text:
Small and Medium Enterprises and ICT/Concepts and Definitions

What are SMEs?
SMEs are usually enterprises that employ no more than 250 employees. The technical definition varies from country to country in the Asia-Pacific region but is usually based on employment, assets, or a combination of the two. Some countries have different definitions for SMEs in the manufacturing and services sector and may exempt firms from specialized industries or firms that have shareholdings by parent companies. Figure 1 illustrates the range of SME definitions in the Asia-Pacific region.

Figure 1: Sample of SME Definitions in the Asia-Pacific Region

Source:White Paper on Small and Medium Enterprises in Taiwan, 2006. http://www.moeasmea.gov.tw/eng/2006whitepaper/2006white.asp

Why are SMEs important?
''The only way to reduce poverty in a sustainable way is to promote economic growth, through wealth and employment creation. In developing countries, SMEs are the major source of income, a breeding ground for entrepreneurs and a provider of employment.'' UNIDO, WSIS Report, February 2003

SMEs are important because on average, they comprise over 95 percent of the economy. Figure 2 illustrates the importance of SMEs to the national economy in a sample of countries from the Asia - Pacific region. The contributions of SMEs to employment and the countries' gross domestic product (GDP) are by no means trivial. As of July 2006, close to 140 million SMEs in 130 countries employed 65 percent of the total labour force.[2]

Figure 2: Comparison of the Composition of SMEs in the Asia-Pacific Region3 Source:White Paper on Small and Medium Enterprises in Taiwan, 2006. http://www.moeasmea.gov.tw/eng/2006whitepaper/2006white.asp

Moreover, SMEs are the driver of economic growth and innovation. Figure 3 describes both reinforcing dynamics. The total number of SMEs in the economy depends on the rate of SME creation and rate of SME destruction. Profitable market opportunities increase the rate of SME creation. This increases the total number of SMEs in the country, which increases job creation and income per capita.As people become wealthier,they will increase their consumption,which in turn will open up new market opportunities that will entice the creation of more SMEs. Contrary to multinational corporations, the growth of SMEs directly benefits the country because most SMEs are domestic firms.This reinforcing dynamic generates economic growth.

The reinforcing loop of innovation also drives economic growth. As the number of SMEs increases, their knowledge of their product and industry increases. Their knowledge allows them to innovate on the product or process, which helps them form a competitive advantage to generate more profits.Again,market opportunity as captured by the profitability of SMEs will encourage more people to establish their own SMEs to capture the opportunity.

In addition, the development of SMEs can also help to achieve other development goals. SMEs can either provide goods and services in areas critical to development, such as health and education, or provide a source of income to disadvantaged people. For example, efforts to develop women entrepreneurs help increase gender equality by providing women with a source of income.

Figure 3: SMEs are a Driver of Economic Growth and Innovation

How Has the Knowledge-Based Economy Impacted SMEs?
''For countries in the vanguard of the world economy, the balance between knowledge and resources has shifted so far towards the former that knowledge has become perhaps the most important factor determining the standard of living – more than land, than tools, than labour. Today’s most technologically advanced economies are truly knowledge-based.''

World Development Report, 1999

Countries in the world are moving from an industrial economy to a knowledge economy in which economic growth is dependent on a country’s ability to create, accumulate and disseminate knowledge. Computers and the Internet catalyzed the growth of the knowledge economy by enabling people to codify knowledge into a digital form easily transmitted to anywhere around the world. People who have access to this new wave of ICT – broadly defined as technology that can be used for transmitting and/or processing information – are part of an information society connected to a virtual network that constantly creates and disseminates new information. ICT has sped up the pace of globalization and increased the complexity of business practices because firms not only need to be familiar with their local context but also with global developments. Thus, to compete in the knowledge economy, countries need a strong ICT-literate skills base that can innovate and adapt quickly to change. More value is placed on the knowledge worker than ever before. Knowledge, change and globalization are the driving forces of the new economy.

The knowledge economy has impacted SMEs both positively and negatively. On the positive side, because the knowledge economy relies heavily on ICT, it has led to the rapid growth of ICT sectors.Many countries such as India, the Republic of Korea and Taiwan have created enabling environments to ensure that SMEs are well positioned to capture these emerging business opportunities. India, for example, offered relief from import duties for IT hardware, tax deductions for income earned from software exports, and tax holidays, and developed infrastructure in Software Technology Parks.4 India’s thriving ICT sector has in turn propelled the country’s economic growth.SMEs outside the ICT sector have also benefited by adopting ICT in their own operations, enabling them to communicate quickly, increase productivity, develop new business opportunities, and connect to global networks. Conversely, the reliance on ICT in the knowledge economy means that those SMEs who have not yet adopted ICT will have trouble surviving.For example, 60 percent of Intel’s material orders are now done electronically.5 With e-procurement becoming mainstream in developed countries, SMEs that do not have that capability will not be chosen as business partners. Additionally, SMEs that have not adapted to the faster pace and increasing complexity of the way businesses are conducted will lose out to the increasing competition brought about by globalization.

How do SMEs use ICT?
SME usage of ICT ranges from basic technology such as radio and fixed lines to more advanced technology such as email, e-commerce, and information processing systems (see Figure 4). Using advanced ICT to improve business processes falls into the category of e-business.7 However, not all SMEs need to use ICT to the same degree of complexity. The first ICT tool that most SMEs adopt is having basic communications with a fixed line or mobile phone, whichever is more economical or most convenient for their business.This allows the SME to communicate with its suppliers and customers without having to pay a personal visit. After acquiring basic communication capabilities, the next ICT upgrade is usually a PC with basic software. Even without Internet connectivity, SMEs can use PCs for basic word processing, accounting, and other business practices. With the Internet, SMEs are able to use more advanced communications capabilities such as email, file sharing, creating websites, and e-commerce. This may be sufficient for most SMEs, especially those in service industries such as tourism. SMEs in manufacturing may adopt more complex IT tools such as ERP software or inventory management software. SMEs may adopt the tools progressively or jump immediately to advanced ICT capabilities.

Figure 4: Progression of ICT Adoption

What Types of Advanced ICT Products are SMEs Starting to Use?
Like any firm, an SME decides which type of ICT products to adopt based on the concrete benefits they can bring to its core business, the ICT capacity of its employees, and the financial resources available. Most people are familiar with basic ICT such as fixed phone lines, mobile phones, fax, computers, and basic document processing software – like Microsoft Office. Advanced communication technology, however, is more complex. Advanced communication technology relies primarily on the Internet and the intranet, whichallow people within the firm to share files with each other over the same network. Having Internet connectivity enables firms to do faster research, set up websites, conduct e-commerce, and set up video conferences. One of the most revolutionizing developments in advanced communication technology is Voice over Internet Protocol (VoIP).VoIP includes all types of voice communication transmitted through the Internet, whether it is between computer and computer or in hybrid form between computer and regular phone. It competes directly with traditional fixed line and mobile phone operators.Users only pay for their dial-up, broadband, or wireless Internet connection. iSuppli, a market-research firm, estimates the number of VoIP residential users worldwide will reach 197 million by 2010.10

Most complex of all is advanced IT. It is often very expensive, sophisticated and takes more time to implement by a firm. SMEs can sign up for one or all available services. In order to reduce costs, some firms opt to outsource this component or use an application service provider (ASP) that provides functional software capabilities over the Internet. Figure 5 lists the major types of products.


text:
User talk:68.96.87.65

 * Az1568(Talk) 06:54, 3 October 2007 (UTC)

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

title: User talk:68.96.87.65


text:
User:Jérôme K.

See my “hub page” on the French Wikipedia.

title: User:Jérôme K.


text:
Co-Life

Co-Life is a free interactive on-line meeting/speech system, which developed by National Center for High-performance Computing (NCHC). It is a real-time meeting platform.

This system is developed based on teaching and sharing concept.

Contents

 * /About/
 * /User Guild/
 * /Troubleshooting/

Co-Life 多方視訊服務

title: Co-Life


text:
SwisTrack/Components/Tracking

Nearest neighbor tracking requires a maximum distance a blob can move from one frame to another as parameter. Upon availability of a new frame, each trajectory is then extended by the center of a blob closest to its last point. The algorithm is described in more detail in.

title: SwisTrack/Components/Tracking


text:
Co-Life/User Guild

Before using Co-Life

 * 1) Start your browser and link to http://colife.nchc.org.tw . Please register first and login.
 * 2) Set up your contact list and group.
 * 3) After creating your contact list, your can use it.

How to start a meeting

 * 1) Start your browser and link to http://colife.nchc.org.tw . Then input your ID and click submit.

meeting management
(1) Join exist meeting:

Click Meeting to see the meeting list and click the meeting's name you wan to join. Than you can the see the description of this meeting. If you want to join this one, click Enter.

(2) Create a new meeting

click meeting on the top of this web to link to the calendar of meeting. Choose a date and click new to add a new meeting. (You will be the chairman of this meeting if you create it.)

Enter the information of this meeting and choose members or groups. Then click Add.

After creating a new meeting, you will see your meeting on the meeting list. You can click the name of your meeting to edit or delete it.

videoconferencing
(1) After pressing Enter, the meeting window pop out. There are attendee list, chatroom and video frame.

(2) click the video and voice button to turn on/off video and voice.

(3) You can see everyone's status on attendee list. The chairman can turn on/off attendee's voice and video.

(4) Chairman can use Mute to silence all microphone to avoid noise or echo.

(5) If you wan to share file to other people, press File, share file. Then choose the file you want to share from your computer. Everyone can receive a message to save it or not.

Share Desktop
(1) The chairman of this meeting can share her/his desktop (slide show) to every member.

(2) share member's desktop: attendee can choose My Desktop to share it. Chairman can see this desktop on her/his list. After the chairman choose the desktop everyone can see it.

e-White board
This feature allows the members of the meeting to show something by painting it on an e-White board. Only the chairman has a right to open it. When it is open, every member is free to use it.

title: Co-Life/User Guild


text: Category:Book:Adventist Youth Honors Answer Book/South Pacific Division


text:
Category:Book:Adventist Youth Honors Answer Book/Honors Introduced in Unknown

The authors of this Wikibook have been unable to determine what year these honors were introduced. If you know the year any of these honors were originally introduced, please edit second field in that honor's Honor_header template, and it will automatically get recategorized. Unknown


text:
Category:Book:Adventist Youth Honors Answer Book/Honors Introduced in 1929

1929


text: Category:Book:Adventist Youth Honors Answer Book/Honor Introduction Dates


text:
Category:Book:Adventist Youth Honors Answer Book/Honors Introduced in 1944

1944


text:
Category:Book:Adventist Youth Honors Answer Book/Honors Introduced in 2006

2006


text:
Category:Book:Adventist Youth Honors Answer Book/Honors Introduced in 1945

1945


text:
Category:Book:Adventist Youth Honors Answer Book/Honors Introduced in 1975

1975


text:
Category:Book:Adventist Youth Honors Answer Book/Honors Introduced in 1928

1928


text:
Category:Book:Adventist Youth Honors Answer Book/Honors Introduced in 2007

2007


text:
Category:Book:Adventist Youth Honors Answer Book/Honors Introduced in 1937

1937


text:
Category:Book:Adventist Youth Honors Answer Book/Honors Introduced in 1991

1991


text:
Category:Book:Adventist Youth Honors Answer Book/Honors Introduced in 1994

1994


text:
Category:Book:Adventist Youth Honors Answer Book/Honors Introduced in 1970

1970


text:
User talk:Waffen~enwikibooks

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.

If you are unfamiliar with wiki, you might not realize that you may edit any page at any time. To edit a page, all you need to do is a find a mistake, click "Edit" or "edit this page", correct it, and then click "Save page".

As to finding pages that need editing, there are various projects that need help at Wikibooks maintenance. There are organization projects that need help at Card Catalog Office. You can also click on the "Random Book" link on the left-side of the screen. This will take you to a random book that you may read and edit as you please.

Let me know if you have any questions. --Whiteknight (Page) (Talk) 13:01, 3 October 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 Waffen. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Waffen~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:50, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:38, 19 April 2015 (UTC)

title: User talk:Waffen~enwikibooks


text:
C++ Programming/Optimization

Optimizations
Optimization can be regarded as a directed effort to increase the performance of something, an important concept in engineering, in particular, the case of Software engineering that we are covering. We will deal with specific computational tasks and best practices to reduce resources utilizations, not only of system resources but also of programmers and users, all based in optimal solutions evolved from the empirical validating of hypothesis and logical steps.

All optimization steps taken should have as a goal the reduction of requirements and the promotion of the program objectives. Any claims can only be substantiated by profiling the given problem and the applied solution. Without profiling any optimization is moot.

Optimization is often a topic of discussion among programmers and not all conclusions may be consensual, since they are very closely related to the goals, the programmer experience, and dependent of specific setups. The level of optimization will mostly depend directly from actions and decisions the programmer makes. Those can be simple things, from basic coding practices to the selection of the tools one choses to use to create the program. Even selecting the right compiler will have an impact. A good optimizing compiler permits the programmer to define his aspirations for the optimized outcome; how good the compiler is at optimizing depends on the level of satisfaction the programmer gets from the resulting compilation.

Code
One of the safest ways of optimization is to reduce complexity, ease organization and structure and at the same time evading code bloat. This requires the capacity to plan without losing track of future needs, in fact it is a compromise the programmer makes between a multitude of factors.

Code optimization techniques, fall into the categories of:
 * High Level Optimization
 * Algorithmic Optimization (Mathematical Analysis)
 * Simplification
 * Low Level Optimization
 * Loop Unrolling
 * Strength Reduction
 * Duff's Device
 * Clean Loops

KISS
The "keep it simple, stupid" (KISS) principle, calls for giving simplicity a high priority in development. It is very similar to a maxim from Albert Einstein's that states, "everything should be made as simple as possible, but no simpler.", the difficulty for many adopters have is to determine what level of simplicity should be maintained. In any case, analysis of basic and simpler system is always easier, removing complexity will also open the door for code reutilization and a more generic approach to tasks and problems.

Code cleanup
Most of the benefits of a code cleanup should be evident to the experienced programmer, they become a second nature due to the adoption of good programming style guidelines. But as in any human activity, errors will occur and exceptions made, so, in this section we will try to remember the small changes that can have an impact on the optimization of your code.

Remember the cost on performance of virtual members functions (covered when introducing the virtual keyword). At the time optimization becomes an issue most project design change regarding optimization will not be possible, but artifacts may remain to be cleaned up. Guaranteeing that no superfluous use of virtual (like in the leaf nodes of your class/structure inheritance trees), will permit other optimizations to occur (i.e.: compiler optimized inline).
 * the use of virtual member functions

The right data in the right container
One of the top bottleneck on today's systems is dealing with memory caches, be it CPU cache or the physical memory resources, even if paging problems are becoming increasingly rare. Since the data (and the load level) a program will handle is highly predictable at the design level, the better optimizations still fall to the programmer.

One should store the appropriate data structure in the appropriate container, prefer storing pointers to objects rather than the objects themselves, use "smart" pointers (see the Boost library) and don't attempt to store auto_ptr<> in STL containers, it is not allowed by the Standard, but some implementations are known to incorrectly allow it.

Avoid removing and inserting elements in the middle of a container, doing it at the end of the container has less overhead. Use STL containers when the number of objects is unknown; use static array or buffer when it is known. This requires the understanding of not only each container, but its O(x) guarantees.

Take as an example the STL containers on the issue of using versus, it is important to understand that depending on the container type or its implementation, the size member function might have to count the number of objects before comparing it to zero. This is very common with list type containers.

While the STL attempts to provides optimal solutions to general cases, if performance does not match your requirements think about writing your own optimal solution for your case, maybe a custom container (probably based on vector) that does not call individual object destructors and uses custom allocators that avoid the delete time overhead.

Using pre-allocation of memory can provide some speed gains and be as simple remember to use the STL vector::reserve if permitted. Optimize the use system's memory and the target hardware. In today's systems, with virtual memory, threads and multiple-cores (each with its own cache) where I/O operations on the main memory and the amount of time spent moving it around, can slow things down. This can become a performance bottleneck. Instead opt for array-based data structures (cache-coherent data structures), like the STL vector, because data is stored contiguously in memory, over pointer-linked data structures as in linked lists. This will avoid "death by swapping", as the program needs to access highly fragmented data, and will even help the memory pre-fetch that most modern processors do today.

Whenever possible avoid returning containers by value, pass containers by reference.

Consider security costs
Security always has a cost, even in programming. For any algorithm, adding checks, will result in increase the number of steps it takes to finish. As languages get more complex and abstract, understanding all the finer details (and remembering them) increases the time needed to obtain the required experience. Sadly, most of the steps taken by some of the implementors of the C++ language lack visibility to the programmer, and since they are outside of the standard language, aren't often learned. Remember to familiarize yourself with any extensions or particularities of the C++ implementation you are using.

As a language that puts the power of decision into the programmer's hands, C++ provides several instances where a similar result can be achieved by similar but distinct means. Understanding the sometimes subtle differences is important. For instance, when deciding the needed requirements in accessing members of a std::vector, you can chose [], at, or an iterator. All have similar results but with distinct performance costs and security considerations.

Code reutilization
Optimization is also reflected on the effectiveness of a code. If you can use an already existing code base/framework that a considerable number of programmers have access to, you can expect it to be less buggy and optimized to solve your particular need.

Some of these code repositories are available to programmers as libraries. Be careful to consider dependencies and check how implementation is done: if used without considerations this can also lead to code bloat and increased memory footprint, as well as decrease the portability of the code. We will take a close look at them in the Libraries Section of the book.

To increase code reutilization you will probably fragment the code in smaller sections, files or code, remember to equate that more files and overall complexity also increases compile time.

Function and algorithmic optimizations
When creating a function or an algorithm to address a specific problem sometimes we are dealing with mathematical structures that are specifically indicated to be optimized by established methods of mathematical minimization, this falls into the specific field of Engineering analysis for optimization.

Use of
As seen before when examining the keyword, it allows the definition of an inline type of function, that works similarly to loop unwinding for increasing code performance. A non-inline function requires a call instruction, several instructions to create a stack frame, and then several more instructions to destroy the stack frame and return from the function. By copying the body of the function instead of making a call, the size of the machine code increases, but the execution time decreases.

In addition to using the keyword to declare an inline function, optimizing compilers may decide to make other functions inline as well (see Compiler optimizations section).

ASM
If portability is not a problem and you are proficient with assembler you can use it to optimize computational bottlenecks, even looking at the output of a disassembler will often help looking for ways to improve it. Using ASM in your code brings to the table some other problems (maintainability for instance) so use it at a last resort in you optimization process, and if you use it be sure to document what you have done well.

The x86 Disassembly Wikibook provides some optimization examples using x86 ASM code.

Reduction of compile time
Some projects may take a long time to compile. To reduce the time it takes to finish compiling the first step is to check if you have any Hardware deficiencies. You may be low in resources like memory or just have a slow CPU, even having your HD with a high level of fragmentation can increase compile time.

On the other side, problems may not be due to hardware limitations but in the tools you use, check if you are using the right tools for the job at hand, see if you have the latest version, or if do, if that is what is causing trouble, some incompatibilities may result from updates. In compilers new is always better, but you should check first what has changed and if it serves your purposes.

Experience tells that most likely if you are suffering from slow compile times, the program you are trying to compile was probably poorly designed, check the structure of object dependencies, the includes and take some the time to structure your own code to minimize re-compilation after changes if the compile time justifies it.

Use pre-compiled headers and external header guards this will reduce the work done by the compiler.

Compiler optimizations
Compiler optimization is the process of tuning, mostly automatically, the output of a compiler in an attempt to improve the operations the programmer has requested, so to minimize or maximize some attribute of an compiled program while ensuring the result is identical. By rilling in the compiler optimization programmers can write more intuitive code, and still have them execute in a reasonably fast way, for instance skipping the use of pre-increment/decrement operators.

Generally speaking, optimizations are not, and can not be, defined on the C++ standard. The standard sets rules and best practices that dictate a normalization of inputs and outputs. The C++ standard itself permits some latitude on how compilers perform their task since some sections are marked as implementation dependent but generally a base line is established, even so some vendors/implementors do creep in some singular characteristic apparently for security and optimization benefits.

One notion that is good to keep in mind is that there is not a perfect C++ compiler, but most recent compilers will do several simple optimizations by default, that attempt to abstract and take advantage of existing deeper hardware optimizations or specific characteristics of the target platform, most of these optimizations are almost always welcomed but it is up to the programmer still to have and idea of what is going on and if indeed they are beneficial. As a result, it is highly recommended to examine your compiler documentation on how it operates and what optimizations are under the programmer's control, just because a compiler can make some optimization in theory does not mean that it will or even that it will result in an optimization.

The most common compiler optimizations options available to the programmer fall into three categories:
 * Speed; improving the runtime performance of the generated object code. This is the most common optimization
 * Space; reducing the size of the generated object code
 * Safety; reducing the possibility of data structures becoming corrupted (for example, ensuring that an illegal array element is not written to)

Unfortunately, many "speed" optimizations make the code larger, and many "space" optimizations make the code slower—this is known as the space-time tradeoff.

auto-
Auto-inlining is similar to implicit inline. Inlining can be an optimization, or a pessimization depending on the code and optimization options selected.

Run time
As we have seen before runtime is the duration of a program execution, from beginning to termination. This is where all resources needed to run the compiled code are allocated and hopefully released, this is the final objective of any program to be executed, as such it should be the target for ultimate optimizations.

Memory footprint
In the past computer memory has been expensive and technologically limited in size, and scarce resource for programmers. Large amounts of ingenuity was spent in implement complex programs and process huge amounts of data using as little as possible of this resource. Today, modern systems contain enough memory for most usages but capacity demands and expectations have increased as well; as such, techniques to minimize memory usage may still be essential and in fact operational performance has gained a new momentum with the increasing importance of mobile computing.

Measuring the memory usage of a program is difficult and time consuming, and the more complex the program is the harder it becomes to get good metrics. One other side of the problem is that there are no standard benchmarks (not all memory use is equal) or practices to deal with the problem beyond the most basic and generic considerations.

When attempting to reduce reduce (or zero) the size of a vector or deque using the, on a standard container of that type, will guarantee that the memory is released and no overhead buffer for growth is used. It will also avoid the fallacy of using  or   that will not reduce the memory footprint.
 * Remember to use  on   (or deque).

Lazy initialization
It is always needed to maintain the balance between the performance of the system and the resource consumption. Lazy instantiation is one memory conservation mechanism, by which the object initialization is deferred until it is required.

Look at the following example:

Instantiation of class Car by default instantiates the class Wheel. The purpose of the whole class is to just print the name of the car. Since the instance wheel doesn't serve any purpose, initializing it is a complete resource waste.

It is better to defer the instantiation of the un-required class until it is needed. Modify the above class Car as follows:

Now the Wheel will be instantiated only when the member function getCarSpeed is called.

Parallelization
As seen when examining threads, they can be a "simple" form of taking advantage of hardware resources and optimize the speed performance of a program. When dealing with thread you should remember that it has a cost in complexity, memory and if done wrong when synchronization is required it can even reduce the speed performance, if the design permits it is best to allow threads to run as unencumbered as possible.

Profiling
Profiling is a form of dynamic program analysis (as opposed to static code analysis), consists in the study of program's behavior using information gathered as the program executes. its purpose is usually to determine which sections of a program to optimize. Mostly by determining which parts of a program are taking most of the execution time, causing bottleneck on accessing resources or the level of access to those resources.

Global clock execution time should be the bottom line when comparing applications performance. Select your algorithms by examining the asymptotic order of executions, as in a parallel setup they will continue to give the best performance. In the case you find an hotspot that can not be parallelized, even after examining higher levels on the call stack, then you should attempt to find a slower but parallelizable algorithm.

 * branch-prediction profiler

 * call-graph generating cache profiler

 * line-by-line profiling

 * heap profiler

Profiler

 * Free Profiling tools:
 * Valgrind ( http://valgrind.org/ ) an instrumentation framework for building dynamic analysis tools. Includes a cache and branch-prediction profiler, a call-graph generating cache profiler, and a heap profiler. It runs on the following platforms: X86/Linux, AMD64/Linux, PPC32/Linux, PPC64/Linux, and X86/Darwin (Mac OS X). Open Source under the GNU General Public License, version 2.
 * GNU gprof ( http://www.gnu.org/software/binutils/ ) a profiler tool. The program was first introduced on the SIGPLAN Symposium on Compiler Construction in 1982, and is now part of the binutils that are available in mostly all flavors of UNIX. It is capable of monitoring time spent in functions (or even source code lines) and calls to/from them. Open Source under the GNU General Public License.
 * Linux perf ( http://perf.wiki.kernel.org/ ) is a profiling tool which is part of the Linux kernel. It operates by sampling.
 * WonderLeak is a high performance Windows heap and handle allocation profiler for x86/x64 native code developers with C/C++ API and CLI integrations.

 * Commercial Profiling tools
 * Deleaker (http://deleaker.com/ ) a tool and Visual Studio extension to find memory leaks, handles, GDI and USER objects leaks. For Windows, supports x86 / x64. It is based on hooks and doesn't require code instrumentation.

title: C++ Programming/Optimization


text:
Talk:Directing Technology/Staff

'''

Group Members:
'''

MaryJo Brown: Mary Jo, loved the diagram of the work area. Paige Hawkins 12-3-07

- Support and Retention - Footnoting and References

Bolu Odusola: Bolu, you included a ton of information in your sections and although it was very well written it was a little hard to follow in the long paragraph format.Perhaps breaking the long paragraphs into smaller ones or using bulleted lists would make it a little lighter. Paige Hawkins 12-3-07 - Ascertain the Tech Support Needs of the School District - Budgeting for the Tech Support Needs of the School District

Jack Tevnan: Jack, very well organized section. I liked being able to see the variety of positions and salaries on the same page. Great research. Paige Hawkins 12-3-07 - Searching For a Qualified Staff - Where to find qualified people to fill the positions - Interviewing To Find the Right Candidates - Typical Technology Staff Positions, Requirements and Salary - Outsourcing

=
===================================================================================

Just to get us started, I think we should start by posting our anticipated categories for the chapter here:

* CHAPTER HEADINGS

* (Ch.1) Ascertain the Tech Support Needs of the School District -- Bolu * Size of the school district * Inventory of existing technology * Interviewing the teachers & staff

* (Ch.2) Budget for the Tech Support Needs of the School District -- Bolu * Money budgeted for technology * Allocate a fiscal year budgeting plan * Work with the district’s business manager * LEA & SEA assistance * Classrooms for the Future Program in PA

* (Ch.3) Profile of the Tech Department -- Jack * Hierarchy * Admin/ Tech director, network staff (LAN/WAN), * Desktop support * Hardware/software, programming, training, etc * Outsourcing

* (Ch.4) Search for Qualified Tech Staff-- Jack * Determine job descriptions * Match applicant to responsibility * LEA & SEA assistance * Interviewing the best tech staff for the job

* (Ch. 5) Retention and Support of the Best Tech Staff -- Mary Jo * Develop a plan for retention of technology staff * Salary; Benefits; Vacations * Professional Development and Advancement opportunities * Providing a professional Work Environment * Typical Space Requirements

Topics for Discussion:

Ascertain the technology needs of the school district

Size of the school district; Money budgeted for technology; Interviewing the teachers & staff; Inventory of existing technology

(This will allow us to determine the hierarchy of the technology staff such as: Admin/ Tech director, network staff (LAN/WAN), desktop support (hardware/software), programming, training, etc. A decision must be made as to what can be kept in house and what can be outsourced, if anything)

Allocate a fiscal year budgeting plan

Work with the district’s business manager; LEA & SEA assistance; Classrooms for the Future Program in PA

Typical Technology Department Space Requirements Mary Jo Advertise for qualified technology staff Jack Determine job descriptions; Match applicant to responsibility; LEA & SEA assistance

Develop a plan for retention of technology staff Mary Jo Salary; Benefits; Vacations; Professional development; advancement opportunities

[edit] == STAFFING K-12 SCHOOL DISTRICTS for the FUTURE ==

A highly competitive, global marketplace of the future requires students to possess not only 21st century skills such as collaboration and problem solving, but also the ability to use technology imaginatively, practically, and efficiently. Technology Directors (TD) need to be committed to creating academic learning spaces within their schools that can change readily to meet and accept the needs of students preparing for careers and college. In order for TD to create technologically sound academic learning spaces, the TD must have expert technology staff on board.

Skilled individuals are needed to design, oversee, set up, run and support technology. Advertisement for suitably qualified individuals with specialized skills is bound to attract several candidates that meet the criteria. However, not all applicants will be a good match for the position. It means that someone has to sort through several resume and quickly filter out non-matching applicants.It is no doubt an expensive process in terms of cost and time. A director of technology will have to plan carefully, allocate a budget, set a time frame, and liaise with administration. Creating job description, providing office space, determining salary and benefits are critical parts of the process that cannot be overlooked.

Whether you are starting out with a small staff that assists with prioritized technology problems or with a highly developed staff trained to tackle the most complex situations, the TD will eventually be required to hire technical people.

[edit] == Ascertain the Tech Support Needs of the School District ==

[edit] subsection A

[edit] subsection B

[edit] subsection C

[edit] == Budget for the Tech Support Needs of the School District ==

[edit] subsection A

[edit] subsection B

[edit] == Profile of the Tech Department ==

[edit] subsection A

[edit] subsection B

[edit] == Retention of the Best Tech Staff ==

Once the best people are hired and in place, the next biggest challenge for any TD rests in the retention of the technology staff. Retaining good employees is an important process in any type of employment, whether the setting is academia or industry. Retaining employees takes a balance of benefits and compensation. Human Resources (HR) is responsible for the earliest negotiation of the employment package, but the TD is responsible for day-to-day efforts that give employees reasons for staying. The TD must develop a plan for retention of technology staff that includes preventive measures to ensure employee satisfaction.

A few recommendations for keeping tech staff happy are:

•	Give staff challenging work assignments. Staff should be encouraged to be creative by implementing new and more efficient ways of performing their duties.

•	Give staff a sense of connection with the department’s mission. In addition to their usual duties, staff should be involved with the internal decision process of the department such as the goal-setting process.

•	Give staff the opportunity to learn new skills, reskilling ensures that the staff’s skills remain current. Since technology professionals know they will need ongoing training to keep up with the fast changing tech field, offering potential employees the opportunity to update skills through professional development is a good incentive. Retraining also leads to advancement opportunities and increases in pay, both good motivators for new and existing employees.

•	Give staff a competitive salary that is inline with the current marketplace wages. Take initiatives from the high tech industry and offer innovative compensation and benefit packages. •	Give staff professional-looking working conditions.

•	Give staff opportunities for career advancement within the school district. Have annual reviews that include effective appraisal, evaluation, and performance goal setting.

•	Keep regular meetings to track morale.

•	Give staff an organizational culture that adds fun in the work life. A positive work environment that provides the opportunity for team building.

•	Give staff the opportunity to network and learn from others in their field by attending conferences and trade shows.

The benefits of working in the academic environment, as opposed to the high-tech industry, are points to be exploited by the TD in retention of good employees.

•	Fewer work hours – employees can enjoy a normal working day.

•	Less pressure than meeting the demands of high-tech jobs.

•	A more casual work environment - suits are not necessary.

•	A job stability that is not as volatile as the high-tech industry.

•	A more flexible work environment - in addition to vacations, other forms of compensation could be special time-off and flexible time schedules.

Resource found at http://www.certmag.com/articles/templates/cmag_career.asp?articleid=95&zoneid=66 Paula Moreira is vice president of e-learning for New Horizons Computer Learning Centers Inc., the world’s largest computer training company. For additional hiring tools, see Paula’s book “Ace the IT Job Interview.”

[edit] == The Work Environment ==

Although the actual renovation and construction work will be directed through the Facilities Department, the TD will certainly be involved in the space planning process of the technology department. The typical school district is traditionally comprised of buildings spread out over a designated area that serve the academic needs of the children who live within its boundaries. Administration buildings, high schools, and numerous middle and elementary schools are the usual assembly of buildings. Technology departments can be found in all these buildings and the TD needs to assess the needs of each school to determine how many technology staff to provide. After the TD establishes the number of personnel she/he will manage, the space requirements for each person must be determined. If the TD is taking over an existing department, an assessment of space usage should still be done. The TD should conduct interviews to determine the staffs space requirements. While some jobs such as secretarial and administration positions require a standard work area, a computer workshop demands special considerations. Interviewing each technology support (TS) staff will provide the answers to questions such as: •	How much work surface does each TS staff person need to work on hardware that is brought into the shop?

•	How much storage space is needed for the hardware awaiting repairs and awaiting pickup or delivery?

•	Will the TS staff need office space as well as shop space?

•	What kind of equipment does the TS staff need to perform their duties?

The answers to these questions should provide the TD with enough information to begin planning the space requirements for the technology department’s computer workshop. In addition to space requirements, the TD must also know what kind of work surface is appropriate for the efficient functioning of each job. The computer workshop will need workbenches for the TS staff to perform the repairs. A typical workbench should have all the essential equipment that the technology support staff will need each day, plenty of storage space for tools and work surface space for making repairs. The workbench will need a power supply with grounded electrical outlets and multiple LAN connections for testing equipment. It will also need an antistatic mat covering the top of the work surface.

Other important questions to be answered are: •	Should the department be responsible for integrating technology into the curriculum or will the need be filled by a separate department?

•	Will the technology department also provide training to staff and faculty or will another department be responsible for technology training?

If the TD is also responsible for instructional technology, then the space requirements to accommodate these functions and activities will change the size and type of the area. Collaborative work spaces for two will be necessary in order to provide one-on-one training and small seminar spaces for groups.

[edit] Section 2

* REFERENCES and RESOURCES *

*    *     * - I am revising the section: Things to consider
 * Consider whether you need part-time technology coordinators to maintain equipment or to provide support for teachers in classroom.
 * Do you need tech coordinators to support tech-based resources (software, video programs, online databases, internet use)
 * Your budget may dictate what you get. A low budget may only provide part time aides which may supply less than adequate support.

I will cover most of these general ideas elsewhere in the chapter

---Jack 11-6-07

Does anyone know how to create a link that opens a new browser? (Pchu 07:01, 20 November 2007 (UTC)=Pei)

title: Talk:Directing Technology/Staff


text:
Category:Book:Adventist Youth Honors Answer Book/Honors Introduced in 1981

1981


text:
Category:Book:Adventist Youth Honors Answer Book/Honors Introduced in 1986

1986


text:
Category:Book:Adventist Youth Honors Answer Book/Honors Introduced in 1938

1938


text:
Category:Book:Adventist Youth Honors Answer Book/Honors Introduced in 1989

1989


text:
Category:Book:Adventist Youth Honors Answer Book/Honors Introduced in 1999

1999


text: Wikijunior:Visual Math/recognize worksheet symbol


text:
Category:Book:Adventist Youth Honors Answer Book/Honors Introduced in 1956

1956


text:
Category:Book:Adventist Youth Honors Answer Book/Honors Introduced in 2005

2005


text:
Category:Book:Adventist Youth Honors Answer Book/Honors Introduced in 1949

1949


text:
Category:Book:Adventist Youth Honors Answer Book/Honors Introduced in 2004

2004


text:
Category:Book:Adventist Youth Honors Answer Book/Honors Introduced in 1961

1961


text:
Category:Book:Adventist Youth Honors Answer Book/Honors Introduced in 1933

1933


text: Category:Book:Adventist Youth Honors Answer Book/Skill Level Unknown


text:
Category:Book:Adventist Youth Honors Answer Book/Honors Introduced in 1934

1934


text:
Category:Book:Adventist Youth Honors Answer Book/Honors Introduced in 1962

1962


text:
User talk:ChazzJr

 This is ChazzJr's talk page. Please sign and date your entries by inserting four tildes ( ~ ) at the end. [ Start a new talk topic]''

If you need anything, dont be 'fraid to ask! ChazzJr

Just to let everybody know why ive stoped(d), i have NOT. i'm just working on this. ChazzJr

hi! im back from my hiatus from muggles guide, just to let people know. hi! ChazzJr

Snidgets and Streelers and Tebos, oh yeah!
Well, actually, maybe not... Anyway, I've put them into the Table of Contents and the Magic section, and have set up frameworks for all of them. Maybe you could do some of the filling in? Thank you. Here are the links, in case you need them: Tebo, Winged horse, Streeler, Snidget. If you don't get to them, I will, but it will be some time away, as I'm doing characters now, and I'm only up to the Ls (Lee Jordan). Chazz (talk) 07:45, 20 March 2008 (UTC)

Magical Creatures in need of write-up
Okay - I've done frameworks for all the creatures you had put in as of this evening and fixed a few of the frameworks up as well. (A lot had the old relative link "" instead of the new absolute link "" which would break when we tried to make a print version of the book.) I've also changed the frameworks page so that if you pull an entry off the frameworks list, it should be fine.

The pages that are just framework / stubs are: Bundimun, Chizpurfle, Clabbert, Crup (which is spelled with a C, not a K, in OotP -- I was confused because Grubbly-Plank talks about Knarls in the same sentence), Dugbog, Erkling, Fire Crab, Glumbumble, Graphorn, Griffin, Hippocampus, Horklump, Jarvey, Jobberknoll, Kappa, Lobalug, Mackled Malaclaw, Moke, Mooncalf, Quintaped, Ramora, Re'em, Runespoor, Shrake, Snidget (you might want to refer also to Quidditch Through the Ages for that one), Streeler, Tebo, and Winged horse.

Happy editing! Chazz (talk) 07:37, 26 March 2008 (UTC)

 * Just for the sake of completeness: here are the next few that we've added: Nogtail, Nudu, Occamy, Pogrebin, Porlock. I guess I'm thinking that as you add content to the pages, you can mark them here so you don't lose track... Chazz (talk) 18:52, 28 March 2008 (UTC)

 * And just as a reminder: We can't simply copy descriptions from Fantastic Beasts... that is called violation of copyright and is rather frowned upon, as it is illegal. We have to rewrite the descriptions in our own words. Chazz (talk) 18:25, 21 April 2008 (UTC)

The Vandal
Hi ChazzJr. I'm not sure weather that Vandal's actions should warrant a total ban or not. I generally leave the length of ban to the admins to decide. Might be worth asking Webaware who did the ban. Cheers --AdRiley (talk) 18:55, 30 March 2008 (UTC)

Voldy
Was a bit of a pain, Voldemort's role in DH came to over 36,000 characters. Hope I hit all the high points. Do look at it and see if there were any I missed... Chazz (talk) 23:56, 5 June 2008 (UTC)

Fire Crabs
Actually, the bit that Rita wrote did mention fire crabs in passing; I went back to original sources and checked. Last time I put that back, I included page number in our copy in the history. check the edit history for the reference. Chazz (talk) 21:37, 12 December 2008 (UTC)

re: max doeys
Probably better to be a little less confrontational with the vandals at least at first. Normally what we do is put in the code ~ which makes the "please help improve WB" box that is there now... Chazz (talk) 00:25, 16 December 2008 (UTC)
 * he also seems to have given up after his last few changes got backed out. Haven't seen him around in a while. Chazz (talk) 07:23, 19 December 2008 (UTC)

Applegrunt Potion
Thanks for the info. -within focus 22:33, 29 December 2008 (UTC)

Narnia
Not a problem. Things have been kind of hectic here, so I haven't had time to do more than just get the landing page and its templates up; I'll get the section headings and frameworks up pretty quickly, I hope. I'll let you know when we're ready for real content. Chazz (talk) 19:35, 19 January 2009 (UTC)
 * I think there's enough there that you can add content now. Frameworks are here... let me know if you run into trouble. Chazz (talk) 07:52, 21 January 2009 (UTC)
 * Goofed on the character framework, but it's fixed now. Fixed it for Edmund as well. Chazz (talk) 06:10, 23 January 2009 (UTC)

title: User talk:ChazzJr


text:
Active Server Pages/Appendix A: Language Reference

= Objectives =

A reference for all of the keywords and statements used in Active Server Pages. Items are grouped by function and contain a short description and example of their usage.

= Content =

This contains a quick reference of all of the language elements in Active Server Pages.

Data Type Conversions
Every variable in ASP is a variant (meaning the language is not strongly typed), so when we talk about type conversions, we're talking about the subtype of a variant value.


text:
User talk:Bridg001

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: ~~~~
 * There is a box at the top of the edit window that will insert this, too; it looks like part of a signature.
 * 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 Staff Lounge 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 18:04, 3 October 2007 (UTC)

title: User talk:Bridg001


text:
User talk:Tsaylor33

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: ~~~~
 * There is a box at the top of the edit window that will insert this, too; it looks like part of a signature.
 * 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 Staff Lounge 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 18:04, 3 October 2007 (UTC)

title: User talk:Tsaylor33


text:
User talk:Mike Searson

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: ~~~~
 * There is a box at the top of the edit window that will insert this, too; it looks like part of a signature.
 * 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 Staff Lounge 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 18:04, 3 October 2007 (UTC)

title: User talk:Mike Searson


text:
User talk:Alyssa

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: ~~~~
 * There is a box at the top of the edit window that will insert this, too; it looks like part of a signature.
 * 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 Staff Lounge 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 18:04, 3 October 2007 (UTC)

title: User talk:Alyssa


text:
Category:Book:Adventist Youth Honors Answer Book/Honors Introduced in 2001

2001


text:
User:Cruzlover

I would like to work on Religious study books as well as Literacy education books. If anyone needs help or collaboration, let me know. I have a Masters of Education, Reading as well as a Reading Specialist Credential.

title: User:Cruzlover


text:
User talk:PuzzleMeister~enwikibooks

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: ~~~~
 * There is a box at the top of the edit window that will insert this, too; it looks like part of a signature.
 * 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 Staff Lounge 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 18:47, 3 October 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 PuzzleMeister. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name PuzzleMeister~enwikibooks that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:38, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 05:23, 19 April 2015 (UTC)

title: User talk:PuzzleMeister~enwikibooks


text:
User talk:Kencyber

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: ~~~~
 * There is a box at the top of the edit window that will insert this, too; it looks like part of a signature.
 * 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 Staff Lounge 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 18:47, 3 October 2007 (UTC)

title: User talk:Kencyber


text:
User talk:Cruzlover

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: ~~~~
 * There is a box at the top of the edit window that will insert this, too; it looks like part of a signature.
 * 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 Staff Lounge 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 18:48, 3 October 2007 (UTC)

title: User talk:Cruzlover


text:
User talk:Taxman

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: ~~~~
 * There is a box at the top of the edit window that will insert this, too; it looks like part of a signature.
 * 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 Staff Lounge 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 18:48, 3 October 2007 (UTC)

Hindi lessons
I noticed the following edits: # 03:56, April 3, 2006 (hist) (diff) Hindi lessons/Glossary  (importing book courtesy Vasil Tabakov - hindi.unilang.org. Just importing, I'll work on formatting next) # 03:35, April 3, 2006 (hist) (diff) Hindi lessons/Lesson 9  (importing book courtesy Vasil Tabakov - hindi.unilang.org. Just importing, I'll work on formatting next) # 03:34, April 3, 2006 (hist) (diff) Hindi lessons/Lesson 8  (importing book courtesy Vasil Tabakov - hindi.unilang.org. Just importing, I'll work on formatting next) # 03:33, April 3, 2006 (hist) (diff) Hindi lessons/Lesson 7  (importing book courtesy Vasil Tabakov - hindi.unilang.org. Just importing, I'll work on formatting next) # 03:32, April 3, 2006 (hist) (diff) Hindi lessons/Lesson 6  (importing book courtesy Vasil Tabakov - hindi.unilang.org. Just importing, I'll work on formatting next) # 03:31, April 3, 2006 (hist) (diff) Hindi lessons/Lesson 5  (importing book courtesy Vasil Tabakov - hindi.unilang.org. Just importing, I'll work on formatting next) # 03:30, April 3, 2006 (hist) (diff) Hindi lessons/Lesson 4  (importing book courtesy Vasil Tabakov - hindi.unilang.org. Just importing, I'll work on formatting next) # 03:28, April 3, 2006 (hist) (diff) Hindi lessons/Lesson 3  (importing book courtesy Vasil Tabakov - hindi.unilang.org. Just importing, I'll work on formatting next) # 03:27, April 3, 2006 (hist) (diff) Hindi lessons/Lesson 2  (importing book courtesy Vasil Tabakov - hindi.unilang.org. Just importing, I'll work on formatting next) # 03:25, April 3, 2006 (hist) (diff) Hindi lessons/Lesson 1  (importing book courtesy Vasil Tabakov - hindi.unilang.org. Just importing, I'll work on formatting next) # 03:21, April 3, 2006 (hist) (diff) Hindi lessons/Lesson 0  (importing book courtesy Vasil Tabakov - hindi.unilang.org. Just importing, I'll work on formatting next) # 03:02, April 3, 2006 (hist) (diff) Hindi lessons  (importing book courtesy Vasil Tabakov - hindi.unilang.org) Per http://www.unilang.org/about.php?mode=license, this book is not free, and therefore isn't appropriate on Wikibooks. Did you get special permission to import this book? — Mike.lifeguard | talk 01:22, 3 December 2008 (UTC)
 * Yes he gave specific permission to release the material under the GFDL. I noted that on the talk page. - Taxman (talk) 01:23, 3 December 2008 (UTC)
 * Actually I see I didn't add the additional note that he specifically told me the GFDL was ok, but he did. I probably still have the email. - Taxman (talk) 01:25, 3 December 2008 (UTC)
 * Would you please forward it to permissions-en@wikimedia.org for verification and archiving? Thanks. — Mike.lifeguard | talk 17:53, 3 December 2008 (UTC)
 * I can't seem to find all of it, and what I have is really across 4 different emails. I don't think that email queue existed at the time, as logging permissions on the talk page was standard practice. Should I forward the 4 emails separately or try to archive them together? - Taxman (talk) 04:41, 4 December 2008 (UTC)

Thanks for deleting those pictures on my talk page. User:Iwatchaltonbrown

title: User talk:Taxman


text:
Descriptive Religion/Christianity

The most important element is Christianity is Jesus. Christians believe that Jesus is the fully divine, yet fully human representative of God on earth. He came to Earth roughly 2000 years ago to live, minister, die, and then resurrect from the dead. (John 3:16) "For God so loved the world that He gave His only begotten Son that whosoever believes in him shall not perish but have eternal life." Through this transaction of accepting Jesus' life, death and resurrection, a person can exchange his/her sins, iniquity, and damnation for righteousness, hope and eternal life. This is the basic foundation of Christianity.

Jesus then instructs Christians, through the teachings to his disciples, how to love God and how to love others.

title: Descriptive Religion/Christianity


text:
Category:Book:Adventist Youth Honors Answer Book/Honors Introduced in 1972

1972


text:
Category:Book:Adventist Youth Honors Answer Book/Honors Introduced in 1976

1976