this is a quote that many people pride themselves on, however, in education this declaration of equality could end up harming student’s education. Teachers against prejudice (TAP), is an organization devoted to erasing prejudice in school systems. TAP believes that future teachers need to be trained “to create a level-playing field respecting the inherent right of all to self-identify rather than be labeled” (Teachers, 2008). In the classroom, not every student is equal. Not every student learns the same way or has the same experiences, and teachers who treat them as though they do explicitly hinder their learning experience. Dr. Aretha Faye Marbley, an associate professor at Texas Tech University, believes that “the future welfare and the national security of our country depends not only on how well we educate our children, but also on how well we prepare teachers for working with racially and culturally diverse learners” (Marbley, 2007).

Institutions are not properly preparing teacher candidates for their future profession if they are not altering course content to match the present workforce. When teachers first enter a classroom they need to have knowledge about some of the social problems effecting children today. Future teachers should have even more knowledge about the social problems affecting the specific age group they plan to teach. Melissa Luroe, a seventh and eighth grade teacher in Maryland, feels as though her institution failed to prepare her for the social issues her middle-school students were dealing with. Luroe confesses, “My children are dealing with issues I never imagined when I was a 13-year-old. AIDS, abuse, neglect, drugs, and sex are `buzz words' I overhear in the hallways, classrooms, lunchroom, and library” (U.S. Department, 2008). Luroe’s college did not prepare her for handling these issues, but that will not keep her from tackling the problems, “as a teacher, mentor and friend, I have to deal with these issues every day” (U.S. Department, 2008).

Bridging The Gap
As you may recognize from the information provided on this topic, there is no right or wrong answer when it comes to figuring out if teaching training is ideal. However, choosing a stand on the issue is just the first step. Whether you support, oppose, or are just undecided on your view of teacher preparation programs, you must realize that many programs are not being finely altered. What this boils down to is that regardless of what teacher candidates believe, they must find a way to bridge the gap between the ideal and reality.

Teacher candidates can help their ideal education become more like their future reality by taking initiative. One way for them to bridge the gap is to make the most of the experiences they do have. For future teachers this mean devoting time to studying and researching their subject and grade level and then putting those efforts into application during observation and practicum. This also means that teachers should be experimenting with different techniques and methods of dealing with children during their field experiences. Another way for future teachers to take initiative is by seeking outside opportunities to work with children and gain classroom experience. For some this may mean getting a job substituting in public schools or working at a day care center while for others, it may mean getting a summer job as a camp counselor. Taking responsibility is another way teacher candidates can help bridge the gap. Future teachers should know about the social issues their students are facing. Some way to do this are by attending PTA meetings, attending school board meetings, communicating with experienced teachers and community outreach programs, or simply by watching the local news.

My opinion of whether or not institutions are properly preparing future teachers falls somewhere between the two extremes. I believe that many colleges and universities are doing a good job by equipping teachers with basics that they will be able to mold and apply to many situations. However, it would be beneficial if these programs could focus more on realities teachers will face and classroom management. Good teaching can only go so far if the teacher can’t reach the children, whether its gender, technology, diversity or social issues getting in the way. That said, educators need to stop blaming their teacher preparation programs for not being ready for the work force and except some of the blame themselves. Our generation differs greatly from that of our parents, so imagine how out of touch we will be with our students if an extra effort isn’t extended. I believe that this extra effort is essential in a classroom to achieve effective learning.

Multiple Choice
1.	It's Mrs.Foreman's first year teaching fifth grade and she is shocked when one of students accidently drops a cigarette on the floor. She never would have expected this and she doesn't even know how to begin to remedy this problem. This scenario is an example of what issue?

a.	Gender b.	Technology c.	Diversity d.     Digital Divide

2.	In what way could Mrs.Foreman have become more ready for this problem?

a.	Researched different school districts to make sure she wasn't accepting a job in a poverty-stricken area where crimes and delinquency rates tend to be higher. b.	Take part in the PTA and community organizations to find out what her students are dealing with and how to takle those issues. c.	Have a strict disciplinary actions in place for students who fall victim to social issues such as these.

3.	Some believe that institutions do a more than adequate job at educating teachers because:

a.	They teach them everything they will ever need to know. b.	They teach them building blocks which teachers can then mold and apply in different situations. c.	They hand them a diploma.

4.	Why is it important for teachers to be aware of social issues prevalent to their student’s area and age group because?

a.	So that teachers make sure to ignore those issues completely. b.	So that teachers are able to understand the notes they find in desks. c.	So that teachers are able to connect with their students and figure out a style of teaching and interacting that will best benefit the student.

5.	How can you bridge the gap between ideal and reality?

a.	Use only the materials proided to you by your university or institution. b.	Research the social issues that children in you intended age group and area are dealing with. c.	Choose your school district carefully.

Answers
1.)C     2.) B     3.)B     4.)C     5.)B

Essay Question
Do you think that your educational institution is doing a good job of preparing you for your future career? What suggestions, if any, would you offer your institution to make your experience more benficial?


text: User talk:66.204.14.7

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text: User talk:86.154.14.176

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User talk:Tsauce32

Hello
Red4tribe (talk) 14:26, 15 July 2008 (UTC)

title: User talk:Tsauce32


text: User talk:152.20.237.145

title: User talk:152.20.237.145


text: User talk:131.151.113.248

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Talk:Chess Opening Theory/1. d4/1...d5/2. c4/2...e5

Spassky Variation
Can we get that added into the theory table? --71.219.246.177 (talk) 03:18, 19 April 2009 (UTC)


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Gambas/String Manipulation

String Concatenation
The concatenation operator represented by an ampersand symbol is used to join two strings together:

The addition operator cannot be used to concatenate strings
In gambas, unlike traditional basic, the plus symbol cannot be used as concatenation operator. If an attempt is made to use a plus symbol for this purpose, a type mismatch error will occur when an attempt is made to run the program:

Concatenation combination assignment operator
The concatenation combination assignment operator represented by a andequals symbol, can also be used to concatenate strings:

Search and Replace
hello i have made a try to search in a text file -two function : 1- search by line and column 2-search by pos

-first function returns an array with results it will be for example like this ["1,12", "2,1"] , the first element is the line the second is the column

-second function returns also an array but single one ex:[1,2,45,455] every element is the string pos

here you are ! :

title: Gambas/String Manipulation


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User:Lyonav

Lyon Virostko is a member of the Baha'i Faith and works as a middle school counselor. He earned a B.A. in English from Montana State Universty-Billings in 1997, an M.A.T. in Secondary English from the University of Maine-Orono in 2000, and an M.Ed. in school counseling from Montana State University-Billings in 2007.

Since 1992, he has worked in a variety of education settings, both religious and secular, in both paid and volunteer capacities.

title: User:Lyonav


text:
Latin/Accents and Scansion

All latin syllables are either long or short and stressed or unstressed. The metre of Latin poetry, unlike English poetry, is dependent on the length of the syllables rather than their accent.

Length
The two different lengths for syllables are long (indicated by a macron ˉ ) and short (indicated by a breve ˇ ). All syllables are either one or the other. A syllable’s length is determined by both its nature and its position. If a syllable is long by nature that means that the vowel sound is long and pronounced differently to its short counterpart (e.g.).

On the other hand, if a syllable is long by position, the consonants around the vowel sound determine the syllables length, rather than the syllable itself. If a vowel is followed by two consonants, then the syllable will be long irrespective of the nature of the vowel.

The following line is from Poem 1 by Catullus in hendecasyllables.

The long syllable at the end of novum is caused by the two consonants (m and l) following it whereas the long syllable at the end of dono has to be long by nature as there is only one consonant following it.

Stress
As well as long and short syllables Latin also has a stress accent, like English. This is where the natural emphasis goes when speaking. The stress accent is determined by the length of the syllables but not the same as it. Unlike English there are fairly consistent rules to work out where the stress accent is placed in Latin words.

These rules are demonstrated in the following words taken from the extract above:

Poetic Meter
As mentioned, Latin poetry depends on the length of syllables rather than their stress accent. A line of Latin verse is divided into feet depending on the pattern of long and short syllables. The pattern of feet then determines the meter. In some poetic meters, such as dactylic hexameter, there is also a main caesura in every line written as (˄). This is caused when there is a break in words in the middle of a foot.

title: Latin/Accents and Scansion


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Embedded Control Systems Design/Automotive

Introduction
For the design of embedded automotive systems, the entire vehicle system is usually split up into four different functional areas, which could be separated during the design phase: Each of these areas will have different priorities and requirements and these areas will usually also be covered by different design teams. It is important to point out that whereas these areas where completely separated in the past, new functions and legislations are forcing these different areas to communicate with each other. The design requirements for these areas are very different and it is crucial to make the distinction between the requirements due to legislation and those due to competition. A lot of the demands for the drive-train and body (passive safety) areas will be due to legislation, and can thus be considered as hard constraint. Many of the requirements for chassis and telematics on the other hand are due to manufacturer-competition and offer more design-freedom.
 * Chassis
 * Drive-train
 * Body
 * Telematics

System requirements
This section will not elaborate on the different functional requirements of all the different vehicle-systems. Rather an overview of the most important system level requirements of the vehicle will be given and how this affects the requirements of the embedded control systems:

The demand for safety will impose some important functional and non-functional constraints on the embedded systems of the drive-train and chassis. These demands aren’t usually driven by legislation but by competition between manufacturers. As in all industries manufacturing cost is also very important in automotive.
 * Safety
 * Hard real-time constraints: it is imperative that all safety related systems comply to real-time constraints. Systems like ABS should be able to react within mere milliseconds to ensure a timely intervention. This not only puts a constraint on the processors-speed, but also on the speed of the communication system used throughout the car, because these systems often rely on input signals from other systems and need to send outputs to different systems as well (e.g. ESC-system must communicate with engine management).
 * Fault-detection: every sub-system of a safety-critical function should be capable of auto-diagnosing of its function and should be able to switch to a safe shutdown condition in case of failure. Obviously also the communication system should be able to perform data-transfer checks. Legislation dictates that if a fault is detected, this should also be shown to the driver (MIL Malfunction Indicator Lamp) and be stored in the fault-memory of the controller.
 * Redundancy: critical sensors, like the throttle in drive-by-wire systems, should have redundancy to minimize malfunction probability.
 * Reset-time? Start-up-time?
 * Cost

The main driver behind emissions-constraints has always been legislation, even though more recently fuel-economy has become an increasingly more important sales-argument. A very important aspect of this legislation is the On-board diagnostics (OBD), which monitors the engine-system continuously to ensure compliance with emission-laws in everyday use. Some of the most important demands for the drive-train-system are: Drive for shorter time to market pushes the system development towards more interchangeable components. This is currently very difficult because there are no clear communication standards. Bus-communication systems have made it a lot easier to introduce new functionalities into existing systems.
 * Emissions / fuel-economy
 * Monitoring of emission-related electrical components (e.g. short-circuits) and storage of fault (OBD 1).
 * Monitoring of system functionality (e.g. plausibility check of sensor-signals) (OBD 2)
 * Components used to monitor emission-related components of which affect diagnosis must be monitored. (OBD 2)
 * Monitoring frequency is usually prescribed by law.
 * Malfunctioning must be displayed to the driver by MILs (Malfunction Indication Light).
 * Time to market

Passenger comfort is also very important in automotive due to competitive reasons. These requirements mostly apply to systems in the interior and telematics area. This gives also some constraints on the embedded systems:
 * Passenger comfort
 * Soft real-time constraints: many non-critical systems (e.g. electric windows, electric mirrors...) have prescribed timing constraints, but violating these constraints doesn’t have serious effect. A lot of these systems for example have to react within 100ms, with is the limit of delays a human can perceive.

Design process
Embedded systems in automotive usually follow a model-driven design workflow (as introduced in section The design process ).

Functional requirements should generally be taken into account during the functional design stage. This also includes fail-safe modes.

The timing constraints should be taken into account during the implementation stage. It is very important to make sure the hardware is capable of reaching the timing constraints, but is not to performant either. Also the demands for the communication-speed should be taken into account during this phase. If the communication-speed is very critical it might even be necessary to include a detailed model of the communication network in the original vehicle model. All the monitoring functions for hardware malfunctioning can only be designed during this stage as well. Crucial functions that have to meet real-time constraints will usually require their own hardware to assure real-time operation, so this is a constraint that should be taken into account from the start of the design. This might be very difficult in practice.

A very important design-phase is the configuration of the communication between the different vehicle-systems. Due to the ever increasing amount of signals and lack of standardization this is currently very time-consuming. The AUTOSAR standard is meant to strongly facilitate this stage.

Hardware
Originally, cars were equipped with single signal cables. As electronic systems increased in number and complexity, this approach was no longer acceptable due to cost, weight and complexity. This is why manufactures have switched to bus-systems (e.g. CAN-bus) for in-car communication between the different systems. There are usually several buses in one vehicle, each system adapted to the speed demands of particular system-groups. More information on these bus-systems can be found in the chapter on field-buses.

Most functionalities are currently programmed in a microcontroller with program memory (EPROM or flash ). Due to the wide array of functionalities, there is a wide range of sensors in modern cars. Sensors on safety-critical components (like ESP-sensor) are required to have internal self-monitoring functions as well.

Present Problems
Current vehicular systems are characterized by proprietary solutions: applications in different vehicular systems use other interfaces or other communication standards. This leads to suppliers that develop and maintain separate software for each system instead of using the same software on every system and dealing with compatibility issues of communication, function and signal definitions.

OEMs have the task of integrating the different systems and guaranteeing the deterministic functioning of the integrated system. This task is often burdened by the different diagnostic services for applications of different suppliers. With the growth in the number of embedded control systems and the degree of interaction, further proliferation of proprietary solutions will require more resources and it will become more difficult to guarantee the deterministic functioning of the integrated system.

There is also a trend to more flexibility for the customers; customers want to chose from different options. This leads to many small variations of one basic vehicular system, which requires a lot of design effort in modern systems with a low level of modularity and implementation-flexibility.

To cope with these problems, automobile manufacturers, suppliers and tool developers have joined forces to develop a new standard. This project is named Autosar, which is an acronym for AUTomotive Open System Architecture. On the Wikipedia article of Autosar, the goals and technical information of Autosar are explained.

The Autosar Standard
The Autosar standard is meant to be a breakthrough that should allow a paradigm shift in vehicular system design and should lead to improvement of functionalities and higher safety.

Terminology
The Autosar project introduces its own terminology, which shall be used throughout the rest of this text. More information can be found on the Wikipedia article of Autosar.

Autosar Methodology : a 4-step methodology that can be used to create the vehicular system architecture starting from the design-model.

Basic software : Standardized software that doesn’t has any functionalities that are noticeable to the end-user but offers hardware-dependent and hardware-independent services.

Runtime environment : implementation of the possible communication paths on a software level.

Application software : The software that implements the actual functionalities, which are noticeable for the end-users.

Reusability
The Autosar project has chosen to standardize the communication and the non-functional software, such as the runtime environment and the basic software. The functional software, namely the application software, is only standardized by its interfaces.

This has several implications:

 * OEMs can build a vehicular system by choosing the best soft- and hardware for each specific application, without having compatibility problems. This means that the integration cost decreases. In addition, maintenance is easier to execute because the diagnostic services can be standardized for all application instead of being supplier dependent.
 * Suppliers can still compete on implementation of the application software components. This should lead to better components. Also because of the clear interfaces, suppliers can build, debug, and maintain one version of their application software for all the different vehicular systems, which reduces proliferation of software. Due to the clear interfaces, there is also more option to partition development between suppliers or between teams of a supplier.
 * Hardware suppliers can still compete on the best hardware, only the basic software necessary to use the hardware will be standardized, but there will be options to protect specific software (for example special software to cancel non-linear effect of actuators).
 * New companies can easily enter the market because of the clear set domains. A company should only be an expert on his domain.

Safety
To raise the safety of a vehicular system designed according to the Autosar standards, several safety measures are included.

 * Safety Integrity Functions, which are safety measures to be present in AUTOSAR, independent of the application context. These functions support the correct execution of application functions and safety functions. In general, the functions are related to protection of resources, monitoring, and self-testing. Extra safety measures of this category need to be taken due to the change in system complexity. For example, if two applications can use the same resources and share memory, it will be necessary to build in some safety; for example to prevent write access to data segments of other applications.
 * Support of Safety Functions that are dependent on the application context. This means the support of typical safety functions of systems from the different applications, like a fast reset for critical applications.
 * General Safety Requirements like local detection of faults without propagation.

Safety features can automatically be added to all vehicular software, which is a big advantage over the existing approach to vehicular software design.

The clear set of standards and interfaces reduces the chance of faults due to wrong interaction between applications.

Component based design
The Autosar project introduces the concept of component based software design in vehicular software design. This is a necessary change due to the growing complexity of the vehicular systems, which leads to a need for teamwork.

 * In component-based design, it is clear what each component should do, so the design can easily be divided over different teams. In addition, the interfaces are standardized which guarantees consistency in data exchange.
 * The meta-model simplifies teamwork. The formal description of the vehicular systems makes sure that the structure of the information can clearly be visualized and that consistency of the information is guaranteed.
 * Component-based software design facilitates the use of model-based design. Thus the use of model-based design, which is a current standard in vehicular system design, can be expanded.
 * Component-based design shifts automotive software development from an ECU-based approach to a function-based approach and makes it possible to write application software independent of the used ECU.

The four fundamental "concerns" of system design
Due to the increasing complexity of vehicular systems, there is a need to explicitly control the interaction process instead of implicit definition of the interaction embedded in the different subsystems itself.

In this context, the concept of the four fundamental "concerns" of system design is introduced. These represent the different layers in the interaction-process.

Explicit layers facilitate the design of vehicular systems due to the better overview of the interaction process. Especially changes in the vehicular system, which requires changes in coordination, are more straightforward.

 * Communication depends on the used protocols, interfaces and agreements about data exchange formats. This is specified in the standard.
 * Computation depends on the application software components.
 * Configuration is dependent on the system designer and the used tool-chains for the methodology. The system designer designs the physical topology of the ECU-network and decides which applications he wants to add to the vehicular system. When following the methodology, the optimization algorithm in the selected tool-chain determines the distribution of the different application over the different ECU’s.
 * Coordination is specified in the runtime environment. The runtime environment is the implementation of the configuration, has the possibility to manage both inter- and intra-ECU communication and can call the different applications to handle communication at their communication ports.

The application software only affects the computation step and is therefore not aware of the computation and configuration layers. This makes it possible to create application software that is unaware of the number of interaction partners. In this way, there is a clear separation between the communication and functionality.

The explicit control of interaction makes it possible to add applications to the vehicular system without the need to change some of the application software that interacts with the new application. The necessary changes are situated in the run time environment, which is automatically adjusted in the ECU-configuration step when using the Autosar methodology.

Influence on system complexity
The AUTOSAR-standards also change the complexity of the vehicular system. Modern vehicle are of the type distributed hardware distributed software.

AUTOSAR sees the system as different applications running on one virtual platform. The standards make it possible to translate the virtual platform to a real implementation on the different ECU’s, where it is possible that some applications run on the same ECU. This methodology paves the way for a shift to systems with distributed hardware – central software.

This new model of a vehicle system has some implications for the safety.

The sharing of ECU’s is also necessary from a practical point of view. The number of embedded control systems in vehicles keeps rising, but the number of ECU’s in vehicles is reaching a limit. The cost is too high and the space in vehicles is limited. With Virtualization tools, as provided by AUTOSAR, there are possibilities to strictly separate functions on an ECU without loss of safety. This can open the path to less (but more powerful) ECU’s.

OEM’s
The Autosar standardization is a severe change in approach of a vehicular system design. This makes it difficult to adapt an existing vehicular system to an Autosar compatible architecture. According to the roll out plan of the Autosar Core Partners, the OEM’s will not switch to an Autosar compatible system in one day, but they will start with the integration of one Autosar compatible ECU for one of the big subsystems (verwijzing) in a classically designed E/E-architecture. In this way, experience can be built, then an entire subsystem and eventually the entire vehicular-system can become Autosar compatible.

Suppliers
The lack of existing Autosar compatible vehicular systems makes it difficult for suppliers to test new components that are supposed to be Autosar compatible. To tackle this problem, some companies group together in projects to generate an Autosar compatible test bench where the different companies can test their soft- and hardware. An example is the SWAP-project, where eight Swedish companies with the necessary and complementing competence to design a professional test bench, have joined forces.

The future
Looking further in the future, these trends seem to continue. Cybercars or driverless cars for example need to know the state of the whole vehicle to control the vehicle in an optimal way. This can only happen when there is central software. In the far future, there might be a trend toward communication between cars and between cars and road infrastructure.

An example is a fleet of cybercars. A fleet of such vehicles forms a managed transportation system, for passengers or goods, on a network of roads with on-demand and door-to-door capability. This kind of system belongs to the class of ‘distributed hardware – central software’. The fleet problems concern essentially the following elements: - vehicle allocation to a particular demand, - vehicle relocation after a trip, - deadlock avoidance, - demand management and fare collection, - distributed versus central management, - communication architecture.

Instead of a fleet of cars which are controlled by a central management system, one can imagine that there will also be a quest for autonomous cars who only communicate with their surroundings and possible a central system to gather traffic information. This car can then decide autonomous what action he should undertake.

Experiments in this area are currently conducted by Mercedes-Benz. Their engineers are working on a system called "Interactive Vehicle Communication" which allows cars to communicate with one another. The current status of their research is shown in their concept car "ESF". The exchange of data between different cars is via 'ad hoc' networks that are formed between vehicles over short distances. These WLAN require no extra external infrastructure. Transmission occurs at a frequency of 5.9 GHz over a distance of up to 500 metres. Of course this distance is expanded if different cars are communicating with each other and messages are passed on.

Currently there is a project in Frankfurt called "simTD". Different German car manufacturers are taking part in this test where up to 400 cars are communicating with each other. The main purpose of this test is to improve safety on the road.


text:
Wikijunior talk:Animal Alphabet/C

I think the picture displays a dromedary. Wich is the one humped friend of a camel.

Cat
I think Cat is more representative of letter C and children are more familiar with Cat than Camel or Dromedary. --Nevit (talk) 21:42, 30 August 2008 (UTC)

title: Wikijunior talk:Animal Alphabet/C


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User:Jack2008~enwikibooks

addiction treatment
what is more important is to know that addiction treatment in Iowa is also classified according to the modus operandi of the treatment center. For example, there are treatment centers that treat solely with a detox program and those which use different approaches such as dual diagnosis and cognitive behavioral therapies.

The gist of everything is that you need to study on the different kinds of treatment programs in Iowa and seek admission in one that best suits your interests.

This is a comprehensive addiction portal focusing on topics of alcohol and drug abuse. http://www.alcoholaddiction.org

title: User:Jack2008~enwikibooks


text:
Chess Opening Theory/1. d4/1...d5/2. e4/2...dxe4

= Blackmar-Diemer Gambit (BDG) Accepted =

2...dxe4
White has given up his king's pawn, in hopes of an aggressive game. Since there is no way White can win a pawn back immediately, he can expect this set-up most times he plays the Blackmar-Diemar Gambit. The best move for White would be Nc3, putting pressure on the e4-pawn and preparing the move f3, as 3. f3 is well met by 3...e5!, with an edge for Black. One example: 4. dxe5 (other moves are even worse, for example 4. fxe4 Qh4+ and Qxe4 with an extra pawn and an attack, or d5 Nf6 c4 c6 when d5 will soon fall) Qxd1+ Kxd1 Nc6 fxe4 (f4 Bg4+ Ne2 O-O-O+ with a winning attack) Nxe5 with an obvious advantage. Black normally plays 3...Nf6, though 3...f5 and 3...Bf5 are interesting ways to avoid mainline theory. Now, if f3 e5?, dxe5 gains a tempo on the knight. Sometimes Bc4 is played, to hopefully trap Black quickly with a variation of Scholar's Mate.

Theory table
.

'''1. d4 d5 2. e4 dxe4'''


text: User talk:121.221.238.115

title: User talk:121.221.238.115


text: User talk:122.163.182.124

title: User talk:122.163.182.124


text: User talk:202.1.192.7

title: User talk:202.1.192.7


text:
Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bc4/3...d6

=Paris Defence=

3... d6
Similar to the Philidor's Defence, but here the e5-pawn is already defended. Black's kingside bishop is now blocked in behind the pawn chain. White has a spatial advantage.

Theory table
.

1.e4 e5 2.Nf3 Nc6 3.Bc4 d6


text:
User:PMarmottant

Microfluidics book draft

Prologue
This book will deal with the basic physical principles involved in microfluidics. We hope it will provide a background knowledge to consult more specialized books or article.

Table of Contents

 * 1) /Introduction/
 * 2) /Physics at smaller scales/
 * 3) /Fluid dynamics equation/
 * 4) /Hydraulic resistance and capacity/
 * 5) /Capillary effects/

title: User:PMarmottant


text:
User:PMarmottant/Introduction

What is microfluidics?
Microfluidics is the science of fluid flows at the microscopic scale.

Microfluidics mainly deals with artificial systems, but is present in numerous natural systems:
 * Trees: ascent of sap in xylem conduits in the trunk (conduit diameter around 30 micrometers), and in leaves (diameter around 50 nanometers).
 * Inside us: capillary blood vessels transport liquid (diameter 8 micrometer), lungs pump air in small alveola.

Why do we care?

Microfluidic is involved in present applications:
 * Top one: ink-jet printer

Starting applications with a promising market are:
 * medical implants (injection of drugs from an embedded pump)
 * Lab-on-a-chip: miniature lab to perform biological test such as proteomics, or chemical analysis/synthesis of very exothermic reactions

For research purposes, it provides miniature devices to study small objects.

History of this book
This book was started May 19th 2008 by Philippe Marmottant CNRS researcher at Grenoble University, France.

title: User:PMarmottant/Introduction


text:
Subject:Games

ゲーム

title: Subject:Games


text:
Chess Opening Theory/1. d4/1...d5/2. c4/2...Bf5

=Queen's Gambit Declined: Baltic Defense=

2...Bf5?!
A rarely played move against the Queen's gambit, which has similarities with whites London-system. This move develops the light-squared bishop to control the e4 square with a piece and therefore wants to deny the e4 push from white. This declines the gambit in a way, where black can't reinforce his pawn on d5 and isn't able to control the e4-square with a pawn after cxd5.

This is less common as white has no problems to seize an advantage in the game.

Theory table
.

'''1. d4 d5 2. c4 Bf5'''


text:
Subject:Athletic games

ko:위키책:스포츠

title: Subject:Athletic games


text: Talk:Chess Opening Theory/1. d4/1...d5/2. c4/2...Bf5


text:
User:Abroo015

About ME!!!!!!!! I am Tre', a senior at ODU. I will be graduating, with a degree in English, in May, 2009. I am studying to teach secondary English and my emphasis is in Journalism. I am really looking forward to getting in my own classroom and showing these students why I think English is so great. Hopefully, I will increase the literacy and overall enjoyment of reading in my students.

For fun I like to travel. My most recent vacation was to Myrtle Beach, SC. Overall, my favorite things to do are READ, READ, and READ :) My favorite book at the moment is Some Love, Some Pain, Sometime.  My favorite authors are Zora Neale Hurston, Walter Mosley, and J. California Cooper.  I also enjoy writing from time to time.  I am a Sex and the City fanatic.  I love movies in general.  My top five would have to be Love Jones, The Count of Monte Cristo, Gladiator, A Lot Like Love, and Braveheart.  I could not live without my laptop or my iPod...or my new cell phone....or my camcorder....okay I LOVE TECHNOLOGY :)  I think I would rather lose one arm than live without pizza, lasagna, philly steak subs, spaghetti, ribeye steaks, baked potatoes, double stuf oreos, or chocolate chip cookies.

 My Teaching Philosophy  I realize that as a teacher, my job is not limited to the confines of my classroom. I feel a responsibility to my school to be accessible and helpful in any way possible. I feel that same responsibility to the parents of my students. I will strive to attain communication with parents in hopes to better understand my students, allow parents to be aware of what is happening within the classroom, and to create an open dialogue where problem-solving may be done collectively. I will use and create teaching strategies that will be most effective in my classroom. I look to create an interactive classroom conducive to work and play, where students are interested and excited about learning and feel that their opinions and experiences are valuable. My goal is to teach, and teach well. I hope to make a difference in the lives of my students, to leave an imprint of a positive experience that will help provide guidance and aid in success for years to come.

In my experience, I have seen far too many teachers that don’t reach all of their students. They are stuck on teaching one way and to one type of learner. I’ve watched different types of learners be neglected because of ineffective teachers. I strive to be different. I strive to learn my students’ needs and learning styles and to reach each of them individually. Many of the techniques that I learned in special education will be very useful in educating my regular-ed students. I believe that all students have special needs and that teachers should base their techniques on those needs.

As an English teacher on the middle/high school level, I will be knowledgeable, fair, dedicated, and concerned about the well being of my students. I strive to implement multicultural education and to accommodate all types of learners. My goal is to effectively communicate material to be learned, have a classroom conducive to work and play and to promote self-expression and critical thinking. I understand that I will be a role model and that I must take that task seriously. I believe that as a teacher, I must educate by being educated. In other words, I must continue to learn, to be open to new ideas and to stay abreast of new information and current events. I will show responsibility by being responsible. I will grade papers and return them in a timely manner, meet deadlines, and use my work as an example for projects, papers, self-expression, etc. I believe that I cannot ask any more of my students than I am willing to give. I hope to be a mentor to students and help to prepare them for life outside of the classroom. I will promote self-expression among my students. I believe that when your ideas are incorporated into any learning experience, you have no choice but to be excited about it and somehow relate to it. I will encourage my students to think critically and analyze content while also realizing that some information must be accepted as far as testing is concerned.

I believe that inclusive education can be successful with the right amount of dedication from both the student and the teachers. It is going to take a lot of work on the behalf of everyone involved in the education system, to include administration, teachers, teacher’s assistants, parents, and students. In order for inclusion to be successful, teachers need to be properly trained. That is the key. Too many teachers are walking into these situations basically blind and unprepared to survive in the classroom.

Overall, I strive to be effective as an English teacher. I plan to take on each task with passion. I will teach my students just as I would want a teacher to teach my child- with respect, patience, and caring. I want to reach my students and not only teach them how to pass a test but give them something that sticks with them throughout their lives. I hope to be a friend and a mentor and touch each of my students lives in a positive way. I realize that teachers matter and that in many cases we are parents away from home and that we must be aware of our responsibility towards our children.

title: User:Abroo015


text:
User:Kanonkas

Hello! This is my account on Wikibooks. If their is anything then please contact me trough my discussion, or email me.

title: User:Kanonkas


text:
User talk:Abroo015

Welcome to Wikibooks, Abroo015!

Thanks for signing up so quickly. This is your first reader response.

Pete (talk) 15:24, 13 May 2008 (UTC)

Image:048.JPG is missing license or source information
Hi There, Based on what you said in your 'about me', it seems that we have a few things in common - especially favorite foods and movies. I have to agree that Brave Heart is one of the all time bests. As far as your teaching philosphy goes, I would also have to agree that not enough teachers take the time to get to know their students outside of the classroom setting. I think that, often times, this is far more important and long lasting than any information we can ever present to them. I am currently teaching high school science to juniors and seniors and feel that the bonds I form with my students not only give them a sense of trust, but make the whole learning process more enjoyable for both myself and the individuals in my classes.

Kalperin (talk) 23:02, 1 June 2008 (UTC)

Hi Tre'

I agree with your statement about how some teachers don't reach (or know how) to reach their students. I have found that the most important thing is to be able to build a rapport with your students. If you can't find some common ground, it will be difficult to relate to them on just about anything. I have found it takes a lot of time and effort to get to know students, but the payoff is there. I really appreciate your passion for the profession. Mmann019 (talk) 01:31, 2 June 2008 (UTC)

title: User talk:Abroo015


text:
User:Jmurphy

About Me! I am from Blackstone, Virginia and pursuing my degree in Elementary Education. I am a mother of a wonderful son and married to a wonderful man. I am hoping to teach in Nottoway County in any grades between K-6. If I go with the grades 4th-6th, I would like to teach Math and/or Science. I have observed several different classrooms from K-4. I used to work as a teacher's assistant and I have had time to see what my philosophy would be. I would like to be a teacher that can have a good relationship with the students. I want the students to be able to see me as their teacher but also someone that they can come to with their thoughts. To be a good teacher you need to care about all the different types of students and treat them individually and not just a group of kids. I would like for my students to learn the subject material as well as understand how to use it in everyday life. I am a very "work with your hands" type of learner and I would incorporate activities and projects in my teachings as well as lectures to reach out to all types of learners. I believe that the best way to learn something is to try it out and work with it and not only read about it or hear about it.

title: User:Jmurphy


text: User talk:121.247.208.202

title: User talk:121.247.208.202


text:
Wikijunior:Bugs/Shield Bug

What does it look like?
There are over 200 known Shield Bug species. Size, body ornamentation and color vary greatly. Most Shield Bugs are green, gray, or brown to match their environment and are not easily noticed. Some species have bright colors.

They have a shield-shaped body. From the side, the back surface is slightly flattened and the underside appears slightly rounded. A distinctive, triangular shield hides the wings from the top and partially covers the abdomen underneath. A pale Y-shape often marks the back tip of the shield. The legs may be hairy or bristly and have only two segments at the end. The wings are well-developed.

Members of the Acanthosomatidae family are usually broadly oval or slightly tapering at the back end. On the small head are five-segmented antennae that may appear sunk into the front edge of the exoskeleton (pronotum). Antennae may have up to five segments.

Members of the Tessaratomidae family are often called Giant Shield Bugs. Some of these can be 1-1/2 inches long.

Shield Bugs are often referred to as stink bugs because they are similar in shape and emit a foul odor. Shield Bugs have only four odor-emitting glands on the abdomen instead of six.

Members of the Cydnidae family are called burrowing bugs. They are about ½ inch long and may be shiny brown, black, metallic, or bi-colored. They have a rounded, compact oval shape. Their spiny legs are adapted for burrowing into the ground.

Where does it live?
There are over 5000 Shield Bugs species worldwide. Several hundred species are found in warmer areas in the northern United States. They are abundant in wet meadows, especially on sedges. They can be found wherever there are woodlands and scrublands, but most live in subtropical and tropical regions.

Pentatomoidea, the largest Shield Bug family, is especially abundant in warmer regions of the southern hemisphere.

Many species of burrowing bugs spend part of their lives above ground hiding under stones and leaf litter.

What does it eat?
Most Shield Bug species are herbivorous (plant eaters), some are omnivorous, feeding on both plants and animals. They suck juices from shrubs, trees or other insects. The younger stages feed only on shoots or unripe seeds of a limited range of plants. The older immature stages and adults feed on a wide variety of plants.

Foliage of cypress trees is favored by some species. Elasmucha feeds on hanging spikes of small soft flowers of birch trees called catkins.

Burrowing bugs can burrow down three feet or more to suck root sap from plants.

Several species feed on other insects. Shield Bugs are sometimes called “timid predators” because they do not use their legs to overpower or manipulate prey. They attack slow-moving, defenseless creatures like caterpillars and aphids.

How does it defend itself?
Shield Bugs are well known for their ability to produce a foul odor secreted from the thoracic glands in adults and from the abdominal glands in nymphs. Some species are brightly colored to warn predators of the foul-smelling, bitter liquid. Other species have muted colors to blend into the environment.

Elasmucha grisea are known as “parent bugs” because of the care they give their young. They guard their eggs and newly hatched nymphs from the attacks of predators.

In Australia, an unpleasant species of the family Tessaratomidae can squirt a potentially blinding stream of defensive secretions.

What stages of metamorphosis does it go through?
Shield Bugs undergo simple metamorphosis, growing through three stages—egg, nymph and adult. The young or immature stages are called nymphs and often resemble small adults. The wings are less developed than those of the adult, and they are lighter in color.

The soft, pale nymphs are especially susceptible to predators. A new exoskeleton generally hardens in an hour or two. The nymph grows to its new size by taking in air. The wings are expanded by forcing blood into the veins.

What special behavior does it exhibit?
The female parent bug lays her eggs away from the catkin food source. She later leads the nymphs in a column to the food, like a mother duck leading her ducklings to water. She continues to care for her nymphs throughout their development.

Male and female burrowing bugs produce sound to attract a mate. They rub special pegs on the hind wings over file-like abdominal structures during courtship and mating.

How does this bug affect people?
The stink gland secretions are said to contaminate fruit when left on plants where Shield Bugs feed.

Giant Shield Bugs are reported to harm citrus crops.

The family Scutelleridae is reported to be a very serious pest of wheat and barley in West Asia. These Shield Bugs are referred to as “sunn pests” and damage crops by feeding on leaves, stems and grains. During feeding they are said to inject chemicals that harm the quality of flour made from these grains.

title: Wikijunior:Bugs/Shield Bug


text:
Chess Opening Theory/1. d4/1...Nf6/2. c4/2...Nc6

=Black Knights' Tango=

2...Nc6
Black begins the game by developing both knights, keeping their central pawn options flexible. With the work of Georgi Orlov, this previously obscure opening has been given new life. White has a number of sensible replies, but the most common is 3. Nf3 to discourage the e5 break.

Sometimes also called the Mexican Defense or Kevitz-Trajkovich Defense. ECO listing is A50.

Theory table
.

'''1. d4 Nf6 2. c4 Nc6'''


text: Talk:Chess Opening Theory/1. e4/1...c5/2. Nf3/2...d6/3. d4/3...cxd4/4. Nxd4/4...Nf6/5. Nc3/5...a6/6. Bg5/6...e6/7. f4/7...Qb6


text: Talk:Chess Opening Theory/1. e4/1...f6

title: Talk:Chess Opening Theory/1. e4/1...f6


text:
User:Sabine~enwikibooks

Just hoping to learn something.... :)

title: User:Sabine~enwikibooks


text:
User talk:Sabine~enwikibooks

If you got someting to say, go ahead.

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 Sabine. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Sabine~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 23:41, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:26, 19 April 2015 (UTC)

title: User talk:Sabine~enwikibooks


text: Template:Page-break/end

title: Template:Page-break/end


text:
Radiation Oncology/Toxicity/Erectile dysfunction

Erectile Dysfunction
 * Also please see Toxicity/Pelvis

Assessment tools

 * International Index of Erectile Function (IIEF) - Sexual health inventory for men
 * Original 15-item questionnaire (IIEF-15):
 * PMID 9187685, 1997 — "The international index of erectile function (IIEF): a multidimensional scale for assessment of erectile dysfunction." Rosen RC et al. Urology. 1997 Jun;49(6):822-30.
 * 5-item questionnaire (IIEF-5):
 * Score range 5-25. Severe 5-7, moderate 8-11, mild to moderate 12-16, mild 17-21, no ED 22-25.
 * PMID 10637462, 1999 — "Development and evaluation of an abridged, 5-item version of the International Index of Erectile Function (IIEF-5) as a diagnostic tool for erectile dysfunction." Rosen RC et al. Int J Impot Res. 1999 Dec;11(6):319-26.
 * PMID 12152112, 2002 — "The use of the simplified International Index of Erectile Function (IIEF-5) as a diagnostic tool to study the prevalence of erectile dysfunction." Rhoden EL et al. Int J Impot Res. 2002 Aug;14(4):245-50.
 * Form: PDF from www.njurology.com and Online version - at medal.org

Prostate Cancer

 * ICORG 97-01; 2012 (1997-2001) PMID 22682750 -- "The effect of short term neo-adjuvant androgen deprivation on erectile function in patients treated with external beam radiotherapy for localised prostate cancer: an analysis of the 4- versus 8-month randomised trial (Irish Clinical Oncology Research Group 97-01)." (Daly PE, Radiother Oncol. 2012 Jul;104(1):96-102.)
 * See page at Adjuvant ADT
 * Conclusion: "The first year post ADT and EBRT poses the greatest risk to sexual function and a continued decline may be expected. However, 26% of men can expect to retain sexual function at 5 years."
 * Beth Israel / Harvard; 2011 (2003-6) PMID 21934053 -- "Prediction of erectile function following treatment for prostate cancer." (Alemozaffar M, JAMA. 2011 Sep 21;306(11):1205-14.)
 * Longitudinal multicenter cohort study. 1027 pts treated with RP, BT, or RT. Developed models predicting erectile function at 2 yrs after treatment based on patient characteristics, sexual HRQOL, and treatment characteristics.
 * 37% of all pts and 48% of those who were potent before treatment remained potent at 2 yrs after treatment. 53% of pts reported use of medications for treatment of erectile dysfunction. Models were externally validated in a separate cohort.
 * Conclusion: a model was developed to estimate risk of ED after treatment

Brachytherapy

 * University of Washington; 2009 (2001-2003) PMID 19303721 -- "Erectile function durability following permanent prostate brachytherapy." (Taira AV, Int J Radiat Oncol Biol Phys. 2009 Nov 1;75(3):639-48. Epub 2009 Mar 21.)
 * Retrospective. 226 patients, treated with brachytherapy in 2 prospective randomized trials. Potency defined using IIEF-6 score. Median F/U 6.4 years
 * Outcome: 7-year potency rate 56%. By baseline potency score (2004 vs. 2008): 29-30: 75% vs 74%, 24-28: 52% vs. 45%, 18-23: 48% vs. 40%, 13-17: 23% vs. 23%. Multivariate predictors were preimplant IIEF score, HTN, DM, prostate size, dose to proximal penis
 * Dosimetry: Penile bulb D25 <50% 71% vs. >50% 45% (SS); highest impact in mild baseline dysfunction (IIEF score 18-23), where D25 <50% potency 73% vs. >50% 14% (SS)
 * Conclusion: Potency preservation is durable following brachytherapy; penile bulb sparing may further improve it

Penile Bulb Dose

 * RTOG 9406; 2004 PMID 15590164 -- "Penile bulb dose and impotence after three-dimensional conformal radiotherapy for prostate cancer on RTOG 9406: findings from a prospective, multi-institutional, phase I/II dose-escalation study." (Roach M, Int J Radiat Oncol Biol Phys. 2004 Dec 1;60(5):1351-6.)
 * Subset analysis, 158 men potent at entry
 * Outcome: "Remained potent" if median dose <52.5 Gy 68% vs. >52.5 Gy 52%; "Became impotent" 32% vs. 48%. Median dose to penile bulb if "remained potent" 49.8 Gy vs. "became impotent" 60.3 Gy. In MVA, age, dose to prostate, ADT correlated with risk of impotence
 * Conclusion: Dose to penile bulb associated with risk of radiation-induced impotence

Meta-Analysis

 * Robinson; 2002 PMID 12419432 -- "Meta-analysis of rates of erectile function after treatment of localized prostate carcinoma." (Robinson JW, Int J Radiat Oncol Biol Phys. 2002 Nov 15;54(4):1063-8.)
 * Meta-analysis. 54 studies including brachytherapy, brachytherapy + EBRT, EBRT alone, standard RP and nerve-sparing RP, cryotherapy

Treatment
Treatment of ED in patients treated with RT for prostate cancer

Randomized:
 * RTOG 0215 -- sildenafil vs placebo
 * Randomized, double blind, placebo controlled crossover design. 115 pts treated with EBRT + hormones for localized prostate cancer. No brachytherapy. Treatment with LHRH analogue for 8-28 weeks prior to RT and during RT but discontinued at the completion of RT. Must have erectile dysfunction with answers of "no sexual activity" (score 0) to "sometimes" (score 3) on Question #1 of IIEF ("How often were you able to get an erection during sexual activity?")
 * Arm 1: treatment with sildenafil PRN 50-100 mg qd x 12 weeks; 1 week break; crossover to placebo x 12 weeks
 * Arm 2: placebo x 12 weeks; 1 week break; crossover to sildenafil x 12 weeks
 * 2011 PMID 21235716 -- "Randomized, double-blinded, placebo-controlled crossover trial of treating erectile dysfunction with sildenafil after radiotherapy and short-term androgen deprivation therapy: results of RTOG 0215." (Watkins Bruner D, J Sex Med. 2011 Apr;8(4):1228-38.)
 * Sildenafil had a positive effect. However, as few as 21% of patients had a treatment specific response, only improving during sildenafil but not during the placebo phase.
 * Conclusion: "This is the first controlled trial to suggest a positive sildenafil response for ED treatment in patients previously treated with RT/ADT, however, only a minority of patients responded to treatment. ADT duration may be associated with response and requires further study. The overall low response rate suggests the need for study of additional or preventative strategies for ED after RT/ADT for prostate cancer."

Prevention
Prevention of ED in patients treated with radiotherapy for prostate cancer

Randomized:
 * MSKCC - sildenafil vs placebo
 * Double blind randomized to 1) sildenafil 50 mg vs 2) placebo, beginning 3 days prior to start of RT and continuing for 6 months. Drug was then discontinued and taken PRN.
 * 2013: (Abstract) ASTRO Abstract - Press release PDF Abstract HTML -- "Results of a Prospective Randomized Double-blind, Placebo-controlled Trial Evaluating the Use of Prophylactic Sildenafil Citrate During Radiation Therapy in the Treatment of Prostate Cancer." (Zelefsky MJ, 2013 ASTRO Annual Meeting, Int J Radiat Oncol Biol Phys Volume 84, Issue 3, Supplement, Page S2, 1 November 2012.)
 * The IIEF overall scores were significantly higher in the SC arm compared to placebo at 6 months (p = 0.006), 12 months (p = 0.02), and 24 months (p = 0.04) after therapy.
 * Conclusion: Daily SC administered during and after radiation therapy for prostate cancer resulted in improved overall sexual function compared to placebo at all time points. This is the first randomized prospective controlled trial to demonstrate the utility of a PDE5 inhibitor as a rehabilitation strategy in the prostate cancer radiation therapy patient population.

 * RTOG 0831 -- tadalafil vs placebo
 * Double blind randomized to 1) tadalafil 5 mg vs 2) placebo daily x 6 months beginning at start of RT.
 * 2013: Preliminary results ASCO Abstract 2013 -- "Preliminary results of RTOG 0831, a randomized, double-blinded, placebo-controlled trial of tadalafil in the prevention of erectile dysfunction in patients treated with radiotherapy for prostate cancer." (Bruner D, 2013 ASCO Annual Meeting, abstract 9525, J Clin Oncol 31, 2013 (suppl; abstr 9525))
 * 155 analyzable pts. Spontaneous EF at 30 wks from drug start was not different between arms based on IIEF Q1 response, total IIEF score (52.5 drug vs 52.8 placebo), or score change from baseline (-8.0 drug vs -8.8 placebo). No difference at 1 yr. About 80% of pts maintained spontaneous EF in both arms.
 * Conclusion: "Low-dose daily tadalafil did not preserve EF within the first year of RT for prostate cancer."

Management Guidelines

 * AUA
 * UK NICE


text: User talk:82.40.182.129

title: User talk:82.40.182.129


text: User talk:81.240.248.172

title: User talk:81.240.248.172