text:
User talk:Ruaraidh98

=Welcome=

Hey! Welcome to my discussions page.

Feel free to start a conversation and engage in debate over various topics you come across on my page.

Thanks!

Ruaraidh98 (discuss • contribs) 14:45, 28 September 2019 (UTC)

=Online Screen Time=

Screens have become near unavoidable in the modern digital age, with relevant information and content of interest available across multiple platforms. Their purpose greatly outweighs the negatives, and despite the vast array of screens we see day to day, categorising them into different groups throws up several challenges as to how we define the most important screens we use in our every day lives. Obviously, the amount of screen time varies depending on specific age groups, personal needs such as work or academic study, and through leisure, but even if you take those elements away and factor in the screens we don’t realise are contributing to our total screen time, then that amount is still high and forever increasing as the world becomes much more technologically advanced. One study even goes on to suggest that children will have spent 17.6 years looking at screens by the age of 80 (Sigman, 2012), which is a worrying prospect given how technology is relying on screens more heavily in social settings.

The concept of being ‘Always-On’ relates to the theory that we as human individuals can never fully disconnect from screens and that almost every place we go to has some form of screen that connects us with information. Some of the examples of screens we might not realise we are connected to range from information boards in train stations, to menu notices at McDonald’s, to self checkouts in supermarkets. We are rarely fully able to disconnect ourselves from a screen as many day-to-day activities now rely on us using screen-based technologies. A journal looking at the use of screens for communication reads “The video capability of screens makes them very effective for demonstrating a new product or procedure” (Kelsen, 2013), and this reads every bit true, as there has become a strong reliance on such communications. The discussion of being always on is important to consider therefore, as it shows that when calculating an individual’s weekly screen time, it becomes near impossible to find an accurate answer as there as far too many examples of screens that people are failing to register as they are absentminded to them.

When studying the use of screen times, it is important to categorise screens by their purpose to help outline the differing hours in age groups and genders. For example, younger participants will use games consoles much more than working adults, but in contrast, their hours working in front of a laptop or a computer screen would be significantly higher. The introduction of smartphones and their over-reliance in society is another major culprit for most people in countries that have fully embraced modern technologies. The easiest method of categorising what screens we use the most is by looking at screens that are essential to a person’s day-to-day lifestyle, such as whether they use the television or an tablet device to watch various programmes, or whether their line of work relies on computers. That way, a fair assessment of screen time can be devised and a breakdown of age, gender and lifestyle categories can educate us on other factors of the use of screens.

Screen time will only increase as technology advances, and that has been clear for a number of years following the take-off of modern technology. There is evidence for its dominance in modern day life and it has only built potential to grow beyond its current state and become a more prevalent issue and a benefit for people in the decades to come. There is a case for group study to help learn about the group and get more of an idea about the effects screen time is having on society, but as long as it is executed properly, then it will be worth studying properly as it becomes a more prevalent issue in the modern digital society and in studying their trends and patterns to help diagnose how to handle matters surrounding screen time for individuals.

=Reference List=

Sigman, A., 201. Introduction. Time for a view on screen time, [Online]. 0/0, 1/ Available at: https://www.researchgate.net/publication/242222451_Time_for_a_view_on_screen_time [Accessed 11 October 2019].

Kelsen, K., 2013. Digital Signage as an Internal Communication Tool. Unleashing The Power Of Digital Signage, [Online]. 1, 10. Available at: https://content.taylorfrancis.com/books/download?dac=C2012-0-06168-7&isbn=9781136023866&format=googlePreviewPdf [Accessed 11 October 2019].

02:46, 11 October 2019 (UTC)

Instructor Feedback on Wiki Exercise 1

 * Posts of this standard roughly correspond to the following grade descriptor. Depending on where your actual mark is in relation to the making criteria as outlined in the relevant documentation, it should give you an idea of strengths and weaknesses within the achieved grade band overall:

Merit. Among other things, merit entries will make a clear point in a clear way. They will relate concepts to original examples in a straightforward fashion. They will make effective use of the possibilities of the form (including links, as well as perhaps copyright-free videos and images, linked to from Wiki Commons). They may also demonstrate a broader understanding of the module's themes and concerns, and are likely to show evidence of reading and thinking about the subject material. The wiki markup formatting will be very clear.

 * This work is at the upper end of this grade band, but even so, little improvement will go a long way to attaining a higher mark. I think in order to engage with the wiki exercises a bit more, it might be useful for you to take a closer look at the assessment brief to get more of an idea of how to hit those targets.

Detail:
 * You make use of the wiki functionality and markup, and there’s plenty of evidence that you are trying things out and finding new ways to present material on the platform. Please do continue in this vein. At the moment, there formatting of the text is rather “blocky” (i.e. in rather lengthy chunks). I suspect that, as you become more familiar and proficient with the platform and markup techniques, you will start to find a more aesthetic, user-friendly approach, which will improve things.
 * A very well written, considered response to the brief. Some good pointers to reading which you use to support your argument.

General:
 * 'Reading and research': evidence of critical engagement with set materials; evidence of independent reading of appropriate academic and peer-reviewed material. Merit.

 * 'Argument and analysis': well-articulated and well-supported argument; evidence of critical thinking (through taking a position in relation to key ideas from the module, and supporting this position); evidence of relational thinking (through making connections between key ideas from the module and wider literature, and supporting these connections); evidence of independent critical ability. Merit.

 * 'Presentation': good use of wiki markup and organisational skills. Merit.

GregXenon01 (discuss • contribs) 12:07, 30 October 2019 (UTC)

=Annotated Bibliography Wiki Exercise=

Hobson, J. (2016). Are All the Women Still White?. [online] Google Books. Available at: https://books.google.co.uk/books?hl=en&lr=&id=Y7ErDAAAQBAJ&oi=fnd&pg=PA23&dq=social+media+movement+black+lives+matter&ots=nV8Crk38sw&sig=Ckhm_H8m0x7U7WNddeg9pVQtLwo#v=onepage&q=social%20media%20movement%20black%20lives%20matter&f=false [Accessed 28 Nov. 2019].

In Hobson’s book, the treatment of black people in society is brought under review following the protests during the #BlackLivesMatter movement. The aims of the book are to break down the social structures of how black females are treated, and see what modern technologies and separate studies are doing to help their cause. Their research methods rely heavily on the studies of social media campaigns and look at what improvements digital technologies can make.

Hobson primarily looks to decanter whiteness and incorporate gender studies into her research, and this study came in handy to my social movement case study on the #BlackLivesMatter campaign. The main limitation was the focus on one sole gender, but overall it gave me a much wider scope of material for my case study than anticipated. This article will be useful for studying racial and gender divides and the use of technology in the future.

Ruaraidh98 (discuss • contribs) 00:23, 29 November 2019 (UTC)

=Social Movement Case Study Wiki Exercise=

The Black Lives Matter movement took hold of social media following George Zimmerman’s acquittal of the murder of Trayvon Martin in Sanford, Florida in the United States. Martin, a 17 year-old African-American male, was unarmed when Gate Community officer Zimmerman fatally shot the teenager dead [1], sparking the trend #BlackLivesMatter all across social media. With trend kick started on 13 July 2013, with the aim of raising awareness to the fact far too many black citizens were being unlawfully killed across the US due to Police brutality.

The protests spread quickly across the United States and escalated gradually, peaking in August 2014 in the town of Ferguson near St Louis, Missouri when violent rioting broke out against the Police in three separate waves. The first came in August 2014, the second following that autumn in November 2014, and the third followed up in August 2015. All three events were sparked by a similar event where black teen Michael Brown was shot dead by Police officer Darren Wilson, who like George Zimmerman, was also indicted of their crime [2].

In relation to Goodwin and Jasper’s study The Social Movements Reader (2015: 5), the concept that groups and individuals debate their own futures is very much true in the instance of the black lives matter movement, in which people were protesting for better treatment of black people. Thousands of people took to the streets across America to protest the rights of black people and their treatment by the Police, and the response on social media was astonishing, with millions throwing their opinions online and sharing stories of mistreatment and offence along with opinions and input from celebrity figures.

Marcia Mundt [3] studied the movement and analysed the movement and stated that despite social media’s benefits overpowering the risks, “careful management of online media platforms is necessary to mitigate concrete, physical risks that social media can create for activists”. Given the nature of the protests and how violent they turned, it poses many risks allowing activists this digital space to spread their message given the ease at which distressing content can spread.

However with that said, the message behind the black lives matter movement was seriously important given the way black people were being treated by Police, and the millions of posts showing the harsh reality of Police brutality in America caught the publics attention quickly and left a serious impression that helped put a change to the treatment of black people in America.

The creators of #BlackLivesMatter, Alicia Garza, Patrisse Cullors and Opal Tometi, state in the book ‘Are All The Women Still White?’ [4] that Black Lives Matter is an “ideological and political intervention in a world where Black lives are systematically and intentionally targeted for demise.”. They later go on to state how by creating the hashtag and starting a movement, they were able to move from social media to the streets of America, which shows just how powerful a tool social media can become in provoking change if it becomes a large enough movement online.

Not only does their efforts in improving the quality of life for black people change the multiple dimensions of American society, but it paves way for other social media movements given it’s success such as the #MeToo movement following the rise in the number of women speaking up against sexual harassment. If these movements can provoke change from a simple hashtag on Twitter, then it can only expected that social media is to be continually used to prompt change in a way that catches the world’s attention in a heartbeat.

Ruaraidh98 (discuss • contribs) 00:44, 29 November 2019 (UTC)

=Collaborative Essay Critical Evaluation Wiki Exercise=

For the group discussion project, my team considered the themes surrounding the freedom of information, for which we looked as factors such as copyright, online privacy, and offence. This topic was interesting for me to study, as I have previously studied freedom of information in the context of journalism, therefore this opened up various pathways for me to take the group discussion given my extensive knowledge on the topic.

Having been given the freedom to write up our discussion on Wikibooks, the platform gave us the ability to work at any time of the day from any location, which was a huge freedom given the pressures some group activities can bring. Wikibooks is essentially a sharing commons for this style of work, where ideas and opinions can be posted online at any time for other users who can access the account to read and respond to. All the digital features Wikibooks provide online do bolster the collaboration aspect, as the ability for users to add images and other digital features make the collaboration as far more diverse aspect given the range of methods users can add to your work.

The sharing aspect gave us the option to provide content to each other that could then be incorporated into our own chapters of work, such as website links and journals referencing issues worth debating for our topic. As well as this, the collaborative research that could be done with other groups who were writing about similar concepts and themes was a huge plus for our group. The freedom of information aspect came up in several other topics, and being able to feed off other ideas as well as share them helped give our research a much more collaborative feel to it.

Timestamps on Wikibooks were a massive help to the group, as we were able to see what work was done and when it was uploaded to the page. This not only gave us an idea as to what our group were writing about, but also other users on the site who were commenting on our work, making Wikibooks feel much more communal than other sharing platforms. The added visibility of what other users were doing underneath our work or to add to our discussion did make people far more visible, and it’s a useful aspect to have given that you want to maintain control over your pages on Wikibooks.

I personally believe Wiki platforms do offer online emancipation because the aspect of freedom of speech reigns heavily on Wikibooks users who can share opinions and comments with the knowledge that they can safely share their reactions to posts online. The comfort for users that they can stay within the laws of the website and share their opinions with various other members on the website is one of the best elements of the page given that it is an educational platform that encourages the sharing of knowledge.

Ruaraidh98 (discuss • contribs) 00:25, 29 November 2019 (UTC)

=Wiki Exercise Reference List=

[1] En.wikipedia.org. (2019). Shooting of Trayvon Martin. [online] Available at: https://en.wikipedia.org/wiki/Shooting_of_Trayvon_Martin [Accessed 29 Nov. 2019].

[2] En.wikipedia.org. (2019). Shooting of Michael Brown. [online] Available at: https://en.wikipedia.org/wiki/Shooting_of_Michael_Brown [Accessed 29 Nov. 2019].

[3] Mundt, M. (2018). Scaling Social Movements Through Social Media: The Case of Black Lives Matter - Marcia Mundt, Karen Ross, Charla M Burnett, 2018. [online] SAGE Journals. Available at: https://journals.sagepub.com/doi/full/10.1177/2056305118807911 [Accessed 29 Nov. 2019].

[4] Hobson, J. (2016). Are All the Women Still White?. [online] Google Books. Available at: https://books.google.co.uk/books?hl=en&lr=&id=Y7ErDAAAQBAJ&oi=fnd&pg=PA23&dq=social+media+movement+black+lives+matter&ots=nV8Crk38sw&sig=Ckhm_H8m0x7U7WNddeg9pVQtLwo#v=onepage&q=social%20media%20movement%20black%20lives%20matter&f=false [Accessed 29 Nov. 2019].

INSTRUCTOR FEEDBACK: ESSAY DISCUSSION PAGE
Students should be engaging at least once a day, for the duration of the project. The following points illustrate how this engagement was evaluated.

Evidence from contribs to both editing and discussion of content (i.e. volume and breadth of editorial activity as evidenced through ‘contribs’). These are primarily considered for quality rather than quantity, but as a broad guideline:
 * Each item on a contribs list that are 1000+ characters are deemed “substantial”: none
 * Items on a contribs list that are <1000 characters are important, and are considered in the round when evaluating contribs as a whole because of their aggregate value: certainly not for the duration of the project, and not near the level, standard, nor quantity advised in the wikilabs. Only 4 contribs in total across the period of the project is not the expected standard here.
 * It is expected that you will make at least one contrib per day, for the duration of the project: the project assessment period lasted over three weeks, even most of the edits made on the essay page seemed to occur on the very last day - all in contravention of advice given in labs and briefs

GregXenon01 (discuss • contribs) 13:03, 19 December 2019 (UTC)

Instructor Feedback on Wiki Exercise Portfolio
Posts of this standard roughly correspond to the following grade descriptor. Depending on where your actual mark is in relation to the making criteria as outlined in the relevant documentation, it should give you an idea of strengths and weaknesses within the achieved grade band overall:
 * Merit. Among other things, merit entries will make a clear point in a clear way. They will relate concepts to original examples in a straightforward fashion. They will make effective use of the possibilities of the form (including links, as well as perhaps copyright-free videos and images, linked to from Wiki Commons). They may also demonstrate a broader understanding of the module's themes and concerns, and are likely to show evidence of reading and thinking about the subject material. The wiki markup formatting will be very clear.

 * This work is at the lower end of this particular grade band, so there’s clearly room for improvement here. I think in order to engage with the wiki exercises a bit more, it might be useful for you to take a closer look at the assessment brief to get more of an idea of how to hit those targets. Making more use of the wiki functionality and markup would have gone a long way to improving fluidity and functionality of posts. I suspect that, if you become more familiar and proficient with the platform, that this will make a considerable difference.

General: In addition to the common marking scheme, there are three broad criteria widely employed in the Division, which are used to help assessors evaluate your work in a more general sense:

Reading and research: is there evidence of critical engagement with set materials?; is there evidence of independent reading of appropriate academic and peer-reviewed material? For this element, your work has been evaluated as: Merit Argument and analysis: Is argument well-articulated and well-supported?; is there evidence of critical thinking (through taking a position in relation to key ideas from the module, and supporting this position)?; is there evidence of relational thinking (through making connections between key ideas from the module and wider literature, and supporting these connections)?; is there evidence of independent critical ability? For this element, your work has been evaluated as: Merit Presentation: academic writing style and structure, and organisational skills For this element, your work has been evaluated as: Merit

GregXenon01 (discuss • contribs) 13:49, 19 December 2019 (UTC)

title: User talk:Ruaraidh98


text:
Talk:Niw Englisch

Merger proposal
This book and the book NiwEnglisc have less informations than intented. So I decided to merge NiwEnglisc to this book. Soumya-8974 (discuss • contribs) 15:38, 28 September 2019 (UTC)

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

title: Talk:Niw Englisch


text:
Wikijunior:Asia/Jordan

Jordan is a part of the Ottoman Empire until 1918 and later a mandate of the United Kingdom, Jordan has been an independent kingdom since 1946.

The capital city is Amman and the currency used is Jordanian Dinar.

Where is Jordan?
Jordan is located north to Syria, northeast to  Iraq, southeast to  Saudi Arabia

How many people live in Jordan?
There are estimation of 5.61 million populations based on 2015 census.The majority population of Jordan are Jordanians (69.4%), Syrians (13.3%), Palestinian (6.7%), Egyptians (6.7%), Iraqi (71.4%) with significant minority of Bedouin (2.5%), who were by far the largest indigenous group before the influx of Palestinians following the Arab-Israeli wars of 1948–49 and 1967.

What are the most common languages in Jordan?
Jordan's official language is Arabic. English is the most commonly used second language and is widely spoken by middle and upper-class Jordanians.

What is the most common religion in Jordan?
92% of Jordanians are Sunni Muslim, and Islam is the official religion of Jordan. About 6% of Jordanians are Christians - mostly Greek Orthodox, with smaller communities from other Orthodox churches. 2% of population practices other faiths

What is the sport of Jordan?
Jordanians are practicing rugby as their sports

What are some important sites?
Dead Sea - Dead Sea is a technically lake located between center/south of Jordan in the Jordan Rift Valley and Israel. It is fed by many rivers and streams, such as the Jordan River and intermittent streams Al-ʿUẓaymī, Zarqāʾ Māʿīn, Al-Mawjib, and Al-Ḥasā..It is 55 km long and varies between 18 km and 3 km in width. The salt content are among the highest in the world which enable one to float effortlessly on the lake. It is the place where the one of the most world lowest point (below sea level) of the world is located. The name itself derives from earliest translations of the name of the Dead Sea into non-indigenous languages often use its original name of “The Salt Sea”, but already by the Roman Era, visitors to Judea had begun to refer to the sea as the “Dead Sea”, as they were mostly struck with how the waters were devoid of all life-forms, whether plants or living creatures.

Petra - It is an archeological site which was carved directly into vibrant red, white, pink, and sandstone cliff faces. The most popular one that are shown in Indiana Jones Film are the Treasury Entrance

title: Wikijunior:Asia/Jordan


text: Talk:Scouting/BSA/Lifesaving Merit Badge


text:
GCSE Computer Science/Impacts of Digital Technology on Society

Digital Technology

 * Less real interaction
 * Wearable technology – less phones when driving, fitness trackers improve health, smart glasses are an invasion of privacy due to cameras
 * Implants – health monitoring, convenient, expensive, privacy issues
 * Digital divide – poor/rich, rural/urban, old/young – disadvantaged due to lack of access
 * Global divide – access in HICs has provided opportunities for development – increased inequality

The Internet

 * Anonymity allows cyber bullying (intimidation and insults à distress and suicide) and trolling (comments to cause arguments and frustration)
 * Use of internet for banking and shopping means organisations store our personal data – responsibility of cyber security to prevent identity theft
 * Businesses providing Wi-Fi have responsibility to restrict sites to protect children

Accessing Services

 * Streaming – Cheap and convenient for users but can be illegal if the service doesn’t own content and access lost at end of subscription or if sites closed
 * Apps such as ‘Uber’ have been successful on smart phones
 * These are cheap and convenient but traditional services are losing business. Risk due to less strict regulations on new types of services.
 * Partial access to cloud storage for free helps to reduce digital divide
 * Mobile games may exploit impulsive spending, children may accidentally spend money

How Businesses Operate

 * They expect employees to apply for jobs online and have computer skills – some disadvantaged
 * Work phones can invade free-time as companies can always contact workers
 * Implants in workers can increase security and convenience but can be unethical
 * Adverts swamp social media – if blocked free services cannot be funded
 * Codes of conduct to show commitment to ethical use of technology

Privacy

 * Personal information is no longer private – held by websites and social media encourages people to post these details
 * Users don’t read or are forced to accept privacy agreements
 * Companies can sell details and habits to advertising companies etc.
 * Privacy can be increased in settings
 * We must trust companies to keep data secure however data is often leaked

Surveillance and Censorship

 * Surveillance – monitoring use of internet
 * Security services do this to act against terrorism
 * Internet service providers store our history
 * Censorship – control over what people can access (e.g. by governments)
 * China – No sites can be critical of government, no foreign sites; Cuba – government access points to web only
 * Restricted access to pornography and gambling sites to protect children
 * Controversial – some are for, many are against this as an invasion of liberty and privacy

Personal Data

 * Data must be used fairly for specified purpose. It shouldn’t be excessive but it must be accurate. It must remain in this country unless heavily protected. It should be secured and only kept for the necessary time. Rights must be observed.
 * Organisations must register what data they will collect with the government
 * They must have good cyber security – hard for small businesses – expensive
 * Cloud storage must be reliable – must understand where data is stored

Computer Misuse Act

 * Unauthorised access is illegal
 * Intention of using access for crime is illegal
 * Deleting and changing files; making, supplying and obtaining malware are all illegal

Cyber Crime

 * Illegal activity on computers – Hacking is exploiting security weaknesses to gain unauthorised access to access data or spread malware
 * Passive – monitoring data on a network; active – malware to attack a system; brute-force – automated software to crack passwords by trial and error; denial-of-service – floods a network with traffic to prevent use
 * Criminals have good computing knowledge so can easily avoid capture

Copyright and Patents

 * Copyright act protects intellectual property (created) from being copied or stolen
 * Patents cover ideas, inventions and concepts (e.g. hardware)
 * Copyright doesn’t need to be applied for including code but not algorithms unless they are specific enough for a patent
 * Difficult to prove copying – coincidence if same problem, if source code is secret, it cannot be compared
 * Internet file sharing has made this harder – activation keys and online confirmation used (DRM)
 * Software with DRM is cracked to remove these unwanted features (illegally modified)
 * This software is distributed online
 * Cracking can also cause loss of income to a creator

Copying and Sharing Legally

 * Open source (e.g. Firefox, VLC and GIMP) – free to download and modify
 * CC licences – allows sharing of software but not for profit or modified code
 * Online community improve and fix software

Natural Resources

 * Computers contain raw materials
 * Plastics come from crude oil
 * Limited precious metals are also used up
 * This uses energy, creates pollution and depletes finite resources

Energy

 * Non-renewable fuels used, pollution and greenhouse gases released
 * Large servers require lots of air con and power; this air con also requires energy
 * Wasted energy – very little used by processor, they are left on often also
 * Virtual servers can reduce number of servers and energy used, switching off saves power, wired connections require less power as it is used searching for connection

E-waste

 * 20-50 million tonnes every year due to short life-times
 * Caused by short warranties and marketing of upgrades
 * WEEE has rules for disposal, encourages reuse and recycling
 * E-waste is dumped in Africa and Asia due to less regulation – hazard as toxic chemicals pollute groundwater and harm wildlife


text:
Free Knowledge Culture Calendar/June 15

Today in 2006 Peter H. Salus finished publishing The Daemon, the GNU and the Penguin: How Free and Open Software is Changing the World.

title: Free Knowledge Culture Calendar/June 15


text:
Free Knowledge Culture Calendar/June 21

Today is Edward Snowden’s birthday.

title: Free Knowledge Culture Calendar/June 21


text:
User:Kim Lengstone

Mega...mind

title: User:Kim Lengstone


text:
User talk:Sbb1413

Welcome, Soumya-8974!

If you have any questions, you can ask in the assistance reading room or possibly contact me personally.

Naming policy
Hello and thank you for your work. Every page of a wikibook (ex: NiwEnglisc) should start with its name (and not another like Niw Englisc). So currently their merge is not complete at all. JackPotte (discuss • contribs) 09:23, 29 September 2019 (UTC)

bargiya ব
Hello, why did you remove the mention of বর্গীয় ব from the page Bengali/Script/Consonants 1? Any particular reasons? Babaisarkar2 (discuss • contribs) 15:22, 15 April 2023 (UTC)

title: User talk:Sbb1413


text:
OpenSCAD Tutorial/Chapter 6

OpenSCAD variables
In the previous chapters you have made use of variables to parameterize your designs and make them easily customizable. Specifically, you have been assigning them numerical values at some part of your script and then using their stored value in some other part. For example, you can set a wheel_radius variable equal to the desired wheel radius and use that variable in the corresponding statements that create the wheels of your car. This way you can easily customize the radius of your car’s wheels without having to search for and change multiple values, but only by directly changing the value of the wheel_radius variable.

You also learned about an important property of OpenSCAD variables. This is that a variable can only have one specific value. If you assign one value to a variable and then assign it a different value at a later part of the script, your variable will have only the final value throughout the execution of your design. This is demonstrated on the following example.

Both cylinders have a radius of 10 units, which is the last value that is assigned to the radius variable.

When variables store numerical values, they can be used to specify dimensions of different objects or define transformation commands. Numerical values aren’t the only kind of values that can be assigned to a variable. Variables can also hold boolean values (true or false) as well as characters (a, b, c, d, …). As you are going to see on the following topics, by using boolean or character variables you can further parameterize your models and modules.

Conditional variable assignment
So far you have been assigning specific values to variables using appropriate assignment commands. There are cases, though, where you would prefer the assignment itself to be parametric and dependent on some aspect of your design.

The creation of a car’s body requires the definition of various parameters. These parameters can be defined when calling the body module by using corresponding variables that have been defined in your script. One example of this is the following.

The above version of the car’s body will be called the short version. By choosing different values for the variables a long version can also be created.

What if these two versions of the car’s body are the only versions that you currently interested in? Is there a way to quickly switch between these two versions without having to modify each variable separately?

You may think modifying three variables isn’t much work, but the number of required variables on more complex models can easily get unmanageable. Luckily there is a solution to this problem, which is the conditional assignment of variables. The conditional assignment of variables is a way to instruct OpenSCAD to assign different values to variables depending on whether some condition is true or false. In this case the condition is whether the car’s body should be long or not. You can represent this condition by defining a long_body variable and setting it equal to true if you want the body to be long or equal to false if you don’t want the body to be long.

The choice of a long body is represented by the following statement.

Respectively the choice of a short body is represented by the following statement.

The long_body variable is called a boolean variable because boolean values (true or false) are assigned to it. The next step is the definition of the conditional assignments which will assign the appropriate values to base_length, top_length and top_offset variables depending on the value of the long_body variable. These conditional assignments can be defined in the following manner.

You should notice the following points about the definition of a conditional assignment. First the name of variable is typed out followed by the equal sign. Then follows a pair of parentheses that contains the condition which will be used in the conditional assignment. The condition in this case is a boolean variable. In general, the condition can also be a combination of logical and comparison operations between multiple variables. After the closing parenthesis follow a question mark and the two corresponding variable values that are separated by a colon. If the supplied condition is true, the first value will be the one assigned to the variable. If the supplied condition is false, the second values will be the one assigned to the variable.

By incorporating the above conditional assignments in your script, you can switch between a short and a long car body just by changing the long_body variable from false to true and vice versa.

 * short body - large wheels

 * short body - small wheels

 * long body - large wheels

 * long body - small wheels

More conditional variable assignments
The conditional assignment of variables can also be used with a properly adjusted syntax when there are more than two cases between which you would like to choose. In the previous example there were only two options for the body (short or long) and a boolean variable (long_body) was used to choose between those two options.

What if you want to be able to choose between four versions of the body (short, long, rectangular and normal)? A boolean variable can’t be used to represent your choice of body version since it can only have two values (true or false). For this reason, you are going to use a character to represent your choice of body.

The choice of a short body will be represented by the character s.

The choice of a long body will be represented by the character l.

The choice of a rectangular body will be represented by the character r.

The choice of a normal body will be represented by the character n.

The conditional assignments when there are more than two options should take the following form.

You should notice the following points about the definition of a conditional assignment when there are more than two options. First the name of the variable is typed out followed by the equal sign. Then follows a pair of parentheses that contains a condition, then a question mark, then the value to be assigned if the condition is true and then a colon. The previous sequence is repeated as required depending on the number of different available body versions. The last sequence is slightly different as it has an additional value which will be used as the default value when none of the conditions are true. In this case the default value corresponds to the normal version of the body. This is the reason why the character n that corresponds to the normal version of the body doesn’t participate in any condition. Another thing you should notice is that the conditions are now comparison operations, specifically equality comparisons. If the value of the body_version variable is equal to the character that follows the double equal sign, then the condition is true and the corresponding value that follows the condition will be assigned to the variable.

By incorporating the above conditional assignments in your script, you can switch between a short, a long, a rectangular and a normal car body just by setting the body_version equal to the character s, l, r or n respectively.

 * short body - medium wheels

 * rectangular body - large wheels

 * normal body - small wheels

Conditional creation of objects - If statement
Conditional assignment of variables is a great tool to easily navigate between different but specific versions of your model. Using conditional assignments, you were able to define different body and wheel sizes for your car and effortlessly choose between them without having to manually provide the values for all involved variables every single time.

What if you wanted to have the same control over the type of wheel (ex. simple, round, complex) or body (ex. square, round)? What would this require? In order to achieve this, you would need to have conditional creation of objects, which can be achieved with the use of the if statement.

Before you go into customizing the type of wheel and body, you can get familiar with if statements with some shorter examples. Recall the car body module that you created in a previous chapter. The module has some input parameters which are used to create two cubes, one cube for the body’s base and one for the body’s top.

Using an if statement you are going to see how the creation of the body’s top can be parameterized. First you need to define an additional input parameter for the module. This parameter will be named top and will hold boolean values. If this parameter is false, the module should create only the base of the body. If it’s true, it should also create the top of the body. This can be achieved by using an if statement in the following way.

You should notice the following points regarding the definition of the if statement. First the if keyword is typed out and then follows a pair of parentheses. Inside of the parentheses the condition that will dictate whether the if statement will be executed is defined. Lastly, there is a pair of curly brackets inside of which exist all statements that will be executed if the supplied condition is true. In this case the supplied condition is the boolean variable top, which represents your choice to create a car body that does or doesn’t have a top part. The statement that is placed inside the curly brackets is the statement that creates the top part of the car’s body.

This particular form of if statement is known as a simple if statement. This means that if the condition is true then the corresponding commands are executed, otherwise nothing happens. There are two other forms of the if statement that will be covered later, but first take a moment to investigate how the new body module works in practice.

When the input parameter top is set to false, only the base of the body is created.

When it’s set to true, both the base and the top of the body are created.

 * base only - front and rear bumper

 * base and top - front bumper

 * base and top - front and rear bumper

Challenge
In this chapter you learned about conditional assignment of variables and simple if statements. Specifically, you learned how to conditionally modify dimensions and transformations of parts of your designs as well as how to conditionally include or exclude parts from them. It’s time to put these two together in a single car model.

 * Given script

 * Modified script

title: OpenSCAD Tutorial/Chapter 6


text:
Galician/Lesson 2/Introducing yourself

Galicians have fame of being reserved and cold mood, but far from popular misconceptions, Galician people are very warm and talkative, once the initial ice is melt. They like to talk about the weather (not always on their liking) about the marvelous of their land and what is worth to see and visit and if that fails, of course about their region food would be an eloquent enough topic.

To start a conversation most of the time is enough with a

Ola, bos dias / Boa tarde / Boas! = Hello, good morning / good afternoon(/evening) / (Reduction of previous forms valid for any occasion)

which, depending on the skills and enthusiasm of the saluter, it will be answered with:

Boas / Bo dia (, qué se lle ofrece?) / e ti/vostede de onde ven sendo? = Good day (, what can i do for you?) / (may I know) where are you come from?

title: Galician/Lesson 2/Introducing yourself


text:
Free Knowledge Culture Calendar/July 19

 Today in 2000 the first stable version (1.0) of the reference software of the Vorbis audio format was released. Vorbis delivered better sound quality than MP3. It was successful (only) in niches like video games.

title: Free Knowledge Culture Calendar/July 19


text:
Free Knowledge Culture Calendar/July 17

 Today in 1993 the influential and early Linux distribution Slackware was released. It was the first to offer an extensive collection of software and served as the basis for several other distributions.

title: Free Knowledge Culture Calendar/July 17


text:
Free Knowledge Culture Calendar/July 11

Today in 1816 Francis Ronalds offered the first working electrostatic telegraph to the British military.

title: Free Knowledge Culture Calendar/July 11


text:
Free Knowledge Culture Calendar/June 23

Today in 2009 was the first release of TAILS.

title: Free Knowledge Culture Calendar/June 23


text:
Free Knowledge Culture Calendar/June 24

Today in 2002 On2 announced the release of the VP3 video compression technology as Free Software. In October Xiph.org released the first codec for the free video format Theora based on VP3.

title: Free Knowledge Culture Calendar/June 24


text:
Free Knowledge Culture Calendar/June 26

Today in 2011 the first known published crack of the cracking group 3DM was released.

title: Free Knowledge Culture Calendar/June 26


text:
Free Knowledge Culture Calendar/June 28

Today in 2001 the first version of the BitTorrent reference implementation was released to facilitate the sharing of bootleg records, starting as an open source application. BitTorrent is optimized for efficient distribution of large files. It became the predominant file sharing system and iconic for its use as the platform of choice for copyright piracy.

title: Free Knowledge Culture Calendar/June 28


text:
Free Knowledge Culture Calendar/June 29

 Today in 2007 version 3 of the GNU General Public License (GPL) was published.

title: Free Knowledge Culture Calendar/June 29


text:
User:TLT470LU2019/sandbox

This is a test

title: User:TLT470LU2019/sandbox


text:
Free Knowledge Culture Calendar/December 16

Today in 1947 the first working transistor was made at AT&T's Bell Labs in New Jersey. The first to see it were some colleagues who were given an internal demontration a few weeks later, and at the end of June next year it was presented to the public.


text:
User:TLT470LU2019

Safety on Campus

title: User:TLT470LU2019


text:
Free Knowledge Culture Calendar/June 30

Today in 2009 Janet Hope published Biobazaar: The Open Source Revolution and Biotechnology.

title: Free Knowledge Culture Calendar/June 30


text:
Free Knowledge Culture Calendar/July 2

Today in 1998 Fraunhofer announced at the MP3 Summit in San Diego that they will send out patent infringement letters to MP3 software developers. They started to do so in September.

title: Free Knowledge Culture Calendar/July 2


text:
History of wireless telegraphy and broadcasting in Australia/Topical/Biographies/Archie Francis Marshall

Archie Francis Marshall was a prominent amateur operator, amateur broadcaster, amateur club participant from the late 1920s through to his passing in 1982. A blacksmith by trade, he expand the family business into fitting and turning. His station callsign was 4AF (4=Queensland, A=Archie, F=Francis) and he operated from Clifton, Queensland. A summary biography has not yet been prepared however the following resources have been assembled in preparation:
 * Transcriptions and Notes - Archie Francis Marshall - More than 50 transcriptions and notes
 * Photos, QSL cards and other graphics - Archie Francis Marshall - Nothing uploaded as yet


text:
History of wireless telegraphy and broadcasting in Australia/Topical/Biographies/Archie Francis Marshall/Notes

1926 03
A brief obituary for 4AF's father, but several errors "PERSONAL. . . . Mr. Emmanuel Marshall, a respected resident for the past 35 years of the Clifton district died on Wednesday. The late Mr. Marshall was a native of Toowoomba, and was 68 years of age. After serving his apprenticeship to the blacksmithing business he was engaged at the Headington Hill station. After the Headington Hill station was opened up he went to Clifton, where he commenced business. He married Miss S. Saae (sic, Saal), daughter of Mr. and Mrs. H. Saae, of Spring Creek. In the early days he took an active interest in the welfare of the Clifton district. He was associated with the establishment of the Clifton Ambulance Brigade, was a member of the State School committee for some years, and was a trustee of the Clifton Cemetery Reserve until a few years ago, when he resigned. The late Mr. Marshall is survived by his widow, and five daughters, two of whom are Mrs. C. Wensley, Ipswich, and Mrs. K. Kelly, Rosewood. A brother, Mr. A. Marshall, also resides in Ipswich."

1927 03
4AF's absence from the Clifton cricket team is noted "CROW'S NEST. . . . The cricket match between the Clifton and Headington Hill teams, on Sunday, on the latter's wicket, did not prove the closely contested affair that could have been expected from the indications of form shown by the respective teams earlier in the season. True, Clifton were without the services of three of their original selection, Messrs. C. Batty, A. Black, and A. Marshall, and though the two 'Archies' (Black and Marshall) are a pair of good opening batsmen, this cannot be accepted as a reason for their failure to make runs. Batty is a valuable fieldsman and no doubt as such, his place would be very hard to fill. Headington Hill batted first and made 88. W. Taylor was the chief contributor; his 36 included three 4's only, an unusual thing for Bill who, when going, generally finds the boundary fence more often than the bowlers like to see. Twelve came from braces and the remainder were singles. Roy Taylor was next with 23, comprising four pairs, the remainder singles. The only other player to reach double figures was John Taylor, who made 11 in nine singles and one 2. Bowling for Clifton, Eddie Keenan in 17.1 overs (the decimal taking a wicket — secured four wickets for 35 runs). He bowled five maidens. Frank Keenan in 14 overs bowled the same number of maidens and took 3 wickets at a cost of 21 runs. E. Maloney in 10 overs, two of which were maidens, secured 2 wickets for 15 runs, and Geo. Keenan, in four overs, took 1 wicket for 10 runs. The above will give an indication of the cautious nature of the Headington Hill team's batting. The last four wickets fell for five runs. The Clifton innings was practically a debacle, Moloney's 7 (five singles and a pair), being the highest score, Midgley who made 6 in two strokes of 4 and 2 each, being next. Bowling for Headington Hill, F. Armstrong in 8 overs, three of which were maidens, took 3 wickets for 14 runs, J. Fogarty in the same number of overs, one being a maiden, took 5 for 12, while W. Taylor's one over accounted for two wickets without cost. Clifton followed on, but owing to the appearance of rain the innings was not completed. Four wickets had fallen for 26 runs, and though M. and F. Keenan, two of the best batsmen, were in partnership, it is not likely that the necessary runs to alter the result would have been made. Headington Hill thus won the rubber by the comfortable margin of 59 runs on the first innings. The scores were:— Headington Hill.— John Taylor 11, R. Taylor 23, W. Taylor 36, A. Hinrichsen 1, A. Plummer 1, Jim Taylor 0, S. Hart 8, R. Armstrong 0, F. Armstrong 0, A. Viertel 1, J. Fogarty not out 0, sundries 7; total, 88. Clifton, first innings.— H. Midgley 6, M. Keenan 2, E. Maloney 7, F. Keenan 0, E. Keenan 0, J. Fletcher 2, T. Donovan 4, F. Gillam 1, Geo. Keenan 2, H. Gillam 2, A. Nicholson not out 0, sundries 3; total, 29. Second innings.— E. Keenan 4, T. Donovan 4, H. Midgley 5, E. Maloney 0, F. Keenan not out 3, M. Keenan not out 10; total, 4 wickets for 26. Bowling for Headington Hill. R. Taylor one wicket for 8 runs, W. Taylor 3 for 12."

1927 07
4AF likely provider of wireless receiving equipment for relation's fundraiser "CLIFTON. Tuesday. 'Inverlochy,' the home of Mr. and Mrs. T. H. Saal, at Spring Creek, was the scene of a very pleasant function on Monday evening last, when Miss Myrtle Saal was hostess at a social and jazz evening, conducted in aid of the funds of the Clifton branch of the C.W.A. Decorations were carried out with streamers in colours of blue and white, while on the supper tables were bowls of beautiful snow white stocks. The greater portion of the evening was taken up with jazzing, music for which was supplied by wireless, gramophone, and piano. A guessing competition was won by Miss Daphne Anderson, Clifton, the prize being a handsome box of stationery. A consolation prize was awarded to Mr. C. Gillam, Clifton. Cards were provided for non-dancers. Throughout the evening the guests wore fancy jazz caps of various shades and colours. In all about 50 people assembled, amongst whom were Mrs. H. W Hinrichsen, president of the Clifton branch of the C.W.A., Mrs. G. O. Morgan (Clifton), treasurer, Mesdames W. Cooke (Pilton), A. E. Missen, G. Bennard, J. Castles (Spring Creek), S. Saal, C. Cooke (Pilton), K. Cocks (Headington Hill), Misses Elsie Hinrichsen, Mary Belford, Daphne Anderson, Elsie Grimes, Hilda Marshall (Clifton), Marjorie Bennett (Toowoomba), Irene Smith, Linda Saal, Rita Hall, Enid Caskey, Gladys Smith, Edna Caskey, Beryl Horton (Spring Creek), Elaine Cooke (Pilton), Messrs. Chas. Walker, jr., P. Muller, K. Anderson, W. Cain, A. R. Nicholson, C. Gillam, A. Muir, A. Glasby, J. Muir, G. Murray, O. Muller, E. Muller, W. Grimes (Clifton), W. Taylor, J. Taylor, F. Walters, E. Taylor (Headington Hill), M. Cooke, S. Saal, W. Finlay (Pilton), J. May (Nobby), W. Walker, C. Saal, O. Smith, R. Hall, S. Smith, C. Hall, S. Smith, C. Hall (Spring Creek), and N. Hunter (Pittsworth). Apologies were received from Mesdames A. E. Allison, secretary of the Clifton branch of the C.W.A., Mrs. T. Glasby (Clifton), and E. Finlay (Pilton). A donation of 5/ towards the branch funds was received from Mrs. Allison."

1927 10
4FA participates in a rebroadcast of 2ME by fellow local 4CU "WIRELESS AT CLIFTON. A Clifton correspondent writes: Early on Sunday morning a very fine programme of music was broadcast to U.S.A. and London by the short wave station 2ME, Sydney, on a wave length of 285 meters (sic, 28.5). To enable local radio enthusiasts with broadcast receivers to listen to the music, station 2ME was relayed or rebroadcast by experimental station 4CU, of Clifton, on a wave length of 225 meters. Reports already to hand indicate that the rebroadcast was so much a success that it was impossible to think that the programme and speech were not coming direct from station 4CU. A low-powered portable transmitter, which has just been completed by Mr. Chas. Walker, of 4CU., was temporarily installed at the residence of Mr. A. Marshall, where a very efficient short wave receiver is installed. The portable transmitter used was built and designed for Duplex telephony tests. This was first tried out on Saturday night last for the first time, and proved very successful, there being no trouble whatever in getting 'phone conversation with the home transmitter situated at experimental station 4CU, for over an hour on the first test. The two Radio 'phone transmitters were in contact without one second's break; in fact, it was much easier to call up and keep in communication by radio than by local telephone. The two transmitters use different wave length, viz., 225 for the portable and 192 for the home transmitter. The aerial used on the portable outfit is a single wire suspended about 20 feet from the ground. An earth connection is also used, there being no counterpoise necessary. Reports on any tests heard by listeners will be appreciated by 4CU., Mr. Chas. Walker of Clifton."

1928 03
Several 4FA family members voted life-members of the Clifton Ambulance "NEWS FROM DOWNS AND WESTERN CENTRES. CLIFTON. Wednesday. The monthly meeting of the committee of the Clifton Ambulance Centre took place in the secretary's office on Tuesday evening. The chairman of the committee, Mr. H. W. Hinrichsen, presided, and others present were: Cr. P. G. A. Murphy (treasurer), A. Morton, H. G. C. Thomson, and the Superintendent and secretary, Mr. W. E. Powell. Apologies were received from Messrs. B. E. Free (Nobby), and R. S. Dawe (Clifton), to whom leave of absence was granted, on the motion of Messrs. Murphy and Thomson. The chairman welcomed Mr. D. Gore, managing editor of the Clifton 'Courier,' who responded and reciprocated sentiments of a cordial nature expressed by the chairman. A letter was read from Superintendent E. Clark, of Mt. Morgan, expressing appreciation of the letter of sympathy written to him in connection with the fire that had occurred at the Mt. Morgan centre recently, and with reference to the serious illness of Mrs. Clark. He assured the chairman and members of the committee that he and Mrs. Clark retained very happy recollections of the time served under them and of the many good friends they felt they had in Clifton. The chairman stated that he had received a personal letter from Mr. Clark, written in a similar strain and stating that though Mrs. Clark had been in a critical condition for some time she was now making satisfactory progress. Mr. Hinrichsen said that he felt sure that the Clifton people would learn with much satisfaction that Mrs. Clark was recovering. A telegram received by the secretary, advising that Mr. Murphy, Clifton representative, and Mr. V. Drury, Dalby centre's representative, had been elected vicepresidents of the executive committee, was read. The chairman said it gave him much pleasure to offer congratulations to Mr. Murphy on his appointment. The appointment was the result of energy and enthusiasm displayed by Mr. Murphy on behalf of the Brigade for many years as the representative on the executive committee. He trusted Mr. Murphy would be long spared to hold the position and to carry on his activities in the Brigade. . . . The secretary reported that recently a number of life-membership donations had been received from the Marshall family of Clifton. Mrs. S. E. Marshall had donated £10, Miss A. G. Marshall £5, Miss H. Marshall £5, and Mr. A. F. Marshall £5. Appreciation of the generous donations was expressed and it was decided on the motion of Messrs Murphy and Thomson, that the donors be elected life members and their names be placed on the Life Membership Honour Board. Letters expressing the committee's thanks for the donations are to be sent."

1930 02
4FA appears in a list of stations worked by 4JH "A WIRELESS ENTHUSIAST. The popular conception of wireless is to sit in a comfortable chair beside a modern receiving set and 'listen in' to the various broadcasting stations in the Commonwealth and others beyond, if within range. There are others, however, who delve deeper into this fascinating business and in our own city we have a very ardent enthusiast in Jack Williams, jun., who is known on the air as '4.J.H.' None but young Jack and those intimately associated with him knows the amount of time and study he gave in qualifying for his license. Since gaining his certificate he has been on the air nightly with most gratifying results, both in reception and despatch. Only last mail a letter was received intimating that his signals were particularly clear, and well above the average. His operating set is a model of neatness and has attachments and safety devices which are not found in many amaleur operating boxes. This set was erected by Mr. Williams in his spare time. Many interesting hours have been spent by our young townsman amongst the ether and messages from distant lands are heard in the language of 'dot and dash.' The Commonwealth and New Zealand, however, affords quite a happy hunting ground and last week '4.J.H.' was in communication with the following stations:— V.K.-3ES, Caulfleld (Vic); V.K.-4R.O., Ipswich. Q.; ZL-2G.D., Gisborne, (N.Z.); V.K.-4A.F.,Clifton, Q.; V.K.-5G.R., Adelaide (S.A.) ; V.K.-3Y.W. (Vic.); V.S.-7A.P. Colombo, (Ceylon)."


text:
Free Knowledge Culture Calendar/July 3

/ Proudly powered by WordPress Today in 2001 the first version of b2/cafelog was released. This weblog content management system was later reborn as WordPress and, with its particular beginner-friendliness, went for world domination. Meanwhile more than half of all websites are built using a content management system, far more than half of them with WordPress. It has evolved from a specialized blogging tool to an ecosystem with a huge selection of themes and plugins that cover diverse needs.

Its status and ease of use make this often needlessly complex system a natural choice for many simpler projects that do not actually require dynamic page generation. Coupled with this hard-to-control diversity, this makes it a very attractive target for attacks. To mitigate this, it was the first CMS to implement automatic software updates, one of the most effective practical measures against security flaws in software.

title: Free Knowledge Culture Calendar/July 3


text:
Free Knowledge Culture Calendar/July 7

 Today in 2009 version 1.0 of the VLC media player was published.

title: Free Knowledge Culture Calendar/July 7


text:
Free Knowledge Culture Calendar/July 9

Today in 2010 Wheelmap.org was launched.

title: Free Knowledge Culture Calendar/July 9


text:
Free Knowledge Culture Calendar/July 10

Today in 2002 The Memory Hole was launched. It was later hacked, shut down, and replaced by The Memory Hole 2.

title: Free Knowledge Culture Calendar/July 10


text:
User talk:Chongkian

The Wikibooks community resolved to keep interwikis even if they are available on Wikidata. Please do not remove them. QuiteUnusual (discuss • contribs) 10:20, 30 September 2019 (UTC)

title: User talk:Chongkian


text:
Free Knowledge Culture Calendar/October 10

Today in 2010 Geeks Without Bounds was founded.