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The Computer Revolution/Security/Dirty Data

Dirty data is data that contains errors. This can be caused by many things. You could cause it when typing a report and misspelling words, or having a wrong data linking another field, data that is outdated, inaccurately recorded data etc. This dirty data can cause small problems but can also cause great deal of problems that could cost money. Such dirty data can cause big problems for large companies. If companies system is not working properly than the company cant ever be effective. If computer shows 500 units of expensive product and a physical count shows 420 than a company has a dirty data inventory which is could create losses for the company. Even worst if you were giving information to trading partners it is a bad impression that you are leaving. Dirty data needs to be found and stopped form further damage. Also need go find out what program is making this error.

Cleaning Dirty Data
Cleaning dirty data is an involved process, it involves ordering the data, or to "elementize" (Ralph Kimball) it. After elemetizing the data for the "data cleaners"(Ralph Kimball) is to standardize it. Next you are to verify the data and ensure that it is accurate. According to Ralph Kimball, next your can match, and household the data, meaning match the information to other info and group together those who share the same household. Finally you can document the information from the above steps. All information for this topic was retrieved from http://www.dbmsmag.com/9609d14.html, on March 20, 2007.

Impact of Dirty Data on Business
Dirty data can cause small and significantly large problems for businesses. It can mean the difference between keeping and losing business relationships. It can also mean taking a financial hit when it comes to have inventory problems and trying to rectify it. It gives an overall appearance to your customers that your business is not up to par and not in control enough to provide the customers with the best possible service.

Data Integrity
Is the validity of data. It can be compromised in many ways:
 * Human errors when data is entered
 * Errors that occur when data is transmitted from one computer to another
 * Software bugs or viruses
 * Hardware malfunctions, such as disk crashes
 * Natural disasters, such as fires and floods

There are many ways to minimize these threats to data integrity. These include:
 * Backing up data regularly
 * Controlling access to data via security mechanisms
 * Designing user interfaces that prevent the input of invalid data
 * Using error detection and correction software when transmitting data

http://www.webopedia.com/TERM/D/data_integrity.html March 20, 2007


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The Computer Revolution/Communication/Email

There are millions of emails sent everyday worldwide. Over the last decade emails have exploded in popularity and have become one of the primary methods of communication. It has become so increasingly popular because it is instant and cheap. Originally emails were all via programs and the content was stored to the hard drive of each individuals personal computer, the web was only accessed to send and receive.

Different Types of Email
Major companies like Yahoo, MSN, Microsoft, AOL are very common email domains. There are also private domain names that belong to organizations or groups that can be designated to individuals.

There are two types of email:
 * those which are programmed to the hard drive of a personal computer
 * ones that store the information on the web mail

This restricted the access to emails, only one computer could be used to view the emails sent to an individual. In web mail the information is stored on the web and accessible from any internet station.

Spam
There are a number of a precautions that can be taken to ensure reducing spam & in protecting the privacy of your personal information on the internet. One of the first & best things you can do is safeguard your email address. Another good technique is be very cautious of revealing your personal information to anyone. This includes reading web site private policy & avoid putting to much information about yourself out there on the web. Then, the last thing you can do is have filters on your email account that is dedicated to spam & opt out of emails that you know won’t use.

Some people take a different approach to blocking spam: create two e-mail accounts. One e-mail account is for family, friends & trusted sources. The other e-mail account is for shopping, promotional offers, blogs, etc. The second e-mail account is often referred to as a disposable or throw-away e-mail account. Some internet service providers even offer disposable e-mail addresses to customers.

If having two e-mail addresses doesn't sound appealing, you can always unsubscribe to e-mails from companies. Most marketing e-mails will include a link to unsubscribe, which will remove your email address from the distribution list that is sending the e-mail.

Business Advantages
Today many companies in the business world are using Email as there number one form of communication. No long are faxes, phones, and Snail mail being used as a number one form of communication. It can be received almost everywhere, with the use of communication devices such as the Blackberry and where internet access is found. On Outlook such things as keeping documentary confirmation, scheduling and reminder are some of the features that can be utilized. There are functions that allow you to know if your client has opened your sent email.

I am not surprised that email is the number 1 form of communication. It has its advantages, such as the sender has the ability to send a quick note containing a question or comment to a co-worker, the respondent can then send back their answer instead of having a phone conversation that could potentially take a lot of time and sometimes break your concentration. This can be extremely beneficial when you are very busy and have time constraints. In addition when co-workers in different parts of a building or country are working together on the same document, being able to attach what you are working on and send it off to a co-worker for proofing or editing instead of actually walking it over to them, faxing it to them or even mailing it to them is a great option. But on a downside, I think that sometimes the text in the email can be misread or taken the wrong way which could possibly result in multiple emails, which in the end could have been faster in a quick phone conversation. That being said I think that the good definitely outweighs the bad when it comes to email correspondence in the workplace.

Personal Advantages
An individual can send a message as well as attach documents like music, video, and images to another individual or to a group of people. Individuals have a number of options when deciding which domain should host their email address from. Most of these popular web-based email accounts offer huge amounts of storage (up to 250 GB) that is free with the account. This allows the user to send messages and media files with great ease.

Tips for Use
-It's a good idea to have multiple e-mail accounts. One for personal communications, one for business/work related communications, and one for signing up for services that might solicit your account or sell it off resulting in it being filled with spam/junk mail. This keeps your messages prioritized and clutter free, and will also make sure you don't accidentally send something inappropriate, that might be okay for friends to read, to a business associate.

-Keep passwords for different accounts separate because if one password is compromised, you lose exponential access and information.

-Don't open suspicious looking e-mails and be wary of any messages trying to solicit a response or action on your behalf. Virus's and trojans can spread through e-mail and the security and stability of a computer can be seriously compromised through e-mail.

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


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The Computer Revolution/Networks/Internet

Internet is a growing necessity to our every day lives. It is becoming more and more popular and people are starting to rely on it because of the simpler life that it has created for us. Internet is a computer network that connects computer all over the world. They share TCP/IP with each other. Internet is a way of transporting documents that are stored in another computer. It pretty much is a system that covers the whole world. The internet does not contain information, it is rather a tool that helped gain wanted information. Lots of people say “ I got found document of the internet” which is wrong because you would rather say that “ I found this document by using the internet”.

Common Internet uses

 * 1) Helps user with understanding general information.
 * 2) Is a quick tool to getting information on something or someone.
 * 3) Is an simple way of meeting others.
 * 4) Is a method of reading about current events.
 * 5) Is another way to shop without leaving the comfort of your own home.
 * 6) Is a method to advertise a product.
 * 7) Helps the users pay bills online easily.Desktop computer clipart - Yellow theme.svg
 * 8) Is another way to book vacations.
 * 9) Helps communicate with others who you have lost touch with, family, or friends
 * 10) Helps give ideas on places to go (like bars, restaurants, etc.)
 * 11) Helps students with homework
 * 12) Allows you to research about topics you aren’t sure on (like a sick animal, how to build something, etc.)
 * 13) Easy way to order boys online to pick up.

History
The internet has its roots in the creation of a military program called DARPA (Defense Advanced Research Projects Agency) a response to USSR launching Sputnik. DARPA had a subsidiary program with the agenda of creating a communications network between all levels of the US military and government. One objective was to create a network that would allow researches at different locations to communicate. Sputnik had sparked the idea of building a network that allowed data to be sent back and forth, but not necessarily on the same path in case one of those paths were destroyed. Eventually, students at the participating universities were also allowed access. Computer scientists at UCLA, MIT and were interested in helping develop the network with goals of also applying the network to other more commercial applications. Additional networks were created for obvious security reasons and the ARPANET soon became the internet. Over time, the type of data used on the internet has changed a great deal. Today the internet is used for shipping, e-mails, music, movies, every day communications, etc.

On 1969 four US universities became online, UCLA, Stanford Research Institute (SRI), UC Santa Barbara (UCSB), and the University of Utah in Salt Lake City as part of “the four node network”

...and then life changed

Users
Users of the Internet are mostly people who use it to access data that they need or people and even other computers (or smart devices) that use the network to work collaboratively. They can be anywhere, there is a way to connect to the network.

Today in most places the Internet has become affordable way of helping people to get connected with a low price that is fit for their budget. The Internet is something so valuable that it is difficult for some users to be without it in day-to-day life.

Since the internet been around for a awhile there have been many myths about the internet. The number one myth is that the internet is free. While you may not be paying to use the service, someone is paying the bill every month. Another myth is that is quite common is that most people think the Internet and World Wide Web is the same thing. Everyone uses these two words like they are the same but they are not. The Internet is the physical network and the Web is a collection of web pages.

United States of America
Over 75 percent of the United States population has used are Internet users. The Internet is mostly used at work, home, and school. Americans use the Internet for various reasons like read the news, check the weather, browse the web, and even social networking.

The internet is deemed bad in some cases because it contains massive amount of illegal activity, images and videos deemed taboo for normal society and some group feel it should be controls. The internet is also a large area that copyright information is shared without permission. This has prompted the United States Federal Government to try to introduce acts and bills that give them the right to control the internet. This ranges from SOPA and other bills that would give the government right to manage the internet. Hardcore internet uses and major internet companies including Google and Wikipedia closed for 24 hours. This closure was to show the hard internet censorship will cause.

This action opened the eyes of many people that had little to no idea of the bill, what it will do to the internet. The government still tries to sneak in acts and bills that give them the right to control, regulate and shut down portions of the internet that they deem not safe for the American people.


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The Computer Revolution/E commerce/Benefits

With the advent of e-Commerce, or online business there have been a number of beneficial effects on the method that companies, and individuals can conduct business.

Streamlining approach
If a company chooses to create a website listing its products or services, the need for a physical storefront and corresponding retail staff is often diminished or can even be eliminated. If the company deals in physical inventory there will still need to deal in logistics, storage, and manufacturing, but a large portion of overhead could still be eliminated by eliminating large retail spaces. An example of a company like this would be Amazon.com, which primarily sells through its website. If a company or division deals entirely in products of the digital sort, like say Apple's iTunes digital music store, then there is no warehouse space needed at all. A company need only lean on its datacenter or the cloud for computers to serve the customer.

Complementary approach
There is another approach to the online storefront, where the ability to shop online is used to drive traffic to physical stores. For example, many groceries offer pickup or delivery services where customers shop online, and an employee picks up their items for them. This saves the customer time, while allowing the company to see just what customers are searching for. This also helps reduce shoplifting, while giving customers increased choice and flexibility when they're crunched for time. This can also be seen in other industries, such as pizzerias that allow customers to create an order from a website or smartphone app, freeing an employee from cashier duties to focus on making pizza or delivery.

Small business approach
E Commerce allows small business to have nationwide and even international reach. This can complement a local storefront, or it can eliminate the need one in some cases. There is a proliferation of small businesses online selling everything from T-Shirts to electronic media. One such example of this would be a T-Shirt selling website could be run by a the owner out of their garage, where they store, customize, and ship out their T-Shirts.

Online Payment Services
Online payment services are services that allow people to transfer money and pay bills via the Internet. These transactions can be provided to a local business or online businesses. PayPal and Stripe are commonly used services that people can use at various locations. This service can be used online to make purchases or transfer money. Most banks and businesses also offer online payment services.

There are many different types of online payment forms. Customers pay with their credit card as normal, or can use other options such as direct payments, third parties such as PayPal, store credit, gift cards, mobile based money transfer, cryptocurrency, and promotional coupon codes to name a few options. Many online business offer a few options for customers to pay, though the most popular payment options will vary depending on customer demographics and how they like to pay. For example, a business that primarily services local municipalities will probably be more likely to take direct payments and credit cards, and less likely to accept payments through cryptocurrency and probably doesn't make any gift cards. Keep in mind that every additional payment option adds operational and technical complexity to a website.

E-Commerce in a nutshell
The world or e-commerce includes online retailer and wholesalers and all other financial transactions that happen online. The e-commerce has several business models the most common are the business to consumer also known as B2C this can be an online retailer selling to the consumer. In addition the business to business or B2B, this is typically a business that offers business solutions for other business. And there is also the consumer to consumer or C2C. For detail information see each section for B2B, B2C, C2C.

=For the Consumers= Benefits of e-commerce for customers are convenience (don't need to leave your house or work to shop), easier comparison shopping (there are many sites you can browse looking for one specific thing, or use shopping bots to do it for you. It would take multiple trips to different stores to check the prices on the same item if there were no e-commerce sites), a higher degree of selection (not limited by what the brick-and-mortar stores have in stock), and the ability to customize products easier (again, not limited by the supply in the brick-and-mortar store, so there are a lot more options to choose from). Another benefit of e-commerce is the ability to shop 24/7. You would not be able to shop at a brick-and-mortar store at one in the morning, but you can buy things off of their websites at that time from the comfort of your home. There are many different types of online payment forms. there is digital cash, pay pal, digital wallet, digital gift certificates, gift cards, and coupons among many more. Digital payment is much more popular and the popularity is growing and growing. The necessity for this is big. Digital payment is used because it is much more secure than paying with a credit card, where some one can copy and use your information, the new forms of online payments offer you the option to buy things remotely without having to worry about your information being compromised or re-used.

The advantages of e-commerce for a consumer are numerous. Being able to shop from just about anywhere by using a computer or even your phone is very advantageous for anyone. It could be full-time working mother with children who might only have the early morning or late evening to shop or someone who prefers to stay in their warm home instead of venturing out in a snowstorm to purchase items that they might want or need. Using the internet is also beneficial as you could have more than one website open at one time to check availability and price as opposed to having to go from store to store.

=For the Businesses=

E-commerce business models consist of four different types. First business-to-consumer (B2C). This is when businesses sell goods or services to individual consumers. Second there is business-to-business (B2B). This includes any type of e-commerce transactions that take place between two businesses. The third one is consumer-to-consumer (C2C), or person-to-person. This involves individuals that are selling directly to other individuals. Finally there is business-to-government (B2G). This includes transactions between businesses and local, state, and federal governments.

The businesses choosing to do business online have a series of advantages when engaging in e-commerce, too. One of the advantages is a reduced cost of doing the business as some of the expenses that are present with the brick and mortar businesses (such as rent) are being eliminated. The accessibility and convenience of online transactions for the customers is leading to increased customer satisfaction which is another benefit. The business gains access to a worldwide market instead of being limited to a certain geographical area which gives it the advantage of a broader customer base and potential increase in sales.


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Bilingual Education/Models of Bilingual Education

A General Look at the United States
A great amount of the literature that is available in Colombia is based on the United States milieu. Although Colombian researchers have carried out successful and innovative investigations that in the long run will generate theory in the country, most of the theory that is reviewed in higher education institutions have emerged in a foreign context. The expert on second language learning, Cummins (2000), considers that ''“practice generates theory, which in turn, acts as a catalyst for new directions in practice, which then inform theory, and so on “ (p.1).'' If that theory does not emerge from the various contexts that teachers engage in on a daily basis, Colombia will keep on digging up where the answer is not hidden. Sociopolitical issues cause researchers to construct theories that contribute to the improvement of educational practice. Therefore, it is crucial to understand the context in which those theories are generated in order to evaluate their application in Colombia.

On January 8, 2002, President George Bush signed the NCLB Act into law and initiated, as argued by Mallico & Langan as cited in Batt, 2005, “the most sweeping change in federal educational policy” (p.1). This Act focuses on stronger responsibility for state and local education organizations by holding them accountable for annual progress. This progress, Adequate Yearly Progress (AYP), is determined by raising the achievement levels of subgroups of students (major racial and ethnic groups, economically disadvantaged, students with disabilities, Limited English Proficient and special education students) to a state-determined level of proficiency. Under the NCLB Act every student must meet academic standards in reading and math and a way to determine the schools’ success is test scores. The test results will allow the state to label schools as “satisfactory” or “in need of improvement” but all children must be proficient by 2014 and no child will be left behind.

A group that finds difficulties to achieve 100% proficiency is the Limited English Proficient subgroup (LEP). LEP students deserve special attention because of their limited proficiency in English resulting in a disadvantage in comparison to students in other subgroups (Batt, 2005). Then, schools with large numbers of LEP students will experience difficulties achieving AYP. However, there are different programs that offer financial support to public schools with high numbers of poor children to help them meet high academic standards. Those schools are called Title I, and the funds are aimed at improving teaching and learning for students. A school with a large number of LEP students can be considered Title I, thus they are evaluated on the percentage of students that score at or above proficiency determined by the state. In addition, states are required to identify, in their student population other languages besides English in order to suitably assess each language from the linguistic aspect. Nonetheless, most schools overlook these requirements and administer the reading and mathematics assessments in the dominant language: English.

The sanctions schools receive when they do not make AYP vary depending on the number of years it has happened. Sanctions go from developing an improvement plan, offering students the option to transfer to another school, providing tutoring outside the regular school day, replacing some or all of the staff members, implementing a new curriculum, or reopening the school as a charter school ( a public funded school that has been exempted from state or local regulations). These characteristics exemplify the particular benefits of NCLB for the LEP subgroup which are bringing additional resources as well as attention to the schools that are serving them. The flaw that I can perceive is blame LEP students, as well as the other subgroups, will have to face if the school does not make AYP, generating prejudice and racism among the school community. In the long run, AYP for the LEP subgroup can become a mechanism of exclusion. When working at a public school in the US, a defiant challenge from the NCLB Act towards both LEP students and the school itself can be perceived in the atmosphere. The challenges include the instability of the subgroup, the failure of standardized test scores to reflect what students understand, and the lack of proven accommodations that might make the scores more reliable (Batt, 2005). The LEP population does not stay in the same place over the time period allowed by the NCLB for all students and schools to become proficient. In addition, since the tests are made for native English speakers, LEP students are at a disadvantage due to the lack of cultural knowledge, which is assumed through out the tests. Schools are to offer specific and appropriate accommodations for LEP students, but they are limited to giving extended time to them. How can extended time help students understand the content on the standardized tests when they have weak reading skills? Some states such as Illinois, Virginia, and North Carolina have designed simple language versions of their mathematics and reading assessments aimed at helping schools make AYP, What about the other states? Most other states do not provide other types of assessment for LEP students because of the high cost; therefore, they simply administer the standard reading and math content tests failing to comply with AYP. Policy makers wish for LEP students to become proficient in English and master academic contents. Nevertheless, they are still looking for appropriate ways to incorporate LEP students in the process of accountability.

The ownership of two languages is not as simple as having two wheels or two eyes (Baker, 1996). Being bilingual entails not only the form of the language but also the skills, attitudes and usage given to the specific language. Then, who is bilingual? Bloomfield, cited in Bialystock (2001), insists that “a bilingual has full fluency in two languages” (p. 4). This general view takes into account neither the pragmatics of the language nor the individual differences of the learners. A bilingual individual is someone who can function in each language according to the given needs (Grosjean, cited in Bialystock, 2001). According to this view, a person that has a basic knowledge of the English language can be compared to a person that has good proficiency, because both of them can develop certain functions of the language. A number of definitions are given by several authors but there has not been a general agreement yet.

The Bilingual Education Act, which was replaced by the NCLB, tried to address the academic, linguistic, sociocultural, and emotional needs of students from culturally and linguistically diverse backgrounds (Ovando, 2003). Under this Act, several bilingual schools were established to serve LEP students, addressing aspects that deal with the acquisition of a second language. After January 8, 2002, the word bilingual was wiped out from the first legislation and policy makers named the new one the 'English Language Acquisition, Language Enhancement, and Academic Achievement Act'. Its purpose is to ensure that LEP students achieve English proficiency, developing high levels of academic success in English.

Convincing politicians, school communities, parents, and policy makers of the benefits of, not only for LEP students, but also for language majority students, has been a knotty undertaking. School administrators and teachers have to persuade parents of the cognitive, social, and economical benefits that bilingualism would bring to their children in the long run. However, parents still show resistance towards the idea of having their children receive bilingual education.

Bilingual programs are created in public schools across the United States according to the school administrators’ beliefs, the available funds as well as the staff they depend on. The results of a specific bilingual program depend on resources, allocation class time given to the first and second language, parents’ cooperation, students’ socio-cultural background and the student-teacher environment lived in the school community.

Since Bilingual education is much more than a pedagogical tool, it has become a societal pain involving complex issues of cultural identity, social class status, and language politics (Ovando, 2002). The insignificant value that is given to Spanish in the United States is determined by the social interaction in the market. The increased number of bilingual programs across the US is due to the degree of awareness that Americans have reached towards this issue. The Hispanics population is the largest and fastest growing subgroup, and this means economical and political power.

From the economical point of view, a bilingual person that entered to the country legally can easily earn $40,000 a year. This is affecting the Caucasian unemployment rate. However, Hispanics that are not legally documented get paid the minimum wage. As a result the companies prefer to reduce costs by paying a low salary to illegal immigrants, which in turn causes  discomfort among ethnic groups.

From a political stance, LEP students are being deprived from their linguistic rights. The so-called English-only movement is carrying not only a powerful linguistic deprivation but also a discrimination mass movement. Florida approved an anti-bilingual ordinance in 1980. This ordinance is exclusive because it does not advocate diversity and difference. Ambiguity and hidden messages are sent throughout the country with this type of legislation. Moreover, the US Federal Government states there is no official language, yet English is the official one in 26 states. The contrast of views among the states leads us to a hopeless landscape in which minority students are the ones that will suffer from a cognitive, social and cultural aspect.

What can be done to improve this controversial landscape in which children are in the crossfire? This question leads me to the third issue: how does the US prepare their bilingual teachers for the challenges of the twenty-first century classroom? NCLB Act calls for highly qualified teachers in every core academic classroom by the end of this school year (2005-2006) and to be considered highly qualified, teachers must have a bachelor’s degree, a full state certification and prove that they know each subject they teach. This claim becomes a challenge resulting in a language teacher’s shortage.

Some English language learners have teachers who understand their linguistic needs and provide rich, meaningful lessons that support their language growth (Short, 2005). The lessons that are planned by these types of teachers promote peer interaction that helps them comprehend the content that is covered in class. However, there are some less favorable learners that have teachers that leave them unsure of the tasks they are expected to do affecting their learning process.

Native teachers are expected to incorporate English culture in their teaching. Munter and Tinajero (2004) state that ''“the quality of the teacher is the single most outstanding factor leading to increase in pupil achievement” (p. 5).'' Teachers need to be well informed about issues that surround cultural awareness and prepared with the methods and pedagogic tools to achieve this so that no child will be left behind.

Mazur and Givens (2004) believe that ''“schools, community, and universities must function as a system rather than as separate entities and disconnected goals” (p. 11).'' US teachers need to take the theory to practice by visiting schools and getting familiar with the real situation that the different subgroups are experiencing. It is a matter of partnership to achieve the same goal: acquiring English and getting academic achievement through teacher training. The most recent proposal is to carry out this teaching practice in the context of professional development schools. These schools are an implemented partnership for the academic preparation of interns, as well as the continuous professional development of the school system and institution of higher education.

In this partnership, the knowledge cannot be placed exclusively on the university students or interns; the school and its staff can give useful information to make connections between theory and the daily classroom practice. These types of practices can meet the different needs of a diverse population of students and achieve students’ success.

Language teachers, researchers and any individual that are engaged in the educational field should be aware of the context in which the theory is generated. Being familiar with the socio-political issues that take place at the moment theory is brought about helps the government, schools and teachers have a clear goal regarding bilingual education. In the US, this type of education has come down a long and tortured path in which immigrants are hasty to assimilate the language and culture swiftly. The immigration movement is striking different national aspects, such as the acceptance of diverse classrooms, which make policymakers come up with new legislation that is in compliance with their culture, and political framework. Any individual that carries out research on the educational field should evaluate these diverse issues to foresee the application of theory in a different context, in this case, Colombia.

Colombia is passing through a transitional process in which English is of vital importance to the government. Therefore, the ministry of education, as a means to develop the skills of its citizens at this time of globalization, has created the Colombia Bilingue project. Its educational purpose, as opposed to the English-only movement in the United States, is seeing the process of language learning as a process of cultural learning. Yet, the project continues searching for solutions that come from abroad overlooking the potential Colombian teachers possess to generate educational theory that can help the students face this new challenge for Colombia. In the end, answers will be found in the classroom where teachers’ research initiatives generate theory framed by our own socio-economic, political, educational and societal issues.

But if you ask what is the good of education in general, the answer is easy: that education makes good men, and that good men act nobly.


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The Computer Revolution/Artificial Intelligence/I dog

 * What is iDog ?

iDog is a music robot, which was manufactured by Sega Toys in May, 2005. Similar to the name iDog, this music robot resembles a dog. In collaboration with Sony and i Pod (MP3 music player) the iDog was developed. Unlike real dogs, who eat real dog food, the iDog "feeds" by listening to music.

 * How does iDog work ?

Similar to a dogs characteristics, when people touch its tail it will get angry and when people touch its head, it will be happy.

When you own an iDog, try to feed with music 3 hours every day.

 * Functions of iDog

When you connect to an MP3 Player or a PC, iDog can be used as a speaker. The i-dog dances to the music by moving its tail and ears.

As it is growing up, he can mix music and depending on its mood, it can change the music.

Also, depending on what music you are listening to, it acts differently. For example, happy songs make its tail move.

It has some lights on its face which display its mood.

http://www.firebox.com/index.html?dir=firebox&action=product&pid=1129

 * Types of iDog

iDog

iPup

There are four kinds of iPup, iPup hip hop, iPup rock, iPup pop and iPup dance.

-iDog colour

There are 2 kinds of i dog colour, Happy Version which is blue and Lovely Version which is pink.

 *  Batteries

2 AA batteries are required

Click to view images

http://www.firebox.com/pic/p1129ex500.jpg

http://www.firebox.com/pic/p1129b.jpg

http://www.firebox.com/pic/p1129ex2.gif


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User:Orion Blastar/Books

Orion Blastar is trying to develop his writing skills using his user page as a sandbox to develop some books. Your feedback is appreciated.

Fiction Books

 * Lex Luthor Reformed

title: User:Orion Blastar/Books


text:
User:Orion Blastar/Books/Lex Luthor Reformed

Chapter One: The Prison Psychologist
Lex Luthor is escorted by two prison guards, out of his cell and into the hallway. The other inmates make fun of him as he walks by. His last plan was foiled by Superman and now he is serving the last few months of his prison sentence, which was five years. His lawyers got a reduced sentence in return for Luthor pleading guilty. The guards bring Luthor, who has his hands and feet in shackles, into a holding room, and the Prison Psychologist Dr. Hans Manon is waiting for him. Luther utters a few curses under his breath, and sits down in a chair at a table across from Dr. Manon. The guards wait on the door outside.

Dr. Manon speaks, "So tell me Lex, did you read that book I gave you on critical thinking?" Lex replied "Yes, Doctor, I am trying not to let my emotions think for me. I often let my hate and anger get the better of me." Dr. Manon says "Good, at least you admit to how you made bad decisions that ended you up in jail." Lex snarled "It was all Superman's fault anyway, he made me do it!" Dr. Manon smiled and said, "Now now Lex, you know that is not true. Nobody forced you to do anything. Let us work on your obsession with Superman." Lex frowned, "Superman, if it wasn't for Superman, I'd be doing good things instead of trying to stop him. He is the reason why I make bad decisions." Dr. Manon grinned, "You are thinking with your emotions again. Lex, listen to me, it is your decisions that are bad, not you. You are a genius with an IQ of 255, and one of the best scientists on the planet. You have within you the power to do good and make good decisions. Who knows what diseases you can cure, what technology you can create, or anything else your brilliant mind can think up. Your last device you used to try to beat Superman, was brilliant, but if only you found a way to use it for good and not destruction."

Lex smiled, and then frowned, "If Superman never came to this planet, I'd be a hero instead of a villain." Dr. Manon frowned, "Look Lex, the only one that should be controlling you is you. You cannot change Superman and you cannot change other people, but you can make changes to yourself that allow you to make good decisions." Lex was surprised, "I see, so I let my hate and anger towards Superman control me and my decisions?" Dr. Manon smiled, "Yes, Superman cannot control you, let us work on your anger and hatred of Superman. Why do you hate Superman?" Lex was shocked that he was asked that question, "Why, why, I am not sure why. Something about him seems phony to me, something about him that I cannot trust. I think he wants to hurt me, like my father hurt me when I was a child." Dr. Manon replied, "Yes yes, go on. Superman, like your father, is an authority figure. What about Superman reminds you about your father?"

Lex squirmed in his chair, grabbed his arm, and started to cry. "My my father, he always called me a miserable failure. Said I was no good, that I'd amount to nothing. I tried to read science text books, but he would knock them out of my hand and call me stupid, and tell me to become a business man like he is. He said I was too soft, too nice, that I needed to toughen up like him. That he never cried, never felt pain, that he was strong, and always just took whatever he wanted and the ends justified the means. He always claimed he was right and I was wrong. That his way was the way to go, for truth, justice, and the American way." Dr. Manon wrote down what Lex had said, "Yes, your father, did you hate him? Did he make you angry?" Lex wiped some tears off of his face, "Yes, yes he did make me angry and I did hate him. He would hit me, as well. Destroy anything I built, all of my creations, he just tore them apart." Dr. Manon wrote down more of Lex's words, "Just like Superman does, doesn't he hit you, and tear apart your creations as well?" Lex appeared angry, "Yes, indeed he does!" Dr. Manon smiled, "Lex, Superman is not your father, you have displaced your father on Superman. Have you ever thought about the harm your creations have caused others?" Lex was shocked, "Why no, I never did think about other people. Oh, oh, God, what have I done? How many people have been killed, wounded, or harmed in any way because of my actions and behaviors?" Then Lex got up and threw up in the nearby trashcan. Dr. Manon patted Lex on the back, "There there, that is just your conscience catching up to you. I think we broke one of your mental blocks today. Throwing up is a natural reaction, you are repulsed by your past behaviors and actions." Lex wiped his mouth, "Dr. Manon, is there hope for me? Superman was just trying to save innocent people, he is not as bad as my father. I deserve everything I got, every beating, every destroyed invention, how can I change?" Dr. Manon grinned, "One day at a time, Lex, one day at a time. You can learn from your mistakes, and try not to repeat them. Learn to think about other people, and not just yourself and your own personal vendettas against Superman. That is all the time we have for today. Remember, your bad decisions are the real villain, and you can decide from now on to make good decisions and become a hero." Lex smiled, "Thank you Dr. Manon, for showing me the light and the truth about myself." The guards walk in and escort Lex back to his cell.

Copyright Notice
Characters used in this book like Lex Luthor or Superman belong to DC Comics, all rights reserved. This is fan fiction, and should not be sold in any way shape or form.


text:
Talk:Conic Sections/Conic Sections Introduction

Grammatical and prose errors
In reading through this, I see that there are a variety of minor (but annoying) errors in grammar or prose. I'd be willing to address them if the regular authors are willing.

Steveicarus 05:37, 12 December 2006 (UTC)


text:
Mac OS X Tiger/System Preferences/Displays

This window allows you control over aspects over the monitors connected to the Macintosh. You can choose the resolution, the number of maximum colors to display, and the refresh rate. The Detect Displays button flashes a number on each monitor if you have more than one monitor installed, while the Rotate button allows you to rotate the monitor 90, 180 or 270 degrees. The Rotate button is only present if you have a video card that will handle screen rotation.


text:
The Computer Revolution/Communication/Skype

Skype is an online telephone. It has all the features you can get with a regular phone, but it's online. In case you might be away Skype also has a built in messaging system to receive voicemail while you are away. Skype connects to computers, landlines or mobiles so you can reach anyone over their telephone line.

Costs
Money is involved with calling people on the phone and skype is no different. Currently they are offering free calling to landlines and mobiles within canada and the US, but that deal only lasts till 2006. Between other skype customers the calling is always free. There is also an option of video calls or group calls. The voicemail does cost money though, but for 1 year it will cost you $20 CDN to send and receive voicemail. Other costs include International calls to landlines and mobiles, forwarding calls to phones, and SMS. Skype accepts payments through PayPal, certain credit cards, Moneybookers, or even withdraw the money for your own bank account.

More individuals, businesses, and home owners are dropping their regular phone company and are starting to use their computer with their microphone and speakers to use Skype. Skype is a free application and service that you are able to download from www.skype.com. Once you have your account setup all you need to do is log into the application like using any instant messenger. If you know the person id you can add it to your list and be able to make that call for free. For other situations you can add credit from your credit card through PayPal. For individuals who have enough vision to work the application they just use the mouse to add contacts, make audio or video calls, text messages, etc. For individuals like myself on the other hand, who has limited vision, I am able to use the keyboard commands incorporated with the scripts from JAWS for Windows a screen reader that reads the text spoken out loud through the computer’s speakers. So if I want to make a call all I need to do is hit Enter on the person’s name and it makes the call for me. To end the call or video chat on the other hand I use the keyboard commands Alt + Down Arrow that I have created from the settings menu. At the moment my monthly subscription for U.S. Canada and portions of Mexico, is $2.99. Yup! You are not imagining what is shown on the screen. So that is why my cell phone has the cheapest plan of 59.00 a month with unlimited texting, and Data plan to be able to use for emergencies and use my Skype account anywhere.

Extras
With all the options Skype also offers products for you to purchase. There are headsets and handsets both wired and wireless. For those that wish to show themselves off there is an assortment of webcams with some that include Skype minutes when purchased through Skype's online market.


text:
The Computer Revolution/Peripherals/Types of Scanners

This is article will have information about the two most common scanners. The information will include; cost, and how its used The four common scanner types are: Flatbed, Sheet-fed, Handheld, and Drum scanners.

 * Flatbed Scanners
 * Flatbed scanners are some of the most commonly used scanners as it has both home and office functions. The way they scan documents is that a mechanism rolls under the document to obtain the image. For businesses that have a need for high processing abilities, the flatbed scanner can scan any number of documents with a click of a button.

 * Sheet-Fed Scanners
 * Sheet-fed scanners cost between $300 and $800. This type of scanner works like a flatbed scanner except that the image is fed through the scanner and moves along the beam to be read rather than the beam moving. This type is not useful for books, but only single sheets.

The aforementioned scanner types are the most common types of scanners used in homes and small offices.

 * Integrated Scanners
 * Integrated scanners are becoming one of the most modern types of scanners when it comes to obtaining images. ATMs feature this type of built-in scanner for check-processing and approval.

 * Drum Scanners
 * These types of scanners are used mainly for capturing a picture and producing at a very high resolution rate. There are only a few companies that make these scanners, considering the high cost of producing a scanner such as this. It is considered as a tremendous upgrade to a regular flatbed scanner.

 * Portable Scanners
 * Portable scanner are designed to capture text and other data while you are on the go. The scanner is powered by batteries and once you scan the text, the content is stored on the portable scanner. Once you get home, you can transfer the content to a computer. Transferring to your computer is done by using a cable or a wireless connection.


text:
Neapolitan/501 Neapolitan verbs/ascì

ascì

 * (intransitive) to exit, go out; also figuratively, ascì pazzo- to go out of one's mind

1. Innecativo
 * a. presente
 * {| class="wikitable"

 * align="left"|io
 * align="left", bgcolor="#c9c8e9"|esco
 * align="left"|tu
 * align="left", bgcolor="#c9c8e9"|iesce or jesce
 * align="left"|isso/essa
 * align="left", bgcolor="#c9c8e9"|esce
 * align="left"|nuje
 * align="left", bgcolor="#c9c8e9"|ascimmo
 * align="left"|vuje
 * align="left", bgcolor="#c9c8e9"|ascite
 * align="left"|isse/lloro
 * align="left", bgcolor="#c9c8e9"|esceno
 * }
 * align="left", bgcolor="#c9c8e9"|ascite
 * align="left"|isse/lloro
 * align="left", bgcolor="#c9c8e9"|esceno
 * }
 * }

Participio passato
 * asciuto

title: Neapolitan/501 Neapolitan verbs/ascì


text:
The Computer Revolution/Hardware/Power Supply

Introduction
Power supplies are devices that provide a computer with electricity in a form and quality that it requires to operate. In a desktop computer, this component is often integrated into the computer itself, and is typically where mains power is connected. On laptops this is typically an external brick or wall wart that connects to the laptop. This device converts AC (alternating current) to DC (direct current). This is necessary because computers run on direct current. In this power supply, there is typically an integrated fan to keep it cool, as the conversion results in waste heat. In brief, the power supply takes AC current from the wall, converts it into direct current, and puts it into the motherboard, storage drives, and other devices in the computer that require electricity.

Power Budget
Wattage is commonly used as a measure of energy that a power supply can deliver to a computer, as well as a unit of consumption for individual parts. Power supplies are often rated with two wattages, peak and continuous. There are other factors that may influence or limit how wattage may be used, such as power supply rails, but for general ballpark estimations using reputable power supplies, this is generally sufficient.
 * Continuous Wattage - The maximum wattage a power supply can continuously deliver under normal operation. This is the primary wattage consumers should care about.
 * Peak Wattage - The maximum wattage a power supply can deliver for a short amount of time. Peak wattage should only be considered for extraordinary circumstances. By definition peak wattage is always equal to or higher then continuous wattage on a given supply, sometimes by a significant amount. Some less scrupulous manufacturers will advertise a units high peak wattage, while hiding a much lower continuous wattage.

Conversely computer components each have wattage requirements. Every processor, add on card, storage drive, and other device will also have a power consumption rating. By comparing the amount of wattage offered by a power supply, and the total amount of power components are expected to draw, it is possible to figure out if a power supply is sufficient for a system. Typically most components only draw their full rating when in active operation, but it's prudent to ensure everything will be adequately supplied with power when the machine is operating at full capacity.

Any reputable manufacturer or builder will construct computers with power supplies that are suitable for the amount of energy being used by the stock hardware inside of it. At the same time, system builders often save money for themselves and the customer by not shipping power supplies with significantly more capacity then what is required. As a result when upgrading hardware, like a video card or installing new fans, drives, etc. you must first check the required wattage that the particular piece of hardware uses. If your power supply does not meet these requirements you will also have to upgrade to a new power supply to ensure your computer does not crash.

For example, if you have a 400 watt power supply, and you install a new video card that requires 450 watts of energy, you may find your computer crashing when being stressed (watching videos, playing games). If this is the case, do not use the computer until you upgrade your power supply or you remove the piece of hardware that is causing it to exceed it's power rating. This sudden power off of a computer can be detrimental to the internal hardware of the computer.

There are things to protect a computer from electrical problems; they are:
 * Surge Protectors
 * Voltage Regulators
 * and UPS

A surge protector protects the computer from being damaged from high volts every once in a while; spikes or surges.

A Voltage Regulator protects the computer from being damaged by low volts. For example, when the power is lower than usual for a second or two.

A UPS (uninterruptible power supply) protects the computer from power failures. For example, when the power cuts out for a little while. The UPS instantly goes into action and runs the computer for at least five minutes. This gives the user a chance to save all the open work if necessary.

All the aforementioned devices connect between the wall outlet and the power supply.


text:
User talk:71.194.122.242

Condensed language, and organized structure of article. Added strategy introduction.

Welcome!
Welcome to Wikibooks, a collection of open-content textbooks! You don't have to log in to read or edit articles on Wikibooks, but creating an account is quick, free and non-intrusive, requires no personal information, and gives you many benefits, including:
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We hope that you choose to become a Wikibookian and create an account. Feel free to ask me any questions you may have on my talk page. By the way, make sure to sign your posts and comments with four tildes (~~~~), which will let others know who left it.

-- Herby talk thyme 08:08, 12 December 2006 (UTC)

title: User talk:71.194.122.242


text:
C++ Programming/Templates/Template Meta-Programming

Template Meta-programming overview
Template meta-programming (TMP) refers to uses of the C++ template system to perform computation at compile-time within the code. It can, for the most part, be considered to be "programming with types" — in that, largely, the "values" that TMP works with are specific C++ types. Using types as the basic objects of calculation allows the full power of the type-inference rules to be used for general-purpose computing.

Compile-time programming
The preprocessor allows certain calculations to be carried out at compile time, meaning that by the time the code has finished compiling the decision has already been taken, and can be left out of the compiled executable. The following is a very contrived example:

This kind of construction does not have much application beyond conditional inclusion of platform-specific code. In particular there's no way to iterate, so it can not be used for general computing. Compile-time programming with templates works in a similar way but is much more powerful, indeed it is actually Turing complete.

Trait classes are a familiar example of a simple form of template meta-programming: given input of a type, they compute properties associated with that type as output (for example, std::iterator_traits<> takes an iterator type as input, and computes properties such as the iterator's difference_type, value_type and so on).

The nature of template Meta-programming
Template meta-programming is much closer to functional programming than ordinary idiomatic C++ is. This is because 'variables' are all immutable, and hence it is necessary to use recursion rather than iteration to process elements of a set. This adds another layer of challenge for imperative programmers learning TMP: as well as learning the mechanics of it, they must learn to think in a different way.

Limitations of Template Meta-programming
Because template meta-programming evolved from an unintended use of the template system, it is frequently cumbersome. Often it is very hard to make the intent of the code clear to a maintainer, since the natural meaning of the code being used is very different from the purpose to which it is being put. The most effective way to deal with this is through reliance on idiom; if you want to be a productive template meta-programmer you will have to learn to recognize the common idioms.

It also challenges the capabilities of older compilers; generally speaking, compilers from around the year 2000 and later are able to deal with much practical TMP code. Even when the compiler supports it, the compile times can be extremely large and in the case of a compile failure the error messages are frequently impenetrable. For a template instantiation debugger, see TempLight.

Some coding standards may even forbid template meta-programming, at least outside of third-party libraries like Boost.

History of TMP
Historically TMP is something of an accident; it was discovered during the process of standardizing the C++ language that its template system happens to be Turing-complete, i.e., capable in principle of computing anything that is computable. The first concrete demonstration of this was a program written by Erwin Unruh, which computed prime numbers although it did not actually finish compiling: the list of prime numbers was part of an error message generated by the compiler on attempting to compile the code. TMP has since advanced considerably, and is now a practical tool for library builders in C++, though its complexities mean that it is not generally appropriate for the majority of applications or systems programming contexts.

Values
The 'variables' in TMP are not really variables since their values cannot be altered, but you can have named values that you use rather like you would variables in ordinary programming. When programming with types, named values are typedefs:

You can think of this as 'storing' the  type so that it can be accessed under the   name. Integer values are usually stored as members in an enum:

This again stores the value so that it can be accessed under the name. Neither of these examples is any use on its own, but they form the basis of most other TMP, so they are vital patterns to be aware of.

Functions
A function maps one or more input parameters into an output value. The TMP analogue to this is a template class:

This is a function that adds its two parameters and stores the result in the   member. You can call this at compile time with something like, which will be expanded at compile time and act exactly like a literal   in your program.

Branching
A conditional branch can be constructed by writing two alternative specialisations of a template class. The compiler will choose the one that fits the types provided, and a value defined in the instantiated class can then be accessed. For example, consider the following partial specialisation:

This tells us if the two types it is instantiated with are the same. This might not seem very useful, but it can see through typedefs that might otherwise obscure whether types are the same, and it can be used on template arguments in template code. You can use it like this:

The above code isn't very idiomatic: since the types can be identified at compile-time, the  block will always have a trivial condition (it'll always resolve to either   or  ). However, this does illustrate the kind of thing that can be achieved.

Recursion
Since you don't have mutable variables available when you're programming with templates, it's impossible to iterate over a sequence of values. Tasks that might be achieved with iteration in standard C++ have to be redefined in terms of recursion, i.e. a function that calls itself. This usually takes the shape of a template class whose output value recursively refers to itself, and one or more specialisations that give fixed values to prevent infinite recursion. You can think of this as a combination of the function and conditional branch ideas described above.

Calculating factorials is naturally done recursively: $$0! = 1$$, and for $$n>0$$, $$n! = n \times (n-1)!$$. In TMP, this corresponds to a class template "factorial" whose general form uses the recurrence relation, and a specialization of which terminates the recursion.

First, the general (unspecialized) template says that  is given by n*factorial<n-1>::value:

Next, the specialization for zero says that  evaluates to 1:

And now some code that "calls" the factorial template at compile-time:

Observe that the  member is expressed in terms of the   template, but this can't continue infinitely: each time it is evaluated, it calls itself with a progressively smaller (but non-negative) number. This must eventually hit zero, at which point the specialisation kicks in and evaluation doesn't recurse any further.

Example: Compile-time "If"
The following code defines a meta-function called "if_"; this is a class template that can be used to choose between two types based on a compile-time constant, as demonstrated in main below:

On line 18, we evaluate the  template with a true value, so the type used is the first of the provided values. Thus the entire expression  evaluates to. Similarly, on line 19 the template code evaluates to. These expressions act exactly the same as if the types had been written as literal values in the source code.

Line 21 is where it starts to get clever: we define a type that depends on the value of a platform-dependent expression. On platforms where pointers are either 32 or 64 bits, this will choose the correct type at compile time without any modification, and without preprocessor macros. Once the type has been chosen, it can then be used like any other type.

For comparison, this problem is best attacked in C90 as follows

As it happens, the library-defined type  should be the correct choice for this particular problem on any platform. To ensure this, line 3 is used as a compile time check to see if the selected type is actually large enough; if not, the array type  will be defined with a negative length, causing a compile-time error. In C99,  may define the types   and.

Debugging TMP
As of 2017, this cannot be done in any meaningful way. Generally it is easier to throw out the templates and start over than try to decipher the byzantine maze of compiler output that results from a single-byte typo in a template metaprogram.

Consider these observations from Herb Sutter, secretary for the C++ standardization committee:

Herb: Boost.Lambda, is a marvel of engineering… and it worked very well if … if you spelled it exactly right the first time, and didn’t mind a 4-page error spew that told you almost nothing about what you did wrong if you spelled it a little wrong. …

Charles: talk about giant error messages… you could have templates inside templates, you could have these error messages that make absolutely no sense at all.

Herb: oh, they are baroque.

Source: https://ofekshilon.com/2012/09/01/meta-programming-is-still-evil/


text:
The Computer Revolution/Hardware/RamChips

There are two types of storage, primary and secondary storage. Primary storage deals with temporary storage and is usually called "memory" or "main memory". Secondary storage deals with permanent storage and is usually called "storage". Most memory is referred to storing media, documents...etc on chips, whereas storage stores it on disks or tapes. Memory (primary storage) is stored on RAM chips or Random Access Memory chips. Whenever you open a file from the secondary storage it is opened on the RAM and allows you to make amendments to it. When you save the file it is then moved back to the secondary storage and saved on the hard drive. Basically you can think of the secondary storage as the refrigerator and the primary storage or RAM as the counter or stove in which you cook. There are different types of RAM some which include DRAM, SDRAM, SRAM and DDR - SDRAM. DRAM is abbreviated for "dynamic ram" and is constantly refreshed by the PC to keep its contents. SDRAM is abbreviated for "synchronous dynamic ram" and is synchronized by the system clock. This allows it to be faster than DRAM and the speed is measured in megahertz. SRAM is abbreviated for "static ram" is faster than DRAM and keeps its contents without having to be refreshed by the PC. DDR - SDRAM is abbreviated for "double-data rate synchronous dynamic ram". It is the most current RAM, it is used commonly in PC and Apple's and is also measured in megahertz.


text:
Talk:Visual Basic/Files

How to specify the path to a file
I need to know how to use open statement in VB to open a file with variable name. I could do it using:

Open CStr(variable) For Output As #1

but I can not specify the path ...........it shows error and I can not specify the extension .txt ?

please help me

thanks

 * The variable simply needs to hold a path to the file. Usually variable would be a string so there is no need to use CStr.  The path can be an absolute path such as:

variable = "d:\users\me\my file.txt"

or a file in the current directory (use CurDir to find out what that is):

variable = "my file.txt"

or a path relative to the current directory like this:

variable = "..\you\your file.txt"

or like this:

variable = "mysub\myother file.txt"

For the more adventurous it can also include a reference to a shared file on a server that doesn't use a drive letter:

variable = "\\someserver\someshare\somefile.txt"

I have added this to the page as well. --kwhitefoot 13:37, 2 January 2007 (UTC)

title: Talk:Visual Basic/Files


text:
User talk:Der Kief~enwikibooks

Hello and welcome to Wikibooks!

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

Good luck! -- Herby talk thyme 08:16, 12 December 2006 (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 Der Kief. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Der Kief~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 23:09, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 04:52, 19 April 2015 (UTC)

title: User talk:Der Kief~enwikibooks


text:
User talk:Natehoy

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
 * You should sign your name on Talk and vote pages using four tildes, like this: ~~~~.
 * Remember to conduct any editing experiments in the sandbox.
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 * 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 an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! -- Herby talk thyme 08:16, 12 December 2006 (UTC)

title: User talk:Natehoy


text:
User talk:Chaneldewitt

Hello and welcome to Wikibooks!

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 * 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 an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! -- Herby talk thyme 08:26, 12 December 2006 (UTC)

title: User talk:Chaneldewitt


text:
User talk:142.109.3.10

Welcome!
Welcome to Wikibooks, a collection of open-content textbooks! You don't have to log in to read or edit articles on Wikibooks, but creating an account is quick, free and non-intrusive, requires no personal information, and gives you many benefits, including:
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We hope that you choose to become a Wikibookian and create an account. Feel free to ask me any questions you may have on my talk page. By the way, make sure to sign your posts and comments with four tildes (~~~~), which will let others know who left it.

-- Herby talk thyme 08:27, 12 December 2006 (UTC)

title: User talk:142.109.3.10


text:
The Computer Revolution/Peripherals/Speakers

Speakers have evolved since they were added into computers. I don't even think the first computer had a sound system. Eventually a small speaker was installed for the annoying beeps. Then the speaker spoke to tell you when something wasn't connected properly. With the invention of the sound card we were given speakers as an output device. When I got my speakers I thought it was going to be difficult to install them, but I proved myself wrong, it's practically "sound" proof. For most speakers you just connect the cords into the output jacks of your sound card. If you went for the big set (like I did) then you will find yourself with about 5 speakers and a subwoofer. I'll all connecting cords into the color coordinated output jacks in the subwoofer. Then the one big subwoofer connecting cord will split into 3 cords, which go into the colour coordinated jacks of your sound card. If you try this and it still doesn't work try plugging in the subwoofer for some power. Now your ready to sit in front of your PC for hours on end. Enjoy!

Types of Speakers

Some computer speakers come already built into a monitor and all laptops come with speakers built directly into the device. Nowadays nearly all towers can be hooked up to a modern flat screen tv and all the tvs come with speakers built in so it is unnecessary to purchase separate speakers unless an upgrade in sound quality is desired. Most of the speakers that come built in to tv screens and laptops are usually not very big or powerful so many people that use their computers to listen to music will upgrade their speakers by purchasing them separately and hooking them up directly to their tower or laptop.

Stand Alone Computer Speakers

Computer Speakers are the most common type of audio output device. Computer speakers are connected to a computer to provide audio output for things such as computer games, music, TV shows, YouTube videos and more. Some speakers available come in a simple pair, while others come in a entire system with additional speakers and a subwoofer for better sound.

Headphones

Headphones can also be used as audio output in place of computer speakers. The advantage of using headphones as speakers for your computer or laptop is so the audio output does not disturb others. This allows a person to listen to music and videos in publics places such as Starbucks, or quite places such as the library.


text:
User talk:Gjanm752

Hello and welcome to Wikibooks!

Here are some tips to help you get started:
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You will find more resources in Community Portal. If you want to ask a question, visit the Study help desk, the Staff lounge, IRC channel or ask me personally on my talk page. For site news, see the Bulletin board. It might be an idea if you add this page to your "watchlist" so that you can see when any new information is posted there.

Good luck! -- Herby talk thyme 08:30, 12 December 2006 (UTC)

title: User talk:Gjanm752


text:
Wikibooks:Requests for deletion/Magick

Magick
Unverifiable, non-textbook material. Kellen T 08:49, 12 December 2006 (UTC)

 * People have received degrees in Magick from institutions such as Berkeley (not to say it was well received):
 * "He was going to be a psychology major, but through Berkeley's individual group-study program he fashioned his own course of studies. In 1970 he graduated with a bachelor of arts degree in magic, the only person to do so from a Western educational institution. He is the last to do so too, because the university administrators were so embarrassed over the publicity about the degree in magic, witchcraft and sorcery that they banned it from the individual group-study program."
 * http://www.themystica.com/mystica/articles/b/bonewits_p_e_i(ssac).html
 * So... ? --Remi0o 10:58, 12 December 2006 (UTC)
 * The existence of one self-led course on a subject now banned from the same university hardly justifies this book. Kellen T 10:10, 31 December 2006 (UTC)

 * I'll read through the text later this week, but I just want to mention that the subject of Magick itself is not inherently unverifiable, non-textbook, original research, or whatever. It can be studied from a reserved sociological and anthropological angle. Consider scanning over some of Chapter 4 of Outline of a General Theory of Magic by the French sociologists Marcel Mauss and Henri Hubert located here. What text I saw, however, in the wikibook, doesn't look like that pdf. I'll check later tho. Cheers, Iamunknown 17:49, 12 December 2006 (UTC)
 * I definitely agree that there could be a textbook about magick in the historical, sociological or anthropological sense. But this is one that purports to be a textbook on the practice of Magick and is therefore not suitable for wikibooks. Kellen T 11:21, 13 December 2006 (UTC)

 * I do have a tendency to jump in rather quickly so I've left this one a while! However Delete is my vote.  The content is questionable however my main reason is that I believe I would have been justified in placing a "qr-em" tag on this.  It is essentially a collection of redlinks with a small amount of content and has stayed that way for over two weeks now. -- Herby  talk thyme 10:33, 27 December 2006 (UTC)

 * Having considered several factors, I have take it upon myself to edit the book a bit. I will try to add to it more, and also properly format it for Wikibooks. Please let me know how the book could be changed further to meet the specifications of a Wikibook. I suppose, however, if the book simply cannot meet the requirements of a Wikibook then it should be deleted, but I think that would be unfortunate. Hopefully, something can be worked out so the book can meet community standards. --Remi0o 11:01, 27 December 2006 (UTC)
 * As with a wikipedia article, each fact presented in a wikibook must be cited from verifiable, reliable sources. I say this book could be about the history of magic beliefs, as documented in 'magic manuals' or whatever people use, and it could be on scientific investigation of magic beliefs, if any such investigations exist. I do not belive that it could ever be a how-to manual on magic while still conforming with verifiability. Kellen T 22:56, 27 December 2006 (UTC)
 * Wikibooks policy references NPOV, but doesn't seem to reference verifiability. Does Magick violate NPOV? --David Olsson 07:59, 31 December 2006 (UTC)
 * Possibly, as it asserts that magic produces any results. I don't think you can write a textbook on "how to do magic" that is actually neutral as the very premise is biased. Every page would need something notice like "magick is generally accepted to be fake/false/fraudulent." Kellen T 10:10, 31 December 2006 (UTC)
 * Comment To be acceptable for Wikibooks' standards this book really has to be transformed into a 'History of Magic'. It could also contain examples of the different practices associated with magic (whether historical or contemporary), but as it stands, this book is more of a how-to guide to something that is generally accepted as rubbish; and therefore does not meet Wikibook standards. I'd be prepared to let Remi0o have some time to restructure the book, deleting or rewording certain pages. Tommciver 09:45, 1 January 2007 (UTC)

 * Comment - I've had discussions with Remi0o along those lines myself (putting this "on hold" for a while as the the one at the top of the page at present. However as I understand it he feels he has done what he can.  I am left with the feeling there could be a valid book here but not perhaps as it stands -- Herby  talk thyme 09:51, 1 January 2007 (UTC)

 * As the very topic itself goes deeply against some of my personal religious beliefs, I had to dig deep to come up with a fair vote. Honestly, it would be interesting to see something like this developed (as mentioned above) into a History of Magick......that would be valuable within a forum like this.  However, considering how long it's had (nearly) nothing done to it (development-wise), I'd have to vote Delete. Buddpaul 01:46, 5 January 2007 (UTC)

 * I hate to beat a dead horse, but this statement in the lead-in: "Magick may be a science..." No it can't be a science......it's metaphysical.......Protestantism is no more a science than a boiled egg is a piece of computer hardware.....and Magick is metaphysical.  Statements like that help me to stick by my Delete vote......[I'm done!]. Buddpaul 01:49, 5 January 2007 (UTC)
 * Delete This has about no content. --Sir James Paul 02:06, 6 January 2007 (UTC)
 * Delete As per above comments. Xania [[Image:Flag_of_Poland_2.svg|15px]]talk 13:12, 7 January 2007 (UTC)

title: Wikibooks:Requests for deletion/Magick


text:
Wikibooks:Requests for deletion/Remote Viewing

Remote Viewing
Unverifiable, non-textbook material. Kellen T 08:51, 12 December 2006 (UTC)

 * http://www.amazon.com/Psychic-Warrior-Americas-Foremost-Top-Secret/dp/0312964137/sr=8-6/qid=1165921193/ref=pd_bbs_6/103-3899823-4446247?ie=UTF8&s=books
 * "Psychic Warrior: The True Story of America's Foremost Psychic Spy and the Cover-Up of the CIA's Top-Secret Stargate Program (Psychic Warrior) (Mass Market Paperback) "
 * --Remi0o 11:01, 12 December 2006 (UTC)

 * Yes people claim that this exists, but that does not make it verifiable, textbook material. Kellen T 11:47, 12 December 2006 (UTC)

 * While remote viewing is not "verifiable" in the sense that so far as we know you could not prove that the phenomenon exists to someone who has not experienced it, many books exists on subjects saying that: here is what people claim is real, here is how they claim to do it, and if you want to learn how to do it too, here is what the people who claim to have experienced this phenomenon have said is how they have reached the point that they are at. In the same way, I presume there are book on theology here, and I know that you can study theology over at Wikiversity. So what is theology besides a discourse and study of the history and theory of a non-verifiable phenomenon that people have claimed to have experienced?

 * It seems that a book could fit in here that says: here is what remote view supposedly is, here is the historical background of the topic, and here is how people claim to do it. Let me also say, that I have not thoroughly looked through the remote viewing book, and I am not intimately aquainted with Wikibooks' policies regarding the subject. I do know that there are college classes on such things as "paranormal psychology" which explores subjects such as remote view, telepathy, relgious experience etc. This one class that I know of personally was pretty much a debunking class though... --Remi0o 06:58, 18 December 2006 (UTC)

 * Same comments as at above. Iamunknown 17:50, 12 December 2006 (UTC)

 * Keep. No idea what it's about and the author really needs to make this part clear.  But I don't think it should be deleted at this stage.  Xania 22:43, 12 December 2006 (UTC)

 * Huh?! This is supposedly a textbook on how to be a psychic. Kellen T 11:19, 13 December 2006 (UTC)

 * I personally am a strong skeptic of material like this, but that doesnt change the fact that there are "professional" psychics, and schools for learning that kind of nonsense. I may not agree with it, but "respected institutions" (using a broad definition of "respected") could use a book like this. I would certainly like to include a note saying that much of this material is difficult and un-scientific. --Whiteknight (talk) (projects) 02:50, 27 December 2006 (UTC)

 * As with Magick, this could also be seen to violate NPOV based upon the premise that the very premise of the book is NPOV -- that one can achive "remote viewing" at all. Kellen T 16:41, 1 January 2007 (UTC)

 * PS. I seem to remember that this book has been nominated for VfD before. I dont have time to go digging through the archives tonight, does anybody know what became of that discussion? --Whiteknight (talk) (projects) 02:52, 27 December 2006 (UTC)

 * The only thing I could find was this VfD on Remote_Viewing/Pr02 (deleted and page protected against recreation). --Swift 16:26, 2 January 2007 (UTC)

 * Keep --- I am skeptical of this kind of stuff like Whiteknight. Nonetheless, it is popular enough that I expect that there are books and whatnot on this kind of stuff that makes it "verifiable". Most arguments I have against this book (in my mind) would go against Lucid Dreaming. I can't really think of a good reason to delete this other than "I don't beleive in it". And deleting something on those grounds alone is dangerous IMO. --Dragontamer 05:04, 27 December 2006 (UTC)

 * The reason I nominated this book for deletion (and this may well be applicable for lucid dreaming) is that it is inherently unverifiable and therefore not appropriate. Kellen T 10:09, 27 December 2006 (UTC)

 * Comment. Though the effects are unverifiable, I think the topic can be dealt with properly because the practice of remote viewing (which is the topic of the wikibook) is verifiable. The main problem, I believe, is that of NPOV — not an inherent one but because of how it is currently implemented.
 * The book makes no reservation for a critical approach on the subject and badly needs review and rewrite. If that doesn't happen, it does not conform to policy and should be deleted. --Swift 16:26, 2 January 2007 (UTC)

 * Delete unless rewrite. I agree with Swift. It should be handled as a "history of" the practice of remote viewing, not a "how to" that is unverifiable. This is independent research. PurplePieman 18:05, 11 January 2007 (UTC)

 * Comment. Remote viewing may not be a scientific study, but that doesnt mean that it's a new topic, that people haven't studied it in some fashion. Since there is likely material written about this subject (as dubious as that material may be), it satisfies our inclusion criteria. Remember the old adage, verifiability does not imply truth. So long as this book references it's sources (regardless of the quality of those sources), i am inclined to say it should stay. --Whiteknight (talk) (projects) 18:12, 11 January 2007 (UTC)
 * Yes, the topic of 'remote viewing' is acceptable for wikibooks, but this book does not reference any sources and approaches the subject from the standpoint that remote viewing is achievable at all and that this book can teach it to you. In its current form it is blatantly POV, unverifiable, and therefore unacceptable. Kellen T 20:16, 11 January 2007 (UTC)
 * This raises an interesting point, then. If topics such as 'remote viewing' are acceptable for WikiBooks, then what sources should be used? Ones that are considered "respectable" by the Remote Viewing community? How would such a distinction be drawn? Who are the "authorities" on Remote Viewing? What respected, legitimate universities are currently offering classes on Remote Viewing? PurplePieman 21:42, 11 January 2007 (UTC)
 * I've no clue; my point was just that I wasn't dismissing the topic as unacceptable for discussion, but that it's unacceptable to discuss it in a how-to manner. Kellen T 08:05, 12 January 2007 (UTC)
 * OK, sorry Kellen. I guess I should've directed my reply to Whiteknight. PurplePieman 04:12, 13 January 2007 (UTC)
 * Remember, it is the job of wikibooks to write textbooks, not to read and verify external works. The fact that this module doesnt reference any sources shouldn't make it a candidate for deletion. There are plenty of wikibooks here that don't reference any sources, or dont reference their sources properly. There are also a number of books here that discuss things that aren't "possible" (many engineering books, for instance, discuss "ideal systems" that can't possibly exist) and there are even some books around here that contain information that isn't strictly verifiable (physics books that discuss the more esoteric points of relativity, quantum mechanics, or string theory, for instance). As a last point, I think that this module has come up for VfD before, and it should not be deleted without first reading that first discussion (if it does in fact exist), and examining the rationale behind the last decision to keep it. --Whiteknight (talk) (projects) 18:44, 12 January 2007 (UTC)
 * Please see Swift's comments above regarding Remote_Viewing/Pr02 which was the only page considered for deletion before -- Herby talk thyme 20:49, 12 January 2007 (UTC)

 * Delete I've been watching this one throughout. While some strong views have been expressed in the end I do not see this as a "textbook" in a Wikibooks sense as it stands.  Further - unless there are some valid & rational arguments offered I plan to close this as delete in the next couple of days -- Herby  talk thyme 16:41, 12 January 2007 (UTC)
 * Delete Unverifiable and too confusing for Xania. Xania [[Image:Flag_of_Poland_2.svg|15px]]talk 11:31, 13 January 2007 (UTC)


text:
User talk:204.218.240.64

You have been temporarily blocked from editing for vandalism of Wikibooks. If you wish to make useful contributions, you are welcome to come back after the block expires. Xania 12:24, 12 December 2006 (UTC)

title: User talk:204.218.240.64


text:
Wikibooks:Requests for deletion/Medicine4kids

Medicine4kids
This book was originally added six months ago. It has not had any significant edits since the day it was created. It was apparently intended to be a Wikijunior book as the author left links to it on Wikijunior Pages. It does not contain any content of reasonable value and did not go through the Wikijunior New Title process. I believe it should be deleted. --xixtas 20:51, 29 November 2006 (UTC)

 * Delete - As it stands it's not a book. And it's a bit of a dodgy topic for kids really.  I have a book on Wikijunior which didn't go through the Wikijunior New Title process so I'm voting for deletion on content and usefulness merits only. Xania 20:56, 29 November 2006 (UTC)
 * Comment - I do not think skipping the new book process in itself is a good argument for deletion, but if this title had been listed there and had the associated outline and user comments, that would have been something in its favor, IMO. --xixtas 22:29, 29 November 2006 (UTC)

 * Delete - with both Xixtas & Xania on this one. Almost speedy in my view -- Herby  talk thyme 21:56, 29 November 2006 (UTC)
 * Weak Delete - On the grounds that some books that are mere stubs perhaps ought to be deleted eventually. This is as close to being a pure stub of a Wikibook as you can get.  Wikibooks is literally filled with raw stubs like this, and some cleanup has occurred to remove stuff like this in the past.  --Rob Horning 05:58, 2 December 2006 (UTC)
 * Keep and move to Wikijunior - Policy dictates that we keep this. --Swift 13:01, 2 December 2006 (UTC)
 * Delete. No meaningful content. --Swift 19:39, 7 December 2006 (UTC)
 * Comment I understand the value of deleting here since this stub has no structure and has been stagnant for six months. However, I think we need to focus on why the project would benefit by not having this book. The way I see it, stubby books are more likely to draw contributors than empty spaces on the bookshelves. There are a lot of stubs going up for deletion these days and good riddance to some of them. Policy, however, does not allow stubs with potential. If there is a strong feeling that these should be deleted, it is time to propose a change to the policy. --Swift 13:01, 2 December 2006 (UTC)
 * Comment and fair comment Swift, however I don't think this is the best example you could use -- Herby talk thyme 15:19, 2 December 2006 (UTC)
 * I don't quite understand you. I'm not making an example. I'm pointing to policy. --Swift 06:30, 7 December 2006 (UTC)
 * Comment I guess that depends what the definition of "definition" is. In my opinion, a definition for a Wikijunior book should include a name, a target age, a scope, a selection of possible article titles, and a list of typical article questions. Wikijunior should not become a free for all with any non-fiction book aimed at children allowed. As it stands our top page has to serve as both a landing page for contributors and our intended audience, kids. It would be damaging to the project if many stubs like this were created, abandoned, and allowed to sit abandoned. There is nothing in this 'book' that could be kept to be made into a Wikijunior book. Not even the title. Perhaps the idea of having a health book for children could be kept, but such a book would be a major undertaking and would be far too broad to fit within the current "42 page" definition of what a Wikijunior book should be. --xixtas 19:48, 2 December 2006 (UTC)
 * "I guess that depends what the definition of "definition" is." No. It depends on what the definition of "policy" is. According to WB:PAG:
 * A policy is a set of rules that must be followed.
 * For the definition of "must" see the above link.
 * "In my opinion, a definition for a Wikijunior book should include". Then propose a policy for Wikijunior, tag it as proposed and get it accepted by the Wikibooks community. Until then you can't really break policy according to your personal opinion. I understand your arguments and have no real attachment to the book, but until there is a demonstrated community consensus on this (I don't see VfD sufficient) policy must dictate.
 * "Perhaps the idea of having a health book for children could be kept". OK, then how about moving it to Wikijunior Medicine for Kids, not linked from anywhere in particular, but categorized somehow?
 * Alternatively, categorize, rather than vfd these WJ books and create a separate WJ policy, get it accepted and then delete the tagged guys en-masse. --Swift 06:30, 7 December 2006 (UTC)
 * Comment I'll not be spending any of my time working on this book. I do not currently have the energy or enthusiasm to write and shepherd any kind of Wikijunior policy. I will stay out of VfD's in the future. --xixtas 15:57, 7 December 2006 (UTC)
 * Strong Delete. I am going to disagree with you Swift, I don't think that the policy you are pointing to indicates we should keep this one at all. The deletion policy says "However, delete stubs that don't even have a decent definition.", which seems to describe this page exactly. A textbook "definition" is more then simply a sentence with a stated goal. Also, on the deletion policy, this "book" doesn't even qualify as "meaningful content". It's a page with a sentence and an external link (the link points to de.wikibooks, but for the purposes of this discussion I am going to consider that "External"). That the word "definition" is not properly defined on the policy page does not mean that it can be ignored as a criteria for keeping a book. In the face of such vagaries, we must rely on our own personal interpretations of the policy, like User:Xixtas did above. Many policies are purposefully written with such vagaries, to allow wikibookians to analyze policy matters on a case-by-case basis. We are not robots, and there is (and must be) a certain amount of leighway for us when making decisions about this kind of stuff. I posit that this book does not have an acceptable definition, and it is not meaningful content, and that it should, therefore, be deleted. --Whiteknight (talk) (projects) 17:07, 7 December 2006 (UTC)
 * I think the definition is fine, but I'll agree with the no meaningful content point. I've changed my vote. --Swift 19:39, 7 December 2006 (UTC)