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Information Technology and Ethics/Personal Internet Use In The Workplace

Be Respectful While On The Companies Internet and Intranet
While at work, most companies will likely have some type of internet monitoring set up. From the IT perspective, this is to ensure that company resources are not misused. The need to be respectful while on a company's internet and intranet is essential. Some organizations monitor internet use to protect from legal problems while others may be concerned about a decline in productivity.

Prohibited Online Personal Use On Companies Network
A study by Pew Research Center revealed 34 percent of employees surveyed use social media while at work to take a mental break from their job. Social media platforms may still be so new that some companies do not have official policies on workplace access. There should be clear company policies that state what can and cannot be used in the workplace, including social media, internet browsing, personal email checking.

Prohibited Use

 * Online Shopping
 * Checking Social Media
 * Online Gambling
 * Personal E-Mail

According to a report by Conlumino retail research firm, 31.2 percent of consumers ship online during work hours in the holiday season. Many people do it and although it may not be ideal for the employer, as long as the websites are accessible, most people will not see a problem with online shopping while in the workplace. In some environments, certain websites may be barred from access if the company does not want their employees accessing.

Bring Your Own Device (BYOD)
When bringing your own device to your workplace, you may see a blur between personal and corporate data. Employers should make proper policies and parameters for what the divide is here. Personal email, family photos/videos should belong to the employee while work email and files should be belong to the company. In some companies, you may see that the organization may require access to any personal device that is used in the event that a device is lost/stolen and the device needs to be cleaned.

Important Factors To Consider With BYOD

 * Device May Not Contain Any Viruses
 * Device Must Be Secure and Up to Date
 * Device Must Be Clean From Malware
 * Device Must Respect Companies Internet and Intranet Policies


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Information Technology and Ethics/Privacy and Data Security

Edited By:
Silver Team

Misusing DATA with BYOD
BYOD stands for “Bring Your Own Device”; it has become rather popular within recent years where larger organizations and corporations allow their employees to bring or use their own devices for work purposes. IT departments are increasingly realizing that BYOD is happening whether it is officially sanctioned or not, and they are taking steps to address the trend with technology solutions that secure corporate data across a range of platforms and devices. Whether or not the BYOD exception is officially sanctioned within an organization or corporate, employers and administrators have to be extremely cautious with the kind of employee they’re hiring and allowing to utilize bringing their own device. Generally, BYOD provides comfort and accessibility for the worker, on the other hand it opens opportunities for security risks, data loss, and data privacy issues.

DATA misuse is a common occurrence in many company networks. It can range from the wrong E-Mail being sent, to extremely important files being deleted. BYOD can be a hassle since the company can not access the personal BYOD device since the company does not own it. This can result in misuse with company data on BYOD devices. Some files can stay on personal BYOD devices for years until the device gets replaced, stolen, or damaged. Misusing company data with BYOD devices can occur in any company. Any type of electronic document can be accessed and tampered with on the BYOD device. The BYOD must have a strong policy to combat the misuse of DATA. Even with sensitive documentation massive amounts of damage can occur and the costs can sky rocket depending on what data was misused and how it was misused.

Various policies and regulations placed by the IT department of an organization or corporate are necessary in order to ensure a safe working environment; most importantly one that will not compromise the business. BYOD in practice generally means accessing email from a personal device, and this presents risks given the potential nature of data sent by email and how easily a mobile device can be lost – or hacked if not sufficiently secured. Employees accessing corporate data on personal devices present a huge risk to data security unless the correct protection measures are in place. Other forms of BYOD include cell phone or laptop usage, memory sticks, hard drives, and other devices that enable access to your work related account or work related data.

As BYOD enables for larger risks and misfortunes for a company; it also enables a difficult assignment of enabling policies that are respecting the privacy of the employee. However, attempting to secure data by monitoring personally owned devices can be seen as an invasion of individual privacy rights. Across different geographies, data privacy legislation dictates that individuals must give fully informed and explicit consent for their personal data to be accessed and processed. In the practical world of BYOD and MDM, this "access" means monitoring activity and potentially locking and wiping the device – functions that employees may not be too happy about allowing on their personally owned smartphones or tablets.

Generally, companies and corporations should avoid BYOD. If it is something that they’d like to make an exception for certain workers, something like a mobility policy would be beneficial and in all cases crucial. The risk do overtake the positive outcomes of BYOD and companies must pay close attention to how the data is being handled on any BYOD device in the corporate network. According to Privacy Rights Clearinghouse, there are many laws and regulations companies must consider when creating a BYOD policy. Which laws apply will depend on the nature of the employer's business and what kind of data it collects, stores, and uses. A corporate mobility policy implies a level of compromise between the employee and employer. The employer allows the employee to use the device of their choice, while the employee recognizes their responsibilities in regard to corporate data protection and allows a certain level of monitoring on their personal device. Ironically, if the employer is going to most likely place a mobility policy for BYOD users, then they should disregard BYOD and simply provide their employees with the necessary technology and access, which can all be simultaneously monitored by the IT department to reduce any risk of file misplacement, privacy invasion, or other issues relating to BYOD.

Privacy and Data Security in Virtual Reality
Virtual Reality (VR) is “the use of computer technology to create the effect of an interactive three-dimensional world in which the objects have a sense of spatial presence. ” Users must share personal and sensitive information when interacting with virtual environments. Virtual reality platform providers collect biometric data such as hand-tracking movement, retina movement, and voice data as feedback to improve various functions. The platform provider can gather associated data if the consumer links their VR account with a social media account, such as Facebook. There are no federal laws or regulations on how VR platform providers can manage consumer data. VR consumers cannot request the deletion of their data from the device or the provider except for the state of California. The California Consumer Privacy Act gives consumers more control over their privacy. CCPA ensures that consumers can opt out of data collection (if allowed), request the deletion of their data, know what happens to their data, and limit the use and release of their data.

As VR collects various amounts of data, it makes them a target for hacking. Hacking is gaining unauthorized access to a network, device, or system. As VR has no regulations for handling consumer privacy, they do not have any set security measures. Hackers can brute force their way into a victim’s account and steal personal information. There is no multi-factor authentication for the user’s VR account. There is no data encryption within VR platform providers; thus, it is easier for hackers to steal it.

Remediation
Every U.S. state must enact a privacy act to ensure VR platform providers properly manage consumer data. Every VR consumer should know how the providers use their data and why they collect it. Every VR provider must have a disclosure on the screen, and the consumer must accept it before using the device. The disclosure must be in easy-to-understand terms. All data must be encrypted when stored in case of a breach. All VR devices and accounts must have two multi-factor authentications to prevent unauthorized access. With these added precautions, consumers can traverse their virtual environments safely.

Best Practices for Handling Workplace Data
Workplace data can vary in the content it holds but it is crucial that all content is stored and managed correctly to avoid the loss of data or the misplacement of it. In the event that the data were to be compromised or accessed by unauthorized individuals, the organization may encounter short-term and long-term consequences. In order for an organization to protect data within their Domain and Cloud storage, they must understand the severity of losing data and the importance of maintaining data private.

To prevent data breaches from occurring, organizations should limit and restrict certain individuals from accessing certain files and data. Employees should only have access to information that will help them in completing their job duties. This restriction should apply to company owned devices and devices connected to the organization’s network.

When it comes to using devices, whether personal or company owned, users should ensure that their device is accounted for and has at least one form of password setup to prevent any stranger from gaining access to important information. If there is an opportunity to use twice different types of passwords on the same device, that would add an extra layer of security. This is important because once a device has been reported lost, the next challenge to follow would be to prevent entry to the device and detect if it has been compromised.

It is important to keep up with current devices by ensuring that all operating systems and applications remain patched or updated to avoid any security vulnerabilities. Updates target any new bugs that have been discovered and attempts to resolve them to further improve the experience and quality of the application or software. Updates typically try to implement new security features to further protect users from being hacked.

Any device that holds private information should undergo a deep cleaning. A deep cleaning will entail organizing files on any device by sorting and deleting any of the data that no longer needs to be saved. The fewer files that are saved on your device, the less data you are responsible for keeping safe. Keep in mind that files may be backed up elsewhere and should be removed if the files are no longer needed or if wrongful access was granted.

There are four data handling programs to manage workplace data.

1. Cyber Security Program:

The content outlines important procedures for secure data disposal, regular audits and assessments, creating policies and processes, implementing technological controls, providing employee education and training, establishing an incident response strategy, putting in place procedures for ongoing monitoring and evaluation, establishing sound vendor management procedures, conducting regular testing and updates, establishing communication and reporting processes, and emphasizing continuous These steps include erasing data from obsolete documents and electronic equipment or physically destroying them, carrying out routine audits and assessments, developing thorough policies and procedures, utilizing cybersecurity tools, regularly training staff members in cybersecurity awareness, developing an incident response strategy, monitoring system logs and carrying out security audits, managing vendors and third-party suppliers, carrying out penetration tests, and exploiting vulnerabilities.

2. GRC Program:

Several crucial phases go into creating a good Governance, Risk, and Compliance (GRC) program. First, it is important to clearly define the objectives and boundaries of the GRC program, taking into consideration the business's strategic goals, industry standards, and legal needs. To identify and assess the company's risks, including operational, financial, legal, and reputational concerns, a complete risk analysis should be carried out. Industry best practices should serve as the basis for the policies and procedures that define the company's governance, risk management, and compliance procedures. To manage risks, a framework should be designed that outlines roles and responsibilities for risk management as well as procedures for risk identification, assessment, mitigation, and monitoring. To guarantee that the business complies with all applicable laws, regulations, and industry standards, compliance processes should be put in place. These processes should include steps for tracking, reporting, and documenting compliance. Internal controls, such as control processes, monitoring systems, and reporting procedures, should be created and put into place to guarantee that operations are carried out efficiently and in line with policies and procedures.

3. Insider Threat Program:

The article also emphasizes the necessity of ongoing training and awareness campaigns to inform staff members of the many kinds of insider threats, their possible effects, and techniques for spotting and reporting them. This involves imparting knowledge on data management principles, insider threat mitigation techniques, and information security best practices. Another essential component of identifying insider threats is closely watching user activities. Organizations can track and evaluate user activity for any unusual or suspicious behaviors that may indicate insider threats, such as attempts to enter restricted areas or data transfers that deviate from usual patterns, by using tools like log analysis, network monitoring, and user behavior monitoring. It's also advised to do routine audits of user accounts, access rights, and system logs to spot any potential criminal activity or anomalies that could point to insider threats. To proactively identify and stop insider threats, this involves assessing user access privileges, keeping an eye out for privileged account usage, and carrying out regular security audits.

4. ISO 27001:

ISO 27001, a widely recognized standard for information security management systems (ISMS), implementation calls for a planned strategy and a number of essential components. The scope of the ISMS must be established, leadership commitment must be obtained, a risk assessment must be completed, a security plan must be created, security measures must be put in place, processes and policies must be documented, staff must be trained, internal audits must be completed, management reviews must be conducted, certification preparation must be made, and continuous improvement must be the main focus. Declaring the criteria, restrictions, resources, processes, and individuals that will be covered by the ISMS system is the first step in determining its scope. The implementation must also have the support of senior executives, who should do this by appointing a management representative and giving the required funds.Through a careful risk assessment, risks and vulnerabilities to information assets must be identified and evaluated. This entails identifying resources, threats, and vulnerabilities, as well as determining risk levels, estimating the likelihood and effects of potential incidents, and determining vulnerabilities.

Following Companies Cybersecurity Policies
Each employee in an organization should be educated on the importance of cybersecurity, not just the IT professionals. A cybersecurity policy will explain each person’s responsibilities for protecting IT systems. This includes standards for email encryption and using social media in a workplace. When it comes to cybersecurity, employees are the weakest links. According to McAfee, 43% of data loss was caused by employees. A strong cybersecurity policy will help employees understand the importance of protecting data. In sectors such as healthcare and finance, that often hold important customer information, this is especially important as they can be heavily fined for insufficient security procedures.

The cybersecurity policy will inform employees and other users how to access online resources responsibly. It will also include general security expectations from everyone in the organization. The policy should emphasize the important aspects such as security for sensitive data. The policy should be easy to read and understand.

The IT department is responsible for all information security policies. However, other key stakeholders are also a part of creating policies. For e.g., the legal department will contribute to the creation of the policy by ensuring it meets legal requirements. As technology is constantly changing, it’s important to update the cybersecurity policy to meet these changes.

Ethical Hacking When and When it is Not Allowed
In order to fully understand the concept of ethical hacking, we must first understand the concept of penetration testing. Penetration testing is the act of legally exploiting computer systems in order to strengthen the system's overall security level. In order for this act to be considered legal, a penetration tester must gain written authorization from the party requesting penetration tests. Without this authorization, the act of exploiting computer systems is considered illegal. When performing penetration tests, a penetration tester will exploit a computer system by taking advantage of unknown vulnerabilities within the system. Once the penetration tester has finished their tests and successfully gained access to the computer system, they will create a report to summarize their findings. Topics discussed within this report include all identified vulnerabilities, the vulnerabilities used to perform exploitation, and recommendations for patching the identified vulnerabilities (Engebretson, 2013). It is important to provide as many details as possible when writing reports for penetration testing. This way, your client is able to use your report as a guide to resolve the vulnerabilities within their computer systems. Without a detailed report, a client will not be capable of successfully implementing the solutions provided to them.

Within the act of exploiting computer systems, there exists a concept known as ethical hacking. In most circumstances,  the terms "ethical hacking" and "penetration testing" hold the same meaning. Ethical hacking is used to describe a person who performs computer system exploitations in order to help others. Specifically, to help others strengthen the security of their computer systems (Engebretson, 2013). As you might deduce, if ethical hacking exists, then unethical hacking must also exist. Within the field of penetration testing, there are terms that assist in describing the difference between ethical and unethical hacking. These terms are known as "white hat", "gray hat", and "black hat".

There are three types of hats that describe the difference between ethical and unethical hackers. First, you have black hats. A black hat is someone who performs malicious, unauthorized exploitations on computer systems. A white hat  is someone who performs legal, authorized exploitations on computer systems. For the purpose of helping people strengthen the security level of their computer systems. Lastly, a gray hat is someone who performs both white hat and black hat hacking (Grimes, 2017). To be clear, any form of black hat hacking is illegal. The amount of hacking you perform does not matter, any unauthorized hacking is considered illegal. To conclude, black hat is the term used to describe unethical hacking. White hat is the term used to describe ethical hacking. Lastly, gray hat is the term used to describe someone who performs unethical and ethical hacking.

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


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Information Technology and Ethics/Uniform Treatment Of All Employees

Treating Company Messaging Services with Respect For All Other Employees
A majority of resources given to an employee may be monitored for use, especially to check if the use of resources like email or instant messaging apps are used for non-work related purposes. Be sure to read the internet and resources policy if your work has one and be aware that whatever it is employees are doing on those resources may reflect on the company. Chances are, if someone is bothering another employee or a group of employees with spam or controversial opinions that were not asked for in a team meeting for brainstorming purposes that it may get that employee in trouble if it continues. Remember that there should be a clear divide between personal accounts and resources and work resources, and that work resources should be just for work and work related projects and purposes. A weekly check in may be fine on a project, a daily check-in however may be not warranted.

Diversity in the IT Workplace
Diversity is a hot topic in the workplace, but it’s important to treat everyone with respect, not just the diverse employees that have recently joined the team. Remember the saying “Treat those how you wish to be treated”. If you are a manager or a boss, it is especially important to treat those under you with respect, as those under you and their conduct may reflect directly on how you have been treating them or your style of conduct. While businesses are growing more diverse, take that time to create inclusivity and sensitivity training so those that already work at the business do not misstep with new employees and make sure to reinforce that training whenever possible. Those who leave the business under less than better conditions may complain about that business to friends, narrowing the possible employee field and potentially giving the business a bad reputation if such complaining is to continue. No favoritism should be tolerated or occurring at any level, if it does, it should be shut down and the position or other item should be added back into the internal field for another go-around, this time based on credentials and work experience. If there is an employee that continues to cause trouble even past sensibility training and conduct reviews, it may be easier to remove the individual than it would be to keep them on if they rock the nebulous environment of the workplace if all other options have been exhausted.

Focus on your own work and don’t get distracted
Think of work a bit like a hotel, you have your desk, that would be considered your room, you’ve got everything you need there to complete your work, and if you do not you can go to a manager and ask for it. Every employee has their own desk, their own “room” with which they can complete their work, you would not go into someone else’s room for something. That would be an invasion of privacy and indicate a lack of respect for your coworkers, which could cause issues later down the line that would not be in the workers best interest. It is the same with personal information, if someone does not bring up a situation that you saw occur, you should not bring it up in public unless they themselves bring it up. While bonding with coworkers is a good idea, it can make a hard day a little easier to have work friends around, gossip should not be tolerated, especially about another coworker. Remember that people are there to get work done, not to talk and that by the end of the day that workers should have gotten something done with their work day.

Likewise, unless it is crunch time and everyone is racing to get a project done and turned into the client on time, work should not be a competition unless your work is purposefully making it a competition for workplace bonding or as a morale booster. If a competition is to be had, maybe make it for outside work activities with the team or group, like Baseball, Kickball or other team building and bonding activities. Work should be done largely at your own pace or at a pace you can keep up with to ensure workers do not get burned out. A competition for who can do the most work in a day or a week or the most projects could get both of the employees in trouble with management and may affect more than just the couple of employees participating. What should have been fun for some employees may cause tension across the whole floor, and generally looks unprofessional if not work-sanctioned in nature unless at a workplace where such conduct is considered commonplace.


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Information Technology and Ethics/Employee Communications

Company Phones, Email, Video and Phone Chats, Physical Mail
Company phones must be treated with professionalism. The phone is provided by the company and the employee should be agile in using it. No personal use with the company's cell phone only for work related. IT Organizations also have the right to access the device since it is in their policy and the company paid and provided the device. The company can access the phone in any events that can endanger human lives or bring destruction to the company.

E-Mail is provided by the company and every employee must treat it as a professional tool and not a toy. Companies must take care of the E-Mail service they provide because it can be used to cause harm if an employee gets carried away. The company has access to all the E-Mails being sent and written on the company’s network and time. If E-Mail is misused by a company a lot of irreparable damage can be done. Email is still being used widely today throughout the world and it can be abused easily. Video and Phone chats can be abused by employees in any company. Spam calling, absurd video behavior, and many more can send a bad image to any potential and existing clients. A company can record all phone calls and video chats as they please to keep order in place in a company's network. Since the COVID-19 Pandemic of 2020 many companies, institutions, and governments switch to virtual meetings and phone meetings. Having a good strong video conferencing and phone policy can educate employees and keep the company from looking bad.

Physical mail can also be abused in today's time. Sending threatening letters or black mailing other clients can lead to a bad image for any company. There were several instances where employees were using the mail system at companies to black mail clients into releasing information. A company must keep a good eye on physical mail and educate their employees to avoid risky behavior that can damage the company.

Be Professional as an Employee
The employee is the face of the company. A company that wants to show that they are friendly and professional must treat all employees with respect. Having good relationships with employees has been proven to significantly improve a companies reputation and stand out from the rest. The same goes for remote work because of the pandemic. Many companies need to have a strong work from home policy to avoid any issues from occurring between employees and clients.

Interpersonal Communication Changes Affected by COVID-19 Pandemic
The COVID-19 pandemic has impacted many businesses especially those with interpersonal communications. A company must take measures to combat the spread of the virus and limit interactions with clients and employees. Many companies can switch to remote work to protect their employees and clients from the virus. Until the virus is contained interpersonal communication can be restored since many clients prefer to meet face to face rather than remotely. The interpersonal communication must be addressed at all times to save lives and to keep business running smoothly.


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User:Omotea princess/sandbox

Hi I just got to Wikipedia page hope you love me the best thanks.🥰😗😚☺🙂🤗

title: User:Omotea princess/sandbox


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User talk:Omotea princess

Hi I'm so glad I'm here with you guys i love it

title: User talk:Omotea princess


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User:Lofton05

Welcome to the main page of the user Lofton05.

title: User:Lofton05


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User talk:Lofton05

Welcome to the talk page of the user Lofton05.

title: User talk:Lofton05


text: User talk:37.211.0.165

title: User talk:37.211.0.165


text: Category:Book:NEC PC Programmers Reference


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User:SunderB

Hello world! :)

title: User:SunderB


text:
User:SunderB/Physics/3.4-Waves

= Waves =

Wave Basics
A progressive wave transfers energy in the same direction as wave travel without transferring matter.

Definitions and Parts of a wave

 * Displacement x (m) - distance of a point on a wave from the mid-point
 * Amplitude A (m) - maximum distance from the mid-point
 * Wavelength λ (m) - length of one whole oscillation
 * Period T (s) - time taken for one full oscillation
 * Frequency f (Hz) - number of full oscillations per unit time Frequency = 1 / Time period
 * Phase - how far a point is along an oscillation
 * Phase difference (radians or degrees) - how far along an oscillation one point is compared to another, either on the same wave or two different waves. 2π = 360° = one wavelength
 * Path difference - the no. of wavelengths between two points on a wave or on two different waves. Measured in terms of λ.

Wave Speed
$$\begin{alignat}{0} \text{speed of wave} = \text{wavelength} \times \text{frequency} \\ v = \lambda f \end{alignat}$$

Refraction and Refractive Index
Refractive Index:

$$n = {c \over v}$$

Snell's Law:

$$n_1 sin(\theta_1) = n_2 sin(\theta_2)$$

Critical Angle:

$$sin(\theta_c) = {n_2 \over n_1}$$

Diffraction and Two-Source Interference
$$\lambda \approx {ax \over D}$$

Stationary/Standing Waves
A standing wave, also known as a stationary wave is the superposition of two progressive waves with the same wavelength, moving in opposite directions. Features of standing waves:

 * No net energy transfer

How standing waves form:

 * The incident wave is reflected off of the closed end (of the string or tube)
 * The incident and reflected waves superpose
 * Where the two waves are in-phase (phase diff. of 0, 2π, 4π etc.), total constructive interference occurs, creating anti-nodes.
 * Where the two waves are out of phase (phase diff. of π, 3π, 5π etc.), total destructive interference occurs, creating nodes (fixed points on the wave which don't oscillate).

title: User:SunderB/Physics/3.4-Waves


text: User talk:70.167.229.130

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Professionalism/Metal-on-Metal Hip Implants

Introduction
Metal-on-metal (MoM) hip implants are a class of hip implant which feature both a metal cup and a metal head in their design. Initially thought to be more durable than their predecessors, MoM implants were quickly found to pose health risks to their recipients. While individual doctors notified MoM hip implant producers of their flaws, companies often ignored these notices in favor of profits. The policies of regulatory agencies such as the FDA were initially lenient enough to allow their continued sales, and only after several years were these policies adjusted to ensure that all MoM hip implants on the market explicitly met safety standards. The professional ethics of individuals, companies, and regulatory agencies are all highlighted by the case of MoM hip implants and demonstrate how participant groups can exacerbate or mitigate faulty product consequences.

Hip replacements
The hip joint in the human body experiences extensive use throughout its lifetime. Due to general wear and tear, injuries, or medical predispositions, the cartilage between the femur and hip socket can wear away. This causes inflammation, pain, stiffness, and difficulty walking. Noninvasive treatments such as physical therapy, steroid injections, and anti-inflammatory or arthritic medications are applied first. When the problem does not respond to these methods, more invasive treatments are required. Hip replacements are an option for patients. There exists multiple types of manufactured hip implants:

 * Metal-on-Polyethylene (MoP)
 * Metal-on-Metal (MoM)
 * Ceramic-on-Polyethylene (CoP)
 * Ceramic-on-Ceramic (CoC)
 * Ceramic-on-Metal (CoM)

Doctors have access to a variety of implant materials and devices to tailor to each patients' needs.

Proposed benefits of MoM implants
MoM hip implants were originally marketed towards younger osteoarthritic patients. These implants were expected to last longer than previously utilized materials and allow for a greater range of motion to the patient. This would enable injured patients to return to their high levels of activity in pastimes or sports. Many people received these types of implants due to the perceived benefits soon after the devices entered onto the market. But, doctors and patients were unaware of the problems these devices would cause down the road.

Unforeseen (or ignored) future implant complications
Many MoM implants were faulty or caused adverse health affects in patients. This included both short term and long term detriments. Due to the recurring problems with these devices, over 570 hip replacement recalls occurred from 2003 to 2013. A number of implant manufacturers had recalls for their devices, but DePuy and Stryker had the highest number with 150 and 231, respectively. Below are several reasons MoM implants were recalled, but are not limited to:

 * Manufacturing
 * Packaging
 * Design flaws
 * Early failures
 * Instructions
 * Missing parts

These problems persisted throughout the use of this implant and caused stress for both patients and doctors. Doctors could often not properly implant the devices into patients and would have to perform multiple revision surgeries.

Long-term health effects of faulty MoM hip implants
Faulty MoM implants can release toxic levels of metal ions into the bloodstream, causing metallosis. Symptoms of metallosis include:

 * Tissue, bone, and nerve damage
 * Pain and swelling
 * Heart problems
 * Visual impairment
 * Tinnitus/deafness
 * Cognitive impairment

Treatment typically requires one or more revision surgeries to remove or replace the faulty implant, putting patients at risk for further complications during surgery.

FDA orthopedic device approval process
In the early 2000s, orthopedic devices like hip implants could be cleared by the FDA for sale in the United States through a process called premarket notification. This process requires manufacturers to notify the FDA of their intention to sell a new device 90 days before it is released. The premarket notification process does not require manufacturers to submit clinical data. Instead, manufacturers must show that the new device is substantially similar to a "predicate device" that is already on the market. Following multiple controversies, including MoM hip recalls, the FDA has taken steps to eliminate the use of premarket notification for Class III medical devices.

Involved participants
The depth of this case created involvement from a number of parties. The patients with faulty or dangerous MoM implants were the ones most directly affected by manufacturers' wrongdoings. The physicians played an integral role as the participants implanting the problematic devices into their patients. They also served as medical experts when sharing their experiences and knowledge with the manufacturers, legal representatives of the patients, and the FDA. Due to large and numerous settlements between patients and orthopaedic manufacturers, legal representatives were heavily involved. The manufacturers themselves were involved parties for their marketing, producing, and selling of the faulty devices. Finally, the FDA became a major player during the tail end of this controversy with their review and removal of MoM implants from the market.

The Case of DePuy Orthopedics ASR Hip Implant
DePuy Orthopedics developed the ASR hip resurfacing and ASR XL hip replacement devices in response to competition with Smith & Nephew, another orthopedics manufacturer. The ASR and ASR XL devices both used MoM construction. The ASR hip resurfacing device was never cleared for use in the United States but saw international use beginning in 2003. The ASR XL hip replacement device was cleared for use in the United States in 2005 by FDA premarket notification. Between 2003 and 2010 more than 93,000 ASR and ASR XL devices were implanted in patients worldwide, including 30,000 ASR XL implants in the United States. In 2010, data from the National Joint Registry of England indicated that the five-year failure rates of ASR and ASR XL implants were 12% and 13%, respectively—much higher than the average for other hip implants. Citing this data, Depuy issued a voluntary recall of the ASR and ASR XL products on August 24, 2010. Since the recall, DePuy has faced over 10,000 lawsuits resulting in over $4 billion in settlements.

Many of the lawsuits against DePuy allege that the company was aware of problems with the ASR family of devices but continued to market them anyway. Documents released in the lawsuits include emails from surgeons noting concern about the products. A December 2008 email from Dr. William Griffin to DePuy's head of marketing, Paul Berman, urged the company not to market it while postmarket clinical data was studied. Another surgeon, Dr. Thomas Sampson, filed a complaint with DePuy in December 2008 stating "We have abandoned the use of the ASR cup … I have never had so many patients have early failure and it has affected my reputation." Internal company emails released in the lawsuits also indicated that DePuy was aware of problems with ASR. In April 2008, DePuy researcher Dr. Graham Isaac received clinical data showing high levels of metal ions in ASR patients. In an email to DePuy executives, he stated "I believe that this data will appear in the journals … and has the potential to seriously affect our business." Paul Berman, DePuy's head of marketing, reacted to Isaac's email stating "We will ultimately need a cup redesign but the short term action is manage perceptions." In a March 2009 email to DePuy management, the VP of marketing Raphael Pascaud stated:"Launching products in Australia is an issue – because of the way the registry does measure effectiveness. This should not preclude us from launching there but on the contrary should push us to put in place much more robust clinical evaluation protocols, early user groups, … Unfortunately, we are continuously discarding this need by reducing our clinical spend and still launching products with minimum clinical experience."

Conclusions and Larger Context
The circumstances surrounding metal-on-metal hip implants demonstrate how professionalism can be upheld or neglected by participants at all levels. Drs. William Griffin and Thomas Sampson followed their professional values by reporting faulty hip implants and personally preventing their further implementation. Unlike the cases of Dan Applegate and other individuals who expressed concerns about their work's reliability, Drs. Griffin and Sampson had the unilateral authority to cease the distribution of a faulty product. Their professional use of this power prevented further harm from MoM hip implants.

Meanwhile, companies like DePuy failed their professional duties by developing and selling demonstrably faulty products to patients. Competition with Smith & Nephew motivated the rushed development of a MoM hip implant, and as with other engineering groups, cutting corners made their product unsafe. In this case, competition between companies did not motivate innovation or improvement because competition was centered around profit rather than product quality.

Regulatory groups such as the FDA adjusted their policies after alarming MoM safety data was published, but their actions were slow and reactive, resulting in consequences which could have been avoided with preemptive action. Unlike previous rulings by the FDA which prevented harmful medical products' use in the United States, the FDA's lack of foresight in this case allowed thousands of patients to be harmed.

MoM hip implants demonstrate how professionalism can be expressed by individuals, companies, and regulatory agencies. While further work is required to understand all the major contributors to MoM hip implant usage, as well as how widespread these motivations are among medical products, it is clear that deviating from high-quality, patient-focused products and policies can lead to severe medical consequences.


text:
User talk:Neocorelight

Welcome!
Welcome to Wikibooks, Enjoyer of World!

 First steps tutorial Wikibooks is for collaborative development of free textbooks.

You do not need technical skills to contribute. You can easily change most books. Please introduce yourself, and let us know what interests you.

If you already contribute at other Wikimedia projects, our Wikimedia Orientation should quickly get you started. (Would you like to provide feedback on this message?)

  Getting help   Made a mistake?   Goodies, tips and tricks
 * Read the Using Wikibooks book for a friendly introduction to the project, or our help pages for more information.
 * You can get friendly help from the community in the user assistance room or our IRC channel.
 * Upload freely licensed files to Wikimedia Commons. You may request permission to upload fair use files locally. Please include author and source information and a non-free use rationale for non-free files.
 * You can restore a previously saved version.
 * Pages should follow the  naming convention.
 * Need to rename a page? Use the move tab (is available once your account is 4 days old - until then, ask for help).
 * To request a page be deleted, add to the top of the page.
 * Was a page you made deleted? Please read the deletion policy, and check the deletion log to find out why. Also check the RFD archives if applicable. You can request undeletion at WB:RFU, or ask the administrator who deleted the page.
 * Please fill in the edit summary and preview your edits before saving.
 * Sign your name on discussion pages by typing ~~~~
 * User scripts can make many tasks easier. Look at the Gadgets tab of my preferences; check off the boxes for the scripts you want, and hit save!

-- Jules (Mrjulesd) 01:36, 20 April 2021 (UTC)

title: User talk:Neocorelight


text:
User talk:黃麟傑1976年5月11日生

Welcome!
Welcome to Wikibooks, 黃麟傑1976年5月11日生!

 First steps tutorial Wikibooks is for collaborative development of free textbooks.

You do not need technical skills to contribute. You can easily change most books. Please introduce yourself, and let us know what interests you.

If you already contribute at other Wikimedia projects, our Wikimedia Orientation should quickly get you started. (Would you like to provide feedback on this message?)

  Getting help   Made a mistake?   Goodies, tips and tricks
 * Read the Using Wikibooks book for a friendly introduction to the project, or our help pages for more information.
 * You can get friendly help from the community in the user assistance room or our IRC channel.
 * Upload freely licensed files to Wikimedia Commons. You may request permission to upload fair use files locally. Please include author and source information and a non-free use rationale for non-free files.
 * You can restore a previously saved version.
 * Pages should follow the  naming convention.
 * Need to rename a page? Use the move tab (is available once your account is 4 days old - until then, ask for help).
 * To request a page be deleted, add to the top of the page.
 * Was a page you made deleted? Please read the deletion policy, and check the deletion log to find out why. Also check the RFD archives if applicable. You can request undeletion at WB:RFU, or ask the administrator who deleted the page.
 * Please fill in the edit summary and preview your edits before saving.
 * Sign your name on discussion pages by typing ~~~~
 * User scripts can make many tasks easier. Look at the Gadgets tab of my preferences; check off the boxes for the scripts you want, and hit save!

-- Jules (Mrjulesd) 01:41, 20 April 2021 (UTC)

title: User talk:黃麟傑1976年5月11日生


text:
User talk:Kenweed Tomat

Welcome!
Welcome to Wikibooks, Kenweed Tomat!

 First steps tutorial Wikibooks is for collaborative development of free textbooks.

You do not need technical skills to contribute. You can easily change most books. Please introduce yourself, and let us know what interests you.

If you already contribute at other Wikimedia projects, our Wikimedia Orientation should quickly get you started. (Would you like to provide feedback on this message?)

  Getting help   Made a mistake?   Goodies, tips and tricks
 * Read the Using Wikibooks book for a friendly introduction to the project, or our help pages for more information.
 * You can get friendly help from the community in the user assistance room or our IRC channel.
 * Upload freely licensed files to Wikimedia Commons. You may request permission to upload fair use files locally. Please include author and source information and a non-free use rationale for non-free files.
 * You can restore a previously saved version.
 * Pages should follow the  naming convention.
 * Need to rename a page? Use the move tab (is available once your account is 4 days old - until then, ask for help).
 * To request a page be deleted, add to the top of the page.
 * Was a page you made deleted? Please read the deletion policy, and check the deletion log to find out why. Also check the RFD archives if applicable. You can request undeletion at WB:RFU, or ask the administrator who deleted the page.
 * Please fill in the edit summary and preview your edits before saving.
 * Sign your name on discussion pages by typing ~~~~
 * User scripts can make many tasks easier. Look at the Gadgets tab of my preferences; check off the boxes for the scripts you want, and hit save!

-- Jules (Mrjulesd) 01:48, 20 April 2021 (UTC)

title: User talk:Kenweed Tomat


text:
User:15safia

Welcome to the main page of the user 15safia.

title: User:15safia


text:
User talk:15safia

Welcome to the talk page of the user 15safia.

title: User talk:15safia


text:
Talk:Do-It-Yourself

wikiDIY
Wikispore:Works Spore is a maker wiki in development and might be of interest to DIY readers/contributors. Vis M (discuss • contribs) 10:36, 20 April 2021 (UTC)

title: Talk:Do-It-Yourself


text:
User talk:Jarin Roberts

I love god

Music
Music change my life Jarin Roberts (discuss • contribs) 12:08, 20 April 2021 (UTC)

Engineering
I like yo fix thing with my hand Jarin Roberts (discuss • contribs) 12:11, 20 April 2021 (UTC)

title: User talk:Jarin Roberts


text:
User:SunderB/Drafts/OCR A-Level Physics/4-Electrons Waves and Photons/4.1-Electricity

Charge, Current and Potential Difference
Current = the rate of flow of charge

$$I = \frac {\Delta Q} {\Delta t} $$


text:
User:LowerColorado4

This is the Lower Colorado River Valley group's WikiBook for the Sonoran Desert.

title: User:LowerColorado4


text:
User:SSalvadorV

“For instance, on the planet Earth, man had always assumed that he was more intelligent than dolphins because he had achieved so much—the wheel, New York, wars and so on—whilst all the dolphins had ever done was muck about in the water having a good time. But conversely, the dolphins had always believed that they were far more intelligent than man—for precisely the same reasons.”

― Douglas Adams, The Hitchhiker's Guide to the Galaxy

title: User:SSalvadorV


text:
User:SalazarNadia

"A little consideration, a little thought for others, makes all the difference." - Eeyore (Winnie the Pooh)

title: User:SalazarNadia


text:
User:FatimaNCova

Hello there!

I created this User to be able to work on a very special project I have been a part of through school. I hope to get the most out of this cite and learn how to navigate it properly.

Here is one of my favorite quotes: " If you can meet with Triumph and Disaster and treat those two impostors just the same"-Rudyard Kipling

title: User:FatimaNCova


text:
User:BrittanyTH

This wiki book is for a class at AWC.

title: User:BrittanyTH


text:
User:EmSkib

Hello! This is my User Page for my WikiBook.

"We're all traveling through time together, every day of our lives. All we can do is do our best to relish this remarkable ride." - From the movie, About Time

title: User:EmSkib


text:
User:Jarin Roberts

In vampire in I like to drink Hennessy

title: User:Jarin Roberts


text:
User:Gloriag05

"The world as we have created it is a process of our thinking. It cannot be changed without changing our thinking"-Albert Einstein

title: User:Gloriag05


text:
User:Mrjulesd/doc

Subpages

 * User:Mrjulesd/doc
 * User:Mrjulesd/User page
 * User:Mrjulesd/common.js
 * User:Mrjulesd/sandbox
 * User:Mrjulesd/sandbox/2
 * User:Mrjulesd/sandbox/3
 * User:Mrjulesd/sandbox/4
 * User:Mrjulesd/styles.css
 * User:Mrjulesd/test
 * User:Mrjulesd/vector.css

Stats and info

 * https://stats.wikimedia.org/#/en.wikibooks.org/reading/top-viewed-articles
 * https://pageviews.toolforge.org/siteviews?sites=en.wikibooks.org
 * https://pageviews.toolforge.org/pageviews/?project=en.wikibooks.org&platform=all-access&agent=user&redirects=0&range=latest-90&pages=Main_Page
 * XTools user
 * XTools permission changes
 * CrossActivity

Review and links

 * Recent changes: all needing review
 * Recent changes: review unregistered only
 * New pages

From MediaWiki:Recentchangestext / MediaWiki:Newpages-summary:

Logs etc.

 * Earwig's Copyvio Detector
 * Logs
 * User creation log
 * All pages with prefix

LTA

 * Special:Contributions/2401:4900:0:0:0:0:0:0/33
 * Special:Contributions/179.53.0.0/19

Licensing
http://www.gnu.org/licenses/fdl-1.3-faq.html

https://readwrite.com/wikimedia_foundation_adds_creative_commons_license/ 20 May 2009

https://en.wikipedia.org/wiki/Help:Adding_open_license_text_to_Wikipedia

https://en.wikipedia.org/wiki/Creative_Commons_license#Version_4.0

https://wiki.creativecommons.org/wiki/GFDL_versus_CC-by-sa

https://en.wikipedia.org/wiki/Wikipedia:Comparison_of_GFDL_and_CC_BY-SA

CSS
hiding buttons

Welcome!
Thanks for your contributions --~

Belated welcome!
I know you've been here for quite some time, but have never been welcomed, so here it is. Thanks for your contributions --~

title: User:Mrjulesd/doc


text:
User talk:Theonixie

Welcome!
Welcome to Wikibooks, Theonixie!

 First steps tutorial Wikibooks is for collaborative development of free textbooks.

You do not need technical skills to contribute. You can easily change most books. Please introduce yourself, and let us know what interests you.

If you already contribute at other Wikimedia projects, our Wikimedia Orientation should quickly get you started. (Would you like to provide feedback on this message?)

  Getting help   Made a mistake?   Goodies, tips and tricks
 * Read the Using Wikibooks book for a friendly introduction to the project, or our help pages for more information.
 * You can get friendly help from the community in the user assistance room or our IRC channel.
 * Upload freely licensed files to Wikimedia Commons. You may request permission to upload fair use files locally. Please include author and source information and a non-free use rationale for non-free files.
 * You can restore a previously saved version.
 * Pages should follow the  naming convention.
 * Need to rename a page? Use the move tab (is available once your account is 4 days old - until then, ask for help).
 * To request a page be deleted, add to the top of the page.
 * Was a page you made deleted? Please read the deletion policy, and check the deletion log to find out why. Also check the RFD archives if applicable. You can request undeletion at WB:RFU, or ask the administrator who deleted the page.
 * Please fill in the edit summary and preview your edits before saving.
 * Sign your name on discussion pages by typing ~~~~
 * User scripts can make many tasks easier. Look at the Gadgets tab of my preferences; check off the boxes for the scripts you want, and hit save!

-- Jules (Mrjulesd) 08:09, 21 April 2021 (UTC)

title: User talk:Theonixie


text:
User:Mounika love books

FREQUENCY

title: User:Mounika love books


text:
Women's Writing Before Woolf: A Social Reference/RECIRC: The Reception and Circulation of Women's Writing, 1550–1700

“RECIRC: The Reception and Circulation of Women’s Writing, 1550–1700” was a collaborative digital humanities project that sought to create the first large-scale, quantitative account of the reception of women’s writing in the English-speaking world. The project sought to evaluate the existence and circulation of women's writing, and how women writers' built their legacies in a patriarchal world. The project was led by Professor Marie-Louise Coolahan and hosted by the Moore Institute for Research in the Humanities and Social Studies at the National University of Ireland Galway. It was funded by the European Research Council from 2014 to 2020.[1]

People
In its earliest stages, the project was divided into four “work packages” reflecting four different areas of study. Each work package was the remit of one or two postdoctoral researchers: transnational religious networks (Dr Emilie Murphy), the international republic of letters (Dr Felicity Maxwell), the manuscript miscellany (Dr Sajed Chowdhury and Dr Erin McCarthy), and book ownership (Dr Mark Empey). A PhD student, Evan Bourke, also contributed to the work on letters. David Kelly developed the team’s database system.[2]

Over time, the project received additional funding to expand into additional areas. Dr Wes Hamrick joined the team to research Irish-language women’s writing. Dr Bronagh McShane was hired initially as a research assistant but took over the work on religious networks when Murphy secured a permanent lectureship at the University of York. Ioanna Kyvernitou began doctoral research on women philosophers, and Bourke transitioned into a postdoctoral post after completing his PhD in 2018.[3]

Works
Researchers visited libraries and archives around the world in order to find examples of the reception and circulation of women’s writing.[4] These examples were recorded in a password-protected database. In total, the team identified 1,878 female authors from classical to early modern times; 7,319 works authored by these women; and 4,845 examples of their reception.

Between 2014 and 2019, the project team produced an impressive array of traditional research outputs discussing their findings:

 * eleven sole-authored, peer-reviewed articles
 * four sole-authored, peer-reviewed chapters
 * four joint-authored, peer-reviewed essays
 * three peer-reviewed journal special issues
 * one sole-authored monograph
 * one PhD thesis

The team hosted an international conference, “Reception, Reputation, and Circulation in the Early Modern World” in March 2017. Team members also gave eighty-eight conference presentations, seven keynotes, and one invited lecture in Australia, Belgium, Canada, Cyprus, Germany, Iceland, Ireland, the Netherlands, New Zealand, Poland, Portugal, Spain, Switzerland, the United Kingdom, and the United States.[5] The project blog included fifty-nine entries on a wide range of topics.

In January 2020, the team released an open-access version of their database designed and developed by Kelly.[6] The database provides an interface for users to explore the data online, but it also permits them to export search results as .csv files and in tables formatted to be imported into the network analysis application Gephi to conduct their own analyses. The database launch was hosted by the Moore Institute on 16 January 2020.[7] An exhibition introducing the project’s findings along relevant documents was mounted in the library in conjunction with the Galway 2020 European Capital of Culture program. Though Galway 2020 was cut short by the coronavirus pandemic, the abrupt closure of the Hardiman Library meant that the RECIRC exhibition has not yet been taken down, making it the library’s longest-running exhibition to date.

Reputation and Legacy
Although the project is no longer funded, members of the team continue to conduct related research. Coolahan has returned to teaching at NUIG; other team members have moved into full-time roles at other universities and humanities organizations.[8] Additional research outputs are under review or forthcoming. It is expected that members of the team will continue to publish related work for several years.

Though developed for early modern women’s writing, RECIRC’s quantitative methodology can be usefully extended to other areas of literary study. Additionally, the data available in the open-access version of the database may be the basis of future research projects and can also be used in tertiary teaching.

Several team members are active on social media, and the project Twitter account, now managed by Coolahan alone, can be found @recirc_. Additional collaborations have grown out of the project; McCarthy and Empey both contribute to the blog “Early Modern Female Book Ownership: #HerBook,” which was awarded an Honorable Mention for the 2020 Digital Scholarship Award by the Society for the Study of Early Modern Women and Gender.[9]


text:
User:Peacemukami

peace mukami from Kenya in Africa.

title: User:Peacemukami


text:
User talk:Peacemukami

What are statistics?

Mathematics
We should be able to ask questions and talk with others Peacemukami (discuss • contribs) 09:16, 21 April 2021 (UTC)

title: User talk:Peacemukami


text:
User:Red-back spider

Hi everybody!

What I'm Doing
P.S. Make waffle cake
 * Wikijunior:How_Things_Work/Sewing_Machines
 * LOADS OF RECIPES

title: User:Red-back spider


text: Template:Editnotices/Group/Women's Writing Before Woolf: A Social Reference


text: Category:Book:Women's Writing Before Woolf: A Social Reference


text:
User talk:ErinAnnMcC

Welcome!
Welcome to Wikibooks, ErinAnnMcC!

 First steps tutorial Wikibooks is for collaborative development of free textbooks.

You do not need technical skills to contribute. You can easily change most books. Please introduce yourself, and let us know what interests you.

If you already contribute at other Wikimedia projects, our Wikimedia Orientation should quickly get you started. (Would you like to provide feedback on this message?)

  Getting help   Made a mistake?   Goodies, tips and tricks
 * Read the Using Wikibooks book for a friendly introduction to the project, or our help pages for more information.
 * You can get friendly help from the community in the user assistance room or our IRC channel.
 * Upload freely licensed files to Wikimedia Commons. You may request permission to upload fair use files locally. Please include author and source information and a non-free use rationale for non-free files.
 * You can restore a previously saved version.
 * Pages should follow the  naming convention.
 * Need to rename a page? Use the move tab (is available once your account is 4 days old - until then, ask for help).
 * To request a page be deleted, add to the top of the page.
 * Was a page you made deleted? Please read the deletion policy, and check the deletion log to find out why. Also check the RFD archives if applicable. You can request undeletion at WB:RFU, or ask the administrator who deleted the page.
 * Please fill in the edit summary and preview your edits before saving.
 * Sign your name on discussion pages by typing ~~~~
 * User scripts can make many tasks easier. Look at the Gadgets tab of my preferences; check off the boxes for the scripts you want, and hit save!

-- Jules (Mrjulesd) 12:43, 21 April 2021 (UTC)

 * Thank you for welcoming me! I appreciate it. :-) ErinAnnMcC (discuss • contribs) 04:55, 28 April 2021 (UTC)

 * Thanks! If you need any help please ask. -- Jules (Mrjulesd) 08:48, 28 April 2021 (UTC)
 * Hi Jules, I did have a quick question. An admin named "Leaderboard" has deleted a page about Margo Hendricks created by a student on the grounds that it belongs on Wikipedia. This contribution was in keeping with the format I've established for the book, and I don't want this student to be singled out. However, I can't figure out how to reinstate the page—I suspect I don't have the right privileges. Do you have any advice? We certainly welcome feedback on and help with the page, but I think unannounced deletions are a bit harsh for an undergraduate class project. I'd appreciate any help you could provide. ErinAnnMcC (discuss • contribs) 03:06, 7 May 2021 (UTC)
 * Hi, its been done. But please, if you can, ask people to create pages in the correct place. All pages should have the title format Women's Writing Before Woolf: A Social Reference/Name of author. -- Jules (Mrjulesd) 08:05, 7 May 2021 (UTC)
 * The main reason that page was deleted "unannounced" was that I had no idea that belonged to a class project, because, as Jules hinted, it was created in the wrong location. Leaderboard (discuss • contribs) 11:49, 7 May 2021 (UTC)

Thank you! That was the explicit instruction in the assignment. I will remind them again before the next deadline, too. ErinAnnMcC (discuss • contribs) 10:59, 7 May 2021 (UTC)

Thanks for clarifying. As you might imagine, it is hard to be sure everyone in the class will follow the instructions. I’m trying to keep an eye on things, but there are forty of them working at all different hours. I’ll remind them before the next deadline. ErinAnnMcC (discuss • contribs) 12:25, 7 May 2021 (UTC)

 * Cheers! I know it can be difficult for people new to Wikibooks, but if you remind them it will help. But if you do run into problems they can usually be sorted out. Best wishes -- Jules (Mrjulesd) 14:23, 7 May 2021 (UTC)

title: User talk:ErinAnnMcC


text:
Minecraft resource gathering/Ancient Debris

Ancient Debris is a rare ore found in the Nether. Once smelted into Netherite Scrap, it is used to craft Netherite Ingots, the highest tier of material, which can be used in a Smithing Table to upgrade diamond tools and armor.

36 blocks of Ancient Debris must be mined to upgrade a full set of gear (as it requires 9 Netherite Ingots). Additional Ancient Debris can be used to upgrade more gear or craft Netherite Blocks and Lodestones.

Obtaining
Ancient Debris generates in the lower parts of the Nether, being most common at Y=16, so it is recommended to search at that level. Only a few blocks of Ancient Debris are can be found in each chunk. In addition, it never generates exposed to air, meaning that you must dig through the Nether to find it.

Every Nether biome contains Ancient Debris, but it is more difficult to mine for in Basalt Deltas due to the abundance of Blackstone and Basalt blocks, which are harder to mine through.

Since you are mining through large volumes of Netherrack, care must be taken to avoid being caught out by underground lava pockets. A Fire Resistance potion will eliminate this worry, but armor with a level of Fire Protection is a more practical way to give yourself time to get out of lava.

Ancient Debris is not affected by the Fortune enchantment and requires a Diamond Pickaxe or higher to successfully mine.

As well as generating in the Nether, blocks of Ancient Debris can be found in some Bastion chests.

Ore Generation Specifics
Two types of Ancient Debris veins generate in the Nether. Small veins generate uniformly across all heights, but can only contain up to 2 blocks. Large veins generate in a triangular distribution at levels 8–24, meaning that they're most common at Y=16. They can contain up to 3 blocks. However, most veins of both types only contain a single block.

TNT Strip Mining
Strip mine in a straight line for 50 blocks (you can go further if you wish). Then walk back through your tunnel, placing TNT every four blocks. Once back at the start, ignite one piece of TNT and return to a safe area. The explosions clear Netherrack, leaving behind the blast-proof Ancient Debris. The process can be repeated by digging sideways for 15 blocks and, from there, creating another tunnel parallel to the first one.

This method uses a lot of TNT, so it is useful to have farmable sources for Sand and Gunpowder so that it can be crafted in bulk.

Bed Mining
Another method to reveal ancient debris is using Beds, which explode in the Nether. This can be an effective technique earlier in the game since beds are cheap to craft. However, Beds are difficult to transport (since they don't stack) and their explosion creates fire which can obstruct Ancient Debris or damage the player.

The basic concept is, as with other methods, to remove Netherrack and (hopefully) reveal any nearby Ancient Debris. You can do this by digging a short tunnel into the Netherrack, and repeating the following steps at intervals along it. You can extend the tunnel as you go.

 * 1) At eye level, dig a hole into the tunnel's wall that extends as far as you can reach.
 * 2) At the end of the hole, place a bed. (To place it, you must right-click the second-to-last block of the hole.)
 * 3) Right-click the bed to explode it.
 * 4) Check the crater for any newly-exposed Ancient Debris, being mindful of any fire.

To help with the issue of transporting beds, you can instead carry the materials to craft beds (Planks and Wool). When mining with Beds, be wary of the fact that the explosion will also damage you. This is up to 13 HP (Hard difficulty) without armor, but full Diamond Armor reduces this to 2 HP. If you only have weak armor, you can reduce the damage to 6 HP by partially blocking up the hole with a slab.

Manual Mining
Using a Diamond Pickaxe enchanted with at least Efficiency II, Netherrack can be broken instantly. This makes it easier to clear out large amounts of Netherrack at Y=16. Ancient Debris will be left intact due to its longer mining time.

This method carries a greater risk of dying to lava. To help with this, stand a few blocks away from mined blocks and have a building block in your off-hand to quickly block off any lava.

Uses
Ancient Debris can be smelted in a Furnace or Blast Furnace to create Netherite Scrap (awarding 2 XP). 4 Netherite Scraps can be combined with 4 Gold Ingots on a crafting table to create 1 Netherite Ingot.

Ancient Debris is one of the few blocks that are immune to explosions but can still be pushed by pistons.

History
Ancient Debris (along with other Netherite items) was added 1.16 (the Nether Update). They first appeared in snapshot 20w06a.


text:
User:Theonixie

Greetings, everyone! This is my Wikibooks page.

My main interests in helping with Wikibooks is mostly in regards to the cookbook and for the Blender tutorial series. I love cooking and 3D modeling and I really want to lend a hand with providing information to people.

title: User:Theonixie


text:
Minecraft resource gathering/Amethyst

Amethyst blocks are a decorative block found in Geodes. Its texture is purple with sparkles, and it makes unique sounds when walked on, broken, placed or hit.

Versions
Amethist blocks were added in the the Caves and Cliffs Part 1 update (1.17), and first appeared in snapshot 20w45a.

Acquiring
Amethyst blocks generate inside amethyst geodes, which can be found underground at lower altitudes. Amethyst geodes have an outer layer of smooth basalt, a middle layer of calcite and an inner layer of amethyst.

Amethyst blocks are of two types, regular and budding. Budding amethyst has an X on it and grows amethyst crystals over time. Do not attempt to destroy it as it does not drop anything.

Amethyst crystals can be farmed using a piston and observer. Nine amethyst crystals in a 3x3 grid can be crafted into an amethyst block.

title: Minecraft resource gathering/Amethyst


text:
User:C.Marla

I'm Marla Contreras. This is an account for the Sonoran Desert project.

title: User:C.Marla


text:
User:Justine027

Sonoran Desert Project

First Edit: Hello my name is Justine Rodriguez. I created this Wikibook to talk about the Lower Colorado River

title: User:Justine027


text:
User:Jordan Brown/sandbox/OpenSCADExample3

Code - .scad


text: User:Jordan Brown/sandbox/demo2

title: User:Jordan Brown/sandbox/demo2


text: User:Jordan Brown/sandbox/a

title: User:Jordan Brown/sandbox/a


text:
User:Jordan Brown/sandbox/b

Hello,

title: User:Jordan Brown/sandbox/b


text: User:Jordan Brown/sandbox/c

title: User:Jordan Brown/sandbox/c


text: Template:OpenSCAD Tutorial/example

title: Template:OpenSCAD Tutorial/example


text: Category:Book:OpenSCAD Tutorial/Templates


text:
OpenSCAD Tutorial/examples/a cube with different side lengths

cube([20,30,50]);


text:
User:Jordan Brown/sandbox/demo/examples/a small cube

cube(10);|| foo && bar  < x < 5 && y > 6


text:
User talk:Jordan Brown

Welcome!
Welcome to Wikibooks, Jordan Brown!

 First steps tutorial Wikibooks is for collaborative development of free textbooks.

You do not need technical skills to contribute. You can easily change most books. Please introduce yourself, and let us know what interests you.

If you already contribute at other Wikimedia projects, our Wikimedia Orientation should quickly get you started. (Would you like to provide feedback on this message?)

  Getting help   Made a mistake?   Goodies, tips and tricks
 * Read the Using Wikibooks book for a friendly introduction to the project, or our help pages for more information.
 * You can get friendly help from the community in the user assistance room or our IRC channel.
 * Upload freely licensed files to Wikimedia Commons. You may request permission to upload fair use files locally. Please include author and source information and a non-free use rationale for non-free files.
 * You can restore a previously saved version.
 * Pages should follow the  naming convention.
 * Need to rename a page? Use the move tab (is available once your account is 4 days old - until then, ask for help).
 * To request a page be deleted, add to the top of the page.
 * Was a page you made deleted? Please read the deletion policy, and check the deletion log to find out why. Also check the RFD archives if applicable. You can request undeletion at WB:RFU, or ask the administrator who deleted the page.
 * Please fill in the edit summary and preview your edits before saving.
 * Sign your name on discussion pages by typing ~~~~
 * User scripts can make many tasks easier. Look at the Gadgets tab of my preferences; check off the boxes for the scripts you want, and hit save!

-- Jules (Mrjulesd) 08:29, 22 April 2021 (UTC)

title: User talk:Jordan Brown


text:
User talk:Mrkabatullah

Warning
Also see WB:HOST. Leaderboard (discuss • contribs) 10:56, 22 April 2021 (UTC)

title: User talk:Mrkabatullah


text:
Active Learning In Virtual Environment/Case study

Activity: #in-class/short-term, #offline/long-term, #group-work, #critical-thinking, #needs-preparation

Outline
Case study is a practical activity that can be arranged as a one-class task or a long project. Case studies presume students to observe a real-life condition, such as a news article, video, event, etc. Typically, a list of questions students should focus on is already given by the teacher. Through mutual interactions and discussions students will explore the problem and hence, find solutions to resolve it. However, more complicated cases do not have a clear answer to the problem which requires students to analyse the case more deeply and gather information elsewhere. The study requires students to observe the question from different perspectives - with a number of students dealing with the case it becomes an enabling environment to share opinions. The activity provides students with an opportunity to apply theory learned in a course to an actual practical situation. Therefore, students are compelled to adapt their critical thinking skill, deep analysis and estimation.

According to Carleton university article, case studies can be divided into project-based learning or problem-based learning. In the first case, the project is supervised by an instructor who sets up the whole activity, where students focus mainly on finding solutions to the problem. Students are expected to use previous lectures and additional materials an instructor can provide. But in the second case, students are way more independent as they decide on how they will organize their work. An instructor provides students with a problem, but further plays only a supportive role whenever students need extra help.

Formats of case studies
This format of case study is typically used in business courses and assigned to be done individually. The volume of the work can be quite big - up to 100 pages or more. The purpose is to develop analytical skills and provide a list of solutions to be applied to the problem. Primarily, this type of case study was used in medical schools. The work should be about 5 pages long. In this format students should “generate hypotheses, develop the learning objectives and generate study questions for each part of the case”. These cases are to be done during one class and usually are focused on a specific topic. The aim of this case study is to encourage students to apply their knowledge in practical tasks. This activity is held in pre-assessments in small groups, with a workload of 2-3 sentences. In this activity students are provided with a list of possible solutions to a problem and they are expected to choose the best one. The question is commonly addressed to ethics or policy problems and is held during the class.
 * 1)  Detailed / Extensive case studies
 * 1)  Descriptive / Narrative cases
 * 1)  Mini cases
 * 1)  Bullet cases
 * 1)  Multiple choice cases

Activity arrangement

 * As there are a variety of case study formats to choose from, the activity arrangement will differ. Yet, these are the main points to keep in mind:
 * decide on a case study format you wish to assign
 * divide students into groups corresponding to the activity format
 * provide students with a real-life case/problem and (possibly) a list of follow-up questions
 * if you are dealing with a mini in-class case, divide students into breakout rooms where they will work independently
 * if it is a long-term task, student should decide themselves on the platform they will be using
 * by the assigned deadline, students will hand in their works which can then be presented in class

Pointers

 * students are able to adapt their knowledge in a practical way
 * encourages students to think critically
 * learners are inspired to take an active role in building their knowledge and understanding
 * collaborative learning
 * students are dealing with higher level concepts and their adaptation in practise

How to use this method in online class?
As was already mentioned before, activity arrangement depends on duration and size of a group. For in-class online activities, students can be divided into breakout rooms in Zoom or Google Meet. If students are assigned to work on the case as a project, they should decide on a platform they will be using for communication. The assignment can be submitted in Moodle, where additional materials can be uploaded. It can also be used to interact with students and access their tasks.


text:
Active Learning In Virtual Environment/Flipped Classroom

Activity: #offline/long-term, #group-work, #needs-preparation

Outline
This method activates students learning both at home and in class. In this blended learning approach, face-to-face interaction is mixed with independent study usually via technology. In a common Flipped Classroom scenario, students might watch pre-recorded videos at home, then come to school to do the homework armed with questions and at least some background knowledge. The point of flipped classroom is to rethink when students have access to the resources they need most. If the problem is that students need help doing the work rather than being introduced to the new thinking behind the work, then the solution the flipped classroom takes is to reverse that pattern.

Activity arrangement

 * Discuss the topic briefly in class before giving the assignment.
 * Divide the class into groups and assign which part of for example the phenomenon the group should cover.
 * Then give the students the instructions that they need to find out at home what are the key points or main topics which are related to the topic briefly discussed.
 * Tell the students that they need to be able to present the findings of their home assignment.
 * During the flipped classroom and the students presenting be ready to provide feedback and pay attention to what the students might have missed.

Pointers

 * Create flexible spaces in which students choose when and where they learn.
 * Educators who flip their classes are flexible in their expectations of student timelines for learning and in their assessments of student learning
 * In the traditional teacher-centered model, the teacher is the primary source of information.
 * The students determine what they need to teach and what materials students should explore on their own.
 * Educators use Intentional Content to maximize classroom time in order to adopt methods of student-centered, active learning strategies, depending on grade level and subject matter

How to use this method in online class?
This method is pretty easy to interpret in online class. Give the instructions on what needs to be done for the next class and assign the groups in Zoom for example. Then be ready to provide feedback to the groups as well as cover or elaborate more on matters that might not be covered. The basic idea is that the students are the teachers and they do the teaching and this can be done easily in Zoom.


text:
Active Learning In Virtual Environment/Whats Missing

Activity: #in-class/short-term, #individual-work, #group-work, #needs-preparation

Outline
Active learning method where students are shown a list, diagram or picture related to course content with a piece of information purposely omitted. Students then respond by stating what they believe is missing. Instructors may consider listing steps to solve a problem, a list of characters in a story or list of sections in a research paper. This learning method allows students to reflect on their previous knowledge and understanding of course content.

Activity arrangement

 * Share a word problem with the class that has some information missing.
 * Facilitate a think-pair-share activity by asking students to think about what information they have and what information they still need.
 * Then, have them discuss their thoughts with a partner before sharing with the whole group.
 * Ask probing questions about what the problem is asking them to do, what information they have, and what information they still need. Note the language that students use, and paraphrase the explanations they share.
 * Read aloud the student-friendly Language Objective to the class and explain that today, they'll explore strategies they can use to find missing information in an equation.

Pointers

 * Develops the attentiveness of the students for example to the slides presented in class.
 * Gives the students a chance to reflect on their learning and reflect the concepts that were discussed in class.
 * Shows the students the importance of paying attention and the importance of understanding the topic.
 * The students understand how the little things matter for example in history and how these are important to remember.

How to use this method in online class?
For example in Zoom recap what was taught in the last class and ask the students to look for the missing parts that were discussed in the previous class or do not even give the students a hint that there is something missing and see if they notice. To enable conversation, giving the students a hint that there is something missing is a good way to start the practise. In Zoom present the students the modified slides that have parts missing and let the students figure out what’s missing.


text:
Active Learning In Virtual Environment/Mind Maps Concept Maps

Activity: #offline/long-term, #individual-work

Outline
As one of the most effective learning techniques, mind mapping can help students take better notes, improve comprehension, and foster creativity. Mind mapping helps students reignite their creativity, promoting ideas through association, and introducing an engaging, visual, and memorable approach to learning. Mind mapping is a visual form of note taking that offers an overview of a topic and its complex information, allowing students to comprehend, create new ideas and build connections. Through the use of colors, images and words, mind mapping encourages students to begin with a central idea and expand outward to more in-depth sub-topics. It uses a simple interface to create graphical representations of linked information.

Activity arrangement

 * For example in the end of the class ask the students to make a mind map about the topic discussed in the class.
 * Advice to start them with the topic of the class and then start filling their mind map.
 * Invite your students to provide suggestions and add them to the board as they are given, connecting each suggestion to the center with a new line.
 * Then after a while ask the students to present their mind maps and see what the students took from the class and elaborate on these results.

Pointers

 * As one of the most effective learning techniques, mind mapping can help students take better notes, improve comprehension, and foster creativity.
 * Mind mapping helps students reignite their creativity, promoting ideas through association, and introducing an engaging, visual, and memorable approach to learning.
 * Through the use of colors, images and words, mind mapping encourages students to begin with a central idea and expand outward to more in-depth sub-topics.
 * It uses a simple interface to create graphical representations of linked information.

How to use this method in online class?
In Zoom for example, tell the students that next time they need to provide a mind map of what they learned about this class and what kind of conclusions they drew about the topic discussed. Then in the next class ask students to provide their mind map and give feedback and discuss about the students mind maps and the topic in general. Point out what the students did good, what they might have forgotten that you taught was important and overall what they thought about the exercise. Also explain why mind maps are both useful to them and to you as a teacher.


text:
Active Learning In Virtual Environment/The Jigsaw Technique

Activity: #in-class/short-term, #group-work, #critical-thinking

Outline
The jigsaw technique is meant for collaborative learning in small groups. Students have a chance to become “experts” in a certain field along with sharing their knowledge with their coursemates. This method implies students to teach themselves and your peers. Additionally, implies a deeper level of understanding of a subject, active discussions and seeking for solutions of problems. What makes this technique so effective is the essential contribution of each member of the group. The jigsaw technique is typically conducted in groups of 5-6 people who preferably come from different backgrounds. The assignment itself is focused on one concrete study that should be divided into segments. For a more efficient working process, each student is assigned with one sub-category. Students from the same subcategory can later discuss their discoveries and share with the rest of the class.

Activity arrangement

 * Divide students into their main groups which can be named “home group” of 5-6 people and assign each student with a number according to their segment of a work. Ex: A person who is responsible for question number 2 will be allocated with number 2 and so on.
 * Ask students to find other students with the same number and create another group. This group can be called an “expert group”.
 * Provide an expert group with a particular concept, framework, issue which they have to master. Collaboratively, as a group, they should come up with a way of performing their “piece of puzzle” to their home groups.
 * Students then need to explain their part to their home groups.
 * Make students connect all the “puzzles” together and encourage them to see how each part helps to see the whole concept.
 * Keep in mind that it is worth observing the progress of each group and assisting students in case of arising troubles.
 * If you want to ensure students gained some knowledge during the session, give them a small quiz.

Pointers

 * practise of self and peer teaching
 * develops cooperation
 * use of critical thinking skills
 * cultivate social skills in terms of problem solving, listening and communicating
 * allows teachers to observe how much students already know which can help with future class arrangement

How to use this method in online class?
If the method is assigned to be done during one class, expert groups can be divided into breakout rooms in Zoom or Google Meet, for example. Later, in order to perform their sections students can be sent to breakout rooms with their home group. If the technique is assigned for a longer period of time, let students decide on the platform they will be using. However, there is a platform that can help students share their ideas to the whole class. Padlet is a virtual “wall” where students can put down their answers and teachers are able to comment and provide feedback.


text:
Active Learning In Virtual Environment/Debate

Activity: #in-class/short-term, #offline/long-term, #group-work, #discussion, #critical-thinking, #quick-preparation

Outline
Debates allow students to become more proficient in speaking, researching, reading, and writing skills, and they promote reasoning as well as communication skills. This method allows collaborative learning, delegation of tasks, and developing leadership and team-skills. Teachers can use debates in almost any discipline, include students of all reading levels, and, when properly orchestrated, help students comprehend important and complex issues. Debate focuses specifically on resolutions or topics that communities are undecided on but see as critical, and students are required to speak for both sides. Through this process, students become much more deeply engaged in understanding their own ideas and the ideas of others around them through examples, routinely questioning the relationships between society, place, and individuals as related to complex topics.

Activity arrangement

 * Divide the students into teams of three for example.
 * Present the debate topics to the students and give them time to do research on their debate topic. As students investigate their debate topics and then listen to the debates of others, they add knowledge to the foundation of classroom lessons.
 * On the day of the debate, each group chooses a moderator from the audience. Moderators assume responsibility for maintaining the rules of the debate, including: honoring time limits, staying on the subject, showing respect for speakers, and maintaining decorum.
 * Each debate begins with opening statements by both teams of a group. The moderator then asks clarifying questions and allows time for each team to respond.
 * Five minutes before time runs out, each team summarizes their position.
 * Provide feedback on the debate both positive and negative and then announce the winner of the debate.

Pointers

 * Is specifically designed to teach skills related to strong critical thinking and to support students in rendering informed judgments.
 * Focuses specifically on resolutions or topics that communities are undecided on but see as critical, and students are required to speak for both sides.
 * Teaches the skills necessary to continue to learn effectively beyond formal school including the ability to pose complex questions for inquiry, research skills, effective listening and note taking, critical thinking, and the conceptualizing of diverse ideas around complex themes.

How to use this method in online class?
Inform the class via Zoom that there is going to be a debate. Divide the class into groups and give each group time for example to the next class to do research. On the day of the debate instruct the students to listen to the opponent but also give their own opinion. In Zoom this can be a little challenging but once the students are given instructions to talk on their turn and respect the opponent it should work. Also you can add that cutting the opponent of too much gives minus points to make sure that the debates are equal.


text:
User talk:Chess2021

Welcome!
Welcome to Wikibooks, Chess2021!

 First steps tutorial Wikibooks is for collaborative development of free textbooks.

You do not need technical skills to contribute. You can easily change most books. Please introduce yourself, and let us know what interests you.

If you already contribute at other Wikimedia projects, our Wikimedia Orientation should quickly get you started. (Would you like to provide feedback on this message?)

  Getting help   Made a mistake?   Goodies, tips and tricks
 * Read the Using Wikibooks book for a friendly introduction to the project, or our help pages for more information.
 * You can get friendly help from the community in the user assistance room or our IRC channel.
 * Upload freely licensed files to Wikimedia Commons. You may request permission to upload fair use files locally. Please include author and source information and a non-free use rationale for non-free files.
 * You can restore a previously saved version.
 * Pages should follow the  naming convention.
 * Need to rename a page? Use the move tab (is available once your account is 4 days old - until then, ask for help).
 * To request a page be deleted, add to the top of the page.
 * Was a page you made deleted? Please read the deletion policy, and check the deletion log to find out why. Also check the RFD archives if applicable. You can request undeletion at WB:RFU, or ask the administrator who deleted the page.
 * Please fill in the edit summary and preview your edits before saving.
 * Sign your name on discussion pages by typing ~~~~
 * User scripts can make many tasks easier. Look at the Gadgets tab of my preferences; check off the boxes for the scripts you want, and hit save!

-- Jules (Mrjulesd) 17:34, 22 April 2021 (UTC)

title: User talk:Chess2021


text: User talk:2601:603:580:2480:597C:5C7B:9878:BBD


text: User talk:PrivateAndSkipper

title: User talk:PrivateAndSkipper


text:
User talk:Daniuu

Welcome!
Welcome to Wikibooks, Daniuu!

 First steps tutorial Wikibooks is for collaborative development of free textbooks.

You do not need technical skills to contribute. You can easily change most books. Please introduce yourself, and let us know what interests you.

If you already contribute at other Wikimedia projects, our Wikimedia Orientation should quickly get you started. (Would you like to provide feedback on this message?)

  Getting help   Made a mistake?   Goodies, tips and tricks
 * Read the Using Wikibooks book for a friendly introduction to the project, or our help pages for more information.
 * You can get friendly help from the community in the user assistance room or our IRC channel.
 * Upload freely licensed files to Wikimedia Commons. You may request permission to upload fair use files locally. Please include author and source information and a non-free use rationale for non-free files.
 * You can restore a previously saved version.
 * Pages should follow the  naming convention.
 * Need to rename a page? Use the move tab (is available once your account is 4 days old - until then, ask for help).
 * To request a page be deleted, add to the top of the page.
 * Was a page you made deleted? Please read the deletion policy, and check the deletion log to find out why. Also check the RFD archives if applicable. You can request undeletion at WB:RFU, or ask the administrator who deleted the page.
 * Please fill in the edit summary and preview your edits before saving.
 * Sign your name on discussion pages by typing ~~~~
 * User scripts can make many tasks easier. Look at the Gadgets tab of my preferences; check off the boxes for the scripts you want, and hit save!

-- Jules (Mrjulesd) 00:32, 23 April 2021 (UTC)

title: User talk:Daniuu


text: User:Mimarx/sandbox

title: User:Mimarx/sandbox


text: User:Mimarx/sandbox/templates

title: User:Mimarx/sandbox/templates


text: User:Mimarx/sandbox/templates/OpenSCAD Tutorial/example


text:
User:Mimarx/sandbox/templates/

scale([1.2,1,1]) { // Car body base cube([60,20,10],center=true); // Car body top translate([5,0,10 - 0.001]) cube([30,20,10],center=true); }

title: User:Mimarx/sandbox/templates/


text:
User talk:DarkMatterMan4500

Hello:
Hello. DarkMatterMan4500 (discuss • contribs) 11:31, 23 April 2021 (UTC)

Testing
Just testing. DarkMatterMan4500 (discuss • contribs) 11:54, 25 June 2024 (UTC)

title: User talk:DarkMatterMan4500


text:
User talk:Nanachnoahide

Hello, the purpose of Wikibooks is to write educational textbooks. It does not have source texts - i.e., a book published elsewhere. The "book" you are creating is just a link to a source text, so is out of scope. In addition we do not generally have links from Wikijunior to other projects as it is intended to be a safe space for young children and we cannot control external link content. QuiteUnusual (discuss • contribs) 12:25, 23 April 2021 (UTC)
 * Hi, as a result of not heeding to this notice, you've been blocked for a week.

You cannot edit for 1 week due to disruptive editing. You are welcome to contribute constructively when editing privileges are restored. You may appeal this action with a reasonable argument by adding the text below. Leaderboard (discuss • contribs) 18:55, 23 April 2021 (UTC)

title: User talk:Nanachnoahide


text:
User talk:69.85.234.253

Blocked
You cannot edit for 1 day due to disruptive editing. You are welcome to contribute constructively when editing privileges are restored. You may appeal this action with a reasonable argument by adding the text below. —Atcovi (Talk - Contribs) 13:41, 23 April 2021 (UTC)

title: User talk:69.85.234.253


text:
Cognitive Science: An Introduction/Cognitive Architectures Implemented As Software

As an architecture for mind is supposed to describe the basics of how all (human) minds work, a software architecture is a implementation of such a theory. The idea is that using the architecture, a scientist will build a model of a particular phenomenon. For example, doing arithmetic is not a part of human nature, it's learned. So a scientist making a model of arithmetic might build a piece of software that does arithmetic the same way a person does. But each modeling shouldn't have to create a memory system, an attention system, a perceptual system, and so on--they are just interested in arithmetic. So the idea is that the scientist could use an architecture to take care of the basics, and in that architecture create a model of a specific task.

Not all modeling works this way. Many models are made without any architecture at all. These models either replicate functionality in things like memory systems, or simply do not bother to make the memory system realistic. This might be acceptable in some cases, because the way memory works might not be important for a particular task. But a larger problem for the field is that when many of these isolated models are created, without consideration for how they make sense give other things we know about minds, they contribute less to our understanding about how minds work as a whole.

In a way an architecture is like using a high-level programming language.

=The Common Model of Cognition=

Several cognitive architectures have been created. In the late 2010s the creators of some of the major architectures (such as ACT-R and Soar) got together and created a theoretical, high-level theory of how cognition works, based on what all of these major architectures agreed on. This became known as the Common Model of Cognition.