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User:LBird BASc/sandbox/ATK/Seminar6/Power/Power in sex

Pre-modern Gender Power Dynamics

 * In Medieval time there was a very clear expectation of a male sexual desire, but it was conflicted by the assumption of sin. The huge number of female sex workers throughout history acts as clear evidence towards this male-centred assumptions of sexual desire. St Augustine made reference to the idea of sexual sin in his work De Bono coniugali (357AD) where he wrote (translated from Latin) "Even when such physical debts are demanded intemperately (which the Apostle permits in married couples as pardonable, allowing them to indulge in sex beyond the purpose of procreation, rather than laying down the law as command), and through debased habits impel partners to such intercourse, marriage is none the less a safeguard against adultery or fornication. Nor is marriage the cause of such behaviour, but marriage makes it pardonable" . In this he suggests that intercourse is only truly morally permissible when procreating, although the sin of sex for pleasure could be forgiven in a marriage. This ideology remained in religious thinking and the public subconscious throughout the Christian middle-ages in Europe. Sexually Transmitted Infections (STIs) were known of and often rife in prostitution and was commonly interpreted as a manifestation of the sin . While there was some small acknowledgement of female sexuality in medieval time (The 13th century Dominican Friar, Albertus Magnus, wrote that certain women "use their fingers or other instruments until their channels are opened and by the heat of the friction and coition the humour comes out, and with it the heat"), sex was far more discouraged for women of the time than men. This was partly due to the risks of pregnancy, with contraception being both close to non-existent and illegal due to the catholic church, but most likely more to do with the power structure of the medieval society. With both the national structure and the familial unit being male-dominated, a sense of female sexuality could challenge the solely maternal role of females in sex and challenge the male dominance in that area

Changes Leading to Modern Sexual Power Dynamics

 * In Western culture power dynamics in sexual relationships have changed enormously into the modern (20th century) era from the proceeding eras of history due to several important factors:

 * 1) Women's role in society has changed due to the suffrage movement. Women's rights grew enormously and the implicit power relationship between men and women was lessened.
 * 2) Contraception was also revolutionised at a similar time; 'Birth Control Leagues' were started in both Britain and America in 1921 and was closely linked with the feminist movement of the time. While birth control had existed prior to the late 19th century in Europe at least it was illegal and even condemned as witchcraft, due to religious beliefs.
 * 3) The societal gender roles in marriage played a significant role, which were effected greatly by a change in attitudes, difference in requirements and rise in secularism.
 * 4) Feminist thinking became steadily more prevalent which led to a rethinking of the relationships between male and female interactions and by extension: sex.

A key difference between a pre-modern and modern view of sex in a country such as the USA or UK is the role of sex in couples' relationships and attitudes towards it by both parties. There was no longer the previous stigma of sexual sin and the idea procreative sex being the only permissible form of sexual relations and towards the latter half of the 20th century, societal opinion of pre-marital sex and extra-marital sex changed significantly. The largest influence on this change was the change in the role of religion in the dynamic of a heterosexual couple. There was far more religious diversity and tolerance into the 20th century and this change in the power that religion had on peoples' opinions and actions allowed sex for pleasure to become far more socially tolerable than before.

There was also a shift in the power dynamic of a sexual relationship, as the idea of sexual pleasure only being important for men changed slowly through the modern period. Women became able to express far more sexual freedom (although still not free of patriarchal stereotypes to this day such as a far less positive attitude towards having multiple sexual partners for women than men) in many ways.

Power Dynamic in Modern Sex
It would seem that there is a clear shift in general range of power dynamics from a much more male-centred relationship to a more complex dynamic, more dependent on the wishes of both parties. Before the factors mentioned in the previous section the societal pressure and personal values (heavily influenced by religion and the patriarchal nature of the surroundings) led to both parties being somewhat restricted in their sexual power, although females far more so than males. I would suggest this led to a male dominance of sex.

Both males and the females became freer to express sexual desire after the events of the late 19th and early 20th century, with general opinions towards sex becoming far less stigmatised. I would suggest this would eventually lead to a far more case by case balance of power in sexual environments. Interestingly though, there doesn't seem to necessarily be a link between a higher disparity in the sexual power dynamic and a higher physical dominance as might be expected. "In a study on hormonal changes during SM play (Sagarin, Cutler, & Cutler, 2002) we noted, “Bottoms expressed significantly greater anticipation of the evening’s scene 109 compared to tops.” All the data suggest that the image of the bottom being a “victim” is inaccurate; the bottoms have shown to be at least as willing a partner in BDSM activities as the tops." In this case it might be inferred that the submissive partner is typically more of a driving force behind this sexual behaviour. That would imply that by increasing sexual preference, even if it takes the form of submission, you are likely to increase the partners power in the sexual relationship.


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User talk:Lanceperry2018

Our books are created by their authors (not copied), and in English only. JackPotte (discuss • contribs) 15:02, 9 November 2019 (UTC)

JackPotte (discuss • contribs) 15:34, 9 November 2019 (UTC)

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

title: User talk:Lanceperry2018


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User:Lukaseelurs/sandbox

bold boys are the best boys bold [[

bold boldness

title: User:Lukaseelurs/sandbox


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User talk:Sauer202

Welcome, Sauer202!

If you have any questions, you can ask in the assistance reading room or possibly contact me personally. JackPotte (discuss • contribs) 16:14, 9 November 2019 (UTC)

title: User talk:Sauer202


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LMIs in Control/D-Stability

This page focuses on the design of controllers that achieve D-stability for the given rise time, percentage overshoot, and settling time. The LMI's used for these 2 problems are referenced from the following source:

Contents

 * /Controller D-Stability/
 * /Observer D-Stability/

title: LMIs in Control/D-Stability


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LMIs in Control/D-Stability/Observer D-Stability

This is a WIP Page.

The System

\begin{align} \dot x(t)&=Ax(t)\\ x(0)&=x_0 \end{align}$$

The Data
In order to properly define the acceptable region of the poles in the complex plane, we need the following three pieces of data: rise time ($$t_r$$), settling time ($$t_s$$), and percent overshoot ($$M_p$$). From this, we have to then define the acceptable region in the complex plane that the poles can lie on using the following inequality constraints:

Rise Time: $$\omega_n{\leq}{1.8 \over t_r}$$

Settling Time: $$\sigma{\leq}{-4.6 \over t_s}$$

Percent Overshoot: $$\sigma{\leq}{-ln({M_p}) \over {\pi}}|{\omega_d}|$$

Assume that $$z$$ is the complex pole location, then:

\begin{align} {\omega_n}^2=\|z\|^2&=z^{*} z\\ {\omega_d}=Im{z}&={(z-z^{*}) \over 2}\\ {\sigma}=Re{z}&={(z+z^{*}) \over 2} \end{align}$$

This then allows us to modify our inequality constraints as:

Rise Time: $$z^{*} z-{1.8^2 \over {t_r}^2}{\leq}0$$

Settling Time: $${(z+z^{*}) \over 2}+{4.6 \over t_s}{\leq}0$$

Percent Overshoot: $$z-z^{*}+{{\pi} \over ln({M_p})}|z+z^{*}|{\leq}0$$

The Optimization Problem
A description of the Problem to be solved, if appropriate.

The LMI: The Observer D-Stability
Title and mathematical description of the LMI formulation.

\begin{align} \text{Find} \; X:&\\ \begin{bmatrix} X\end{bmatrix}&>0\\ \begin{bmatrix} A^T X+XA\end{bmatrix}&<0 \end{align}$$

Conclusion:
Interpretation of the results of the LMI

Implementation
A link to CodeOcean or other online implementation of the LMI

Related LMIs

 * ../Controller D-Stability/


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LMIs in Control/D-Stability/Controller D-Stability

In some control problems, people are still interested in designing a controller whose poles are located in specific regions of a complex plane, also known as D-stability.

The System
Suppose we were given the continuous-time system

\begin{align} \dot x(t)&=Ax(t)+Bu(t)\\ y(t)&=Cx(t)+Du(t) \end{align}$$

whose stability was not known. Then the controller that simultaneously stabilizes the above system while ensuring that the poles are at their desired location can be achieved by the controller $$u(t)=Kx(t)$$.

The Data
In order to properly define the acceptable region of the poles in the complex plane, we need the following pieces of data:

 * matrices $$A$$, $$B$$, $$C$$, $$D$$
 * rise time ($$t_r$$)
 * settling time ($$t_s$$)
 * percent overshoot ($$M_p$$)

Having these pieces of information will now help us in formulating the optimization problem.

The Optimization Problem
Using the data given above, we can now define our optimization problem. In order to do that, we have to first define the acceptable region in the complex plane that the poles can lie on using the following inequality constraints:

Rise Time: $$\omega_n{\leq}{1.8 \over t_r}$$

Settling Time: $$\sigma{\leq}{-4.6 \over t_s}$$

Percent Overshoot: $$\sigma{\leq}{-ln({M_p}) \over {\pi}}|{\omega_d}|$$

Assume that $$z$$ is the complex pole location, then:

\begin{align} {\omega_n}^2=\|z\|^2&=z^{*} z\\ {\omega_d}=Im{z}&={(z-z^{*}) \over 2}\\ {\sigma}=Re{z}&={(z+z^{*}) \over 2} \end{align}$$

This then allows us to modify our inequality constraints as:

Rise Time: $$z^{*} z-{1.8^2 \over {t_r}^2}{\leq}0$$

Settling Time: $${(z+z^{*}) \over 2}+{4.6 \over t_s}{\leq}0$$

Percent Overshoot: $$z-z^{*}+{{\pi} \over ln({M_p})}|z+z^{*}|{\leq}0$$

The LMI: The Continuous-Time Controller D-Stability
Keeping the above inequalities in mind, we observe the following:

Suppose there now exists a symmetric matrix $$X>0$$ and matrix $$Z$$, we can now determine the controller the following LMIs:

\begin{align} \begin{bmatrix} -rP&&AP+BZ\\(AP+BZ)^T&&-rP\end{bmatrix}&<0\\ AP+BZ+(AP+BZ)^T +2\alpha P&<0, and\\ \begin{bmatrix} AP+BZ+(AP+BZ)^T&&c(AP+BZ-(AP+BZ)^T)\\c((AP+BZ)^T -(AP+BZ))&&AP+BZ+(AP+BZ)^T\end{bmatrix}&<0 \end{align}$$

where the resulting controller matrix is $$K=ZP^{-1}$$.

Conclusion:
Given the resulting controller $$K$$, we can now determine that the pole locations $$z\in\mathbb{C}$$ of $$A+BK$$ satisfies the inequality constraints $$|x|{\leq}r$$, $$Re(x){\leq}-{\alpha}$$ and $$z+z^{*}{\leq}-c|z-z^{*}|$$.

Implementation

 * CodeOcean Link - An implementation of the LMI.

Related LMIs

 * ../Observer D-Stability/ - Equivalent D-stability LMI for a continuous-time observer.


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High School Chemistry/pH

In chemistry, pH is known as measure of potential hydrogens in a substance. It is also a scale used to specify how acidic or basic a water-based solution is. Acidic solutions have a lower pH, while basic (as known as "alkaline") solutions have a higher pH. The pH scale is logarithmic and inversely indicates the concentration of hydrogen ions in the solution (a lower pH indicates a higher concentration of hydrogen ions). This is because the formula used to calculate pH approximates the negative of the base 10 logarithm of the molar concentration of hydrogen ions in the solution. More precisely, pH is the negative of the base 10 logarithm of the activity of the hydrogen ion.

At 25°C (77°F), solutions with a pH less than 7 are acidic and solutions with a pH greater than 7 are basic. The neutral value of the pH depends on the temperature, being lower than 7 if the temperature increases. The pH value can be less than 0 for very strong acids, or greater than 14 for very strong bases.

The pH scale is traceable to a set of standard solutions whose pH is established by international agreement. Primary pH standard values are determined using a concentration cell with transference, by measuring the potential difference between a hydrogen electrode and a standard electrode such as the silver chloride electrode. The pH of aqueous solutions can be measured with a glass electrode and a pH meter, or a color-changing indicator. Measurements of pH are important in chemistry, agronomy, medicine, water treatment, and many other applications.

title: High School Chemistry/pH


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Talk:General Astronomy/Phases of the Moon

First/Third "Quarter" description illogical
"Midway between the Full Moon and New Moon, half of the sunlit side of the Moon is visible from the Earth. Because a half of the half illuminated Moon can be seen, this is referred to as a 'quarter Moon'." By that logic, that which has in fact been called "full moon" would be called "half moon", because you see half of the moon's total surface when it occurs. Traditionally the "quarter phases" of the moon have been called "half moon", because you see half of the disc of the moon illuminated: a semicircular section — just as full moon is called that because you see the full disc. The "quarter" terminology arises really because these phases occur when the moon is one-quarter, and three-quarters, respectively, of the way through its complete phase cycle from new moon to new moon, NOT because you see "half of half" of the moon's surface. This article further obfuscates the issue by avoiding the traditional term "half moon" as if it never existed, which is a disservice to the readers. 2601:545:8201:6290:F0ED:6BD6:4D71:C2FC (discuss) 18:45, 10 November 2019 (UTC)

Moon phase sketches not there as stated
"Next to each 'Moon' is a black-and-white sketch of the phase as it would be seen from Earth when the Moon is in that position." Uh, no there isn't — not now, anyway. 2601:545:8201:6290:F0ED:6BD6:4D71:C2FC (discuss) 19:03, 10 November 2019 (UTC)


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Lentis/8chan

8chan, also called Infinitechan or Infinitychan (stylized as ∞chan) is a controversial imageboard that has been linked to white supremacy, racism, and several mass shootings. The website is currently blocked on most popular search engines, and lost access to network infrastructure providers such as Cloudflare and BitMitigate, as well as web service companies like Voxility. The website relaunched itself in November 2019 under a new name, 8kun.

This chapter discusses the uniqueness of 8chan and the socio-technical insights that can be drawn from its controversy-rife timeline.

Before 8chan
4chan was founded in 2003 by computer programmer Christopher Poole. The website was created to be an English version of Futaba Channel, or 2chan, a popular Japanese imageboard. Originally, 4chan was intended solely for posting images and discussion on anime. However, the website quickly became popular for its lax moderation, and soon grew to 72 public boards with topics including politics, sports, video games, music, and many others.

As the website grew, it continued to involve itself in numerous controversies. 4chan became known as a place to coordinate pranks, conduct harassment, spam hateful speech, post illegal content, misogyny, racism, and threats of violence. As a response to this conduct, Poole found it difficult to keep the website alive due to a lack of ad revenue. In 2011, Poole announced 4chan’s first ever deletion of a board. The board, "ROBOT9000", had become dedicated to racist discussion.

4chan's financial difficulties led to increased moderation and, as a response to the moderation, saw an uptick in denial of service attacks. 4chan responded by using Cloudflare, a content delivery network, to mitigate the ability for the website to be taken down. The final straw was Gamergate, a harassment campaign targeting several female video game developers for speaking out about sexism in the industry.

The void created from Gamergate gave rise to 8chan's popularity. Though the site was created a year earlier, in 2013, by computer programmer Frederick Brennan. The website was a response to a perceived loss of free speech on the internet. At the time, Brennan called it a "free-speech-friendly 4chan alternative".

Creation of 8chan
8chan was created in 2013 by computer programmer Frederick Brennan, known online by the alias “Hotwheels”. The website came as a direct response to the Gamergate controversy on 4chan. 8chan was a website containing relaxed moderation, only asking users to not post illegal content according to U.S. law.

In 2015, the site changed its domain from 8chan.co to 8chan.net, after reports of child pornography distribution occurring on the website. 8chan eventually regained the domain name, but had it redirect to the new one.

Brennan has said he finds much of the content on the website “reprehensible”, but tolerates the discussion to maintain the website's integrity. In 2015, Frederick Brennan decided to cease being the owner of the website, giving ownership to 8chan's current owner, Jim Watkins. In 2018, Brennan announced he wanted the website to cease to exist.

Clearnet Availability
In August 2015, Google blacklisted 8chan from its search results. This was following numerous reports of what Google described as "suspected child abuse content." Following three shootings in 2019 associated with 8chan, Cloudflare, 8chan's content delivery network, also refused to do business with them. Other cloud service providers also refused to host 8chan, effectively taking the website off the clearweb.

On the day of the El Paso shooting, Cloudflare's CEO, Matthew Prince, was questioned on his support of hosting 8chan's website. Prince initially defended the company's decision to host the site, but terminated support for 8chan the following day.

Appearance before the House Homeland Security Committee
On August 14, 2019, 8chan owner Jim Watkins was subpoenaed by the House Homeland Security Committee. In September, Watkins testified that 8chan "has worked responsibly with law enforcement agencies when unprotected speech is discovered on its platform." Watkins also testified that 8chan had been voluntarily taken offline since late August, seemingly contradicting the statement from Cloudflare.

Reappearance as 8kun
8kun appeared on November 2, 2019, as a replacement for 8chan, remaining under the ownership of Jim Watkins. Upon release, it was fairly similar to 8chan but had a few changes, notably that the /pol/ (politically incorrect) board was removed,, and it was only consistently accessible from the Tor darknet. Without the DDoS protection services previously provided by Cloudflare, 8kun mitigates DDoS attacks by itself. According to 8kun operator, Ron Watkins, the site saw a 500 Gigabit/s DDoS attack in early December 2019.

Gamergate
In the fall of 2014, the Gamergate controversy drastically spiked 8chan’s popularity. What started as a way to bring inclusivity and diversity into video games ended up rallying angry young men. When 4chan banned all discussion of Gamergate after boards quickly devolved into hate speech and death threats, thousands of users flooded to 8chan, where they were free to say whatever they wanted.

2019 Shootings
In 2019, the mass shootings at a mosque in Christchurch, New Zealand, a synagogue in Poway, California, and a Walmart in El Paso, Texas were all linked to 8chan. All three shooters spread their manifestos using the site. On August 4, 2019, Cloudflare shut down 8chan’s servers. In a statement, Cloudflare’s CEO cited all three shootings in their decision, saying “8chan has repeatedly proven itself to be a cesspool of hate.” He also correctly predicted that this would only be temporary, and that hateful communities like 8chan always find a way to come back.

Christchurch mosque shootings
On March 15, 2019, 51 people were killed and 49 people were injured in a mass shooting inside their mosque in Christchurch, New Zealand. Before the shooting, the gunman posted his manifesto on Twitter and 8chan. He livestreamed the shootings from a helmet-mounted camera on Facebook and 8chan. Within hours, Facebook’s AI was removing any copy of the video from its site. On 8chan, the video spread rapidly and the shooter was hailed as a hero.

Poway synagogue shootings
On April 27, 2019, 1 person was killed and 3 were injured in a shooting in their synagogue in Poway, California. The shooter claimed that 8chan was the source for his radicalization. In his manifesto, the shooter idolized the Christchurch shooter.

El Paso shooting
On August 3, 2019, 22 people were killed and 24 were injured in a Walmart store in El Paso, Texas. The shooter posted his manifesto on 8chan, also claiming to be inspired by the Christchurch shootings. After 8chan moderators removed the post, it was quickly reposted by other users. All three shootings were praised on the site for their “high scores.”

Legality of Hate Speech
In most liberal democracies, hate speech is restricted in some way. The United States, however, does not legislate against hate speech. The United States Supreme Court has ruled against hate speech restriction several times, including in Virginia v. Black, Snyder v. Phelps, and Matal v. Tam. If 8chan removes speech that directly incites violence, it operates legally in the United States, but the Internet is global. Many countries have legislated against running platforms like 8chan, yet citizens can still view the site. It is clear that 8chan has been linked to violent events outside of the United States.

There is currently no global Internet moderator or censor to protect countries from each others' internet usage laws. The European Court of Human Rights has written opinions consistent with the United States Supreme Court, holding that hate speech that does not directly incite violence is protected.

Anonymity and Free Speech
Although 8chan has been criticized for allowing users to use online aliases to remain anonymous while spreading hate speech, this is not against the law in the United States. Speech that directly incites violence or "fear of bodily harm," however, does constitute illegal speech, the Supreme Court found in the 2003 case of Virginia v. Black.

There are various degrees of anonymity in the context of internet services. In the context of 8chan, "anonymous" users are anonymous only to other users, not to internet service providers or 8chan operators. For more information, see the Lentis chapter on Internet Anonymity.

Insights and Generalizations
8chan is unique in that it is almost universally hated, yet, because the U.S. government has found no evidence of wrongdoing, it has not pursued legal action against 8chan or Jim Watkins. The general public has therefore had to rely on private companies such as Cloudflare and other internet service hosts to refuse to host 8chan. However, even without support from a network infrastructure company, 8chan has remained functional, albeit under the new name 8kun. This shows that legal grounding for certain actions are necessary for those actions to be effective. The United States cannot protect itself from web services that compromise public safety without legislating against them.

8chan, while complying with U.S. law, is claimed by many to incite violence, even if not directly. The site's creator, Fredrick Brennan, has been vocal since 2016 – when ownership was transferred to Jim Watkins – about the site's potential to cause harm. 8chan's links to mass shootings demonstrate that the current interpretation of the law may be detrimental to public safety, and a new legal definition of "directly inciting violence" may be pursued in the future.

Instead of redefining "direct incitement of violence," other countries have been successful by restricting hate speech. The United States does not take this approach, in opinion of US Supreme Court Chief Justice John Roberts, to protect its democracy. However, most countries do not heavily censor traffic, only preventing malicious services from being hosted in their country. For this reason, United States telecommunications and speech laws can severely impact other nations. This has been demonstrated with the New Zealand Christchurch shooting.

Analysis of Tor
8chan may be a unique web service, but there are other applications that allow for generally unpoliced internet usage. The anonymity service Tor is one of the most widely used, and controversies surrounding it may add to the findings in this chapter. Tor has many uses around the world, but it claims to support worldwide activism and free speech. Tor was created by the United States Naval Research Laboratory, but is now maintained by the nonprofit organization The Tor Project.

The Tor darknet has been the home for many illegal services such as drug dealing platform Silk Road and child pornography websites. A full analysis of the Tor hidden service landscape may be helpful.

title: Lentis/8chan


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Talk:Lentis/Disease Prevention in the First World War

The overall structure of this page is hard to know right now, but I'll talk about the general content right now.

Things that are in the page right now: Typhoid vaccine(not numbers on impact though) British anti-vaccination movement

Things we've read about but haven't included: Medical responses to chemical warfare Impacts of other diseases, not sure how impactful knowing Typhoid is in there already -needs to show a difference in response for substantial portions of writing being given to them. Impact of trench life on health

Areas not explored that might be helpful: Describing why there were so many more deaths in this war relative to others -seems fairly obvious but might have more nuance than "more soldiers involved" Wholincheck (discuss • contribs) 21:53, 10 November 2019 (UTC)

Responsibilities
For first draft purposes

James: Vaccines, Sanitation

Will: Germ Theory, Systematic Treatment

Pallavi: Intro, Open Wound Cleaning/Antiseptics


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Lentis/The Amazon Basin Fires of 2019

= The Amazon Basin Fires of 2019 = In 2019, the Amazon Rainforest received international attention as the yearly amount of forest fires saw an 85 percent increase from 2018. While the rainforest burns every year, the recent spike in fires has led to concerns about their total ecological and societal impact, as the burning of the Amazon not only affects the people and species who live in the region, but also individuals around the world. Protecting and preserving the Amazon is a necessary undertaking for not only the South American governments, but also for those fighting the fires, those responsible for deforestation, and even people around the world. Without intervention, the Amazon region could become an entirely different ecosystem.

The Amazon River Basin and Deforestation
The Amazon River Basin is located in South America, primarily in Brazil, with smaller portions in Columbia, Ecuador, Bolivia, and Venezuela. The Amazon is of incredible ecological importance, as 50 percent of the world’s remaining rainforest and the world’s largest population of biological resources are located in the region. Forest fires have long populated the basin, but the recent spike in fires is largely a result of human deforestation and the climate during the Amazon’s dry season.

For many years, indigenous people were the primary human population in the Amazon rainforest. However, by the late 20th century, deforestation of the land for commercial use displaced many of these people. In the mid-20th century, the Brazilian government promoted construction of highways and transportation routes through the Amazon to access the land, primarily for the creation of cattle ranches and farms. While road infrastructure alone has a small impact on the amount of total deforestation, the resulting land use spurred mass deforestation throughout the Brazilian Amazon. The entire Amazon rainforest covers an area of 2,300,000 square miles, and since 1978, more than 289,000 square miles of the rainforest have been cleared by deforestation. While increased regulation, economic factors, and societal efforts incited a decline in deforestation in the mid-2000s, deforestation rates reached a high in 2019, with two times the amount of forest loss than its yearly low in 2012.

= Causes of the 2019 Fires =

Slash and Burn Agriculture
The term slash and burn agriculture refers to the act of clearing forests and burning the resulting land to eliminate remaining vegetation. This process clears the land for alternative purposes, such as planting, as the fire rids the land of weeds and the ash helps with fertilization. It also serves as a method to clear the land for industrial expansion and human settlement. These intentional fires often spread beyond the intended area to neighboring forests. As the forests collapse, they are more susceptible to fires because without tree coverage, the sun heats the dry trees and the forest floor.

2019 Dry Season
Despite being a rainforest, the Amazon has a long dry season each year. This season has lengthened as deforestation has reduced the amount of moisture stored in rainforest vegetation, which typically triggers the wet season. This occurs through a process called transpiration, in which moisture stored in a rainforest allows the rainforest to generate its own rain clouds. The 2019 rainfall in the Amazon was slightly below average. This factor paired with the large spike in deforestation, prompted the Amazon fires of 2019.

= Environmental Impacts =

South America Burning
It’s not just the Amazon Rain forest that is burning. Much of Brazil and surrounding countries, not in the Amazon boundaries, is burning. According to Global Forests Watch, a World Resources Institute sponsored organization, Brazil had seen more fires from January to August 2019 than any year since they began keeping track. This represents an 83% increase in forest fires as of mid-August.

While the number of fires have decreased throughout September and October of 2019, the amount of damage already done poses significant environmental threat. The Amazon Basin fires of 2019 have had significant contributions to global warming and wildlife extinctions.

Double the CO2, Double the Impact of Greenhouse Gases
With any forest fire, the increase of greenhouse gases is dangerous. As global warming enters the forefront of international concern, the Amazon Basin Fires of 2019 are seen as major contributors to the effect of greenhouse gases.

Greenhouse gases, like CO2, allow solar radiation into the Earth’s atmosphere, but they prevent the escape of counter radiation back out of the atmosphere. This cycle causes a “greenhouse” effect; one where it’s as if a glass dome surrounds the earth, locking in the warmth and heating up the atmosphere.

The Amazon burning poses a double threat to greenhouse gases. As the fires burn, the trees release more CO2 into the atmosphere. At the same time, those exact trees that are intended to absorb excess CO2 from the atmosphere are being destroyed. This double effect presents nearly irreversible damage to the Amazon Basin that could take hundreds of years to repair.

Wildlife Destruction
Ten percent of the world’s wildlife live in the Amazon. This rich hub for diverse species is suffering because of the fires. Animals that reside in the Amazon trees and canopies are losing their habitat. Plants, food, and nutrients produced by trees are burning, causing many animals to be malnourished. In addition, some ground animals simply cannot escape the wildfires fast enough and thus, perish in the flames. Finally, even aquatic animals face danger as well, with ashes and sediment from the fires polluting the water in which they live.

= Political Implications =

Jair Bolsonaro
With such significant damage done to the environment from these fires, government involvement is inevitable. As mentioned before, the fires were caused by humans. This destruction began when the new president of Brazil, Jair Bolsonaro, was sworn into office in January 2019. Bolsonaro campaigned to reduce government regulation of Amazon deforestation in order to open it up for economic development. He pledged to increase access for industries to protected areas of the forest, claiming that “native communities are in control of unreasonably vast areas that contain enormous wealth. '' This resulted in a 20 percent decrease in enforcement actions for violations of burning and deforestation, thus encouraging farmers and loggers to participate in this slash and burn agriculture for more profit.

Opposition to Bolsonaro
As the Amazon fires continued to spread, opposition to President Bolsonaro grew. A poll released by the Brazilian Institute of Public Opinion and Statistics (know as IBOPE) in mid-August revealed that 96% of people interviewed believed Bolsonaro should be doing more to prevent the illegal practices in the Amazon causing the fires. Even some of his own allies showed opposition; a letter condemning the weakening of environmental regulations was issued by Brazilian former ministers in May 2019. Bolsonaro did respond to the fires and opposition by reversing his approach, saying that the Brazilian government will not take a “zero tolerance approach” to environmental crimes to protect the future of the Amazon.

International Aid
A threat to the Amazon is a threat to the world. As the threat became obvious, French President Emmanuel Macron drew attention to the fires at the 2019 G7 summit. Macron later announced $20 million in funding to combat the Amazon fires. Bolsonaro was infuriated by this and initially refused to accept the funding, claiming that Macron “disguised his intentions behind the idea of an ‘alliance’ of G-7 countries to ‘save’ the Amazon, as if we were a colony or a no-man’s land.”

= Media Coverage and Social Impact =

Controversy Over Media Coverage
The media coverage of the Amazon rainforest fires caused controversy in the United States and globally with many feeling that the fire did not receive a fair amount of coverage relative to its large-scale consequences. A Media watchdog organization, Media Matters for America, found that the Amazon rainforest fires received 93% less coverage while burning than did the fire at the Notre Dame Cathedral, also in 2019. People upset with the media’s lack of coverage took to social media to spread information about the fires, using the viral hashtag #PrayForAmazonia. Some cited the difference in responses to the Amazon fires and Notre Dame fire as a symbol of humanity’s indifference to environmental disorder.

Indigenous People of the Amazon
In discussing the social impact of the Amazon fires, one must look at the most impacted group – the Indigenous People of the Amazon. There are 896,917 indigenous persons in Brazil distributed among 305 ethnic groups. 13.8% of the land in Brazil has been reserved for indigenous people and the majority of these territories are concentrated in the Amazon. Research shows that Indigenous people are the most important agents of environmental protection in the forest. Historically, Indigenous lands have some of the lowest deforestation levels among conservation units in Brazil. These reserves are described as “green islands amid clear-cut ranchlands and industrial farms.”

In past decades, Brazil’s indigenous-affairs agency, FUNAI, has helped protect reserves from developers. But President Jair Bolsonaro, through numerous executive orders, has left the agency disenfranchised and powerless. In November of 2019, a ‘Guardian of the Amazon,’ Paulo Paulino Guajajara was ambushed and killed by loggers in his own reserve. Guajajara spent his life trying to fight the invasion of his reserve by illegal loggers, miners and land grabbers with little protection by the Brazilian government. His death comes as the Missionary Council warns that the number of invasions of Indigenous lands is rising.

= Conclusion =

The Future of the Amazon
As in other cases of environmental justice, in the case of the Amazon rainforest fires, it is the most vulnerable group, the Indigenous people of Brazil, that bear the brunt of the environmental destruction. Recognizing this, many organizations fighting to protect the Amazon, including the Amazon Watch, the Amazon Conservation Team and the Rainforest Trust, have the protection of Indigenous rights as a key mission. This demonstrates their belief that the goals of Amazon protection and Indigenous rights are mutually exclusive.

The Amazon is a model example of the complex and widespread tradeoffs being made between economic growth and environmental protection across the world. Above all, it will take a huge movement away from deforestation, supported by the Brazilian government and its citizens, to protect the future of the Amazon.

= References =

title: Lentis/The Amazon Basin Fires of 2019


text:
Wikijunior:Asia/Kuwait

Kuwait is a country which is relatively a desert, except for Al-Jahrāʾ oasis, at the western end of Kuwait Bay, and a few fertile patches in the southeastern and coastal areas. The name Kuwait is derived from the Arabic diminutive of the Hindustani kūt which translated to English word “fort”. The tiny country, which was a British protectorate from 1899 until 1961, drew world attention in 1990 when Iraq armed forces invaded and attempted to annex it. A United Nations coalition led by the United States drove Iraq’s army out of Kuwait within days of launching an offensive in February 1991, but the retreating invaders looted the country and set fire to most of its oil wells (see Persian Gulf War). Kuwait has largely recovered from the effects of the war.

The capital city is Kuwait city and currency used is Kuwaiti dinar

Where is Kuwait?
Kuwait is located at the north west of Persian gulf which bordering the Saudi Arabia to its south west,  Iraq  to its north west and  Iran to its north east.

How many people live in Kuwait?
According to the last population census in 2005, it is estimated 2.2 million people living there. It is estimated 1.3 millions of the country's population is comprised of expatriates (non-citizen, migrant workers that are working in Kuwait) meanwhie the rest are the Kuwaitis.

What are the most common languages in Kuwait?
Arabic is the official language of Kuwait, but English is widely spoken. It is used in business and is a compulsory second language in schools. Among the non-Kuwaiti population, many people speak Farsi, the official language of Iran, or Urdu, the official language of Pakistan.

What is the most common religion in Kuwait?
Around 76% of the population are Muslim, (Roughly 60% are Sunni and 15% Shia). The remaining 17% of the population are Christians followed by numerous religions, most popularly Hindi and Parsi.

What is the sport of Kuwait?

Falconry is an ancient sport with recorded evidence dating back to paintings made in Mesopotamia over 4,000 years ago.This sports is once a hunting tools for the Bedouin tribes and now evolves into the national sport of Kuwait and originally developed thousands of years ago in Mesopotamia, of which modern-day Kuwait was once a part.

The rules of the falconry sport-game are simple, the pigeon are let go first (which are seasoned with spices in order for the falcon to track its scent). The falcons are later released after a determined amount of time after pigeon is released. The falcons that able to catch the pigeons and return to the owner first are considered winner.

However, due to the over hunting of game (prey animals) and, after 1990 (Gulf Wars) the presence of unexploded land mines in the desert have reduced its practice.

What are some important sites?
Kuwait Tower - It is a group of three slender towers that symbolizes Kuwait’s economic resurgence and also World cultural as well as touristic landmark. The structure is often referred to as Kuwait tower in singular although there are three towers. The Kuwait Towers delightfully suggest a combination of traditional Islamic design and modern architectural themes, with comparisons being made to blue-tiled mosques and slender minarets of Samarkand and Bukhara. The easy visibility and popularity of the towers with photographers is also due to the fact that there are no other high rise buildings in the general area of the Kuwait Towers. Ever since the official inauguration of the towers, they have come to signify the prosperity and opulence that has boosted this previously sleepy backwater country into the world’s tenth richest country per capita.

Seif Palace - It is also known as Al-Seif Palace, is a historic palace which is one of the most interesting landmarks of the capital city of the State of Kuwait, Kuwait City.It is considered that there were always structures built on the same place since 1896, where the construction for the palace we see today began in 1904, and it was built by Sheikh Mubarak.The used construction material is something what can be found within the country, such as clay, rocks, limestone, wood and metals, where the major and well known feature of the palace is the watch tower which is covered in blue tiles and there is too a roof which is plated in pure gold, making it a wonderful example of Islamic architecture with original Islamic mosaic tile works.After the first Gulf War, the tower was severely damaged from an incoming missile, which too destroyed the dial room.

title: Wikijunior:Asia/Kuwait


text:
Wikijunior:Asia/Lebanon

Lebanon is a country also known as Republic of Lebanon. It consists of a narrow strip of territory and is one of the world’s smaller sovereign states. Though Lebanon, particularly its coastal region, was the site of some of the oldest human settlements in the world—the Phoenician ports of Tyre (modern Ṣūr), Sidon (Ṣaydā), and Byblos (Jubayl) were dominant centres of trade and culture in the 3rd millennium BCE—it was not until 1920 that the contemporary state came into being. In that year France, which administered Lebanon as a League of Nations mandate, established the state of Greater Lebanon. Lebanon then became a republic in 1926 and achieved independence in 1943. The capital city is Beirut and the currency used is Lebanese Pound (LBP).

Where is Lebanon?
Lebanon is situated at the eastern side of Mediterranean sea, bordering Syria to its east and Israel to its south.

How many people live in Lebanon?
There are no official census has taken place in Lebanon since 1932 due to the sensitive balance between the country's religious groups. There are no official data of the census data but based on estimation, there are about 4.43 million ~ 6.1 million populations lived in Lebanon.

What are the most common languages in Lebanon?
Arabic language is the most commonly language used in Lebanon.

What is the most common religion in Lebanon?
Due to almost no data on population census, it is estimated almost half of population practices Islam, with a quarter practices Maronite (Eastern Roman Catholics), and the others minorities practices Druze, Greek Catholic and Greek Orthodox.

What is the sport of Lebanon?
Weight lifting has been popular with many Lebanese athletes since the mid-20th century, and the country has traditionally sent weight lifters to international competitions with some regularity.

What are some important sites?
Tripoli railway station -It is located near El-Mina, Tripoli, Lebanon. It began operating in 1911 and was connected to the Syrian city, Homs, with a single track. It formed the terminus of the Orient Express line in the twenties, thirties and forties of the last century. Tripoli station was connected to the central station of Beirut (Mar Mikael) in 1945.

During World War I, the Ottomans, and for military reasons, damaged the Tripoli/Homs line. Ruined, the station was nationalized in 1920 at the time of the French mandate in Lebanon and Syria. In 1943, after independence, the station became the property of the Lebanese state.

In 1975, the station was abandoned and now contains a number of multipurpose buildings. These buildings were severely damaged during the civil war (1975–1991). A series of ancient multi-purpose wagons, two German G7 class locomotives made in 1895, and four German G8 locomotives, made in 1901 and 1906 remain on the site. The traces of war are visible on the vehicles.

Chouwen Lake - The Chouwen Lake is part of the famous Ibrahim River where the water gathers and appears as a lake, it's also part of the Jabal Moussa Biosphere reserve

title: Wikijunior:Asia/Lebanon


text:
Talk:C++ Programming/Libraries/Boost

boost matrix and vector multiplication
Hi, i am not able to use block_prod function for multiplication of matrix and vectors. Any example program would be easy to understand.137.132.219.237 (discuss) 09:58, 11 November 2019 (UTC)

title: Talk:C++ Programming/Libraries/Boost


text:
Free Knowledge Culture Calendar/June 22

Today in 2015 the scientific paper on the Domain Fronting technique for censorship circumvention was published.

title: Free Knowledge Culture Calendar/June 22


text:
User:Charlinevalot

My ATK sandbox work

History

Truth

Evidence

Power - Power and interdisciplinarity: power has a huge weight into moulding the disciplines as we know them todays. Power is intrinsically linked to knowledge, for some say that "knowledge is power". Who provides the knowledge, who has access to it, who structures it, who officially recognise it, is entirely dependent on the figures of power in place. So it's a big issue. In class, we've talked about british history taught at University. Priviledged people, always white, generally male, talk about. In establishing truth and - definitely more information can be added about gender pay gaps, it's a good point to develop

Yes i am quite behind in ATK but it's better late than never...

title: User:Charlinevalot


text:
User talk:Robert Važan

Please leave comments and requests for help here.

title: User talk:Robert Važan


text:
User:ICTE100

ICTE100

title: User:ICTE100


text:
User talk:Pazderski

= Please KEEP my Talk page active. Pazderski (discuss • contribs) 22:59, 11 November 2019 (UTC) =

title: User talk:Pazderski


text:
Basic Algebra/Solving Quadratic Equations/Solving Quadratic Equations By Taking The Square Root of Both Sides

Lesson
One way to solve a quadratic is to use square root. Steps:

 * 1) Factor a quadratic so that it is in the form $$y=(x+z)^2$$ ($$z$$ can be determined by completing the square)
 * 2) Take the square root of both sides, so $$x + z = \pm \sqrt{y}$$
 * 3) If y is 0, the square root is zero. In this case, there will only be one solution instead of two.
 * 4) Solve for x

Problem 1
$$\begin{align} 200 &= 2x^2 + 38 \\ 162 &= 2x^2 \\ 81 &= x^2 \\ x &= \pm 9 \end{align}$$

Problem 2
$$\begin{align} 64 &= x^2 + 6x + 9 \\ 64 &= (x+3)^2 \\ x+3 &= \pm 8 \\ x &= -3 \pm 8 \text{, i.e., } x = \{-11, 5\} \end{align}$$


text:
User:Orlando the Cat

I am also found on Wikisource, Wikipedia and (once in a blue moon) Meta-Wiki. I am most active on Wikisource.

Here, I hover about the book Art History's 19th century and 20th century sections (why not?), but otherwise, I don't do much in particular.

title: User:Orlando the Cat


text:
ICT4 Elderly/Suitable product and service

Contents of the module
 * Technical understanding of mobile devices (incl. components);
 * Access and services (e.g., mobile internet connections);
 * Methods and Materials to identify the needs of a person;
 * Resources to find the right products for people's needs;
 * User reviews, ratings and comments.

Learning objectives
 * Provide an introduction to a demand based approach of recommending products and services;
 * Discover the variety of individual requirements, needs and interest;
 * Present methods and materials to identify individual conditions, needs and interests;
 * Exercise interviewing a person to identify their needs and requirements.

Learning outcomes
 * The participants are able to do research / gain reliable information a different products and/or services;
 * The participants are able to compare products or services (relation of price, performance, quality);
 * The participants are able to explain the pros and cons of a product or service to persons without or low technical understanding;
 * The participants are able to identify their demands and needs;
 * The participants are able to use different online-shops and tools to find a proper device or service.

Learning scenario
 * In the first part of the session, methods that help to identify individual interests, needs and conditions are presented;
 * The second part focuses on raising technical understanding and methods to find and compare suitable products (with key characteristics introduced - size, weight, technical configuration etc.);

 * The trainer will provide the hints on where and how to search the internet platforms for a suitable product for a learner (participants);
 * In the third part, the participants will create a selection of devices, applications etc. that will match their or others specific needs;
 * The participants will recommend individually best suited product or service to other participants.

Evaluation
 * Practical exercise: recommendation of suitable products;
 * Wrap up session (group-discussion and debriefing).

Following this module learners will:
 * Raise awareness of the individual needs and requirements of different persons;
 * Teach participants to be capable to distinguish between different products and services by comparing their exterior and technical attributes;
 * Teach participants to be capable to present the advantages and disadvantages of different products and services.

How to identify and recommend a suitable product or service
There is a wide diversity of digital products (e.g. devices, apps) and services (e.g. mobile internet connection). People have very different levels of skills, experiences, preconditions, requirements and interests. Therefore, they have individual needs for digital devices, applications and services and they recognize a specific individual benefit by using these products and services for themselves. The objective of the training is to facilitate the participants to be able to advise and accompany customers in the selection of a suitable product or service.

In the first part of this module, methods are presented that help to identify individual interests, needs and conditions.

The second part focuses on raising technical understanding and methods to find and compare suitable products. Key attributes and characteristics (e.g. size, weight, technical configuration, performance, price) will be introduced. It will be explained how they match a specific set of user requirements.

Furthermore the trainer gives hints where and how to search in internet platforms, forums etc. to find a suitable product that can be recommended to a person. Here it is also presented how to use filters, user ratings, comments and other functions to compare different products.

In the third part the participants will create a selection of devices, applications and an Internet Access Service matching the profile of a specific persona.

Finally, the trainee will be able to recommend individually best suited products or services to a specific client.

Analysis of personal (pre)conditions, interests and needs

 * Personal Conditions: social environment, age, education, learning experiences, level of digital skills, grade of mobility, special constraints / impairments, willingness to pay

 * Interests: e.g. Hobbies

 * Needs: purposes of usage and benefits

Keywords
Devices, Services, Online platforms, Online shops, Forums, Research, Needs, Conditions, Requirements, Recommendations.

First session
The trainer will start the session by a preliminary discussion with participants about the devices they use for their own purposes and their experiences of recommending products and services to other persons. The main goal is to reflect on for what reasons they chose a specific device or service and what are challenges of finding and recommending products and services.

After this initial debate, the trainer will present the main approach, ideas and methods around finding and recommending suitable products or services. This part of the session can be supported by a slide presentation prepared in advance.

After that each trainee is going to create a persona by using a template provided by SDC (CC-BY-SA 4.0 by `Digital mobil im Alter`).

Subsequently the trainees will do a survey of personal needs. For this purpose, the participants meet in pairs and interview each other. The survey can be done as a narrative interview or by using a questionnaire (provided by SDC: CC-BY-SA 4.0 by `Digital mobil im Alter`). The participants should be able to create a brief profile of the persona and get an idea what type of device, thematic areas of applications and service (internet access) the persona needs.

This will be followed by an in classroom activity where participants present the needs and conditions they identified based on the persona of their partner. The participant who created the persona gives feedback followed by the class.

After this exercise, the trainer will wrap-up the session with a debriefing moment and a small evaluation of the session where participants can discuss what they just learned.

Second session: Technical Understanding and Research Skills
In the second session, participants will learn about technical specifications of mobile devices (tablets and smartphones) in exterior attributes (shape, size, weight) and performance indicators (processor, storage, memory, display, connections …)

It will be discussed how they match a specific set of user requirements.

Afterwards the trainer gives concrete examples where to get information about devices, applications and services in internet platforms, forums etc. The trainer presents different resources to search and buy products like comparison portals, online shops or trade magazine websites. The trainer also introduces methods to compare products. The trainer demonstrates how to use filters, user ratings, comments and other functions to select and compare different products in order to find suitable products that can be recommended to a person.

This segment of the training session is supported by a slide presentation prepared in advance or a live demonstration by the trainer.

Third session: How to search, compare and recommend
The trainer will start the session by making a summary of the previous sessions and by answering questions or comments participants might have. Additionally, a short introduction to the goals and themes of the third session will be presented.

The participants will then meet again in the same pairs of the first session. Everybody is asked to create a selection of two devices, a small set of applications and an Internet Access Service suitable for the persona their partner prepared in the first session. The participants are asked to present the results to the whole group so that 3-4 different examples are presented.

Finally, the trainer presents a good way to give recommendations. Instead of recommending a single product or service, the participant should learn to present the advantages and disadvantages of a small selection of offerings. The trainer suggests to discuss the selection with their customers in order to guide them to their personal buying decision.

After this exercise, the trainer will wrap-up the session with a debriefing moment and a small evaluation of the session.

Material required

 * Personal computer or Smartphone / Tablet
 * Internet connection
 * Beamer
 * Paper and pens
 * Flipchart
 * Print Materials: Questionnaire and Persona Template

Context

 * Raise awareness of the individual needs and requirements of different persons
 * Teach participants to be capable to distinguish between different products and services by comparing their exterior and technical attributes
 * Teach participants to be capable to present the advantages and disadvantages of different products and services

First session
The purpose of the session will be:

 * to provide an introduction to a demand based approach of recommending products and services to a client
 * to discover the variety of individual requirements, needs and interest
 * to present methods and materials to identify individual conditions, needs and interests
 * to exercise interviewing a person to identify their needs and requirements

Introduction
Description of the activities:

Group discussion
Trainer starts the session by asking some questions to participants about the devices they use for themselves and for what purposes. Also their experiences of recommending products and services to other persons are discussed.

Trainer will introduce the objectives and the structure of the sessions.

This is important to establish a learning field where both trainer and participants come together to discuss the specific topic of finding suitable products or services.

Trainer
Trainer introduces the demand-oriented approach. The trainer explains how socio-demographic factors, personal circumstances, prior knowledge and individual interests influence the needs when choosing a product or service. The trainer gives examples for illustration.

Introduction to the session
Trainer makes an introduction how to create personas, why they can be useful and gives an example.

He puts value on the diversity of personas and that they might correspond to a real person.

This segment of the training session is supported by a slide presentation prepared in advance and shared with participants.

Participants create personas
Each participant creates a persona using the persona template and filling aid.

Role play
Class is divided into pairs.

Participants interview each other in pairs. One person asks questions with the use of a questionnaire. The other person answers from the perspective of the persona they created. This enables participants to create brief request profiles.

With that hands-on approach (learning by doing methodology), participants will experience how it is to communicate with a demanding person and identify their individual interest, needs and requirements.

Group discussion
After the exercise, participants will have a chance to come together in the group again to discuss their experiences with the interviews. The discussion is led by the questions: what are the main things they take away from the experience and what are the main difficulties they felt?

The process of sharing personal experiences and learn by listening to the other person’s experience is at the base of the non formal education methodology and it is particularly useful with this target group.

Debriefing
To wrap up the session, the trainer will facilitate a debriefing moment where participants are encouraged to express their questions, doubts, ideas and feelings toward the topics discussed.

Overall duration of the session
1 hour and 20 min

Second session
The purpose of the session will be:

 * to provide an introduction to differences of devices and their technical equipment
 * to discover the variety of products and services
 * to discover functions to filter and compare products and services
 * to exercise finding suitable products and services on online platforms, shops etc.

Introduction
Introduction to the topic and sequence of the session

Exterior and interior (technical) attributes of mobile devices
The trainer explains key attributes and characteristics of mobile devices (e.g. size, weight, technical configuration, performance, price). A presentation that has been prepared beforehand can be used for this purpose.

The trainer should involve the participants, e.g. by asking them to explain something to the group.

It will also be discussed and explained how technical attributes match a specific set of user requirements.

Find and compare suitable products
The trainer gives information where and how to search on internet platforms, forums etc. to find a suitable product that can be recommended to a person.

The trainer also introduces methods to compare products. The trainer demonstrates how to use filters, user ratings, comments and other functions to select and compare different products in order to find suitable products that can be recommended to a person. This can be done on the basis of a live demonstration for a specific case in an online shop or with a slide presentation prepared in advance.

Discover online shops and functions to filter and compare
The participants will search for different devices in online platforms, online shops and gain information in magazines or forums. They could ask questions to the trainer and the group.

Debriefing
To wrap up the session, the trainer will facilitate a debriefing moment where participants are encouraged to express their questions, doubts, ideas and feelings toward the topics discussed.

Overall duration of the session
1 hour

Third session
The purpose of the session will be:

 * to exercice finding different products
 * to facilitate how to do recommendations

Introduction to the topic and sequence of the session
Trainer presents the task to the group: participants shall find and recommend a suitable product and service for the persona their interview partner.

Find and compare suitable products
Every participant is asked to create a selection of two or three devices, a small set of applications and an Internet Access Service suitable for the persona their partner prepared in the first session.

The participants will search for devices on online platforms, online shops and gain information in magazines or forums. They could ask questions to the trainer.

Introduction of the trainer
The trainer places value on a good way to give recommendations. Instead of recommending a single product or service, the participant should learn to present the advantages and disadvantages of a small selection of offerings. The trainer suggests to discuss the selection with their customers in order to guide them to their personal buying decision.

Recommend suitable products
The participants will meet again in the same pairs of the first session. Each participant will recommend the selection of devices, a small set of applications and a type of Internet Access Service to the partner, who gives feedback if the recommendation is suitable for the persona, which was created.

The trainer asks some pairs to present their examples to the whole group, so that 3-4 different examples are presented.

Group discussion
After the exercise, participants will have a chance to come together in the group again to discuss their experiences with the interviews. The discussion is led by the questions, what are the main things they take away from the experience and what are the main difficulties they felt.

The process of sharing personal experiences and learn by listening to the other person’s experience is at the base of the non-formal education methodology and it is particularly useful with this target group.

Debriefing
To wrap up the session, the trainer will facilitate a debriefing moment where participants are encouraged to express their questions, doubts, ideas and feelings toward the topics discussed.

Overall duration of the session
1 hour and 10 minutes


text:
ICT4 Elderly/Advanced e-writing skills

Contents of the module
 * Netiquette;
 * Different writing styles in online communication (email, social media, other channels).

Learning objectives
 * To explain different approaches of style writing (email, social media, other channels);
 * To present the usage of different online communication to address different groups or individuals;
 * To understand advantages of e-writing;
 * To regain feelings of confidence in using different styles in online communication.

Learning outcomes
 * The participant can engage in intentional communication using advanced writing skills, culturally appropriate language;
 * Participant can use different online communication style with active use of netiquette;
 * Participant understands internet slang.

Learning scenario
 * Guided discussion on the concept of netiquette;
 * Videos;
 * Interactive demonstration of using different style of online communications in pairs;
 * Demonstrate appropriate and inappropriate using of different style of online communication.

Evaluation
 * Participants have to use different style of online communication to interact among themselves;
 * Every participant has to make a post on social media.

Following this module learners will:
 * The participant can engage in intentional communication using advanced writing skills, culturally appropriate language;
 * Participant can use different online communication style with active use of netiquette;
 * Participant understand internet slang.

Netiquette
Netiquette represents the importance of proper manners and behavior online. In general, netiquette is the set of professional and social etiquettes practiced and advocated in electronic communication over any computer network. Common guidelines include being courteous and precise, and avoiding cyber-bullying. Netiquette also dictates that users should obey copyright laws and avoid overusing emoticons.

Netiquette is a short form of network etiquette or Internet etiquette.

This term was first introduced in posts of the satirical “Dear Emily” news columns in 1983, but it originated before the World Wide Web. In that era, the commercial use of public posting was not popular and internet traffic was dominated by text-based emails, Gopher, Telnet and FTP from educational and research authorities.

Although the specific rules governing netiquette may be different depending on the forum being used, it is equally applicable to chatting, blogging, message boards, email and surfing the Internet.

While there is no official list of netiquette rules or guidelines, the general idea is to respect others online. Below are ten examples of rules to follow for good netiquette:

 * 1) Avoid posting inflammatory or offensive comments online (a.k.a flaming).
 * 2) Respect others' privacy by not sharing personal information, photos, or videos that another person may not want published online.
 * 3) Never spam others by sending large amounts of unsolicited email.
 * 4) Show good sportsmanship when playing online games, whether you win or lose.
 * 5) Don't troll people in web forums or website comments by repeatedly nagging or annoying them.
 * 6) Stick to the topic when posting in online forums or when commenting on photos or videos, such as YouTube or Facebook comments.
 * 7) Don't swear or use offensive language.
 * 8) Avoid replying to negative comments with more negative comments. Instead, break the cycle with a positive post.
 * 9) If someone asks a question and you know the answer, offer to help.
 * 10) Thank others who help you online.

The Internet provides a sense of anonymity since you often do not see or hear the people with whom you are communicating online. But that is not an excuse for having poor manners or posting incendiary comments. While some users may feel like they can hide behind their keyboard or smartphone when posting online, the fact is they are still the ones publishing the content. Remember – if you post offensive remarks online and the veil of anonymity is lifted, you will have to answer for the comments you made.

Email Netiquette
When composing an email message, it is important to use good netiquette. For example, you should always include a subject that summarizes the topic of the email. It is also helpful to begin each message with the recipient's name and end the message with your name or "signature." A typical signature includes your name, email address, and/or website URL. A professional signature may include your company name and title as well. Most email programs allow you to save multiple signatures, which you can insert at the bottom of an email.

If you want to send an email to multiple recipients, you can simply add each email address to the "To" field. However, if the email is primarily intended for one person, you should place the additional addresses in the "CC" (carbon copy) field. If you are sending an email to multiple people that don't know each other, it is best to use the "Bcc" (blind carbon copy) field. This hides the email addresses of each recipient, which helps prevent spam.

Web forum
Web forum is a website or section of a website that allows visitors to communicate with each other by posting messages. Most forums allow anonymous visitors to view forum postings, but require you to create an account in order to post messages in the forum. When posting in a forum, you can create new topics (or "threads") or post replies within existing threads.

Web forums are available for all kinds of topics. Examples include software support, help for webmasters, and programming discussions. While lots of Web forums focus on IT topics, they are not limited to information technology. There are forums related to health, fitness, cars, houses, teaching, parenting, and thousands of other topics. Some forums are general, like a fitness forum, while others are more specific, such as a forum for yoga instructors.

Social media
Social media is a collection of Internet-based communities that allow users to interact with each other online. This includes web forums, wikis, and user-generated content (UGC) websites. However, the term is most often used to describe popular social networking websites, which include the following:

 * Facebook - an online community that allows individual users to create personal profiles, share photos and videos, and post on each other's profile pages, or "Timelines."
 * Twitter - an Internet service that allows people to publish quick updates and see posts or "tweets" of other users they are following in real-time.
 * LinkedIn - a professional networking website that allows users to create profiles, post resumes, and communicate with other professionals and job-seekers.
 * Pinterest - an online community that allows users to share ideas and photos with others by "pinning" items and describing them on their profile pages.
 * Social media became popular after the advent of Web 2.0, a collection of web-based technologies used to make websites more dynamic and enable greater user interaction. It has since been fuelled by the growing use of mobile devices, such as tablets and smartphones, which are commonly used to access social media services. In fact, most social media websites also provide custom apps that make it easy to view and post updates while on-the-go.

The growth of social media has also lead to another new industry, called social media marketing. This refers to promotional methods focused on social media rather than traditional advertising outlets. The goal of social media marketing is to increase awareness of a product or service by prompting users to like, share, recommend, or +1 a product or service. For example, phrases such as "Like us on Facebook" or "Follow us on Twitter" encourage users to promote a product or service online.

Keywords

Netiquette, Facebook, Twitter, LinkedIn, Pinterest, Social media, Web forums, E-mail, Netiquette, Web, Internet.

Material required

 * Personal computer (Smartphone or tablet connected to the Internet)
 * Internet connexion
 * Beamer
 * Paper and pens
 * Flipchart
 * Speakers
 * Tape or rope

Learning subject/ field

Narrative/sequential description of the learning activities.

The lecturer will start the lecture by asking what is the concept of netiquette? The lecturer will then highlight some similarities between the difference of netiquette and conventional etiquette.

At the beginning of the lecture, the lecturer will explain what netiquette is, how it was created, why we need it and how we use it. It is very important for participants to understand the differences in online communication where an individual does not have direct contact with another person or group of people. The use of netiquette is slightly different when used on different social networks. It is important for participants to understand that netiquette also depends on the form of social network involved, in the conversation or communication, as each platform has its own limitations. For instance, twitter is limited by the number of words, instagram and fb have a wide range of media usage. Likewise, on any platform, an individual may be hidden or unaware of their true identity.

Task - participants will communicate in pairs via various social networks. Each couple will communicate about a specific problem that they will need to reach consensus on using netiquette. The purpose of the assignment is for each individual to gain experience in communicating through various social networks. Task – participants will have to make a public post on one chosen social media platform.

After the assignment, participants will share with each other experiences from the assignment and any concerns, comments, and experiences regarding the use of netiquette.

Session structure
The purpose of the session will be:

 * to provide an introduction to different approaches of style writing;
 * to facilitate aware of using different online communication to address different groups or individuals;
 * to discover advantages of e-writing;
 * to motivate feelings of confidence in using different styles in online communication.

Introduction
The lecturer will start the lecture by asking what is the concept of netiquette? The lecturer will then highlight some similarities between the difference of netiquette and conventional etiquette.

Netiquette
At the beginning of the lecture, the lecturer will explain what netiquette is, how it was created, why we need it and how we use it. It is very important for participants to understand the differences in online communication where an individual does not have direct contact with another person or group of people. The use of netiquette is slightly different when used on different social networks. It is important for participants to understand that netiquette also depends on the form of social network involved, in the conversation or communication, as each platform has its own limitations. For instance, twitter is limited by the number of words, instagram and fb have a wide range of media usage. Likewise, on any platform, an individual may be hidden or unaware of their true identity.

Pairs work
Task 1 -  participants will communicate in pairs via various social networks. Each couple will communicate about a specific problem that they will need to reach consensus on using netiquette.

Task 2 – participants will have to make a public post on one chosen social media platform.

The purpose of both assignments is for each individual to gain experience in communicating through various social networks.

Experiences share
After the assignment, participants will share with each other experiences from the assignment and any concerns, comments, and experiences regarding the use of netiquette.

Homework
Participant must write their own blog post (topic chosen regarding their personal interests).

https://wordpress.org/support/article/introduction-to-blogging/

Debriefing
To wrap up the session, the trainer will facilitate a debriefing moment where participants are encouraged to express their questions, doubts, ideas and feelings toward the topics discussed.

Evaluation
Participants will answer a small questionnaire to evaluate the form and the content of the session.

Overall duration of the session
1 hour and 20 min

title: ICT4 Elderly/Advanced e-writing skills


text:
User talk:Jeremy Belpois

Daftar Permainan PlayStation 2 yang Mendukung Multipemain
I have put the above down for speedy deletion, as this is outside the scope for this project: Indonesian language content should be put on https://id.wikibooks.org/wiki/Halaman_Utama. -- Jules (Mrjulesd) 11:33, 12 November 2019 (UTC)

title: User talk:Jeremy Belpois


text:
ICT4 Elderly/E-taxes

 Contents of the module
 * e-Tax preparation;
 * e-Tax transmission;
 * Personal Identification Number - security;
 * Understanding of personal e-taxes system benefits and disadvantages.

 Learning objectives
 * Participants will understand the general objectives of e-taxes;
 * Participants will be able to use e-taxes to calculate the amount of tax owed;
 * Participants will be able to find important information about electronic filing on the Internet;
 * Participants will understand the basic advantages of using e-taxes (increased accuracy and ease of use).

 Learning outcomes
 * Participants will be able to make their tax preparation (needed to compute and report the tax);
 * Participants will be able to transmit tax returns electronically;
 * Participants will understand the importance of safety when preparing, transmitting and returning e-taxes.

 Learning scenario
 * Videos;
 * Interactive demonstrations.

 Evaluation

Evaluation has two parts: (1) participants will have to electronically compute and report the tax and (2) they will take a short quiz about basic e-taxes concepts.

Following this module learners will:
 * Participants will be able to make their tax preparation (needed to compute and report the tax);
 * Participants will be able to transmit tax returns electronically;
 * Participants will understand the importance of safety when preparing, transmitting and returning e-taxes.

Introduction
In each piloting country, partners will be responsible for the organization of training lesson plans. Here below you can find a script to follow in order to conduct the training lessons.

Please fill this document for each module. Each module should be between 1 and 2 hours long (depending on the complexity of the module and amount of information needed). The goal is to have the 19 modules (between 19h and 30h) described in this document with all the activities each lesson will have.

Overall description

This curriculum aims at training adult trainers in developing courses where they coach their audience (students/trainee...) to take actively part in their learning process.

Electronic tax filing
Or e-filing, is a system for submitting tax documents to a revenue service electronically, often without the need to submit any paper documents.

Electronic filing is the process of submitting tax returns over the Internet using tax preparation software that has been pre-approved by the relevant tax authority. E-filing has manifold benefits which have made this system of tax preparation increasingly popular in recent years; the taxpayer can file a tax return from the comfort of his or her home, at any convenient time, once the tax agency begins accepting returns.

Electronic filing, or e-filing, saves the tax agency time and money because the tax data is transmitted directly into the agency's computers, significantly reducing the possibility of keying and input errors.

Advantages: Speed / Convenience and Practicality
One advantage of using an electronic filing system is speed. Obviously, using technology is much faster than utilizing a local postal service. For instance, when filing your tax income, using the Internet and emailing tax forms directly to the financial authority will only take minutes. No need for standing in lines and manually filling out forms.

A taxpayer who files his taxes via the traditional procedure will usually have to consult accountants, agents or tax preparers, going back and forth for additional information, waiting for the agent to finish and approve the paperwork, and sending forms to the financial authority. With electronic filing, taxpayers can conveniently send a tax return anytime during the week. This constant availability allows a taxpayer to conveniently pay at his own convenience, whether during a weekend, a holiday, or on evenings. Taxpayers can easily handle their taxes and finances right at their own homes, with just a few clicks of a mouse. You can save a lot of money when you practice electronic filing since you don't have to use couriers, postage stamps, and fax messaging. Since electronic filing means you don't need to send actual records and documents, you can quickly complete your forms without having to leave your home.

Disadvantage: Security
Filing records electronically may not be as secured as sending them via mail or post. Especially for those who employ an outside or third-party service to do the electronic filing for them, you are providing identifiable information that the service may keep on file for a long period of time. This means that more individuals can have access to your information. In a particular case, wherein you are supposed to receive tax refunds and you want it done immediately, you will have to provide your bank account number and routing number for the deposit to take place.

A personal identification number (PIN)
Or sometimes redundantly a PIN number, is a numeric or alpha-numeric password used in the process of authenticating a user accessing a system. The personal identification number has been the key to flourishing the exchange of private data between different data-processing centers in computer networks for financial institutions, governments, and enterprises. PINs may be used to authenticate banking systems with cardholders, governments with citizens, enterprises with employees, and computers with users, among other uses.

Keywords
Electronic tax filing, e-Tax, e-Filing, Tax, Online tax, PIN.

Material required

 * Personal computer (Smartphone or tablet connected to the Internet)
 * Internet connection
 * Beamer
 * Paper and pens
 * Flipchart
 * Speakers

Context

 * Participants will be able to make their tax preparation (needed to compute and report the tax)
 * Participants will be able to transmit tax returns electronically
 * Participants will understand the importance of safety when preparing, transmitting and returning e-taxes

Session structure
The purpose of the session will be:

 * to provide an introduction to electronic tax filing
 * to provide an introduction to electronic tax filing
 * to discover the importance of safety when preparing, transmitting and returning  e-taxes
 * to motivate to transmit tax returns electronically

Introduction
In the introductory part, the lecturer will introduce concepts that he will later explain in more detail during the lectures. The basic concepts that will be addressed are e-tax, e-filing, online tax and security. Participants will be able to interact with comments or questions.

Concepts of e-tax
The main part of the content will be devoted to e-tax or e-filing. The lecturer will introduce the concepts in more detail and relate them to the conventional payment method. After drawing up parallels, the lecturer will explain all the advantages and disadvantages of the online tax payment system. An important part of online payment is also the protection of personal information.

Online identity
Everyone opens his/her laptop

Assignment - Participants will need to make a plan on how to arrange their online identity for each of them, and thus the ability to pay taxes online.

Questions and comments
The last part of the lecture will address the questions, concerns and comments of the participants on the topic of online tax payment, the benefits of this and the security of using online payment systems.

Homework
For homework, every participant has to find every paper form needed, from different financial institutions, to calculate the tax assessment. 1h

Debriefing
To wrap up the session, the trainer will facilitate a debriefing moment where participants are encouraged to express their questions, doubts, ideas and feelings toward the topics discussed.

Evaluation
Participants will answer a small questionnaire to evaluate the session. Another part of the evaluation will be the results of the short quiz, taken by the participants which will shows us the level of received knowledge.

Overall duration of the session
1 hour

title: ICT4 Elderly/E-taxes


text:
ICT4 Elderly/Future developments

Contents of the module
 * Concepts of Smart City, IoTs, VR/AR, AI;
 * Usage of new developments for healthy living (e.g., Smart watch, Health apps);
 * Smart home technologies to assist older people and to retain their independence as much as possible;
 * Smart devices that can help and guide the elderly through their everyday tasks;
 * Usage of online social services which enable older people, their families and friends to communicate and coordinate different activities in online and real life.

Learning objectives
 * To be aware of different smart home technologies that can assist older people to continue to live at home with safety and independence;
 * To promote independence, health, well-being and quality of life in older adults;
 * To empower older people to participate in social networks and to decrease the feeling of isolation;
 * Wellness monitoring of a rapidly aging population in developed countries.

Learning outcomes
 * Participants will be able to understand the concepts of Smart Cities, Smart Homes and smart devices and to understand the benefits of this development in general (which are beneficial for older adults, but also their families, caregivers and society in general);
 * Participants will be able to use smart technologies in intelligent homes and cities;
 * Participants are able to connect themselves in Smart City and/or Smart Home systems;
 * Participants will be able to gain important information gathered from smart applications and solutions, such as detection of health emergencies, early disease detection, professional advice on routine lifestyle, health status monitoring and help in treatment prescription.

Learning scenario

Video and interactive presentations of Smart Homes, Smart Cities and smart technologies used in them.

Evaluation
 * Evaluation consists of using at least two different smart apps or two smart devices designed for improving the quality of lifestyle for the elderly;
 * Group discussion.

Following this module learners will:
 * Participants will be able to understand the concepts of Smart Cities, Smart Homes and smart devices and to understand the benefits of this development in general (which are beneficial for older adults, but also their families, caregivers and society in general);
 * Participants will be able to use smart technologies in intelligent homes and cities;
 * Participants are able to connect themselves in Smart City and/or Smart Home systems;
 * Participants will be able to gain important information gathered from smart applications and solutions, such as detection of health emergencies, early disease detection, professional advice on routine lifestyle, health status monitoring and help in treatment prescription.

Introduction
A Smart city is an urban area that uses different types of electronic Internet of things (IoT) sensors to collect data and then use these data to manage assets and resources efficiently. This includes data collected from citizens, devices, and assets that is processed and analysed to monitor and manage traffic and transportation systems, power plants, water supply networks, waste management, crime detection, information systems, schools, libraries, hospitals, and other community services.

The Smart city concept integrates information and communication technology (ICT), and various physical devices connected to the IoT network to optimize the efficiency of city operations and services and connect to citizens. Smart city technology allows city officials to interact directly with both community and city infrastructure and to monitor what is happening in the city and how the city is evolving. ICT is used to enhance quality, performance and interactivity of urban services, to reduce costs and resource consumption and to increase contact between citizens and government. Smart city applications are developed to manage urban flows and allow for real-time responses. A Smart city may therefore be more prepared to respond to challenges than one with a simple "transactional" relationship with its citizens. Yet, the term itself remains unclear to its specifics and therefore, open to many interpretations.

The Internet of Things (IoT) is a system of interrelated computing devices, mechanical and digital machines, objects, animals or people that are provided with unique identifiers (UIDs) and the ability to transfer data over a network without requiring human-to-human or human-to-computer interaction.

The definition of the Internet of things has evolved due to the convergence of multiple technologies, real-time analytics, machine learning, commodity sensors, and embedded systems. Traditional fields of embedded systems, wireless sensor networks, control systems, automation (including home and building automation), and others all contribute to enabling the Internet of Things. In the consumer market, IoT technology is most synonymous with products pertaining to the concept of the "smart home", covering devices and appliances (such as lighting fixtures, thermostats, home security systems and cameras, and other home appliances) that support one or more common ecosystems, and can be controlled via devices associated with that ecosystem, such as smartphones and smart speakers.

There are a number of serious concerns about dangers in the growth of IoT, especially in the areas of privacy and security; and consequently, industry and governmental moves to begin to address these.

A smart device is an electronic device, generally connected to other devices or networks via different wireless protocols such as Bluetooth, Zigbee, NFC, Wi-Fi, LiFi, 3G, etc., that can operate to some extent interactively and autonomously. Several notable types of smart devices are smartphones, smart cars, smart thermostats, smart doorbells, smart locks, smart refrigerators, phablets and tablets, smartwatches, smart bands, smart key chains, smart speakers and others. The term can also refer to a device that exhibits some properties of ubiquitous computing, including—although not necessarily—artificial intelligence.

Smart devices can be designed to support a variety of form factors, a range of properties pertaining to ubiquitous computing and to be used in three main system environments: physical world, human-centered environments and distributed computing environments.

Keywords
Smart city, Internet of things, Smart app, Online services, ICT, AI.

Learnign subject
For the introduction, the lecturer will introduce participants with the concepts such as Smart City, IoTs, VR / AR, AI. Participants will be able to share their previous experiences or knowledge of these concepts. A short debate at the start of the lecture is important in order to establish an inclusive learning filed for the lecture which follows.

The lecturer will explain in more detail the concepts of Smart City, IoTs, VR / AR, AI and their possible everyday use. The benefits of everyday use of smart technologies for older people will also be presented. The use of smart devices and the use of new technologies is increasingly present in people's lives. It is very important in the lecture that the concepts and the possibility of use are presented in an interesting way. A special part of the lecture will be devoted to usage of smart apps which aim to improve persons daily routine or even improve their health.

Assignment - participants will be divided into 4 groups. Each group will have to introduce (on a theoretical level) the benefits of using one of the smart technologies in their daily lives and then analyse how their lives will change in the future. They will present the results in front of everyone. The second part of the task is practical – each group will have to demonstrate the usage of at least two different smart apps or two smart devices (in accordance with the first part of the task) designed for improving the quality of lifestyle for the elderly.

Group discussion will follow afterwards – this is an opportunity for participants to get acquainted with new concepts, technologies, smart applications. This will make it easier for them to get to know smart apps and devices and maybe start using new technologies in their everyday lives.

Material required

 * Personal computer (Smartphone or tablet connected to the Internet)
 * Internet connection
 * Beamer
 * Paper and pens
 * Flipchart
 * Speakers

Context

 * Participants will be able to understand the concepts of Smart Cities, Smart Homes and smart devices and to understand the benefits of this development in general (which are beneficial for older adults, but also their families, caregivers and society in general).
 * Participants will be able to use smart technologies in intelligent homes and cities.
 * Participants are able to connect themselves in Smart City and/or Smart Home systems.
 * Participants will be able to gain important information gathered from smart applications and solutions, such as detection of health emergencies, early disease detection, professional advice on routine lifestyle, health status monitoring and help in treatment prescription

Session structure
The purpose of the session will be:

 * to provide an introduction to the concepts of Smart Cities, Smart Homes and smart devices.
 * to facilitate to use smart technologies in intelligent homes and cities.
 * to discover gain important information gathered from smart applications and solutions, such as detection of health emergencies, early  disease detection, professional advice on routine lifestyle, health status  monitoring and help in treatment prescription.
 * to motivate able to connect themselves in Smart City and/or Smart Home systems.

Introduction
For the introduction, the lecturer will introduce participants with the concepts such as Smart City, IoTs, VR / AR, AI. Participants will be able to share their previous experiences or knowledge of these concepts. A short debate at the start of the lecture is important in order to establish an inclusive learning filed for the lecture which follows.

New concepts
The lecturer will explain in more detail the concepts of Smart City, IoTs, VR / AR, AI and their introduction to everyday use. The benefits of everyday use of smart technologies for older people will be presented. The use of smart devices and the use of new technologies is increasingly present in people's lives. It is very important in the lecture that the concepts and the possibility of use be presented in an interesting way that will make the participants close and interesting. Using smart apps we can improve our daily routine or even improve our health.

Learning to use
The lecturer will explain in more detail the concepts of Smart City, IoTs, VR / AR, AI and their possible everyday use. The benefits of everyday use of smart technologies for older people will also be presented. The use of smart devices and the use of new technologies is increasingly present in people's lives. It is very important in the lecture that the concepts and the possibility of use are presented in an interesting way. A special part of the lecture will be devoted to usage of smart apps which aim to improve persons daily routine or even improve their health.

Group discussion
Group discussion will follow afterwards – this is an opportunity for participants to get acquainted with new concepts, technologies, smart applications. This will make it easier for them to get to know smart apps and devices and maybe start using new technologies in their everyday lives.

Homework
Watch video and make comments how to introduce new technologies in their lifes. [https://www.youtube.com/watch?v=bANfnYDTzxE What is a smart city? | CNBC Explains]

Debriefing
To wrap up the session, the trainer will facilitate a debriefing moment where participants are encouraged to express their questions, doubts, ideas and feelings toward the topics discussed.

Evaluation
Participants will answer a small questionnaire to evaluate the form and the content of the session.

Overall duration of the session
1 hour and 25 min

title: ICT4 Elderly/Future developments