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American Sign Language/Fingerspelling 1

The American Manual Alphabet is a manual alphabet that augments the vocabulary of American Sign Language when spelling a word for which there is no sign. Beginners often make the mistake of fingerspelling any word for which they do not know the sign - this is incorrect. If you do not know the sign, talk about the subject instead of simply spelling the English word. Use fingerspelling only when it is the preferred or only option, such as with proper names, the titles of works, or certain technical vocabulary. Places normally have their own sign, as do most technologies.

Introduction
ASL includes both fingerspelling borrowings from English, as well as the incorporation of alphabetic letters from English words into ASL signs to distinguish related meanings of what would otherwise be covered by a single sign in ASL. For example, two hands trace a circle to mean 'a group of people'. Several kinds of groups can be specified by handshape: When made with C hands, the sign means 'class'; when made with F hands, it means 'family'. Such signs are often referred to as initialized signs because they substitute the first initial an English word as the handshape in order to provide a more specific meaning.

When using alphabetic letters in these ways, several otherwise non-phonemic handshapes become distinctive. For example, outside fingerspelling there is but a single fist handshape, with the placement of the thumb irrelevant, but within fingerspelling the position of the thumb on the fist distinguishes the letters A, S, and T. Letter-incorporated signs which rely on such minor distinctions tend not to be stable in the long run, but they may eventually create new distinctions in the language. For example, due to signs such as 'elevator', which generally requires the E handshape, some argue that E has become phonemically distinct from the 5/claw handshape.

Fingerspelling has also given way to a class of signs known as "loan signs" or "borrowed signs." Sometimes defined as lexicalized fingerspelling, loan signs are somewhat frequent and represent an English word which has, over time, developed a unique movement and shape. Sometimes loan signs are not even recognized as such because they are so frequently used and their movement has become so specialized. Loan signs are sometimes used for emphasis (like the loan sign #YES substituted for the sign YES), but sometimes represent the only form of the sign (e.g., #NO). Probably the most commonly used example of a loan sign is the sign for NO. In this sign, the first two fingers are fused, held out straight, and then tapped against the thumb in a repeated motion. When broken down, it can be seen that this movement is an abbreviated way of fingerspelling N-O-N-O. Loan signs are usually glossed as the English word in all capital letters preceded by the pound sign(#).Other commonly known loan signs include #CAR, #JOB, #BACK, #YES, and #EARLY.

Good form
Letters should be signed with the dominant hand and in most cases, with palm facing the viewer. The hand should either remain in place while fingerspelling, or more often, drift slightly away from the midline in the manner of text being written out in the air; although, this is a subtle movement and should not be exaggerated. Do not bounce your hand as you spell each letter.

Additionally, when fingerspelling the hand must not bounce between letters. An exception is the case of double letters as with the word carry in which the double can be shown by slightly bouncing the corresponding handshape, or by dragging it, slightly, to the side. Either method is a correct way to show double letters. However, people who bounce between every letter produce fingerspelling that is very hard to read, especially for experienced signers who are used to proper fingerspelling. Those who cannot overcome the habit of bouncing every letter may find it helpful to hold the wrist or forearm of the dominant hand with the free hand so that they are forced to keep the hand from moving up and down while fingerspelling. Usually, only a few hours or days of this is enough to break the habit of unnecessary bouncing while fingerspelling.

If fingerspelling multiple words, there should be a very brief pause between terms so as to signify the beginning and ending of individual words.

Long nails or excessive jewelry can be distracting when watching fingerspelling and for this reason people who regularly use sign language usually avoid them.

When fingerspelling acronyms in American Sign Language, such as with, , or , the letters are often moved in a small circle to emphasize that they should not be read together as a word.

Common mistakes
Many mistakes made by beginning fingerspellers are directly attributable to how the manual alphabet is most often shown in graphics.

Letters
In most drawings or illustrations of the American Manual Alphabet, some of the letters are depicted from the side to better illustrate the desired handshape; however in practice, the hand should not be turned to the side when producing the letter. The letters and  are two that are often mistakenly turned to the side by beginners who become used to seeing them from the side in illustrations. This means the viewer will not see the hole in your - that is how it's supposed to be.

Important exceptions to the rule that the palm should always be facing the viewer are the letters and. These two letters should be made, not with the palm facing the viewer or the speaker, but with the palm facing sideways with the hand in an ergonomically neutral position.

Numbers
Another mistake made by people faithfully following the pictures in most illustrations of the ASL fingerspelling alphabet is the signing of the cardinal numbers -  with the palm facing out. The cardinal numbers, , , , and should be signed palm in (towards the signer). This is in contrast with the cardinal numbers -  which should be produced with the palm turned to face the person being addressed.

As with the letter, the zero should not be turned to the side, but shown palm facing forward.

This applies only to the cardinal numbers however. Using numbers in other situations, such as with for showing the digits of the time for example, has different rules. When signing the time, the numbers are always facing the person being addressed, even the numbers one through five. Other signing situations involving numbers have their own norms that must be learned on a case-by-case basis.

Rhythm, speed & movement
When fingerspelling, your hand should be at shoulder height, and should not "bounce" with each letter. Your hand should stay in one place and only the handshape changes (and orientation for some letters). If you have trouble doing this, you might want to hold your forearm with your non-dominant hand in order to force your spelling hand to stay still. "Bouncing" the letters makes your fingerspelling very difficult to read, even for native signers.

As well, clear handshapes are much easier to read than fast fingerspelling. Do not concentrate on speed, as fast fingerspelling with poorly formed handshapes will be difficult to read. Try to fingerspell the whole word at the same speed, not speeding up or slowing down. A pause indicates the beginning of a new word, so if you suddenly slow down because a letter combination is difficult, your reader may think you are starting a new word, leading to misunderstanding. An exception to this sometimes appears at the beginning of a word. The first letter may be held for the length of a letter extra as a cue that the signer is about to start fingerspelling.

title: American Sign Language/Fingerspelling 1


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Cookbook talk:Yorkshire Pudding (Vegan)

The edits by 71.127.217.241 on 13 Nov render this recipe non-vegan. That wouldn't be so bad, except that the title of the page is "Yorkshire Pudding (Vegan)". --Jomegat 01:18, 14 November 2007 (UTC)

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

title: Cookbook talk:Yorkshire Pudding (Vegan)


text:
User talk:71.127.217.241

I have been rolling back the edits you've been making to the cookbook pages - these are Vegan recipes, meaning no animal products are used. That precludes bacon, butter, milk, and eggs. --Jomegat 01:19, 14 November 2007 (UTC)

title: User talk:71.127.217.241


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Directing Technology/Maintain/Supporting Technology

Receiving Shipments

Again the key word here is preparation!

Obviously, the tech director will have information from the purchase team as to what exactly is coming (hardware and/or software) As for when it is coming, most shippers today will have a notification service so that one can be paged when a shipment is imminent. So wherever one is in the district, one can get to the drop off point quickly. And, the tech director NEEDS to be there! It will mean many less headaches for all involved.

As for the items that are coming, one needs to be in close contact with the purchase team and insist on an exact list of what is coming. So one can be ready to check off items as they arrive.

One needs to check packing slips that are required to be attached to each separate item with the contents of that box and make sure what is in the box matches the slips.

Finally, a storage spot with lock and key needs to be arranged where the items would be placed. (Most schools will already have such a spot, even if the school is brand new. Check into this well before any deliveries will be made.) This obviously needs to be quite secure, given that thousands of dollars of equipment that will sit there for a period of time.

Cataloging or Inventory Management

Initially, it needs to be pointed out that there are legal reasons for keeping an inventory. Organizations (in contrast to individuals) are required by law to keep a record of, at least, fixed assets. Such record keeping is usually also a requirement of having insurance on any of the assets. One's district, likely then, will already have a district-wide inventory system in place. That system, however, may not necessarily include all the assets related to technology (e.g., software). Thus, the tech director will need to consider a second system that catalogs all aspects of technology and links them together in the database. Some software options will be mentioned below.

Having a technology inventory system or database is important for a number of reasons besides the strictly legal requirement and breaks down into two main concerns: a) keeping a record of the hardware, installed software, and users/locations in the school district and b) physically marking the hardware (and software) with a permanent tag of some kind. The former is important for convenience as well as legal reasons: the school district can know at a glance the exact specifications of hardware owned by the district, the purchase date, and thus depreciation or repurchase schedules, as well as software legally installed on that computer. The latter is important in the event that computers are taken for repair or, for other reasons, moved around. A more or less permanent tag like this also serves to contribute to the feeling of ownership of a computer—i.e., an end user might take better care of or feel greater responsibility toward a machine if it is marked with his/her name and location. The software used for inventorying, cataloging, and identifying should be chosen carefully, because it may be difficult to change to something else after it is in place. The right kind of software will make everyone’s life a lot easier. Of course if one's predecessor already has something in place, you may be stuck with it unless you wish to start over from scratch; there may, however, be import features to move your data to the new software. What kinds of things to keep in the inventory system? The following is a solid list: 1) Specs of the hardware (computers, monitors, printers, projectors, cameras, scanners, and technology-related furniture, including model, serial number (a unique identifier), processor, RAM installed, hard drive capacity, screen size, each where applicable 2) Photos of the hardware 3) Vendor and manufacturer of hardware 4) Purchase date and warranty expiration date (if applicable) of hardware 5) Location (building and classroom) and user of asset 6) For convenience safe, specs of monitors that accompany computers should be attached in some way to the computer in the inventory database, with its own specs listed, of course, also. In the same way, specs of printers, digital cameras, scanners, and other hardware should be entered into the database and also connected to either a specific computer or a specific building or classroom. 7) Licensed software installed on the hardware asset: version and build of software installed, purchase date, PO #, cost, and anything else that one will want to know about software. The licensed software will then be attached to the computer it is installed on and in this way one knows when software that shows up on a computer is in fact licensed or legal software. 8) A place for even small accessories like network cables should also usually be included, wherever they reside in the district.

If feasible (see below), one may also want a way of creating and connecting trouble tickets to an asset in this database, so that one can see a history of issues associated with an asset. This allows the tech director or help-desk tech to check repeat issues for faster troubleshooting as well as see a history of issues with a particular computer or model. Keep in mind that as the inventory software grows more integrative, the software will, at some point, be something installed on a server and accessed through your network in contrast to accessed from one workstation only. There are advantages to this, but also disadvantages such as slowness issues and an increased (monetary) cost.

Next, what are the kinds of things to put on the physical marking tags? The goal here is ease of identification for the tech director and end users as well as a deterrent to theft. Thus, the tag should make sense, be relatively easy to decipher, and, to the degree possible, permanently affixed. The software we use for inventorying should have the capability to print these labels. Some schools have used metallic barcode tags, reasoning that these are more permanent; however, it would be difficult to generate these from most inventorying programs and they are, in fact, not necessarily more permanent.

Items to be included on a label that is then placed on every piece of hardware:

 * 1) An indication of building, classroom, and user (where appropriate). Shorthand should be used, but something also identifiable at a glance.
 * 2) Model # and serial # of each separate piece of hardware (computer workstation, server, monitor, external drives, digital camera, scanner, projector, printer, furniture, etc.). This should include even small accessories like keyboards, mice and even cables.
 * 3) As for software, no media will be left in a classroom, so this is not applicable. (Software will be installed for users and master discs kept in a secure, centralized location such as the tech director’s office or on a secure network drive).

Inventory Software Options
It ends up being in the hands of the tech director in his/her specific role what all the inventorying software should do. Most would agree that one program that integrates hardware and software cataloging with all the relevant specification and license information, linked to its associated asset is a requirement. Others might want another database program for cataloging more extensive information about the software, such as the, sometimes, very involved information about licenses, their timeframes, and fees. Still others might see the need for a third database that catalogs accessories and stockpiled parts. All applications one uses should have robust reporting functions as well as a place for adding user-defined fields and printing labels/tags. One would think that the software a district uses to keeps its computers patched and updated (see below under updating section) is much more critical than the inventory software, so often a homemade application for inventory will be appropriate. Schools have profitably used Microsoft Access (TM) and Filemaker Pro (TM), each with a little Basic programming thrown in to great cost savings and usability. Depending upon time and the extra features one might want (such as the inclusion of a helpdesk call tracking system), a commercial product might prove itself a better choice. Two good examples are Intelli-Track and Expressmetrix. The cost for using Intelli-Track must be obtained by emailing a sales rep, but there appear to be both one-time and monthly fee options. For Expressmetrix, it can be obtained by plugging in values on their website. Expressmetrix is the fuller feature program by far. See a screen below of Intelli-Track that shows off the main inventory entry screen. Also click here for a nice online demo of Intelli-Track.

Deployment
Assuming now that new computers have arrived at one's base of operations and the software that will installed on each machine has been determined (through the planning and purchasing processes), one is now ready to talk about deployment. This word usually refers to how one gets software installed, in the quickest way possible, on many computers. Deployment in an educational institution will usually be a good bit more difficult than in a corporate setting. Companies have standardized lists of software (e.g., M.S. Office) that goes on every computer and relatively little variation on that “core load.” Educational institutions, by contrast, often present a more complex mix of software. They have their core load also, but there will also be different apps for different grades and different subjects. Thus, there are potentially several different “images” and installation may have to be accomplished in a more manual fashion.

An “image” is a copy of all the software one needs to install on each workstation at the school district. Basically, one installs software (including the operating system and other software that will become standardized) on one computer, with all its specific configurations and restrictions one wants in place and then makes a copy of that setup (using software especially designed to do that). The copy (can be on CD, flash drive, or network drive or one or more of these) is then used to image every other computer so that all the same software and settings are installed there. The image is also used when a computer experiences some kind of severe software related failure, such as blue screen, and the image can then be restored on that computer. In this scenario, there is other software that will be used to first rescue the user’s files. When one talks about the “specific configurations and restrictions” on a computer, this is a reference to some or all of the following: the installation of the specific drivers for the hardware in the system, the creation of various default settings like display settings, Internet settings, and network settings to match the institution’s parameters, the creation of network account properties, and the placing of certain restrictions on the computer, such as, for instance, allowing the users to install printers or change their background or screensaver, but not install any software of their own. A tech director needs a way to keep the school’s computers free of unlicensed software, but at the same time not unduly restrict or slow down users, such as having teachers call a help-desk or tech director every time they need to change some setting on their computer. If the method of selective restriction becomes too time-consuming during the image creation process, another approach is to allow users to install applications and change settings, but once they reboot, all the changes go away. The image will include an install of the operating system and each piece of software, with serial numbers input, based on the purchasing agreements established.

Deployment Software Options
An imaging program many companies and schools use is called Ghost, made by Symantec. The software is now up to version 12 and runs in both PC and MAC environments. Current costs for the software can be obtained by going to www.symantec.com; there are usually fees based on how many machines will be imaged with the tool, but the cost is not excessive. One company has an agreement to use Ghost for free and on unlimited machines based on deals struck with Symantec by their parent company. An excellent tutorial for Ghost (and something to be used for getting a feel for what is involved in making an image) can be found here. The tutorial for actually running the image on destination machines is found here. Reading over these helps also shows the tech director how many persons might be involved in pulling off the imaging process when it needs to be done. During the actual transfer of the image to a host machine using Ghost 9.0, there are three times when a key on the keyboard has to be depressed for the process to continue. One also has to look for errors, which, while generally seldom, can crop up.

Thus, a tech director, faced with imaging 500 laptops during a period of a month or so in a summer, might need 3 persons to assist in the process. These might be students who want to learn more about computers during part of a summer, and one will want to pay these persons as well, since we need competent people with an attention to detail. Computers also must be staged (or setup with all available peripherals plugged in) when they are imaged. Imaging may have to be done at other times of the year also. Imaging of servers will also occur, but will generally be much less frequent.

Another excellent program for making and running an image is called Clonezilla, which is freeware for institutions as well as individuals. It runs on MAC, Windows, and Linux and contains a great number of features and also comes with excellent help files. Some good video tutorials on the program are found here as well as on the Clonezilla home page

There are trade offs, as mentioned, when doing deployment. What is the media that will hold the image (CD, flash drive, network) and what all will go on the image? Experience teaches one that the all-important image should be backed up in multiple places—thus, you put your image on a network drive and CD and/or flash drive just in case the files get corrupted in any of those locations. Depending upon how large the image grows, it may not fit all on one CD (today, usually it will not). Ghost allows one to span CD’s, but the people running the image then have to insert the second or third CD in the process, slowing things down a bit. Compression can be used when making the image, such that it all fits on one CD, but this then also slows done running the image. Imaging a computer from a network drive, on the other hand, will be more convenient, since one does not have to make multiple copies of CD’s to run several machines simultaneously. Just hook them all up to the network. However, the speed of a school’s network may prevent an image from running smoothly or even cause it to crash. CD’s, on the other hand, have been known to crop up with errors, and then one has to create a new image disc. CD-R’s usually work best for image files. Normally, one would want to test running an image using the various options and see what works best, all things considered.

The last trade-off or decision about imaging has to do with what goes on the image, given the variety of software used by schools. The only choice here appears to be to isolate all that will be needed by the various buildings and users and then make images for these different permutations—computers for high school classrooms, for elementary, computers for students, computers for administrators, etc. It may not end up being as bad as one might imagine.

Distribution FAQs for the Technology Director
When the technology director or coordinator receives a shipment of hardware or software they have to know how to securely distribute those components throughout the school district. There are cases that point out the inventory procedure does have its flaws. The Bethlehem Area School District has unfortunately lost computers and that has to be due to poor inventory keeping. Read this article about more information about the missing computers BASD. This current article from a school district in Rhode Island also shows the theft of computers Rhode Island. One can deduce that there is not one way to prevent situations like these from occurring. If someone wants to steal these computers, they are going to find a way. Technology directors and school officials must stay one step ahead by figuring out the best possible method to properly safeguard school district equipment.

Here are some key questions that may come up for a technology director: •How can the technology director assure that the inventory of equipment is carried out in an effective manner?

The technology director should review first the technology plan and consult with district and building leaders when making allocation decisions. A variety of software solutions are available to help technology coordinators manage the technology inventory and keep this critical information up to date (p. 74). Furthermore, the technology director needs to have a central hub that stores the material to be distributed. From that point, the technology director makes signs off on all of the contents being accounted for. Serial numbers are recorded and there should be some form of identification tag on the computer.

•What information should be on the ID tag?

The ID tag should not be easy to remove. There should be the serial number of the item, the name of the person or department it was issued to, some sort of color scheme that personalizes the item. There should also be a bar code for further identification. The ID tag will correspond with the information the technology director has in the database.

•How are the computers scanned?

It is very easy to create a bar code system and each hardware component should have that. The information is recorded and saved in the school district.

•Are the computers protected under school-district insurance?

Every item that the district buys is insured. This is important because if a faculty/staff or student breaks the device, there is coverage to repair and/or replace the device. The cost of insurance is dependent on the amount of items bought.

•How else can the technology director protect the computers from viruses?

The technology director must implement a multifaceted strategy for protecting technology resources. Network equipment and workstations must be protected from virus threats through the installation and regular update of anti-virus software. Users must be trained in proper procedures for avoiding problems with virus infection. It is also important to implement procedures to help district users avoid problems with spyware and adware. These procedures should include information and training about how to avoid the installation of these types of programs, as well as how to use tools that will allow for the easy removal of these programs (p. 75). Try these two websites to help protect and scan for adware and spyware: Lavasoft and Safer-networking

•What else can a technology director do to protect the computers?

Passwords can also be a security problem for those who manage computer networks. Users often choose passwords that are easy to remember but are also easy to crack by those who wish to gain illicit access to a computer network. Requiring users to change passwords on a regular basis will help avoid these problems (p70).

Supporting Technology
Technological problems and concerns can be very frustrating for the students and also teachers. These problems usually derive from different sources. For instance, these sources might be unreliability of the school technology system, not having enough on-going support or the quickly changing nature of the information technologies. As people who are directing the technology at schools, we can avoid these types of problems by having technical support. Technical support is critical for influencing the amount of technological problems and developing an appropriate and immediate response to the problems. Usually technical support has three different sources. First, there is basic hardware support—the familiar maintenance contract on your computer or printer. Second, comes systems support—most typically support for network server and operating systems and cabling. Finally there is application support—providing help with application software like Microsoft Office or a specialist application like an accounts package or database.

Technical Support Staff
Once the accessible technology is in place, including new technology, technology staff should maintain technology and continue learning. Technology directors should increase awareness of the accessible technology vision in organization or district, support employees in their use of technology. It is obviously important that school districts plan for adequate technical support for hardware, software and local- and wide-area network. The technology plan should state how teachers should obtain technical support, the expected response time, the number of full-time staff needed for technical support, whether students will be involved in providing technical support.

Requirements for Successful Technical Support
In order to have a successful technical support:
 * Firstly, administrators should recognize that technology experts must be able to focus on their roles full time. Administrators should also be aware that school district should have one-support personnel for every 50 laptops or PCs. In schools that distribute computers to every student. For the certain number of technical support staff, you can take a look to section on this wikibook.
 * Secondly, these individuals must have an understanding of the educational process, as well as computer technology.
 * Thirdly, schools and districts must budget realistically not only to purchase technology, but also to maintain and upgrade it on a regular basis so that students and teachers can use it. This is a missing point, mostly administrators think that technology plan ends when the plan has been implemented. They should have a philosophy of maintaining and supporting the new technology.
 * Finally, tech staff must be committed to making themselves key members of the school's planning process, not just crisis managers who keep the machines running.

Staffing for Technical Support
As it stated in Shaw`s (2001) technical support staffing model, we need these technical support staff. The director's job is an administrative position. This person is responsible for the overall management of the system and the support staff. Front-line technical support should be handled through a district call center. These technicians are trained to provide phone support to handle routine problems, such as forgotten passwords or "how-to" instructions for using applications. You can look for more information to the section of Help Desks and FAQ databases.

According to Wilkinson (2006), volunteers are good for cash strapped organizations may turn to volunteers for technology projects. Volunteers are most effective when the time frame for a technology project s flexible and the work is interesting to them. Using student experts to help with tech support and professional development: Some of the best-known examples involve schools that are working with the Generation YES project. While the Gen YES organizers say it dramatically increases the level of technology support available, while offering students valuable and marketable technology skills.

On-site technicians take care of back-line support and problems that require physical contact with the workstation. These technicians are assigned to specific locations, such as a building or school, and have the skills to troubleshoot most problems. Problems they can't handle can be escalated to the director of technology or to a vendor's tech support staff. Technology directors can provide on site technicians in three ways: expert students, consultants and specialists, tech mentors Expert students, particularly enjoy dealing with technical problems can be good candidates. Another variant of part time staffing is to hire for a cross- functional assignment that is part time in technical support and part time in another department.

Consultants &specialists: if the school’s specific technology need is a one time event requiring highly specialized skill, a consultant or specialist is likely the best option. However, you can make these people to train the district-wide employees (such as administrators, teachers) train before you release them. Vendors managed services: there are good vendor organizations that offer specific services such as network and hardware infrastructure. Many vendors, in addition to selling products, can also provide highly specialized consultants.

Tech Mentors :In Columbia, S.C., for example, each school not only has an ITS but also one or more regular classroom teachers who have participated in an intensive two-year training program and now mentor other teachers at their own school.

Computer teachers or lab moderators provide a final, two-pronged approach to front-line support. By educating users as thoroughly as possible, the computer teacher reduces the number of "how-to" questions posed to the call center. Additionally, you can also get the support form the university faculty and centers, and governmental agencies chartered to provide assistance. While you are looking for the appropriate technical support, you should also look for sources of help among other organizations similar to yours. These are often the best source of useful assistance, as they may have already faced the same challenges as you. Talk to their decision makers. Ask about the consultants they used. Use the feedback you receive to make informed choices for your own organization.

Technical support staff. This table has been drawn according to Shaw`s technical supporting model.

Help Desks and FAQ Databases
It is essential to have planned activities to help and support users when new technology is implemented. Support services, training, and certification must be ongoing to ensure successful post-implementation use of technology. As time passes, personnel change, organizational needs change, and the ways in which the technology is being used may change as well. Any and all of these changes must be taken into an account when planning for ongoing system support.

There must be full support and encouragement at all levels of the organization. Help and support services provide users with ongoing technical assistance for successful technology implementation. This includes both technical questions and application questions. The organization must have a plan for providing timely and useful help to system users, either via available staff or through arrangements with vendors and consultants.

Teachers and other staff members frequently need on site and on demand technical assistance, both with the equipment and software itself, the implementation of the technology in the classroom. The most common means of providing user support is to create and staff a bank of telephones (or at least one phone) with people who are willing and capable of patiently and constructively answering users' questions. Today, most Help Desks in networked organizations also offer assistance using electronic mail, fax and telephones. For most of the school districts, however, it should be sufficient to have someone running the Help Desk for only part of the day, with the number of hours depending on how many users there are and how many questions are being asked. Likewise, it may be sufficient simply to have someone check voice mail or e-mail twice a day to see if any questions have been forwarded. IT staffers are increasingly relying on help desk systems to help them streamline responses and employing powerful tools that allow them to reboot and troubleshoot systems remotely and install fixes on multiple systems simultaneously. On the professional development front, online communities such as Tapped In, My eCoach , or TaskStream allow for ongoing idea exchanges, support, and mentoring without a need for geographic proximity.

In addition to solving users' problems on a day-to-day basis, a Help Desk's value is in documenting trends and patterns concerning the use of an application or equipment. It is important to track Help calls and responses. One effective way of doing so is by using a software package that generates reports like 'most frequent queries' or 'call distributions' (i.e., the distribution of callers who have the same problem). This information can be used when tailoring training to users' needs and developing new training materials. Many users will find it helpful if frequently asked questions (FAQs) and their answers are printed in a newsletter or made available via your network.

FAQs provide “just in time information”. FAQ databases are freeing up support professionals to work on the issues related to technology integration and school reform. Similarly, just-in-time troubleshooting databases allow educators to check out and fix minor technical glitches independently without having to wait for technical support staff.

Infrastructure Support
While the help desk can be an important first line of support for end users, the time will come when a problem cannot be solved by telephone or e-mail and on-site technical support will be needed. When a computer breaks down, school district should send an immediate support as soon as possible. Infrastructure repair or upgrades must be responsive and well timed. Frequent occurrences of a server being down, printers jammed, or insufficient computer memory will not only disrupt instructional and administrative activities but also may undermine the entire technology program.

According to Sandholtz & Reilly , classroom use of personal computers, digital cameras, or other technologies differs from how the same technologies might be used in an office or at home. Multiple students may use the same hardware and software almost continuously during the day, putting more stress on the hardware and leading to a greater need for support.

District wide networked systems remain extremely complex, and sometimes relying on professionals is not a cure all. Therefore, centralized or standardized network systems can be very reliable, cost-effective solutions; standardized network systems reduce the cost of technical support technicians’ cost of certification. Henderson. suggests that technology directors should try to use no ore than two computer brands in district wide because technicians will become familiar with the particulars of those machines, ultimately cutting down the amount of the time it takes to troubleshoot problems.

Effective use of technology in the classroom is dependent upon the availability of technical and instructional support. Adequate technical support is critical to the success of any district. In order to effectively integrate technology, district needs access to technical expertise and support. Otherwise problems may cause delays and also major problems. Support services such as network administration, hardware software troubleshooting, server maintenance, infrastructure monitoring, virus protection, hardware repairs and upgrades must be performed on a daily basis.

Iste(the technology coordinator`s hand book) gave an example of an infrastructure repair system. Briefly this support works in this process. First of all, district asks end users to report the problem via email. A technology staff member monitors this email account and either replies with information for users who may be able to solve problems themselves or schedule technician visit to the school.

Iste(the technology coordinator`s hand book) has also indicated another infrastructure support system. Other districts have created a paper document that is filled out and sent to the appropriate contact person at the building or district level. One of these districts uses a multipart form, one copy goes to the technician, one goes to the scheduling secretary, and the third is kept as a record of service provided. Still other districts choose to have users file requests for service online thorough a special page on the school’s or district’s website. This type of electronic reporting allows for considerable information to be gathered regarding problems and solutions, such a system allows technicians to use any internet connected computer to check on reported problems and requests for service, thus reducing the time necessary to resolve problem.

Physical & Electronic Security
School districts have many responsibilities when building a technology infrastructure, including devising acceptable use policies and security procedures. Deciding how a school district would respond to technology infractions, such as altered or deleted files, disabled or missing workstations, misconfigured network, misuses of the Internet, is important to determine in advance. It is indicated that there are two types of security issues in a technology infrastructure: physical security and electronic security. According to The Commission on Technology in Learning,CA reports, Physical security include installing and/or upgrading the locking systems throughout the school, installing electronic monitoring devices where technology is stored and electronically tagging all equipment for easy identification if stolen. Electronic security includes designing a hierarchical access structure for the network; installing firewalls and filters; installing continually updating monitoring software to search for and report viruses, thefts, vandalism, and installing back-up and recovery tools. To create a safe network environment in the school district,the technology coordinator`s handbook suggests school district should own virus-detection software for desktops, network servers and also e-mail servers.

Virus Detection Software: In network systems, there are two infrastructure to influenced by a virus: desktop computers and network servers. Desktop security is the installation of virus detection software on all computers. Since new viruses are being created and discovered almost daily, this software must be updated on regular basis. Additionally, virus definitions must be kept current to provide the maximum protection available. Support technicians should keep antivirus software updated at all costs. The expense of repairing infected systems and the downtime they incur is much, much higher than the amount of money that is spent staying updated.

Network servers usually require special versions of the anti-virus programs that have been designed to provide protection in a server environment. When purchasing anti-virus software, it is important to also purchase the additional licensing needed to acquire these specialized products that provide server-based security and protection.

Email servers can be set up in order to filter out specific types of attachments. Spyware and adware are becoming considerable problems for the schools. These two types of programs collect information about the user, pop up ads, waste both network and steal workstation resources. These programs may be installed on a user’s computer during a visit at questionable web site or thorough the installation of another program without user knowledge. There are two excellent programs to protect the infrastructure from this type of software: AD-Aware, Spyboat Search and Destroy. In order to create more secure networking environment, we should also take care of the user passwords. Requiring users to change password on a regular basis will help avoid these problems. Users should be trained to never leave unattended computers logged onto the network. Another solution for password protection is that network manager log off the users whose workstations have been idle for waste amount of time.

All in all, the most significant solution is that users should be aware of security problems:
 * They follow good security procedures will keep virus infections to a minimum.
 * They should not open the e-mails and attachments coming from unknown people.
 * They should first scan attachments before opening them.
 * They should learn how to create secure passwords.


text:
American Sign Language/Vocabulary 1

 * me
 * With a, point at the middle of your chest, making contact once.

 * you, him, her
 * Point towards the person's chest with a.

 * ASL
 * Fingerspell

 * American Sign LanguageAse-AMERICAN SIGN LANGUAGE.png
 * With intertwined with palms vertical and at right angles (in the wall plane), complete one or two circles with your hands together.
 * With, draw circles in the wall plane perpendicular to your shoulders. This version fills your signing space. Alternatively, spin your forefingers around each other in a smaller motion. Either one is in the center of your signing space.
 * With, contact the thumbs in the centre of your signing space with palms facing down, then wiggle them outwards simultaneously.

 * boy
 * As if grasping your ball cap in a twice. Open and close your hand twice with the palm facing across your forehead.

 * girl
 * With a, your thumb traces your jawbone from near your ear to your chin.

 * mother
 * With a, tap your thumb to the outside of your chin twice.

 * father
 * With a, tap your thumb to the outside of your forehead.

 * don't know
 * With a, touch the side of your forehead with the fingertips, then turn the hand out and away from your face.

 * yes
 * With a, "nod" your hand up and down a few times in front of your chest, facing the viewer.

 * no
 * Using a, open and close twice with your palm facing the viewer.
 * For a more forceful version, open and close your fingers only once, faster with a hand motion forwards towards the subject of your command.

 * deaf
 * With the, touch your chin at the ear, then at the front of your chin. This version is used for culturally-deaf individuals.
 * An alternative sign, used for clinically deaf (meaning literally ear closed) uses a to point to your ear, then two  to signify closing a door. Bring the hands together like two shutters in front of that ear.

 * name
 * Using two, tap the second joint of the middle fingers together on top of one another.

 * sorry
 * With a loose, rub the centre of your chest and look sorry.

 * please
 * With a loose, rub the centre of your chest.

 * fingerspell
 * Starting with a, mime fingerspelling by fluttering your fingers in alternation while moving your hand about the fingerspelling part of your signing space.

title: American Sign Language/Vocabulary 1


text:
User talk:Respectyoda

Hi Respectyoda. It's great to see someone working on the ASL book! Keep up the good work.

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 02:01, 14 November 2007 (UTC)

Wikibooks cannot accept copyrighted content

 * Please note that the ASL University licensing is not GFDL-compatible. You will need to obtain specific, written permission to use content from that website here. Since Mr. Vicars has already gone to the trouble of laying out what use is acceptable to him, it seems unlikely that GFDL-compatible licensing will be forthcoming. – Mike.lifeguard  | talk 02:30, 14 November 2007 (UTC)

title: User talk:Respectyoda


text:
User talk:128.180.47.51

– Mike.lifeguard  | talk 02:24, 14 November 2007 (UTC)

title: User talk:128.180.47.51


text:
Radiation Oncology/Hodgkin/Randomized

Hodgkin's Lymphoma Randomized Evidence

In process of cross-linking...

RT Alone: Dose

 * HD4 (1988-1994) -- All IFRT 40 Gy, EFRT 40 Gy vs EFRT 30 Gy
 * Randomized. 376 patients, Stage I-II, no risk factors (large mediastinal mass, extranodal lesions, massive splenic disease, elevated ESR, 3+ involved areas). Involved field RT 40 Gy. Arm 1) EFRT 40 Gy vs Arm 2) EFRT 30 Gy. No chemotherapy
 * 2001 PMID 11387364 -- "Low-dose radiation is sufficient for the noninvolved extended-field treatment in favorable early-stage Hodgkin's disease: long-term results of a randomized trial of radiotherapy alone." (Duhmke E, J Clin Oncol. 2001 Jun 1;19(11):2905-14.) Median F/U 7.2 years
 * Outcome: 7-year RFP 40 Gy 78% vs 30 Gy 83% (NS); 7-year OS 91% vs 96% (NS). Worse outcome (RFS 72% vs 84%) with protocol violations
 * Conclusion: 30 Gy dose adequate for clinically noninvolved areas

RT vs. Chemo-RT

 * SWOG S9133 (1989-2000)
 * Randomized. Closed after 2nd analysis due to superior outcome of CMT arm. 348 patients with clinical Stage IA-IIA, supradiaphragmatic HD, no staging laparotomy. Arm 1) subtotal lymphoid irradiation (STLI 36/20 or 40/20) or chemo (doxorubicin/vinblastine x3 cycles) + STLI
 * 2001 PMID 11709567 — "Phase III randomized intergroup trial of subtotal lymphoid irradiation versus doxorubicin, vinblastine, and subtotal lymphoid irradiation for stage IA to IIA Hodgkin's disease." (Press OW et al. J Clin Oncol. 2001 Nov 15;19(22):4238-44.) Median F/U 3.3 years
 * Outcome: FFS CMT 94% vs. STLI only 81% (SS); only 3 and 7 deaths in the arms
 * Toxicity: well tolerated
 * Conclusion: Good outcome possible without staging laparotomy; combined modality superior to STLI alone

 * EORTC H8 (1993-1999)
 * Two randomized trials:
 * H8-F (favorable): Arm 1) MOPP-ABV x3 cycles + IFRT vs. Arm 2) STNI alone
 * H8-U (unfavorable): Arm 1) MOPP-ABV x6 cycles + IFRT vs. Arm 2) MOPP-ABV x4 cycles + IFRT vs. Arm 3) MOPP-ABV x4 cycles + STNI
 * 2007 PMID 17989384 -- "Chemotherapy plus involved-field radiation in early-stage Hodgkin's disease." (Ferme C, N Engl J Med. 2007 Nov 8;357(19):1916-27.). Median F/U 7.7 years
 * H8-F Outcome: 5-year EFS MOPP-ABV + IFRT 98% vs. STNI 74% (SS); 10-year OS 97% vs. 92% (SS)
 * H8-U Outcome: 5-year EFS similar 84% vs. 88% vs. 87% (NS); 10-year OS 88% vs. 85% vs. 84%
 * Conclusion: Favorable disease chemo x3 + IFRT best, unfavorable disease chemo x4 + IFRT best

 * German HD7 (1993-1998)
 * Randomized. 650 patients, Stage IA-IIB without risk factors. Treated with 1) RT alone vs. 2) ABVD x 2 cycles + RT RT same in both arms, given as EFRT 30 Gy + IFRT 10 Gy
 * 2007 PMID 17606976 -- "Two cycles of doxorubicin, bleomycin, vinblastine, and dacarbazine plus extended-field radiotherapy is superior to radiotherapy alone in early favorable Hodgkin's lymphoma: final results of the GHSG HD7 trial." (Engert A, J Clin Oncol. 2007 Aug 10;25(23):3495-502.). Median F/U 7.2 years
 * 7-year outcome: no difference in survival (92% vs. 94%, NS), but significant difference in DFS RT alone 67% vs. CRT 88% (SS). Treatment relapse more successful for RT only arm
 * Second malignancies: no difference, 0.8% per year, highest in older patients & B-symptoms
 * Conclusion: Combined modality more effective than EF-RT alone

Chemo-RT: Chemotherapy Regimens

 * HD10 (1998-2002) -- 2x2: ABVD x2 vs ABVD x4; IFRT 30 Gy vs 20 Gy
 * Randomized, 2x2. 1131 patients. Stage I-II without risk factors. Randomization #1) ABVD x4 cycles vs ABVD x2 cycles, and randomization #2) IFRT 30 Gy vs IFRT 20 Gy
 * 2010; 5 years - PMID 20818855 — "Reduced Treatment Intensity in Patients with Early-Stage Hodgkin's Lymphoma." (Engert A et al; NEJM 2010) Median F/U 7.5 years
 * ABVD Outcome: No significant difference in 5-year OS, FFTF, or PFS between ABVD x 4 and ABVD x 2 (OS 97.1% vs 96.6%; FFTF 93% vs 91.1%; PFS 93.5% vs 91.2%).
 * IFRT Outcome: No significant difference between IFRT 30 Gy vs 20 Gy (OS 98% vs 97%, FFTF 93% vs 93%, PFS 94% vs 93%). No difference when all 4 arms compared.
 * Toxicity: Acute toxicity during chemotherapy was more frequent with four cycles of ABVD: 51.7% of the patients who received four cycles of ABVD had at least one instance of severe toxicity (grade III or IV) as compared with 33.2% of those who received two cycles (P<0.001). Severe toxicity (grade III or IV) was observed more often among the patients treated with 30 Gy of involved-field radiation therapy than among those who received 20 Gy (8.7% vs. 2.9%, P<0.001).
 * Conclusion: 2 cycles of ABVD followed by 20 Gy IFRT is the new standard for GHSG for early favorable HD
 * 2009; 5-years ASH Abstract #716 Abstract - No PMID (Abstract only) — "Two Cycles of ABVD Followed by Involved Field Radiotherapy with 20 Gray (Gy) Is the New Standard of Care in the Treatment of Patients with Early-Stage Hodgkin Lymphoma: Final Analysis of the Randomized German Hodgkin Study Group (GHSG) HD10." (Engert A; Dec 2009) Median F/U 6.6 years
 * ABVD Outcome: No significant difference in 5-year OS, FFTF, or PFS between ABVD x 4 and ABVD x 2 (OS 97% vs 97%; FFTF 93% vs 91%; PFS 93% vs 91%).
 * IFRT Outcome: No significant difference between IFRT 30 Gy vs 20 Gy (OS 98% vs 97%, FFTF 93% vs 93%, PFS 94% vs 93%). No difference when all 4 arms compared.
 * Conclusion: 2 cycles of ABVD followed by 20 Gy IFRT is the new standard for GHSG for early favorable HD

 * Italian IIL (1997-2001) -- ABVD + IFRT vs. EVE + IFRT
 * Randomized. 181 patients, age <65, with unfavorable Stage IA-IIA (bulky, subdiaphragmatic, ESR >40, Extranodal, hilar, or >3 LN areas). Arm 1) doxorubicin, bleomycin, vinblastine, dacarbazine (ABVD) + IFRT vs. Arm 2) epirubicin, vinblastine, etoposide (EVE) + IFRT. RT 36/20, postchemo volumes, to all initially involved regions
 * 5-years; 2008 PMID 18180244 -- "ABVD plus radiotherapy versus EVE plus radiotherapy in unfavorable stage IA and IIA Hodgkin's lymphoma: results from an Intergruppo Italiano Linfomi randomized study." (Pavone V, Ann Oncol. 2008 Apr;19(4):763-8. Epub 2008 Jan 6.)
 * Outcome: 5-year RFS ABVD 95% vs. EVE 78% (SS); OS 95% vs. 92% (NS)
 * Conclusion: EVE chemotherapy significantly worse than ABVD

Chemo-RT: RT Dose

 * HD10 (1998-2002) -- 2x2: ABVD x2 vs ABVD x4; IFRT 30 Gy vs 20 Gy
 * Randomized, 2x2. 1131 patients. Stage I-II without risk factors. Randomization #1) ABVD x4 cycles vs ABVD x2 cycles, and randomization #2) IFRT 30 Gy vs IFRT 20 Gy
 * 2009; 5-years ASH Abstract #716 Abstract - No PMID (Abstract only) — "Two Cycles of ABVD Followed by Involved Field Radiotherapy with 20 Gray (Gy) Is the New Standard of Care in the Treatment of Patients with Early-Stage Hodgkin Lymphoma: Final Analysis of the Randomized German Hodgkin Study Group (GHSG) HD10." (Engert A; Dec 2009) Median F/U 6.6 years
 * ABVD Outcome: No significant difference in 5-year OS, FFTF, or PFS between ABVD x 4 and ABVD x 2 (OS 97% vs 97%; FFTF 93% vs 91%; PFS 93% vs 91%).
 * IFRT Outcome: No significant difference between IFRT 30 Gy vs 20 Gy (OS 98% vs 97%, FFTF 93% vs 93%, PFS 94% vs 93%). No difference when all 4 arms compared.
 * Conclusion: 2 cycles of ABVD followed by 20 Gy IFRT is the new standard for GHSG for early favorable HD

title: Radiation Oncology/Hodgkin/Randomized


text:
User talk:Sowani

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 02:36, 14 November 2007 (UTC)
 * I have deleted Indian Mythology/Introduction since you blanked the page; I take it you wanted the page deleted. If I'm wrong, please ask me to undelete it. For the future, please use to request that a page be deleted. Happy editing! – Mike.lifeguard  | talk 02:36, 14 November 2007 (UTC)

Naming Policy
Please read our naming policy! Some pages you have created to not comply with it, and need to be moved. If you need help moving the pages, please leave a note on my talk page telling me where to move each page to. – Mike.lifeguard  | talk 05:42, 28 November 2007 (UTC)

title: User talk:Sowani


text:
User talk:195.5.116.246

Your edits to Bulletin board/2006
Az1568(Talk) 03:15, 14 November 2007 (UTC)

title: User talk:195.5.116.246


text:
User:Surturz

SurturZ

title: User:Surturz


text:
Talk:Algebra/Probability

do you know what a probability of p(number greater than 2)?

title: Talk:Algebra/Probability


text:
User talk:Surturz

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 03:58, 14 November 2007 (UTC)

title: User talk:Surturz


text: User talk:69.149.155.5

title: User talk:69.149.155.5


text: User talk:69.177.171.153

title: User talk:69.177.171.153


text: User talk:24.193.194.132

title: User talk:24.193.194.132


text:
User talk:170.28.4.4

– Mike.lifeguard  | talk 04:02, 14 November 2007 (UTC)

title: User talk:170.28.4.4


text: Category:Book:German/Audio

title: Category:Book:German/Audio


text:
VCE Chemistry/History of The Periodic Table

This area of study focuses on the historical development of, and the relationship between, the Periodic Table and atomic theory. Students investigate trends and patterns within the Periodic Table and use subshell notation to describe the electronic configuration of elements. They explore the link between the electronic configuration of an element and the type of bonding in which it participates. Students are introduced to many of the major qualitative and quantitative ideas fundamental to chemistry including empirical and molecular formulas and the mole concept. They undertake practical activities that build their understanding of the Periodic Table.


text:
Magic: The Gathering/Riviera Live Draft

= Riviera Live Draft =

Features

 * Huge common library
 * Draft as you play
 * No manascrew

Using the large Common Library, players "draft-as-they-draw". Flexible, controlled land drawing allows opportunistic change of strategy in mid-game.

Excellent for people wanting to play Magic casually, as it takes out the deckbuilding and card sorting aspects of the game - both of which can be tedious to some people. Popular with occasional or low-budget players, veteran players with harsh timetables and draft enthusiasts.

Setup

 * 1) One huge Common Library of assorted cards - anything except basic lands (we use a nice combination of Core Set, Ravnica block and Fifth Dawn).
 * 2) Five distinct piles for basic lands - face up.
 * 3) To get their starting hand, each player draws 14 cards from the common library, then removes 7 of them from the game.
 * 4) Give each player 40 random cards from the Common Library, this is their Private Library.
 * 5) Flip the top card of the Common Library FACE UP in the middle of the table. This card represents the Sugar Pile, and everybody can see what it contains.

Draw step

 * Draw the top card from the Sugar Pile, OR
 * Draw the top card from your Private Library, OR
 * Look at the top 3 cards from the Common Library, put one on the Sugar Pile, remove one from the game, and draw the third.

Lands
Once per turn during your main phase, as a Sorcery, you may remove a card in your hand from the game in exchange for a basic land.
 * If you throw away a blue spell, you can pick an Island. Red spell, a mountain, etc.
 * If you throw away a multicolored or hybrid spell, you get to choose which kind of basic land to draw. Example: remove Boros Guildmage from your hand, pick a Plain or a Mountain.
 * If you throw away a colorless or costless card (such as artifact or land), you may pick any basic land among the five.

Private Library

 * Library manipulation, "draw a card" effects, searching for a card, shuffling, milling... All of this target Private Libraries.
 * A player loses when his or her Private Library gets empty.

Misc

 * Each player still has an independent graveyard, and cards go there as normal.
 * The owner of a card is the player who most recently drew it from the Sugar Pile, Common or Private Library into his or her hand.

title: Magic: The Gathering/Riviera Live Draft


text:
A-level Mathematics/MEI/M1

Forces
Displacement ($$m$$), velocity ($$ms^{-1}$$), acceleration ($$ms^{-2}$$) and force ($$N$$) are all vectors. Vectors have a direction and a magniture, but are usually defined in form $$\begin{pmatrix} i \\ j \end{pmatrix}$$, where i is usually eastwards (x-axis) and j is northwards (y-axis). The absolute value (also known as the magnitude) of this vector is $$|r| = \sqrt{i^2+j^2}$$ and the direction from the positive horizontal i is $$\theta = \arctan{\frac{j}{i}}$$.

When considering problems with forces, it is usually best to consider the system as a whole and then individual components on their own. You should be familiar with $$\overrightarrow{F} = m\overrightarrow{a}$$ (Force = mass times acceleration), in which the 'net' exerted force on an object of mass m causes it to accelerate at acceleration a.

Example
A uniform ball of mass 5 kg has force $$\begin{pmatrix}10 \\ 15\end{pmatrix} N$$ acting on it. Calculate the acceleration.

You would solve this by using $$a = \frac{F}{m}$$: $$\frac{\begin{pmatrix}10 \\ 15\end{pmatrix}}{5} = \begin{pmatrix}2 \\ 3\end{pmatrix} ms^{-2}$$ If necessary, you can find the magnitude of this acceleration: $$|a| = \sqrt{2^2 + 3^2} = \sqrt{13}$$.

Force components
It is always the case that an examination paper will ask you to find the appropriate force components, and those will usually involve 'tensions' and 'thrusts' that are caused by strings or rods. You should not worry about inner processes of them and just consider that they have a force all throughout acting on both sides. So if you put two boxes and join when with an inextensible string and pull those boxes apart, tension will build up inside the string. Likewise, for a rigid rod, if you join a car with a caravan and are braking, the rod will experience large compression (thrust) and cause a backwards force against the caravan.

Since forces are vectors (as well as are the others named), if you are given a force in form of magnitude and direction, you can easily calculate the i and j components of the vectors by using trigonometry. The most commonly used trigonometry in this module is the basic $$r_V = |r|\sin{\theta}$$ and $$r_H = |r|\cos{\theta}$$.

Very common problems involve an inclined plane at a certain angle and a couple of forces acting on an object that is located on this inclined plane. You will have to resolve forces parallel and perpendicular to the plane, where the parallel force will always be with $$\sin\theta$$ and perpendicular (usually reaction) with $$\cos\theta$$.

Kinematics
You should be familiar with Suvat equations of motion that describe constant acceleration.

Calculus in solving problems
Acceleration is the derivative of velocity. Velocity is the derivative of displacement. Likewise, displacement is the integral of velocity and velocity is the integral of acceleration. Displacement is the integral of acceleration. For example, if we consider kinematics, the equation $$s = ut + \frac{1}{2}at^2$$ for constant acceleration (with respect to time) would come from: $$s = \iint a\, dt\, dt = \int at + u\, dt = \frac{1}{2}at^2 + ut + c = c + ut + \frac{1}{2}at^2$$

A very common mistake while integrating is to leave out the constant. Another, and more painful mistake is solving a given integral (say, between t = 3 and t = 6), where you have to find the overall distance travelled and not the displacement (the velocity becomes negative, say, at, t = 5, making displacement less) - so you have to integrate from t = 3 to t = 5 and t = 5 to t = 6, adding both of them as positive values.

Projectiles
A common problem will be to solve the throwing of a ball over a wall or so. In projectiles, motion has to be considered in j and i directions separately. If you are asked to find the range of a projectile, the best method is to find the time at which the j direction is at 0 (t = 0s, of course, is the first possibility) and then substitute the time back in to find the i direction.

title: A-level Mathematics/MEI/M1


text: Category:Book:Building Services

title: Category:Book:Building Services


text:
User talk:Mfarr011

Welcome message
Hello, and welcome to Wikibooks!

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You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be a good idea to add this page to your "watchlist" so that you can see when any new information is posted there. You can do that by clicking the tab labeled "watch" at the top of the page.

Good luck! --Panic 17:44, 14 November 2007 (UTC)

title: User talk:Mfarr011


text:
User talk:Jerrywwalker

Welcome message
Hello, and welcome to Wikibooks!

Here are some tips to help you get started:
 * To learn the wiki-markup-language syntax, see Help:Editing.
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~
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 * Remember to conduct any editing experiments in the sandbox.
 * You can tell the community something about yourself in your userpage.
 * You can get to this page by clicking the tab at the top of the page labeled with your registered username.
 * If you are a Wikipedian, see Wikibooks for Wikipedians for a primer on how things work here (it's a little different).
 * If you want to base your work here on materials from Wikipedia, please use WB:RFI (requests for importation) to bring the material over in compliance with the GFDL.
 * If you're an instructor and plan on using Wikibooks for a class project, see Guidelines for class projects
 * Please say hello at the Reading Room with any questions or ideas.
 * Eventually, you might want to read the Manual of Style and Policies and Guidelines.
 * Please take a look at Naming policy before starting a new book.
 * Remember to maintain a Neutral point of view.
 * Explore, be bold in editing pages, and have fun!

You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be a good idea to add this page to your "watchlist" so that you can see when any new information is posted there. You can do that by clicking the tab labeled "watch" at the top of the page.

Good luck! --Panic 17:44, 14 November 2007 (UTC)

title: User talk:Jerrywwalker


text:
File talk:Understanding C++.svg

good book

title: File talk:Understanding C++.svg


text:
Cookbook:Poppyseed Chicken

Poppyseed chicken is a savory casserole. It is simple to prepare, hearty, and a crowd favorite. Great with green beans, or a simple salad.

Ingredients

 * 4 pieces of chicken breast, boiled and diced
 * 1 cup mayonnaise (light or fat-free works)
 * 1 cup sour cream (recommend light)
 * 1 cup grated cheddar cheese
 * 2 cups (about 1 sleeve) crushed Ritz crackers (or similar)
 * 3 tablespoons poppy seeds
 * 1 stick butter or margarine, melted

Procedure

 * 1) Preheat oven to 350°F (175°C).
 * 2) Mix chicken with mayonnaise and sour cream. Spread this in the bottom of a 9x13 inch casserole dish.
 * 3) Sprinkle cheese, crackers, then poppy seeds on top.
 * 4) Evenly pour melted butter on top.
 * 5) Bake at 350°F (175°C) for 25 minutes.

Notes, tips, and variations

 * You can easily scale this recipe depending on the number of servings you want (e.g. 3 chicken breasts, ¾ cup mayo and sour cream, etc); use a bigger or smaller pan as necessary to make the chicken layer 1–2 inches (2.5–5 cm) thick.
 * You can assemble it ahead of time and refrigerate it, baking it for 35–40 minutes.
 * If you freeze it before baking, do not add the crackers, poppyseeds, or butter until you are ready to bake it.

title: Cookbook:Poppyseed Chicken


text:
User talk:12.4.195.228

– Mike.lifeguard  | talk 21:39, 14 November 2007 (UTC)

title: User talk:12.4.195.228


text: User talk:24.29.74.132

title: User talk:24.29.74.132


text:
User talk:Ahmed1981~enwikibooks

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 21:44, 14 November 2007 (UTC)

Your account will be renamed
Hello,

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

Unfortunately, your account clashes with another account also called Ahmed1981. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Ahmed1981~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 22:55, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 04:29, 19 April 2015 (UTC)

title: User talk:Ahmed1981~enwikibooks


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User talk:Smalljim

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 22:03, 14 November 2007 (UTC)

title: User talk:Smalljim


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Talk:Celestia/STC File

Most of the content of this page was contributed by its author (myself) copying from the original Web page, currently at http://www.lepp.cornell.edu/~seb/celestia/stc-file-parameters.html. Selden 22:25, 14 November 2007 (UTC)

title: Talk:Celestia/STC File


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Talk:Celestia/DSC File

Most of the content of this page was contributed by its author (myself) copying from the original Web page -- since deleted. Selden 22:28, 14 November 2007 (UTC)

title: Talk:Celestia/DSC File


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User talk:Swill101

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 22:33, 14 November 2007 (UTC)

title: User talk:Swill101


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Building Services/Vertical Transportation

Vertical Transportation

Vertical transportation is a phrase used to describe the various means of travelling between floors in a building. All buildings with more than one storey of course have at least one set of stairs and the provision of stairs is a very important consideration when designing buildings in order to ensure all the occupants of the building can escape safely in the event of a fire.

In buildings with more than four storeys, a lift (commonly known as an elevator in the US) is desirable as there is a limit to how far people are willing to walk up stairs. In addition to this, stairs are unsuitable for infirm and mobility impaired persons so buildings with only two storeys are sometimes fitted with a lift.

A third option is the escalator which is ideally suited for high volume applications such as shopping malls and airports but not practical for high rise buildings as they take up a lot of space.

Building Services/Vertical Transportation/Lifts

Building Services/Vertical Transportation/Siting Lifts

Building Services/Vertical Transportation/Traction Lifts

Building Services/Vertical Transportation/Hydraulic Lifts

Building Services/Vertical Transportation/Stair Lifts

Building Services/Vertical Transportation/Lift Controls

Building Services/Vertical Transportation/Emergency Procedures


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Building Services/Vertical Transportation/Lifts

Lifts

Lifts are typically used for two purposes – passengers and goods. Passenger lifts, as the name suggests, are designed primarily for moving people although they are often used for moving small hand trolleys, persons in wheelchairs and sometimes prams/pushchairs. Passenger lifts in hospitals are often large enough to accommodate a hospital bed. Passenger lifts nearly always have sliding automatic doors although in smaller buildings, they may have a hinged door. In both cases, a safety interlock is fitted that prevents the lift from moving while the doors are open.

In most medium sized office buildings, separate good lifts are not required as most goods are small enough to fit in passenger lifts, however industrial sites, mixed use complexes and large retail stores often have a need for separate goods lifts. The smallest goods lift can generally accommodate a pallet plus pump truck. It is vital when sizing a goods lift to make sure that the equipment used for moving pallets can fit in the lift as well unless all floors served have their own moving equipment. Electrically assisted pedestrian operated pallet movers typically require more space than a manual pump truck and the extra weight of these should also be taken into account as they can weigh up to a ton! It is also useful to consider the weight of the operator in the lift as well.

Smaller goods lifts typically utilise automatic sliding doors in the same manner as passenger lifts, however larger lifts often utilise sliding concertina doors that must be opened and closed by the operator but like the passenger lift, there is usually a safety interlock to prevent the lift from moving unless the doors are closed. Similarly, the door is locked while the lift is moving for the safety of the occupants.

Goods lifts may have different controls to passenger lifts, a commonly installed feature is ‘Car Preference’ which enables the operator to insert a key into the lift’s control panel that stops it from responding to calls from other floors and only responds to buttons pressed within the lift car.

A specialist type of goods lift is the “Dumb Waiter”. Its name is derived from the traditional use of transporting food between a kitchen and serving area on different floors but essentially a dumb waiter is a lift that is too small for passengers and is only used for parcels or small items. A dumb waiter takes up less space and is cheaper to install than a full sized lift.

From a mechanical perspective, there are essentially three different types of lift – traction, hydraulic and stair lifts. These types will be described in detail in a separate module.


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Building Services/Vertical Transportation/Siting Lifts

Siting Lifts

The number and location of lifts should be very carefully considered when buildings are designed as it is usually very difficult and expensive to retrofit a lift shaft. Typically, lifts are installed wherever there are stairs and it is good practice to group such services together around a ‘core’, along with pipe and cable risers. In some cases, it is preferable to have several adjacent lifts rather than separate lifts in different places and there are advantages to putting lifts together in that they can share controls. In this case, when one of the call buttons is pressed, the system sends the nearest lift that is going in the right direction. This makes most effective use of the lifts, although goods lifts and passenger lifts should not share the same controls as goods operatives may press a button wanting a lift larger enough for a pallet and a small passenger lift will turn up or passengers will call a lift and find it full of goods so they cannot use it, neither of which situation gives the building occupants much faith in the lift design.

In high rise buildings with more than about 30 floors, ‘express’ lifts are often used. The ‘express’ lifts typically only call at the ground floor and ‘sky lobbies’ every thirty floors or so apart. Passengers wishing to alight at floors not served by the express lifts alight at their nearest sky lobby then take another lift from a separate bank of lifts that only serves those intermediate floors.


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Building Services/Vertical Transportation/Traction Lifts

Traction Lifts

Traction lifts are the oldest and most versatile type of lift. They basically consist of a lift car and a counterweight attached to separate ends of a cable which travel over a large pulley wheel called a Sheave at the top of the lift shaft. The counterweight and the lift are intended to balance each other out which means that only a small amount of power is needed to move the lift car up and down. When the lift car goes up, the counterweight goes down and vice versa.

The lift car and counterweight are usually mounted on guides which are like rails that run vertically inside the shaft to ensure they do not stray from their path (otherwise mischievous passengers could ‘bump’ against the sides or back of the lift and make it swing away from its intended course. A dual purpose of these rails is for braking in an emergency (see emergency procedures).

While there are numerous disaster movies about lift cables snapping, in reality this is extremely unlikely as the suspension cables are made of high tensile steel and designed to be ten times stronger than they actually need to be. As long as lifts are inspected regularly, any damage to cables can be identified and remedied. Even if the cable was to snap, there is an overspeed governor and buffer at the bottom of the lift shaft which would stop the lift from plummeting – see emergency procedures for more information.

The lift is moved using a large electric motor that is connected to the Sheave. The design of this arrangement varies depending on the application of the lift. The traditional method has been to use a DC (Direct Current) motor attached to a worm gear. The motor runs much too fast for the purpose it is intended for so the worm gear significantly reduces the speed before transferring the motion to the sheave. An electrically operated disc brake is also connected to this axle, which is generally used for keeping the lift car stationery while not moving as while the counterweight is designed to balance the load, the actual balance is dictated by the load in the lift car (generally the counterweight is slightly heavier than the lift car to compensate for the fact that the car is usually loaded while in motion). This brake is designed to fail closed so in the event of a power failure, the brake will operate and hold the lift car where it is. See emergency procedures for more information.

In this configuration, the DC motor is fed by a generator that uses a three phase AC (Alternating Current) motor to drive it, thus converting the standard three phase AC supply that is available in most lift motor rooms to the DC that is needed to supply the motor.

An increasingly popular alternative to this ‘geared’ configuration, particularly for express lifts is a ‘gearless’ configuration where the incoming current to the AC motor is increased or reduced to adjust the output speed of the DC motor. The motor spins at the required speed, hence no worm gear is required although this configuration still features a brake.

A third alternative that has relatively recently stared being used is an AC motor, usually in a geared configuration. This eliminates the need for a generator and any DC equipment.

The motor and brake are controlled by a complex control system that is the ‘brain’ of the lift. This will be explained in the ‘controls’ module.

Traction lifts generally require a machine room at the top of the lift shaft. This is typically higher than a standard room as the top of the lift shaft protrudes into the room, terminating in a platform about 1m higher than the floor of the room that houses the motor, gears, sheave, safety governor and floor selector. Lift machine rooms must be kept locked as unauthorised persons could interfere with the equipment or sabotage it or injure themselves. A lift motor room features fast moving parts and high voltage electricity. Machine rooms should be well ventilated and heated if there is a chance of cold weather damaging the equipment and they should also have a lifting beam attached to the ceiling and a hatch in the floor so that heavy machinery can be winched out and new machinery winched in. With lift machinery having a seemingly ever decreasing lifespan, it is important to ensure that all the equipment can be replaced easily. Machine rooms should ideally be accessible by stairs although many machine rooms are only accessible by a ladder. Machine rooms should not be used for any purposes other than housing the machinery required for the lift, when lift machinery is located in a general service penthouse, it should be located in a separate and locked room.

In some cases, the machine room is located below the lift shaft rather than above it, in this case, the lift cable is a complete chain with an unpowered sheave at the top of the haft and a powered sheave at the bottom, located in a machine room.


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Building Services/Vertical Transportation/Hydraulic Lifts

Hydraulic Lifts

Hydraulic lifts are powered using a hydraulic ram rather than being suspended. They are generally suitable for low rise buildings. The lift car is attached to the top of the hydraulic ram. When the lift goes up, oil is pumped from a tank into the ram, causing it to rise. When the lift goes down, the oil is allowed to return to the tank via the pressure of the car on top of the ram. Hydraulic lifts are usually less expensive than traction lifts and they do not require a large machine room. The machine room is usually located on the same floor as the lowest floor the lift serves.


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Building Services/Vertical Transportation/Stair Lifts

Stair Lifts

Stair lifts are often used in domestic and other small-scale applications, particularly where there is no room to install a lift shaft. The stair lift can share the same space as an existing staircase and usually just consists of a chair on a rail that goes up and down the stairs using a rack and pinion mechanism.


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Building Services/Vertical Transportation/Lift Controls

Lift Controls

Early electric lifts were controlled by an attendant and only featured controls to go up and go down. Doors had to be opened manually as well. Nowadays, lift attendants are reserved for only the most exclusive establishments, as the automatic passenger operated lift has all but taken over.

Types of controls

A few lifts still exist with ‘attendant control’ although these are often combined with automatic systems as well. Lifts with attendant control just have a button to go up ad a button to go down. These lifts typically feature sliding gate style doors so that the attendant can see if anyone wants to call the lift although more sophisticated installations feature a series of lamps for each floor indicating that somebody wants the lift to stop there.

The most common type of lift in use today is that with fully automatic controls, that is the lift is operated by the persons who use it. Typically, there is a button at each floor the lift serves that ‘calls’ the lift. The lift control system ‘remembers’ which floors it has to call at and moved the lift car accordingly. There are also buttons in the lift car itself, the idea being that a passenger entering the lift presses the button for the floor they wish to go to. Usually, the buttons that have already been pressed are illuminated but once the lift calls at that floor, the light goes out.

A more complex but very common variant of the above is to have two call buttons on each floor, one or ‘up’ and one for ‘down’, the idea being that the person calling the lift presses the corresponding button for the direction they want to go then the lift car only answers that call if it is going in the right direction. For example a person presses the ‘up’ call button on the 4th floor but the lift is going down from floor 5 to floor 1. Once the lift has answered all the calls going down, it will then answer any going up, including the up call from the 4th floor. The lift typically gives priority to the car buttons over the hall buttons so if somebody already in the lift had pressed the ‘4’ button while it was going down, it would have stopped anyway. The disadvantage with this system is that a lot of people press both up and down buttons with the mistaken idea that they will get to their destination quicker but the lift will answer both calls separately so the person has actually just made things take even longer! Obviously the ‘terminal’ floors at the top and bottom only need one button.

Dumb waiter lifts do not have buttons in the car; typically, each floor has a single call button plus a button for each floor. The operator calls the lift, puts the goods in then presses the relevant button to send the lift to that floor.

Some lifts are fitted with a ‘car preference’ feature that allows the lift to be isolated by an operator using a key that fits into a switch in the lift’s control panel. When the lift is in car preference mode, it will only respond to the buttons inside the lift car and will ignore any calls from floors. This is particularly useful for situations where a lift is used for both goods and passengers and somebody needs to move several lift loads of goods between floors without the interruption of passengers using the lift to go up and down a couple of floors.

As well as these control systems, most modern lifts feature indication systems that inform users of the lift what floor they are at and other such information. Early lifts featured clock style rotating arrows against a semicircular list of floors while for buildings with less floors, lamps were used to light up numbers indicating which floor the lift was at. These indicators were used both inside the lift car and at selected landings (often just the ground floor). Landings and lift cars also often featured illuminated red and green arrows indicating which direction the lift was going, with the general protocol being red for down and green for up.

More modern lift installations typically use LED or LCD display panels, often with animated scrolling up and down arrows to indicate the lift’s status.

For those interested, we will now take a more in-depth look at how lift control systems actually work.

Attendant control lifts are very simple – the up/down buttons are connected to a relay that directly supplies power to the motor.

Automatic lifts use a very complex system to control the lift. We will look at both the traditional way of doing this and the contemporary method.

Automatic lifts were originally controlled using a very complex arrangement of electromagnetic relays and other mechanical apparatus. Any lift control system must know where the lift car is at any time in order to be able to control it and while more modern installations typically use sensors installed in the lift shaft, older installations use an incredibly complex device known as a floor selector. The floor selector is connected via a metal tape and reduction gear to the lift car so when the lift car moves, the ‘head’ of the floor selector does as well. As it moves up and down, the selector head touches various metal contacts that correspond with the floors in the building and cause it to stop if that floor has been requested as a stop.

When somebody presses a call button or button in the car, it causes a relay to close. When the selector head touches the same floor as the relay, if the relay is closed, a circuit is created that causes the motor to slow down and the brake to activate. This is an over simplified account of how these systems work but explains the basics.

Being predominantly mechanical, there are many points of failure, common ones include relay contacts failing, the selector tape breaking and dust or other foreign objects causing disruption to the system. While this technology is over thirty years old, it is still very commonly in use in older buildings. This type of installation uses more electricity, takes longer to install, costs more to maintain and takes up more space than modern equivalents, replacement parts are also hard to come by according to some sources.

The modern replacement for the predominantly mechanical older lift systems are computer controlled systems. These are mainly solid state and rely on microprocessors to carry out the lift operations. These systems can record data about lift usage, employ sophisticated display panels in the lift car and often play recorded messages in the lift car for the benefit of visually impaired persons.

All lift control systems have a range of safety interlocks that prevent the lift from moving while the doors are open and most lifts also feature an infrared beam that prevents the doors from closing when somebody is entering the lift. There are also isolating switches in the machine room that prevent the lift from being used at all.


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Building Services/Vertical Transportation/Emergency Procedures

Emergency Procedures

As already mentioned in the chapter about traction lifts, lift cables are extremely unlikely to break. Even if this was to happen, all lifts capable of carrying persons are fitted with an overspeed governor. This device works in much the same way as a seat belt in a car by clamping brakes onto the guide rails if the lift exceeds its normal speed. Even if the lift were to drop down the shaft (very unlikely indeed), there are buffers at the bottom of the shaft to soften the drop.

In the event of a power failure, most lifts will stop. The brake is designed to fail open so the lift will stop, probably quite abruptly. This is intended to happen as otherwise the balance between the lift and the counterweight would result in the lift car moving. Ideally, lifts should have a battery or generator backup that will lower the lift to the next floor, open the doors and then shut itself down until the main power is restored. The lighting in lift cars is usually supplied from the mains therefore it is essential that all lift cars have a battery powered emergency light.

Many lifts do not feature any form of backup power so anybody inside the lift will become trapped in the event of a power failure.

Lift cars must also have an alarm system, preferably one that connects to somebody within the building, for example Security or the Estates department. If the lift stops for any reason, such as a power failure or mechanical problem, the persons inside the lift can press the alarm button and seek help. Generally, it is wise to make sure that the alarm cannot be set off accidentally, for example by leaning on the button. Some lifts just feature an alarm that alerts those responsible that there is a problem while more sophisticated systems feature a built-in two way telephone so the persons inside the lift can explain the problem.

When a lift is ‘stuck’ and there are people inside, they must be released. This is either done by trained authorised persons on site or by the fire brigade. The lift doors can be opened using a special key and the general rule of thumb is to move the lift down to the next floor so the occupants can walk out on the level. Before this can be done, the lift must be isolated (turned off) in the machine room, otherwise if the power were to come back on, persons in the machine room could be injured.

Moving the lift generally requires two persons in the machine room – one to release the brake and the other to hand crank the sheave. More modern lifts usually feature a built-in lever to release the brake but older ones require a special tool that is usually kept within the machine room. There is also a special hand wheel that is attached to the end of the sheave axle and turned.

In certain cases where the lift is stuck between floors and cannot be moved, a ladder can be used to evacuate those inside.


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User talk:Theoffice123

hi the lungs help yo breath an d make sure you dont die if you didnt have lugs you would die

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 02:51, 15 November 2007 (UTC)

title: User talk:Theoffice123


text:
Talk:Algebra/Exponents

(a+b)2
At the bottom, this page gives the rule that (a+b)2 does not equal a2 + b2. But it does not give the correct formula for the answer, which is a2 + 2ab + b2, nor the correct formula for square of a difference. These would be most helpful.

title: Talk:Algebra/Exponents