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User talk:DerHexer

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally. -- Herby talk thyme 11:57, 21 October 2007 (UTC)
 * Hihi. Thanks for your warm welcome. :) I found the vandalism here per SWMT. Regards, DerHexer 08:04, 23 October 2007 (UTC)

Danke für WP:SULF ;) --Stefan »Στέφανος« ‽ 16:11, 5 February 2015 (UTC)

Account Unification
All the PNW Raven accounts are mine, but I cannot get them to unify. I do not want any different user name on any of my accounts--only PNW Raven. How can this be fixed?PNW Raven (discuss • contribs) 14:07, 22 March 2015 (UTC)
 * Don't worry, according to Special:CentralAuth/PNW Raven you successfully created the global account. These two local accounts without edits will be automatically usurped by the Wikimedia Foundation. Your enwiki and enwikibooks accounts will not be renamed, you can simply ignore these messages. Cheers, DerHexer (discuss • contribs) 14:11, 22 March 2015 (UTC)

title: User talk:DerHexer


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Celestia/Scripting Positions

Fly Your Spacecraft, Buddy?
One of the not-so-obvious implications of the Scripted methods available in the SSC files of Celestia v1.5.0 (and later) is that objects can now be repositioned at arbitrary coordinates and orientations while Celestia is running.

In other words, you can fly an interplanetary spacecraft anywhere in a solar system.

Placement
The return values of the ScriptedOrbit function are x,y,z in the object's coordinate system.

Any x, y, z.

Similarly, ScriptedRotation can return the components of any quaternion.

You can minimize the complexity of the algorithm to be used in the ScriptedOrbit or ScriptedRotation if you specify appropriate Orbit and Body ReferenceFrames for the object in its SSC file.

Unfortunately, ScriptedOrbit and ScriptedRotation aren't available in STC files yet. As a result, you're limited to defining movable objects within 1 LY of a Star or Barycenter, since Celestia only draws SSC objects when the viewpoint is within 1LY of the parent Star.

Communicating with the User
You still need a way for the user to communicate with ScriptedOrbit to tell it to generate a new x,y,z.

The ScriptedOrbit and ScriptedRotation modules can't interact directly with the keyboard, mouse or joystick, or with a CELX script, but they can detect the name of the currently selected object by calling celestia:getselection

A solution is to define objects with unique names which can be selected by the user or by a script. One possibility is to define DSC OpenCluster objects for this.

Temporal Anomalies
In the positioning algorithms you use, you should take into account that the user can set the current time to be an arbitrary value. "Should" is the operative word. It really is no big deal if your algorithms don't work correctly if time runs backward: just be sure to document that limitation.

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

title: Celestia/Scripting Positions


text:
Talk:Haskell/Solutions/Simple input and output

I don't get it - what does $ mean? Does it mean print everything after $ ? I.e. the same effect as putting brackets around it all..?

--90.198.153.194 13:24, 21 October 2007 (UTC)

 * Ooops! You're actually not supposed to be introduced to   here.  It's just a special function which helps us avoid writing parentheses all the time.  Anything to the right of a   can be treated as being within a set of parentheses.  So instead of writing , you might instead write  .  Implementing this is just a matter of function application .  The trick that makes it work is another bit of code,   which makes it right associative and gives it a very low precedence.  -- Kowey 00:10, 22 October 2007 (UTC)

I found the example confusing--clearly I'm missing something about the new do block as I'm confused why I cannot do variable assignment like  or why   is valid but   is not. --Virgilsamms (discuss • contribs) 07:08, 25 December 2016 (UTC)

 * On the first question: you can bind the result to a name such as . To do that within the do block, you need a , as mentioned later in the chapter:

 * On the second question:  doesn't work because   isn't a   but rather an, that is, an action which produces a  . A line such as  executes the   action and binds the   produced by it to  ; you can then pass  , which is a  , to.

 * Cheers, Duplode (discuss • contribs) 16:56, 25 December 2016 (UTC)

 * Thanks for your clear explanation! And yes, the rest of the chapter explained this clearly--I'm going to add a sentence about  to the note box in case anyone else gets stuck here. --Virgilsamms (discuss • contribs) 17:44, 25 December 2016 (UTC)


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Chess Opening Theory/1. d4/1...Nf6/2. c4/2...g6/3. Nc3/3...Bg7/4. e4

= King's Indian Defence =

4. e4
With 4.e4, White takes the King's Indian head-on, accepting the centre that black has conceded. Resulting games tend to be highly dynamic. Another important aspect of the move e4 is that it prevents black from playing 4...d5.

Theory table
.

'''1. d4 Nf6 2. c4 g6 3. Nc3 Bg7 4. e4'''


text: User talk:Blondemoo

title: User talk:Blondemoo


text:
User talk:Thylacine222

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 16:02, 21 October 2007 (UTC)

title: User talk:Thylacine222


text:
Cookbook:Chicken Stock

Ingredients

 * 4 lb (2 kg) chicken carcasses
 * 4 oz (125 g) onions, in medium dice
 * 2 oz (60 g) carrots, in medium dice
 * 2 oz (60 g) celery with leaves, in medium dice
 * 2 oz (60 g) parsnips (optional), in medium dice
 * 2 oz (60 g) leeks (optional), in medium dice

Bouquet garni

 * 8 sprigs fresh or ¼ tsp dried thyme
 * 8 sprigs parsley with stems
 * 1 bay leaf
 * 10 black peppercorns
 * 2 whole garlic cloves, unpeeled and crushed
 * 6 sprigs dill (optional)
 * ½ tsp whole coriander (optional)
 * ½ tsp fennel seeds (optional)
 * 2 gallons water

Procedure

 * 1) Place the chicken carcasses in a stockpot, and cover with water.
 * 2) Place over moderate heat. As the water comes to a boil, lower the heat to a simmer.
 * 3) Scum will begin to rise to the surface. As it does so, skim it off with a perforated spoon.
 * 4) At this point, there are two options:
 * 5) *Add the rest of the ingredients and simmer for 2 hours or more, as your taste determines.
 * 6) *Simmer the stock for 4 to 5 hours or more. One hour before the end of the cooking time, add the rest of the ingredients. This latter method will leave a more pronounced flavour of herbs, spices and vegetables while extracting the most out of the chicken.
 * 7) Strain, cool rapidly by placing pot in an ice-filled cooler, and refrigerate or freeze in suitably-sized portions.

Notes, tips, and variations

 * If stock is refrigerated, it must be heated to boiling point for 2 minutes before every use and every 3 or 4 days or it will sour.

title: Cookbook:Chicken Stock


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GtkRadiant/Entities

This chapter is about entities, so lets start with describing the definition entity. An entity is an object which interacts with the game in any way. Until now, we have already encountered two different entities, first, the light entity which simply specifies a point in the map where light should emit.

Second, the info_player_spawn entity which tells the game where to place the player when he gets into the game. Both of these are entities and they are very different, and both of them just define points in space. There are also entities which have to be linked to an object to function, a door for example, here the geometric object representing the door is also a part of the entity, but more on that later.

Entities always have certain properties you can give to them, for example on a door, you would like to specify how fast it opens, in what direction it should open and so on. And for something as simple as a light, you would want to specify the color as well as how strong it is, if it should flicker or not etc. etc. All of this and a bit more will be covered by this chapter.

title: GtkRadiant/Entities


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GtkRadiant/Lights

Lights are, as already mentioned simply points in space which emit light, but they are also very important and, because of the fact that they are simple to understand, lights are an excellent training entities.

To start, make a light entity by right clicking somewhere on the 2D grid and then clicking on light. A dialog should appear which asks you for the light intensity, and, by clicking OK there, you have set your first property on an entity, you have now given the light, a property called light, with a value of 300 (if you didn't change the default value in the dialog).

You can now press N to open the Entity Window and you will see that there is now an entry called light added. There are also two other values which the editor automatically fills in, namely the classname which simply tells what kind of entity this is, and the origin which defines the position of the light in your map.

So lets make the light flicker, and it's time to add another property, to the light; the style property. In the information window of the entity window you should see an explanation of the property, so, you should see that to make a flickering light, you have to add the property names style and give it a value of either 1 or 6. You should also try to look up some other values in the information window, and add them, to see their effect.

title: GtkRadiant/Lights


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GtkRadiant/Linking Entities

Many entities can trigger other entities, or be triggered. For example you could switch a light on and off with a button, so here the button triggers the light. You could also unlock a door with a button, or open a door. Not only buttons can trigger things, for example a destructible wall could trigger that an NPC spawns when it is destroyed, or that a message is broadcasted when it is shot at. But in this chapter we will simply turn a light on and off with a button.

Lets begin with making something that could look like a button, or at least could look like a button, a simple box is enough here. Texture it with any texture you like, and put it where ever you want. It doesnt matter where you put it since it isn't the button itself you press. To make something "pressable", you will have to add another brush in front of your button brush. This time, texture it with the system/trigger texture. Then, while the brush is still selected, right click, and choose trigger and then trigger_multiple. This will make the brush with the trigger texture a trigger_multiple entity. By default, this will trigger something as long as you are in the brush. But since you want the trigger to only trigger when you are in it and press the USE button, you will have to open the entity window (N) and check the use_button spawnflag.

Everything still isn't fine, since, right now the trigger will fire continuously as long as you hold down the button, so since you don't want that add the property wait with a value of 1 to make it wait one second between the triggerings. Now that the trigger is set up, create a light (you should know how by now), then deselect everything (ESC). Then select the trigger brush, and then the light (SHIFT+LMB) and press CTRL+K to connect them. If everything is done correctly, a line will appear between the two entities, if not, try again.

title: GtkRadiant/Linking Entities


text:
User talk:Aamir4155

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 19:53, 21 October 2007 (UTC)

title: User talk:Aamir4155


text:
Directing Technology/Maintain/Maintaining Technology

Maintaining Technology
The success of a schools technological infrastructure depends on how well its is maintained using any of the preventive, diagnostic, updating,replacement, and repair procedures that a school or district has in place. The maintenance services can be provided by in-house technology specialists or through a third party outsourced contractors or volunteers. In any case,documenting of trends and patterns in the use of applications or equipment will be an important part maintenance.

Provisions for Preventive Maintenance
Preventive maintenance refers to the schedule of planned maintenance actions aimed at the prevention of breakdowns and failures in the school districts technology infrastructure. The goal of various preventive maintenance tasks such as updates and upgrades to software and hardware, backup and disaster recovery procedures and networking monitoring is to preserve and enhance equipment reliability and performance.

Recent technological advances in tools for inspection and diagnosis have enabled even more accurate and effective maintenance. The ideal preventive maintenance program would prevent all major system failure before it occurs. Long-term effects and cost comparisons usually favor preventive maintenance over performing maintenance actions only when the system fails.

Software Maintenance Agreements
Maintenance agreements with the software developers are negotiated during the initial purchasing of license. Such agreements are usually not free of charge and require a fixed monthly or annual maintenance fee. This in turn will provide the school district with necessary documentation, support and updates to software. For example many school districts will purchase Apple Maintenance Plan or Apple Care Protection Plan for up to 36 months with all of their new Apple computer systems so as to be eligible for major upgrades to OS X and iLife Suite. Similar agreements are also available for window products.

The Technology Director and Backup
Backing up the technology is a crucial role for the technology director. Knowing everything is secure prevents catastrophic failure in the school district. The backup should be onto removable media and stored with the technology director. "Training users to take the time to carry out a regular backup procedure will protect them from a variety of problems related to virus infection or machine failure. If regular backups of data are made, even if a virus infects a machine or the machine is compromised in some other way, critical information and work will not be lost" (p. 70).

How can the technology director ensure that appropriate backup procedures are regularly carried out? "The technology director must work with the network administrator to ensure that a disaster-recovery plan is in place, equipment and software are appropriate for regular backups, and the system is monitored regularly. Users must also be trained to follow appropriate backup procedures for important files and data" (p. 103).

Real-World Backup
This article illustrates backup in a school district setting in Massachusetts. This case provides insight for technology directors on how to investigate different types of backup. It is important to note how cost is a driving factor and how speed in recovery helps the school district secure their data, two driving forces for any technology director. Here is the link to the article: Storage Technology News

Another article comes from a Microsoft case study involving a school district in Northern California. This is a brief excerpt from the article: Tracy Unified School District in northern California wanted to streamline the work involved in daily backups and file recoveries. The small IT staff spent an inordinate amount of time backing up e-mail messages and documents every day for the district’s 22 schools and could spend days recovering accidentally deleted files or messages. The district deployed Microsoft® System Center Data Protection Manager 2007, a disk-and-tape backup system, to replace two tape-based systems. Today, Tracy Unified School District rests easier knowing that its Microsoft messaging and collaboration workloads are safeguarded by a Microsoft backup solution. The IT staff no longer worries about backups and has decreased its backup-related work by six hours per week. Students and staff receive recovered files faster, and the district has reduced backup-related costs by more than U.S.$40,000 annually. This is the rest of the article Tracy Unified School District

These two examples offer a glimpse into what schools are doing to backup their sensitive and important data. There will always be new companies creating new systems for backup. Technology directors must not be hooked by promises from those companies. Their job is to find the best backup system that has a proven track record of reliability.

Disaster recovery procedures
It is important that school districts prepare for possible emergency situations, in order to minimize disruptions to daily activities in schools. They should consider what type of back-up and preventive strategies would be appropriate for each aspect of their activities. The back-up and restoring can be very expensive and complex processes that will depend on specific systems and how quickly we need to restore. Naturally, the technology director needs have a written plan that outlines recurring backup and recovery procedures from both natural and man-made disasters. An assessment all the business applications should be performed in order to understand the risks and include them in the disaster recovery plan. The following graphic shows some of the areas that are covered in the disaster recovery plan for a school district.

The disaster recovery plan should be clear, concise, and easy to implement in an emergency. One way to achieve this is by having checklists and step-by-step procedures where possible. Moreover, it should be made available for the stakeholders and tested annually or biannually.

Server Backups
Backup refers to “a copy or duplicate version of a file, program, or entire computer system, retained for use in the event that the original is in some way rendered unusable.” Backup copies of data is created for all the data stored on the school servers so as to allow for fast and easy disaster recovery without the need to reinstall the operating system or applications. It is common for school districts to backup data at a single location and stores copies at off-site. It is common practice to have automated backup devices attached to all the servers or to have access such a utility over the network architecture. This technology enables files to be backed up on a regular basis without user intervention.

Backup VS Restore
A backup is a copy of one or more of your computer data files. Backups are stored at a location that is physically separate from the location of the original files. You can back up your data manually, by copying files from your hard drive to another hard drive or to removable media, such as CDs or DVDs. You can also use backup software to automate the process of backing up your files. If you use backup software, you don't have to worry about remembering to back up your data on a regular basis. Example: Performing a backup of important data onto a flash drive.

A restore is the process of recovering data from a backup, either manually or using backup software. A restore can be as simple as recovering a single file, or as complex as recovering your system and all of your files. Examples: If you accidentally delete some files, you may be able to restore them from a recent backup.

Even the smallest school district has numerous amounts of data that needs to be protected from loss. Whether it is a backup or restore, the technology director is responsible for making sure there is a regular backup on all data and that the people responsible understand how to restore that data.

General Backup FAQs
This site offers answers to backup questions that most technology directors will face. Here is one example of a backup question a technology director would face:

What media should you backup to? When you back up your data from your hard disk to another medium such as CD, floppy disk or another hard disk drive you have to ask yourself questions about the data capacity, security and convenience of the medium you are backing up to.

Removable media like CD, DVD, Floppy, Zip, Jaz and tape are the most secure way of making backups providing you store your backup disks in a physically separate location to your computer. There's no point storing backup disks anywhere near you computer because in the event of fire (and possibly theft) you'll lose the backup disks as well. However storing removable media in a physically different location poses practical problems of access as well as potential confidentiality problems stemming from the fact that other people might discover your backups and from them gain access to your confidential data. Encrypting backup data sets is a good solution to the latter. The other problem with removable media is that their storage capacity is not very large. In round numbers CDs can store a maximum of about 700MB, Jaz drives about 1000MB and DVDs about 2500 MB. This is small compared to modern hard drives which may hold 120,000 MB (120GB) or more. This limited data capacity means you will usually need several CDs or even DVDs to backup the data. This means in turn that you have to be physically around while backups are being made to change the disks. It also means that the disks must be properly labeled. Yet another implication of multi-disk backups is that if one disk in the backup set becomes accidentally scratched or damaged, the whole backup set may be unreadable.

Fixed media includes options like backing up to another partition of your hard disk, to another physically separate hard disk in your PC or to a hard disk on another PC via a network. Fixed media backups are normally faster, don't have the data storage restraints of removable media and don't require you to be in attendance while backups are made. However there are real security problems. Backing up a different part of your hard drive may be convenient but if your hard drive fails you'll lose your backup as well. Backing up to a different hard disk in your PC may be fast but if your PC is stolen your backup will be useless. Backing up to a different PC using a network is an excellent solution provided the other PC is in a different location. Not everyone has this option available to them.

Click here to find out more Backup FAQs

Network Maintenance
Network maintenance or in general referred to as network management includes all those activities including software tools, methods, procedures related to keeping the network and the services provided on the network up and running smoothly. School districts usually hire highly skilled staff and expensive software tools to maintain their local and wide area networks. It includes monitoring the network to spot problems as soon as possible, ideally before users are affected. Network monitoring is another vital responsibility for the technology director. By having a breadth and depth of understanding about network monitoring, the school district will be able to run on an efficient and safe network. For more information regarding monitoring, check out Network Monitoring

Most large school districts with several buildings and departments use a single directory to efficiently administer and manage the network services. For example an Active Directory (AD) service can greatly increase the collaboration and improve administrative functions by providing remote administrative functionality.

Upgrade or update
System upgrade or update is considered as preventive maintenance task. There are several benefits or reasons for updating and upgrading software applications. The system upgrades or updates are done at pre-planned time intervals as most of these tasks make the systems unavailable for the end users. So most school districts update or upgrade during summer break or any other school holidays.
 * gives the opportunity for the support staff to focus on a common platform and hence maximize the resources.
 * provides access to new features that are available.
 * fixes bugs that may be present on the system.
 * provides security updates that can be critical to keep individual systems or network protected.

Upgrades and updates also come with complications and potential risks. For example some updates to software or operating system may require updates to infrastructure including hardware. It may also come with unresolved problems and organization may become participants in the debugging process. Some organizations therefore adopt a philosophy that they will only upgrade or apply updates after certain time or one release behind the "leading edge".

Corrective Maintenance
Corrective maintenance refers to all the actions that are required to restore a defective system/software application to working condition. Certified technician usually work at school district or in the school building depending on the size of school to perform corrective maintenance tasks such as repair and restore. On the other hand, some small school districts may opt to have external maintenance agreement. The technology director will perform a cost benefit analysis in order to understand the risks and benefits of each solution before deciding to outsourcing maintenance services.

Internal Maintenance
Technology director is usually responsible for assessing in-house capability to deal with any potential problems and make the decision on providing internal maintenance services. As in business organizations the decision is not purely based on financial benefits, but also on fixing problems in a timely manner to avoid disruptions. There are several systems that are critical to the core mission of school - teaching and learning. Failure of any such system or network services can disrupt entire school. With internal maintenance it is possible to avoid monthly maintenance fees and inturn save money. The technology @ Your Fingertip guide from National Center for Education Statistics (NCES ) has some useful questions to consider.

Also Gartner, a leading information technology research firm, provides a Web-based Total Cost of Ownership (TCO) Tool that help school districts and other educational institutions better understand and manage their technology environment and related costs.

Outsourcing
Outsourcing is an alternative to in-house managing of hardware, software, installation and other services. Outsourcing or what is known as external maintenance agreements are similar to insurance policies. This enables the district staff to focus on the core mission of schools, teaching and learning, rather than worrying about solving technical problems. Districts are able to get the best of the resources and services by outsourcing the maintenance contracts to single vendors who will provide complete life-cycle solution to reduce the complexity of managing the large number of systems in schools.

Hardware Rotation Plan
Computer equipments has a limited useful time. Most districts technology budget will account for this fact and include some form of hardware rotation plan. It is also common practice to keep an inventory database of technology equipment that is used for long-range planning of hardware rotation. A simple rule of thumb is to set a budget to upgrade or replace 20% of total computers each year so that nothing more than five years old remains on site. In order to avoid the cost and all the hassles of discarding older computers, some districts may opt to lease the computers for three-five years. At the end of that time, either return the computers or lease new ones - in either case the organization is never paying for old machines.

Equipment Replacement
Due to rapid changes in technology, there should be constant upgrades and replacement of computer hardware. One average, equipment replacement should be every three to five years. In considering the replacement and upgrade of existing technology equipment, the district will use the following information as an informal guide in determining the need for replacement: Network electronics and PDAs- 2 years.Laptop computers, network servers and video cameras-3 years. Desktop computers and digital cameras- 4 years. Computer monitors and flatbed scanner- 5 years. Televisions and video projections- 6 years. Network printers, overhead projectors and computer carts- 8–12 years (p. 73). As technology progresses and improves, the life cycle of the technology equipment will change. Some technologies will increase in time of use and may be able to play a large part in the district for time to come. Nevertheless, we should be mindful of how fast technology is changing. It is more important for all stakeholders to understand how to properly maintain the equipment in order to extend its use.

Life Cycle FAQs
The following questions and answers are provided by SUNY computing services. This information may be useful for technology directors because it answers general questions regarding the life cycle of school technology. These ideas can be used in the k-12 arena, or at least provide new insight for technology directors.

"Q. What happens to my old computer after you replace it? May I keep it? A. To date every reclaimed computer as part of the lifecycle has been redeployed in areas of need. The CTS Helpdesk keeps a list of requests for additional/new computers. You may request to keep your old computer, but areas of need are filled first.

Q. Do you transfer my documents/data to my new computer? What happens to the information on the old one? A. Yes, we do attempt to transfer as much of your information as possible. Further, we hold onto your computer or its hard drive for a period of 4 to 6 months in a secure location. After that time, the old computer is erased and redeployed.

Q. Do you transfer my programs to my new computer? A. Programs cannot be copied, they must be installed from the original media. If you would like us to reinstall any software, please leave it with your computer at the time of lifecycle in your area with a note indicating so.

Q. Are there any implications of getting a laptop vs. a desktop? A. Aside from a smaller screen, the largest drawback of a laptop is service. CTS can get virtually any part for a desktop computer shipped to us overnight. Almost every part for a laptop requires that it be shipped back to the vendor for service. If your laptop fails, you can expect to be without it for up to 10 business days. Further, vendors do not include saving your data as part of the warranty service. Laptop users must be very careful to maintain good backups because CTS may have no way to backup information before it is returned for service!

Q. The specs between Macs and PCs differ, one has a larger hard drive and/or RAM than the other! Is there a bias towards a particular platform? A. No. We cannot control what vendors decide their minimum specs are. We try to fairly spend the same amount of money for the base price on each computer and match configurations as closely as possible. Sometimes one or the other vendor chooses to include more RAM, a bigger hard drive, or more USB ports for the same price. This is the way of things in the electronics world and is out of our hands."

Equipment Repairs
What happens when a computer’s hardware or its software fails in some way? There are several things to consider here and the issue is obviously quite important. This entry shall look at the area of day-to-day update and upgrade in a separate category below. Large companies often have the advantage of having an in-house computer shop where computers can be brought or mailed and repairs and upgrades to hardware done and software reinstalled or machines reimaged. All but the largest schools will not have the benefit of such a separate department. Things the tech director needs to think about are: how does the end user notify the technology department about a problem with his/her computer (by phone, by email, by some web-based form)? How does the technology department log such calls (so as it have a record and also prioritize them (when there are more than a few requests, prioritization must kick in, though end users may not be told of this)? What process will be in place to provide users with spare computers when theirs will not be available for an extended period of time?  Who will actually fix the computers or handle software issues?  What, if any, spare parts will be available to make quick repairs?

As for logging these calls about hardware or software failure, this has already been addressed to some extent above. Inventorying software like Intelli-Track and others have built in software to connect trouble tickets with the hardware/software database. As Frazier and Bailey point out, this is not only a way to log work orders or trouble tickets, but also a way for tech directors and helpdesk techs to see how the same or similar issues were fixed in the past and also to run reports on problems and speed of repair to make a case to a school board for extra staff or even for vendor contracts. Another good call tracking database program is Clientele, by Epicor, but not as good on inventory.

As for how users will contact the technology department about a failure, Frazier and Bailey make several suggestions, but some directors have found through experience that end users like to speak with a person as opposed to emailing someone or filling out a form on-line. End users may always come back with the response “how can I fill out a form if my computer is down?” Tech directors must prioritize problems by some well thought out process; however, having a trouble line that an end user can call, even if a message will have to be left, seems like a better option. An important consideration will be how well the director or techs follow-up with that user. Larger schools will have the capability to hire a helpdesk tech or two so that end users can always get a real person on the phone. Helpdesks, actually, do not have to be that large and techs do not get paid that well, comparatively speaking, so often the case can be made fairly easily with a school board to start one. Perhaps two part-timers can be hired (who together then cover the whole day) to avoid paying benefits. Helpdesks will also free up the tech director to respond to end user issues like password resets or how-to questions. Who will repair the computers and fix the software? This question is obviously something the tech director must address. The options come down to going in-house or going external. Really, reinstalling or reimaging a computer will nearly always be done by the school itself because, simply put, it is their software and no one else knows what applications they run on their computers and in what exact configuration. For hardware, some schools have opted to go for the (typically) 3-year warranty contract that comes with many computers today and many of these contracts also extend to onsite service. Dell, for instance, will send a tech out within 24 hours to replace parts, such as a motherboard, hard drive, or video card as long as the machine is under the 3-year warranty period. Apple has a similar program, discussed here. See two articles in the Vanguard Report p 23 here and here that talk about how two medium sized school districts combined a small in-house helpdesk with a local vendor contract (i.e., other than the manufacturer) for a nice cost savings and good turn around time. As another contributor to this Wiki on maintenance issues has stated, the Gartner group has a nice TCO calculator on their website that will broach some of the issues and tradeoffs in this whole area and allow one also to see some relevant numbers. One last thing concerns spare computers and spare parts to have on hand. It will be important to have spare computers on hand that are already imaged to use in the event that a tech cannot repair a particularly important machine in a reasonable or feasible period of time. The figure as to how many to have on hand is 3% of the total computers in the district. Spare parts also need to be on hand such as keyboards, mice, and printers. What exactly to keep on hand as spare part will be determined by the kinds of things the entities contracted to do service for your district will be doing and how fast they will be doing it.

Updating, Patching, and otherwise Securing Computers
This topic will be dealt with from the standpoint of software and also from the standpoint of the end user computers (workstations) as opposed to servers, since the latter are less in number and may also present unique issues that have to be dealt with on a more individualized basis. Other parts of this Wiki also will address network maintenance as well as hardware upgrades and life cycle issues in general for end user computers.

What things might have to be updated when it comes to the software on end user school computers? The following is a typical list, but may not be comprehensive:

 * 1) Security and operational related updates to the operating system.
 * 2) Security and operational related updates to other software, such as Microsoft Office applications and specifically educational applications; the latter are usually required much less often.
 * 3) Updates to anti-virus and anti-spyware programs (definitions), typically done daily.
 * 4) Routine maintenance run on computers, like defragmentation and cleaning of mice and keyboards and CD/DVD drives.  (Often done during summers.)
 * 5) Detecting unlicensed software on computers.
 * 6) More in the area of training, informing users about what they should and should not click on, email safety, and general good Internet practices.

Backups run on end user computers and on servers will be addressed in a different part of this Wiki. How can all these things be accomplished or managed? Many directors would probably agree that there has yet to emerge the one good solution, especially for points 1. and 2. above. Many large companies use Computer Associates’ Unicenter to manage software delivery to the many end users in their purview as well as to detect and even remove unlicensed and illegal software. See Flash demo of CA Unicenter software delivery here. The cost for licensing such software usually makes it prohibitive to even the largest school districts. There are other ways to do things, but not with the same immediacy as what Unicenter might be able to achieve.

As for 1, 2, and 3 above, settings can be built into the image that assist in doing these updates in a more or less timely fashion. Not every update is as crucial as every other, and software vendors will usually alert one by email or Web as to what is more pressing or absolutely critical. When doing the image, both anti-virus and anti-spyware programs should be included and the auto-update setting turned on for “daily.” There are several very good AV and anti-spyware programs available today, including Avast, AVG, and Sophos; Sophos is particularly useful in that it is both comprehensive and also has an anti-spyware function and firewall built into it. Here is a website that includes a nice compendium of AV and other security related applications. When selecting the software, one must pay attention to licensing fees for schools but also for number of machines used.

Updates for both the Windows and MAC OS’s can be achieved by turning on the update mechanisms built into each of them. (Whatever updates cannot be done through the built in updater will usually have to wait until regular summer time maintenance.) In many corporate settings, this works fairly well and computers can be configured so that administrative rights are not needed to perform them. Users can be instructed in training sessions that clicking yes to do these updates as they appear on their computers from time to time is a good thing to do. When facing a particularly critical update need, communication should go out district-wide as to what is going to happen.

As for updates to Microsoft Office, or whatever office package is employed, the same updater can be turned on for that package in the imaging process. It might end of being less intrusive for users to turn off these updates and save them for a summer time maintenance, since they usually are not critical ones. The updates for other software programs might be more problematic because there is no ability to update them automatically. Thankfully, such updates are usually quite infrequent. Users who run these programs can be emailed, en masse, to go to a certain website and run said file to update that particular software. The other routine maintenance mentioned above (defrag, cleaning drives and lenses, etc.) will usually be done during a regimen in summer time. Concerning keeping computers free of unlicensed software, one would think that the rights managements schemes mentioned above would prevent anything from getting on a machine other than what was intended by the technology department (or if it had to disappear after a reboot). Nevertheless, somehow or other end users sometimes get around such measures or the software in place fails to perform as it should and there can arise a potential audit issue. Thus, it is important here to mention a program like Novell’s Zenworks that can equip the tech department in finding and even disposing of unregistered software. On this page is found other such applications and a page full of very practical helps on security for school districts.

Finally, while this chapter does not address training, some of the things discussed here concerning virus and spyware prevention and security will be supplemented greatly by teaching end users some basic tips on Internet navigation, email usage, and password creation. Training should be held and supplemented by easy to read cheat sheets that lay out what to do and not to do when it comes to handling these kinds of network resources. The page referenced above on security tips lays out some clever quizzes that can actually be given to teachers to drive home the points made.

Excursus on Software Licensing
Basic rule is that for every software application, there needs to be:

 * An end user license agreement (EULA)
 * The media
 * Proof of purchase (usually the invoice)

One computer, one license Concurrent use rights for operating systems are not available, nor are secondary use rights (sometimes referred to as the 80/20 rule) offered for portable or home use.

You do not own the software: Software is older under copyright laws; the stipulation is that you are licensed to use the software.

Penalties for non compliance:

There may be fines of up to $150,000 per infringed title Total $250,000 per organization and 5 years in prison

Software and Information Industry Association (SIIA) is the trade group and watchdog for software industry and does audits

Common types on license violations:

 * Sharing software licenses between computers
 * Legal upgrade of product on top of unlicensed full version of product
 * Computers accessing server based systems without correct network access license

From Education World:

1. Commercial software represents the majority of software purchased. In general, commercial software licenses stipulate that 2. Shareware software licenses allow purchasers to make and distribute copies of the software but demand that if, after testing the software, you adopt it for use, you must pay for it. In general, shareware software licenses stipulate that Note that selling software as shareware is a marketing decision that does not change its copyright status. 3. Freeware is also covered by copyright and subject to the conditions defined by the holder of the copyright. In general, freeware software licenses stipulate that
 * the software is covered by copyright.
 * although one archival copy of the software can be made, the backup copy cannot be used except when the original package fails or is destroyed.
 * modifying the software is not allowed.
 * decompiling (reverse engineering) of the program code is not allowed without the permission of the copyright holder.
 * developing new work built on the package (derivative work) is not allowed without the permission of the copyright holder.
 * the software is covered by copyright.
 * although one archival copy of the software can be made, the backup copy cannot be used except when the original package fails or is destroyed.
 * modifying the software is not allowed.
 * decompiling (reverse engineering) of the program code is not allowed without the permission of the copyright holder.
 * developing new work built on the package (derivative work) is not allowed without the permission of the copyright holder.
 * the software is covered by copyright.
 * copies of the software can be made for both archival and distribution purposes but that distribution cannot be for profit.
 * modifying the software is allowed and encouraged.
 * decompiling (reverse engineering) of the program code is allowed without the explicit permission of the copyright holder.
 * developing new work built on the package (derivative work) is allowed and encouraged with the condition that derivative work must also be designated as freeware. That means that you cannot modify or extend freeware and then sell it as commercial or shareware software.

Ways to detect illegal software:

Auditnet.org has a tool called PCProfile ($195 per organization regardless of number of computers; provides a list of executable files on a machine and the description of the application; is supposed to be good on bandwidth)

End of Life
When a piece of technology has reached the end of its use, there are several things a technology director should do: 1) Return the technology if it was leased-for example, if a school leased a copying machine. 2) Disposal of the technology- if a keyboard is no longer usable or out of date, then it can be disposed of. 3) Sell the technology- After computers have been used for several years, the school district can make them available for purchase by the students at perhaps a subsidized cost.  4) Transfer the files to the new system- for example, pertinent information about attendance, grades, etc. 5) Delete the items that are no longer in use from the district inventory- Once something is not being used by the district, it does not have to be inventoried. These guidelines will vary from district to district.Every day technologies will reach their end, the procedures in place allow the technology director to have an efficient and expedient way to remove the old and bring in and immediately incorporate the new technologies.

Research on End of Life
This older 1997 study presents information about the numbers of computers that would be found in landfills due to recycled electronics. Here is the abstract of the study, A widely cited 1991 study predicted that nearly 150 million personal computers (PCs) would be sent to landfills by 2005. Taking into consideration newer end-of-life disposition options now available, the general premise of the original study is reconsidered. Many fewer computers are being sent to landfills, as many more are being recycled as markets forused computers and electronic equipment develop. Many are still being stored, despite the unprofitable nature of storage. The updated model suggests that nearly 150 million computers will be recycled in 2005– the same number initially predicted to be landfilled. Instead, we predict that only 55 million will be landfilled. In addition, the equivalent of 15 million PCs will be landfilled from the unused portions of the 150 million recycled computers. In essence, the computers sentenced to death in landfills in 1991 have been given a second life in newly established recycled electronic goods markets. The article can be read in its entirety at End of Life Article

The State University of New York at Potsdam also provides a detailed and thoughtful illustration of the life cycle of computers. Potsdam Computer Life Cycle After looking at this site, technology directors will be able to see the specifications for software and a timetable.

This wiki on the OLPC gives insight into their product life cycle. OLPC With the wave of OLPC making its way into schools, technology directors will have more information on how to manage OLPC computers.


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User talk:Shameem

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 20:08, 21 October 2007 (UTC)

title: User talk:Shameem


text: User talk:24.6.255.13

title: User talk:24.6.255.13


text:
User:Dilomo

I'm from Bulgaria!

title: User:Dilomo


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Muggles' Guide to Harry Potter/Magic/Deathly Hallows

Overview
The Deathly Hallows are legendary magical artifacts of great power that purportedly allow the true owner of them to become "The Master Of Death".

Extended description
One of the three Hallows first appears in our story in Harry Potter and the Philosopher's Stone, though it is not identified as such for six years. A second one appears in Harry Potter and the Half-Blood Prince, though it also is not identified as being a Hallow for over a year. While the third Hallow appears throughout the series, no special note of it is made until it is identified as a Hallow in Harry Potter and the Deathly Hallows.

The Deathly Hallows are described to us initially in The Tale of the Three Brothers, one of the Wizarding fairy tales initially collected by Beedle the Bard. Hermione receives an early edition of this book in Albus Dumbledore's will, in which it appears Dumbledore has marked The Tale of the Three Brothers with what turns out to be the sign of the Deathly Hallows. Most believe the Tale of Three Brothers to be only a fairy tale, but there are a large number of wizards who believe the Deathly Hallows are actual artifacts.

According to the tale, Death himself gave the artifacts to the three brothers as reward for outwitting him. Dumbledore is less certain; he feels that the three brothers, the Peverells, were strong and dangerous magicians who created the artifacts themselves. We learn that one of the three brothers, Ignotus, is buried in Godric's Hollow, under a stone bearing the symbol of the Deathly Hallows; the other two, Antioch and Cadmus, we know little apart from their names.

The Deathly Hallows are:

 * 1) The Elder Wand - An undefeatable wand given to the "combative brother", it will defeat any wizard in a duel so long as it has accepted the wizard holding it as its master. It can also do magic at amazing levels outside of battle, for example fixing Harry's wand when even the wandmaker Mr. Ollivander states it can't be fixed. It was supposedly created when Death picked a branch from a nearby elder tree and charmed a wand out of it. The wandmaker Gregorovitch claimed to have found it and was supposedly studying its secrets so that he could replicate it; before he managed that, however, it was stolen from him by Gellert Grindelwald. Grindelwald used that as the core weapon in his war against the Wizarding government in Europe, eventually falling to Dumbledore in 1945. Dumbledore then carried the wand until it was, in turn, captured from him by Draco Malfoy. Draco, of course, does not know the history of the wand, and is unaware that it has shifted allegiance to him. Dumbledore is buried with his wand, and Voldemort eventually traces it to his tomb, and then steals it, thinking that this will make him the master of it. However, Harry has already won its ownership by disarming Malfoy; the wand may not be aware of this, until it is confronted with Malfoy's wand, the same wand that caused Dumbledore to give it up, in Harry's hand. In the end, the wand favours Harry in the final battle, and Harry returns it to Dumbledore's tomb. The author has indicated that the core of the Elder Wand is a hair from a Thestral, "a powerful and tricky substance that can be mastered only by a witch or wizard capable of facing death." This seems entirely appropriate given the association with death of the Elder Wand, and of the Thestral.
 * 2) The Resurrection Stone - This stone supposedly brings the dead back to life. According to the myth, it was created when Death charmed a stone from the river's edge for one of the Peverell Brothers. Throughout the seven books of the Harry Potter series, we are shown repeatedly that the dead can return in some form; there are the ghosts, of course, and the portraits, which share some characteristics of their originators: shape, memories, and apparently thought processes. There are the echoes of the people who Voldemort has killed, which are forced out of his wand by the Priori Incantatem effect in the graveyard; again sharing some of the characteristics of the people, although Dumbledore later says that they are not the people themselves. There is Voldemort himself, his soul anchored to the Earth by Horcruxes. And there is the Resurrection Stone, which does not actually reanimate people, but raises what might be called "shades", images of the summoned people with their characteristics, memory and appearance. This artifact was put into a ring which was passed down the generations of the Peverell Family, later becoming little more than a symbol of pure-blood pride. Voldemort, knowing only of its value as a relic of the now-gone Peverell family, and unaware of the connection with the Deathly Hallows, had turned it into a Horcrux and hidden it in the Gaunts' shack. Dumbledore, by the summer following Harry's fifth year, was hunting Horcruxes, having heard of the locket and the ring, and seen the destruction of the diary. He had traced the ring back to the Gaunts, and found it; though he had destroyed the Horcrux, in the process he had unwisely activated a curse in the ring itself, thus bringing an end, within the year, to his own life. Dumbledore passed the stone on to Harry by hiding it in the Golden Snitch which Harry had caught to win his first ever Quidditch match at Hogwarts.
 * 3) The Invisibility Cloak - According to the legend, this is not the sort of invisibility cloak that can be made by human hands, charmed with a Disillusionment charm or a Bedazzlement hex, or woven out of Demiguise hair, but rather is Death's own cloak, which unlike other cloaks, is immune to all charms, hexes, and even any form of physical damage which may occur to it. It is reputedly so powerful that it hides the wearer from even Death himself. Legend says that it will be passed down from father to son through the generations of the Peverell Family. Harry, Ron, and Hermione are stunned to realize that the cloak Harry is carrying while they are being told this is the only cloak they have ever seen that matches this description. Dumbledore later confirms this to Harry; the cloak had been passed down to the last descendants of Ignotus Peverell, born like Ignotus in Godric's Hollow: James Potter, and his son Harry. Only by two means has the disguise of the Invisibility Cloak been penetrated; the magical eye of Alastor Moody was able to see through it, and the Marauder's Map similarly would show the person under the cloak. It is uncertain whether the Cloak provides immunity to charms; it is certain that it is itself unable to be Summoned, as that was tried by Death Eaters at one point, so it is unlikely that it can be affected by any magical means. Unfortunately, while the cloak is immune to spells cast at it, it does not offer the same protection to those who use it. It is true that in the battle with the Death Eaters in Tottenham Court Road when a curse is thrown at Harry (who is under the cloak) he escapes untouched while a table behind him explodes, but it is uncertain whether the curse was properly aimed at Harry. However, when Harry hides in Draco's compartment on the Hogwarts Express, Harry is successfully petrified while wearing the invisibility cloak.

Analysis
As we can see from the above, while the Deathly Hallows are only named in the seventh book, they play a vital role in the entire series, and actually two of the three play a continuing role: the Elder Wand, which is Dumbledore's from when we first see him, and the Invisibility Cloak, which had been James' and was passed on to Harry. More than that, though: a large part of Dumbledore's youth had been involved in the search for the Hallows, and for the means of mastering Death.

Dumbledore had hoped, by having the Elder Wand placed with him in his tomb, that the power of the Wand would then be ended; the wand would transfer its allegiance to the latest person who had captured it, and as Snape had killed Dumbledore, it would be Snape to whom the wand owed its allegiance. Snape, possibly not believing in the Deathly Hallows and unaware that the wand was one of them, and having promised to have Dumbledore buried with his wand in his hands, would thus have eventually died without having forcibly lost the wand. Not being skilled in wand lore, however, Dumbledore was unaware that Draco's disarming him would cause the wand to transfer its allegiance. Harry had checked this point with Mr. Ollivander; it is the gaining control over the wand against the will of the current holder, not causing the current holder's death, that causes the transfer of allegiance. Voldemort had the same mistaken belief, which is what led to his killing Snape. Harry, believing that by capturing Draco's wand from him, and then by capturing the Elder Wand from Voldemort, he had transferred the Elder Wand's allegiance to him, had the wand re-interred with Dumbledore's body. When Harry dies, if the wand has remained in Dumbledore's tomb, it will be impossible for anyone to gain its power, as Harry will not be there to try to prevent it.

While it is likely that Dumbledore would have been able to use the Resurrection Stone to bring his loved ones back, he was initially misled by the Horcrux in the ring, and then later came to believe that there would be no point. The brother who had received the Stone in the legend had caused his sweetheart to be resurrected, but had found that the resulting simulacrum was worse than her absence in death had been, and eventually he had killed himself to be properly reunited with her. Dumbledore rightly decides that he is likely to suffer the same sadness; the re-animated Percival, Kendra, and Ariana will not bring him joy at their return, but only sadness at their incompleteness. Harry, in his turn, though, uses the Stone not to recover those he has lost, but to seek their support in what he has to do. It is not the people themselves he wants, but their spiritual support, which as spirits they are uniquely able to provide. Having received that support from them, Harry deliberately drops the stone in its ring, and chooses to not search for it.

The Cloak, of course, is the one that Harry is carrying. On the night that James had been killed, Dumbledore had the cloak and was examining it; by that time, he had given up seeking the Hallows, but here was his chance to actually hold two of the three at one time. In the end, Dumbledore had passed it to Harry, as James would have wished; Harry chooses to pass on to his own descendants, as it was passed on to him. Dumbledore seems to think this is only right and proper. The fact that the cloak is out of the ordinary is a new idea to Harry and Hermione, as it is to us, the readers, when the story of the Deathly Hallows is presented to Harry; Harry's Cloak, exceptional as it may be, is the only one we've ever had the chance to examine. Ron may understand that it is out of the ordinary, but Ron is, relatively speaking, immature; he may not make the connection until Xeno Lovegood spells it out for them.

It may be worth mentioning that Voldemort had likely never heard the tale of the Three Brothers. Fairy stories are typically told to the young, of course, and at the age where he would be expected to hear these stories, he would have been in the Muggle orphanage. As a result, he likely heard of Cinderella, which wizards have never heard of; but the tales of Beedle the Bard would be a closed book, being too young for him and therefore something in which he was not interested when he finally entered the Wizarding world. This could explain why he was so interested in Horcruxes, and paid no attention to Hallows; he was unaware of the existence of the Hallows, to the point that he actually changed one of them into a Horcrux. It is true that he seeks the Elder Wand; however, Xeno Lovegood tells us that the Deathstick, as it is also called, has left a broad and bloody trail through history, and so for Voldemort it may have an existence totally separate from the other two Hallows, which have been less prominent in Wizarding history.

One of the things that is repeated a number of times is the idea that the holder of all three Hallows will be truly the Master of Death. The naïve wizard will think that this means that he will have power over Death, able to kill others and resurrect them with impunity, and hide from death himself. It is apparent from looking at the effects that the Hallows actually have that this is not what happens. While the holder of the wand cannot be bested in battle, still the wand may be removed from him by force, and he himself could be killed by non-magical means. The stone will not truly resurrect, but will only provide the sort of pale imitation of life that ghosts have. And one can hide under the cloak for a limited time only. The only way to achieve mastery over death is to understand it and be prepared for it. Dumbledore has said something about this as well: as early as the first book, Dumbledore said "To the well organized mind, death is but the next great adventure." Death can be postponed, as demonstrated by Nicholas Flamel, but it cannot be avoided; to gain power over death, you must gain understanding of it and lose fear of it.

One thing that is brought out is that the Hallows do prove something of a litmus test for the personality of the wizard. When Harry, Ron, and Hermione are discussing them, they each immediately choose which of the three is the most valuable. Hermione chooses the cloak, Ron the wand, and Harry the stone. We see immediately that Ron, in thinking of an undefeatable wand, is seeing himself as the head of a gang of followers; Harry is mourning his losses still, though perhaps more wistfully than actively; and Hermione, aware of the value of the cloak that they actually have, is thinking of how much they have been able to do while concealed by it. The young Dumbledore and Grindelwald similarly select the wand and the stone, for similar reasons.


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User talk:Hao2lian

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

And thank you for your contributions to the MATLAB book! Mattb112885 (talk to me) 21:09, 21 October 2007 (UTC)

title: User talk:Hao2lian


text:
User talk:71.198.144.249

Mattb112885 (talk to me) 21:36, 21 October 2007 (UTC)

title: User talk:71.198.144.249


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User:Doodledoo

Hello! I am Doodledoo, the ever-loving rooster. I most often contribute to Cookbook and who knows, maybe I'll do more eventually.

Other accounts
Doodledoo at the English Wikipedia

Doodledoo at the Wikimedia Commons

Doodledoo at the Simple English Wikipedia

Doodledoo at the English Wikisource

title: User:Doodledoo


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Template:Chess position/doc

This template uses transparent SVG images for a high quality chessboard.

Usage
/Templates

title: Template:Chess position/doc


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More C++ Idioms/Tag Dispatching

= Tag dispatch =

Intent
Simplify writing multiple SFINAE-constrained overloads.

Motivation
Tag dispatching is a useful complement to. It can also be used in conjunction with trailing return type and, which uses expression SFINAE.

It is most useful when you have multiple overloads for the same function, and they all have conditions for when they can be called. With just, you have to test for not just the overloads condition, but also the negation of all other overloads' conditions, lest you get overload ambiguity. Tag dispatch will help reduce the mess:

Solution
This works because exact match is a better match than a base class, which in turn is a better match than base of base, etc. Tag dispatch can also be used when the tag carries useful information, not just a preference ordering. For example, one can dispatch on  and have different algorithms for  s and  s.

C++20
C++20 added concepts and  statements, which entirely eliminates the need for tag dispatching where the constraints include both   and   or both   and   for some   and   explicitly or in the definitions of concepts. The following code implements  as an example.

title: More C++ Idioms/Tag Dispatching


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More C++ Idioms/Traits

= Traits =

Intent
To be able to use a common interface to get information about a type, even when the type cannot be changed to conform to any common interface.

Motivation
A function template might need to behave differently for different types based on information about those types. If only user-defined types can have members and member types that encode information about the enclosing type, then there will need to be a lot of special cases for builtin types like integers and pointers. By using a separate traits class with a primary specialization for types that can be modified to include certain members and specializations for types that cannot, functions can still use a common interface by using the traits class.

Solution and Sample Code
All traits classes have zero size and only include static members or subtypes. The primary specialization usually gets the values or types from members of the class whose traits are gotten. (In the below example, the member types come from base classes.) The specializations get the values or types from other means in such a way that the interface remains consistent. The cool thing about traits is that they are non-intrusive. This allows them to be applied to built-in types, like the specialization of  for arrays below. This also allows retroactive modeling.

Related Idioms

 * Type Generator

title: More C++ Idioms/Traits


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Using Ubuntu Linux/Live Boot

It is possible to run Ubuntu on your computer without installing anything because the Ubuntu disk, actually a DVD, is called a Live CD. When your computer boots up while you have the CD in, you are given the choice of either booting from the computer's hard drive or running Ubuntu by Live CD.

To do this:

 * 1) While your computer is on, insert an Ubuntu CD. You can get these CDs many ways, including downloading Ubuntu and burning it onto a disk, buying a CD from the Canonical Store, maybe getting one from a friend, or finding one at a local computer store.
 * 2) Restart your computer if it had already booted from the hard disk (your other operating system started) and select the disk drive in your boot manager.
 * 3) At one point while the computer is booting, you should see an Ubuntu boot screen. To run Ubuntu, select "Try Ubuntu". If a symbol of a keyboard and an accessibility symbol appears, press the up or down arrow key.
 * 4) Ubuntu will start as normal and you can use it like a normal user, but files will not be saved when you close the session. To install Ubuntu, you can double-click "Install" on the desktop and follow the steps.

Burning a Live CD
This section will take you through the steps of burning your own Live CD.
 * 1) Firstly, you will need the ISO file used to run the system downloaded from Ubuntu.com. This can be downloaded from here.
 * 2) Next, you will need to insert a blank CD into a working disk drive.
 * 3) You will also need a program able to write ISO's to a Disk, if your unsure if you have one or not, use Infra Recorder.
 * 4) Now navigate to your ISO in your selected program and click a form of ok button. Your disk should be easy enough to figure out from here.
 * 5) Once written to the disk, you are able to boot from this CD.

title: Using Ubuntu Linux/Live Boot


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User:Piercetheorganist

Refer to my Wikipedia userpage for information about me.

title: User:Piercetheorganist


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Cookbook:Crème Brûlée II

 * Dessert

This recipe for crème brûlée should provide a crackly crust over a cold custard, balanced in sweetness, egg, and cream content. Few can resist its light, silky texture.

Ingredients

 * {| class="wikitable" style="background: none"

!Ingredient !Count !Volume !Weight
 * Granulated white sugar
 * ¾ cup (178 ml)
 * Salt
 * ¾ tsp (3.5 ml)
 * Vanilla extract
 * 1½ tsp (8 ml)
 * Egg yolks
 * 12 ea.
 * Heavy cream
 * 3 pints (1.4 liters)
 * 1.4 kg
 * }
 * 1½ tsp (8 ml)
 * Egg yolks
 * 12 ea.
 * Heavy cream
 * 3 pints (1.4 liters)
 * 1.4 kg
 * }
 * Heavy cream
 * 3 pints (1.4 liters)
 * 1.4 kg
 * }
 * 3 pints (1.4 liters)
 * 1.4 kg
 * }

Procedure

 * 1) Preheat oven to 350°F (180°C). Before doing so, place a large flat pan with sides on the middle shelf and fill it with ¾–1 inch (2–2.5 cm) of water.
 * 2) In a large mixing bowl, thoroughly mix the sugar, salt, vanilla, and egg yolks.
 * 3) In a saucepan, heat the cream until it is piping hot (stir constantly), but be careful to not let it boil.
 * 4) Slowly (about 1 cup a time) pour the hot cream into the mixing bowl with the other ingredients, while whisking briskly. If you add the cream too quickly, it will cook the eggs.
 * 5) After all the ingredients are well-mixed, pour the mixture into eight individual ramekins.
 * 6) Place the ramekins in the water bath in the oven, and bake until set (like Jell-O). The time depends on the size and depth of the dishes you use, as well as the material of which they're made. Usually, the time ranges from 25 to 50 minutes.
 * 7) Remove the dishes from the oven and allow them to cool. Refrigerate for at least 4 hours; cover with plastic wrap and refrigerate until ready for serving.
 * 8) When ready to serve, remove the ramekins from the refrigerator and place them on a fire-proof surface. Sprinkle a moderately thin coating of granulated white sugar on the top of each custard.
 * 9) Using a propane blow-torch, carefully melt the sugar topping so that it forms a solid caramel sheet. Take care to not burn the sugar or the custard beneath it. It is very important that this step not be done with an oven, toaster oven, broiler rack, etc., as doing so will invariably cause the custard to overheat and dry out or burn before the sugar layer on top is properly melted.

Notes, tips, and variations

 * An alternate method for caramelizing the top sugar layer is to pour a very thin layer of liqueur on top and set it alight (essentially a flambé).

title: Cookbook:Crème Brûlée II


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User talk:Apelbd

HELLO EVERYBODAY, HOPE FINE. ME TO. ALL R SEND ME MSG BY ANY TYPE. BYR TAKE CARE

title: User talk:Apelbd


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Talk:How To Build A Teardrop Trailer/A Brief History of the Homebuilt Teardrop Trailer

I am the author of this article. I wrote it as a chapter in a book that I haven't finished yet. I have it posted on my website, tinytears.cc.

I have also deleted all links in my bibliography. The bibliography is included as proper credit to the authors of articles that have been quoted. The quotes do not violate copyright laws and a biblography is normal/proper authorship.

I'm not sure why Wiki will not recognize me as the author.

John Blewett tinytears.cc

 * Your authorship is not disputed. The problem is the copyright notice at the bottom of the front page which in part states:
 * Everyone is permitted to copy and distribute verbatim copies of this license document, but changing it is not allowed and credit must be given to the original author.

 * The portions I listed in bold here are the issue, as these statements are at odds with the GNU Free Documentation License (aka GFDL). Unless you are willing to allow others to edit this work, it cannot be hosted at Wikibooks, because all text hosted here must be licensed under the GFDL, which explicitly allows the text to be altered. --Jomegat 12:30, 22 October 2007 (UTC)

 * I believe I have corrected correctly. Please advise. John B.

 * Thanks John! That clears it up quite nicely.  I removed the copyvio notice. --Jomegat 13:10, 25 October 2007 (UTC)


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HSC Geography/Urban Places

This page is just an outline/draft

the nature, character and spatial distribution of world cities and also D-mac
world cities are centres of national and international significance

the role of world cities as powerful centers of economic and cultural authority
World Cities as Centers of Cultural Authority

the operation of global networks
Spatial Distribution of World Cities

Australia's Network of Large Cities

mega cities
Developing world cities

the challenges of living in mega cities such as housing, traffic infrastructure, water and power supplies, sanitation services, employment, and other social and health issues
Joblessness

Housing Problems

Water and Sewage Problems

Health and Nutrition Problems

Air, Water and Noise Pollution

access to services

the urban dynamics of change: suburbanization, exurbanization, counterurbanization, decentralization, consolidation, urban decay, urban renewal, urban village, spatial exclusion
Suburbanization

 * The American Experience

 * The Australian Experience

Exurbanization

 * The Australian Context

Counterurbanization and Decentralization

 * An end to Counterurbanization?

 * The Australian Experience

 * An expanding Perimetropolitan Area

 * Employment

 * Residential Preference

 * Welfare Dependency

Urban Consolidation

 * The Newman View: A Case for Urban consolidation

 * The Troy View: A Case Against Urban Consolidation

 * The Sydney Case

 * Community Based Opposition to Urban Consolidation

Urban Decay and Renewal

 * The American Context

 * The Suburbanization of Manufacturing and Warehousing

 * Land Economics and Land Use Change

 * The Sydney Case

Urban Villages

 * Cities within Cities

 * The Sydney Case

Spatial Exclusion or Fortified Suburbs

Economic Restructuring and its Urban Impacts

Technological Change and its Urban Impacts

 * Transportation

 * Telecommunications

New Kinds of Cities, New Urban Geographies

 * a case study of the results of the urban dynamics in a large city selected from the developed world including its
 * social structure and spatial patterns of advantage and disadvantage, wealth and poverty, ethnicity
 * changing economic character, nature and location of residential land, commercial and industrial development
 * culture of place as expressed in the architecture, street scape, heritage architecture, noise, colour, street life, energy, vitality and lifestyles
 * growth, development, future trends and ecological sustainability
 * a case study showing one of the urban dynamics listed above, operating in a country town or suburb.

title: HSC Geography/Urban Places


text:
HSC Geography/People and Economic Activity

global economic activity
===a description of the nature, spatial patterns and future directions of ONE economic activity in a global context. The economic activity selected can be from a wide range of activities such as wheat farming, hydroponics, viticulture, textiles, tourism, advertising, retailing, wholesaling, information technologies, financial and business services industries===

 * factors explaining the nature, spatial patterns and future directions of the selected economic activity such as
 * biophysical: climate, soils, topography, site
 * ecological: sustainability and resource use
 * economic: competitive advantage, consumer demand, mobility of labor and capital
 * sociocultural: tradition, changing lifestyles, labor participation rates
 * organizational: ownership, decision making and control
 * technological: transportation, information transmission and flows, biotechnology
 * political: quotas, tariffs, compacts, agreements
 * the environmental, social and economic impacts of the economic activity such as pollution, resource depletion, labor exploitation, cultural integration, provision of infrastructure, job creation, transfer pricing.

Tourism as an Economic Activity
Nature of Tourism

Defining Tourism

Forms of Tourism

International Tourism

Domestic Tourism

The Global Pattern of Tourism

Factors Affecting Tourism

The Biophysical and Built Environment

Technological Change

Social Influences

Economic Factors

Cultural Influences

Political Influences

The Relationship Between Production and Consumption

The Changing Nature of the Production Process

Internationalization of Tourism

Organizational Developments

Changing Consumer Products and Markets

The Impacts of Changing Patterns of Consumption

The Evolving Tourism Product

Package Tours

Small Group Tours

Individual Travel

Adventure Travel

Cultural and Environmental Travel

Rural Tourism

Growing Market Diversity

Changes in Ownership, Decision-Making and Control

Increasing the Scale of Production

Horizontal and Vertical Integration

Transnational Operations

Data Gathering and Industry Support

Technological Change

Consumer Choice

Transport Technologies

Aircraft

Land Transport

Sea Transport

Keeping Track of People and Possessions

Enhancing the Tourist's experience

Political and Economic Factors

The Changing Political and Economic Environment

The Nature of Government Involvement

Tourism Promotion

Facilitating Visitor Entry

Transport Policy

Regulation and Control

General Economic Policy

Issues Surrounding the Future of Tourism as an Economic Activity

Tourism and the Environment

Social Impacts of Tourism

What of the Future?

local case study

 * a geographical study of an economic enterprise operating at a local scale. The business could be an individual enterprise, firm or company such as a family farm, a mine or mining corporation, a hotel, chain of hotels, heritage or tourist site. The case study should explore
 * the nature of the economic enterprise
 * locational factors
 * ecological dimensions including environmental constraints, climate, and human impacts on the environment such as pollution and ecological sustainability
 * internal and external linkages and flows of people, goods, services and ideas
 * effects of global changes in the economic activity on the enterprise.


text:
XForms/Folding Menus

Motivation
You want to display a complex list of choices in a tree structure where each branch could be opened and closed.

Discussion
There are some interesteing XPath expressions in this example. For example the following counts the number of ancestor nodes of the current node:

count(current/ancestor::*)

The following gets all of the decendant groups within the instance data:

instance('instanceData')/descendant::group

The following returns a "+" if the nodelist contains the value in the id attribute and a "-" if it does not.

if(contains(instance('foldedNodes')/nodelist, ./@id), '+', '-')

Credits
Thanks to Fraser for posting this on the Mozilla XForms developer newsgroup in Oct. of 2007

title: XForms/Folding Menus


text: Template:Proposed AY Honor

title: Template:Proposed AY Honor


text:
GtkRadiant/Brush Manipulating

This chapter is about getting a brush look like you want it to look, which, of course, is essential for a good map. And while newer engines rely a lot on models, the id tech 3 engine still relies very much on brushes, making them extremely important for the look of your map.

title: GtkRadiant/Brush Manipulating


text:
GtkRadiant/The Clipper

The clipper tool is one of th most important tools, and being able to use it properly will make things a lot easier for you. Like all other tools, the clipper tool must be activated to be able to use it. To activate it, press X or click the button in the toolbar. When the tool is selected, select at least one brush, then click on two different spots (you may also click 3 but that will be covered later). A line will appear between the two spots. Then press CTRL+ENTER to switch between the two parts and ENTER to accept the cut or SHIFT+ENTER to accept the cut and keep both parts of the brush. Then press X or click the button again to turn off the clipper. Now deselect everything and you will see that the brush is not cut into two different pieces. Of course you can keep clipping on a brush before you turn off the clipper to make it look like you want, you can also use the clipper again.

title: GtkRadiant/The Clipper


text:
User talk:Psiknow

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.– Mike.lifeguard  | talk 15:23, 22 October 2007 (UTC)

title: User talk:Psiknow


text:
XQuery/XML to SQL

Tabular XML such as

Introduction to XQuery A beginner's guide to XQuery that covers sequences and FLOWR expressions softcover 155 19.95        Document Transformations with XQuery How to transform complex documents like DocBook, TEI and DITA hardcover 105 59.95

can be exported to an SQL table by generating the create statement:

declare variable $local:nl := "
";

declare function local:element-to-SQL-create($element) { ("create table ", name($element), $local:nl,     string-join( for $node in $element/*[1]/* return concat ("    ",name($node), " varchar(20)" ), concat(',',$local:nl) ),         ";",$local:nl   ) };

and the insert statements:

declare function local:element-to-SQL-insert ($element) { for $row in $element/* return concat (         " insert into table ",          name($element),           " values (", string-join(                  for $node in $element/*[1]/*                   return  concat('"',data($row/*[name(.)=name($node)]),'"'),                  ","                  ), ");",$local:nl        ) };

and using these two functions in a script:

declare option exist:serialize "method=text media-type=text/text"; let $xml := doc("/db/apps/xqbook/data/catalog.xml")/* return (local:element-to-SQL-create($xml),   local:element-to-SQL-insert($xml)   )

Generate SQL

This SQL is very general, with all fields defined as varchar because of the lack of a schema. With a Schema, appropriate datatypes could be defined in SQL.

title: XQuery/XML to SQL


text:
User:Recent Runes/Tips And Tricks

Useful Links
Wikimedia French translators

Web-based HTML to Wiki tool

Football on French Wikipedia

How_to_edit_a_page

CSV format data for the table
The text below can be copied into a text file called "table.csv". You can then

To edit the table in Excel or another spreadsheet do the following:
 * 1) Copy the text below into a text file called "table.csv".
 * 2) Start the spreadsheet program and open the CSV file for easier editing.
 * 3) Save the work sheet in CSV format in "table.csv".
 * 4) Read "table.csv" into a basic text editor.
 * 5) Replace all the commas ',' with carriage return and bar (2 characters).
 * 6) Replace the " character with a space.
 * 7) Replace the string ' |-' by '|-'
 * 8) Replace ';' by ','.
 * 9) Save the file as "table.txt".
 * 10) Replace the table body on the Wikibooks page with the new text.
 * 11) Replace the '|-' strings in the first row by '!' to format the table headings.
 * 12) Check the top and bottom of the table have the correct '|-' and '|}' strings.
 * 13) Preview the page, adjust and save it.

"|-","French","English","French Phrases","English Phrases","Coding" "|-",,,,, "|-","l'afficharge (nm)","display","le panneau d'affichage; le tableau d'affichage","the display panel; the display board","SUBS" "|-","aire (nf)","area","l’aire de jeu","the playing area","SUBS"

title: User:Recent Runes/Tips And Tricks


text: User talk:205.126.60.163

title: User talk:205.126.60.163


text: User talk:199.243.125.2

title: User talk:199.243.125.2


text:
GtkRadiant/Edge Editing

Select any brush and press E or click to switch to edge editing mode. A dot will appear on every edge of the brush, which you may then select and drag around to modify the brush, just press ESC when done. You can select multiple dots at once.

title: GtkRadiant/Edge Editing


text: GtkRadiant/Vertex Editing

title: GtkRadiant/Vertex Editing


text:
Insubric/Articles

In articles, apostroph is frequently used. Generally, it deletes unstressed vowels when they meet another vowel (e.g. de aqua > d'aqua), but there are also other forms of elision (e.g. quater or > quatr'or). Normally, the words that use elision are articles, prepositions and personal pronouns. The article prepositions comes from an elision. El/la > l ' ; ona > on ' ; i and di do not elide. It's common also the elision of a vowel at the beginning of the word, specially when hard stress is far (e.g. ona> ' na, el> ' l).

title: Insubric/Articles


text:
User talk:Triceratops9~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 20:26, 22 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 Triceratops9. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Triceratops9~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 23:48, 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) 05:36, 19 April 2015 (UTC)

title: User talk:Triceratops9~enwikibooks


text:
Juggling/Symmetric Passing Patterns

This system is a great way of generating all the possible passing patterns within given restrictions, as well as providing a useful intuitive understanding of passing patterns to people already familiar with [siteswap notation]. The idea behind the system was originally described in an article by French Juggler and mathematician Cristophe Préchac which was [posted on rec.juggling in 1999]. Nowadays it is taught and promoted primarily by Sean Gandini and more and more other jugglers. On his website, he offers a [detailed explanation of symmetric passing] as PDF.

Even though that PDF is well written and structured, a wikibook would be more dynamic, easier to access and could be integrated with videos and passing software like generators and animators. Please see the discussion page.

Préchac Transformation
The Préchac transformation is a clever way of transforming solo siteswaps into numerous fascinating passing patterns. In fact every siteswap can be transformed into many different passing patterns. The resulting patterns will bear a structural resemblance to the siteswap they emanated from. We call these patterns symmetric because each juggler does the same sequence of selfs and passes. In addition to being symmetric, the patterns are also staggered, by this we mean, that the jugglers do the same thing but at different times.

 Essentially the system takes a siteswap of $$n$$ objects and of period $$p$$ and transforms it into a passing pattern for 2 jugglers with $$2n-1$$ objects. It does this subtracting half of the period of any of the throw values in the siteswap, and transforming this into a pass.

Example
Let's look at an examples of this. Lets take the siteswap 3 1 the two ball shower. This is a period 2 pattern. We can subtract half the period from the 3. The result is a 2p 1. A relatively easy and intuitive 3 object 2 count juggling pattern that has the same feeling as the 2 ball shower, 3 1. Instead of a 3 you throw a 2p to your partner and receive a 2p from her exactly when the 3 from your 3 1 would land. Please find a detailed explanation of the notation.

Notice how the amount of objects is computed in the same way as in solo siteswaps: the average of 2p and 1 is 1.5, so every juggler has 1.5 objects, and together the 2 jugglers have 3 objects. Consider the timing: both juggler juggle the same pattern one half a period after the other, i. e. when one throws the 2p the other throws the 1 and vice versa.

Determine Passing Category
To determine how the passes will be thrown it's helpful to put the pattern into one of four categories: classic, equi, bi or instant-bi.

If the period is an even number there are two types of passes it might be – classic or equi. Transforming an odd number either up or down defines the pattern as 'classic'. Transforming an even number in the same way defines the pattern as 'equi'.

In the case of an odd period the two options are – bi or instant bi. Transforming an odd number up or an even number down defines the pattern as ‘bi’. Transforming an even number up or an odd number down defines the pattern as ‘instant-bi’

title: Juggling/Symmetric Passing Patterns


text:
User:Tlep~enwikibooks

I'm currently working on Wikiversity learning project Introduction to Category Theory, come help me! Maybe the lecture notes there will be one day good enough to qualify as a book. Tlep 22:59, 22 October 2007 (UTC)

title: User:Tlep~enwikibooks