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User talk:Renamed user ejiwheismwkwiwkqlroi21

Welcome
Welcome to Wikibooks, Darubrub!

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

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

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

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

--Pi zero (discuss • contribs) 17:12, 19 February 2021 (UTC)


text: Template:PD-chart

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

title: Template:PD-chart


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Wikibooks:Requests for deletion/Electromagnetics

Electromagnetics
This book is far too short to be called a book. Since it hasn't been changed in the last months, there is no perspective in my eyes. --Utonsal (discuss • contribs) 23:18, 27 July 2019 (UTC)

 * - Wikibooks policy is, I think, to keep books that are in their early stages to allow work to be done on them. Granted that there is little happening on this one at present, the field is vast, and work could easily form around the nucleus that is this single page, given time. Chazz (talk) 23:36, 27 July 2019 (UTC)
 * In fact, the book appears not to have been edited substantively since 2013 (the most recent contentful edit there appears to have been by QuiteUnusual), and does not appear to provide any meaningful framework for a book. So I don't think there's a viable book there, despite the fact that the apparent topic is big enough to support one. --Pi zero (discuss • contribs) 23:46, 27 July 2019 (UTC)
 * There are stub books, and there are books which have virtually nothing in them, and I'm inclined to think that this is the latter. Leaderboard (discuss • contribs) 13:10, 6 August 2019 (UTC)
 * This topic are more to A-level Physics topic (from where I am from), perhaps merge to A-level_Physics maybe a wise decision. Decisions by Encik Tekateki (discuss • contribs) 15:52, 6 August 2019 (UTC)
 * If moving Electromagnetics to "A-level_Physics/Electromagnetics", then Electromagnetics/Electrostatics is also to be moved to "A-level_Physics/Electromagnetics/Electrostatics". Right?--Jusjih (discuss • contribs) 04:51, 3 November 2020 (UTC)
 * This might be better suited for Wikiversity, if any other place - there seems to be little to no progression. This would've probably been slapped with a query tag and deleted after its time was due. I'm not taking a side as I would like to close this myself (to prevent any bias). But I would like to elaborate more on his position of merging and why this page would hold any water as a part of another established book. —Atcovi (Talk - Contribs) 17:08, 3 November 2020 (UTC)
 * Hi, apologizes for late replies. My reasoning is as followed, as the A-Level Physics by far as I know it do not have any pages about electromagnetism( See: https://www.slideshare.net/CerdasFizik/bab-8-elektromagnet-mind-mapping-spm-fizik , SPM is quivalent to A-level where I am coming from), it is preferred to merge this page to the established books to let others authors to build upon the electromagnetic pages. Although the pages is not complete as of now, if there are good contributor(s) expand the pages in due time, the electromagnet page will become good references in Wikibooks. Proposed by Encik Tekateki (discuss • contribs) 04:30, 17 November 2020 (UTC)
 * I might be leaning to this option as I do see potential for other editors to build up on this page. Probably just add a "stub" template and merge. Will let this RFD settle for a while for any more arguments. —Atcovi (Talk - Contribs) 14:14, 17 November 2020 (UTC)


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Wikibooks:Requests for deletion/Big Seven Crypto Study

Big Seven Crypto Study
This "book" is quite obviously original research as it is the full text of a self-published "study" or "audit" the PDF version of which is hosted on SourceForge. As I note in Talk:Big Seven Crypto Study, I suspect the two original authors mentioned in the text do not really exist. The purpose of this book is to generate some credibility for a very suspicious piece of software called Goldbug Crypto Messenger. I am not a big fan of deleting stuff, so perhaps it is better to review the big fat warning I just added to the top of the book. --Thüringer (discuss • contribs) 22:24, 7 August 2019 (UTC)
 * Opinion: speedy, because original research, plus possible copyvio since we have no assurance the editors here are the writers of the PDF. Chazz (talk) 02:35, 8 August 2019 (UTC)
 * Move the original research to Wikiversity?--Jusjih (discuss • contribs) 20:14, 11 August 2019 (UTC)
 * Not if it's copyvio. --Pi zero (discuss • contribs) 20:28, 11 August 2019 (UTC)


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Wikibooks:Requests for deletion/Media and Society: Summer 2019

Media_and_Society:_Summer_2019
Wikibooks is not a place to publish primary research.
 * 1)  JackPotte (discuss • contribs) 14:46, 15 August 2019 (UTC)
 * Possible class textbook attempt? Chazz (talk) 15:31, 15 August 2019 (UTC)
 * I just asked at v:Wikiversity:Import if acceptable there.--Jusjih (discuss • contribs) 05:05, 29 November 2020 (UTC)
 * Imported to Media and Society - Summer 2019. -- Dave Braunschweig (discuss • contribs) 15:05, 29 November 2020 (UTC)


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Wikibooks talk:Global rights policy

Background to current policy
Note: for reference to the background of the current policy, see Special:Permalink/3811746. -- Jules (Mrjulesd) 16:44, 14 March 2021 (UTC)

AFM & GIE
Should we include sections for abuse filter maintainers & global interface editors. --Minorax (discuss • contribs) 13:11, 6 March 2021 (UTC)
 * Sure. Leaderboard (discuss • contribs) 13:15, 6 March 2021 (UTC)
 * Will do it soon. Meanwhile, I created a script that can mark functionaries. --Minorax (discuss • contribs)

title: Wikibooks talk:Global rights policy


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Template:TemplateStyles/Example/styles.css

/* Set defaults for pre element */ pre { font-family: 'Times New Roman', serif; font-size: 0.90rem; font-weight: normal; font-style: normal; color: #000000; position: relative; }


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User talk:Anton Buckharin

I am helping the Wikibooks project in the small ways that I can, contributing some things I know so that anyone can learn.

Welcome
Welcome to Wikibooks, Anton Buckharin!

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

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

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

  Getting help   Made a mistake?   Goodies, tips and tricks
 * Read the Using Wikibooks book for a friendly introduction to the project, or our help pages for more information.
 * You can get friendly help from the community in the user assistance room or our IRC channel.
 * Upload freely licensed files to Wikimedia Commons. You may request permission to upload fair use files locally. Please include author and source information and a non-free use rationale for non-free files.
 * You can restore a previously saved version.
 * Pages should follow the  naming convention.
 * Need to rename a page? Use the move tab (is available once your account is 4 days old - until then, ask for help).
 * To request a page be deleted, add to the top of the page.
 * Was a page you made deleted? Please read the deletion policy, and check the deletion log to find out why. Also check the RFD archives if applicable. You can request undeletion at WB:RFU, or ask the administrator who deleted the page.
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-- Jules (Mrjulesd) 15:03, 21 February 2021 (UTC)

title: User talk:Anton Buckharin


text:
World Stamp Catalogue/Malaysia

Malaysia is formed on year 1963, but Malaya gained independence since year 1957. We will be focusing on the stamps from year 1957 onward.

Browse the Malaya stamp's catalogue by year:

1950's
1957. 1958. 1959.

1960's
1960. 1961. 1962.

Browse the Malaysia stamp's catalogue by year:

1960's
1963. 1964. 1965. 1966. 1967. 1968. 1969

1970's
1970. 1971. 1972. 1973. 1974. 1975. 1976. 1977. 1978. 1979

1980's
1980. 1981. 1982. 1983. 1984. 1985. 1986. 1987. 1988. 1989

1990's
1990. 1991. 1992. 1993. 1994. 1995. 1996. 1997. 1998. 1999

title: World Stamp Catalogue/Malaysia


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User:Mel3131

= Melissa's Page =

title: User:Mel3131


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Cognitive Science: An Introduction/The Nature-Nurture Debate

Psychologists and cognitive scientists have long debated about the extent to which psychological traits (personality, intelligence, and so on) are due to our genetic makeup or our experiences.

As described in a previous chapter, randomness during early brain development generates variation in innate psychological traits that are not genetic in origin.

When we try to understand these issues, it often comes down to what scientists call explaining variance. Let's suppose we have a group of people. We'll call this group a population. They have some variation. Maybe some are smarter than others. We also have variation in factors we believe might be related to intelligence, like genetic makeup, nutrition, parenting style, and so on. Scientists can measure all of these things and use statistics to determine what percentage of the variation is explained by these factors.

For each population, we have whatever variation. It might be a little variation, or a lot, but whatever it is it adds up to 100%. Then the job of scientists is to find what parts of that 100% total are explained by each of the candidate factors.

These findings are notoriously difficult to think about properly. It's important to note that when, say, we say that a factor explains 10% of the variation, we are not saying that the factor causes this variation. What many people are interested in is the amount that genes versus environment contributes to some trait. But this is not what explaining variance is all about. To help understand this, suppose we were to know that if somebody had 100 IQ points, 50 of them would be determined by genes, and the other 50% were to be determined by environment and the randomness associated with development. This would not mean that, if we studied a population of people, we'd necessarily find that genes explained 50% of the variance.

Here's why: if the population studied had very similar genes, then the analysis of variance would show a reduced effect of genes. This is because, if everybody has similar genes, they will not explain what variance is there in some trait. Similarly, if everybody has the same culture, then the effect of environment will be less, and genes will be more. So even if genes contributed the same amount to a trait, the amount of variance explained by genes could be very different if you studied different populations that had different variability in environment and genetics.

Similarly, if everyone in the population has the same IQ, say, then there is little variance to be explained anyway. The fact that they can all remember things well does not enter into it, and the results give no information about what the genetic contribution to memory is.

Measurement Error
Right off the bat we know that around 10-20% of the variation is explained by measurement error. The tests we have for psychological traits are not perfect. If we give someone an IQ test, and then test them again, they will not always get the same exact score. The closer the score is to the previous score is the measure's test-retest reliability. The reliability of IQ tests is about 0.9 (which means that measurement error explains 10% of the variance we see in a population), and is about 0.7 for personality traits (measurement error of about 30%).

When we measure a trait across a population, then, we expect 10-20% of the variation we will find is just because our measurements aren't perfect. So what about the other 80-90%?

Genes
Depending on the psychological measure you're looking at, genes account for about 50% of the variance we see.

Each of us has a number of mutations, some more than others. The average is around 150, depending on how you count them. And some of these mutations matter more than others. A redundant gene might make up for a deficiency in another that got mutated. How well an individual manages with their mutational load can be thought of as robustness, and this, too, varies among individuals. This robustness can be seen in how symmetrical people's bodies are. Even if you look at identical twins, the ones that are more symmetrical (for example, have more symmetrical faces) look more like each other. This might explain a part of why better looking people are also smarter: the same robustness that makes their faces more symmetrical also makes their brains work better.

For intelligence, studies of adopted siblings and separated twins suggest that genes explain about 50% of the variance in IQ in childhood, but by the time these children are adults it has grown to 80% or more, and the effect of family environment goes to zero. It appears that the effect of family environment gets smaller over time. Over time, the become more and more who they are genetically predisposed to be.

Experiences and Environmental Factors
What an individual experiences has an effect on who they are. These factors are sometimes referred to as the environment, or nurture. This includes parenting styles and family environment, interactions with friends and culture, as well as interactions with pathogens, and aspects of the natural environment, such as weather and terrain. There have been hundreds of studies looking at influence of these factors, and the surprising result is that the effects are small, inconsistent, or absent. In other words, your experiences account for very little of the variance in personality or cognitive ability.

Generally people tend to overestimate the strength of the effect of experience. The family environment, for example, only explains about 10%-15% of the variance in traits, and sometimes none at all. Twins raised apart are nearly as similar as twins raised together.

It's also important to note that genetic and developmental differences can cause the individual's environment to change. Genes can affect the environment in three ways. Passively, a child with a genetic predisposition for working hard at school also probably has parents with the same genes, causing a home environment more conducive to study. There can also be an evocative effect: a smart child who is interested in learning will be given more attention by teachers. A violent child is more likely to be punished or become the victim of violence. Finally, there is an active effect, in that that genetic predisposition will make the child seek out learning experiences.

Randomness in Brain Development
Your genes provide the basic instructions for how to build a body and brain, but during early brain development there is a great deal of randomness in the system. Even identical twins, who have the same genome (minus a few copying errors) will not have identical brains. This explains variance too, even though it is not typically thought of as either nature or nurture, though it is, in some sense, innate. See the chapter on Brain Development for more details.

Through experience, the brain strengthens some connections between neurons are weakens or removes others, according to statistical regularities in the world. It makes the brain efficient for processing the world it finds itself in. After a time, this flexibility is turned off, at different times for different brain systems, and the ability for the brain to change, after that, is severely reduced. The brain is substantially developed by the time it is born, though new features are expanded until the early 20s.


title: User:Mrjulesd/sandbox/2


text:
User talk:Prisencolin

Welcome
Welcome to Wikibooks, Prisencolin!

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

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

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

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

-- Jules (Mrjulesd) 15:19, 21 February 2021 (UTC)

title: User talk:Prisencolin


text:
Applied Programming/Strings

String Functions
String functions are used in computer programming languages to manipulate a string or query information about a string (some do both).

Most programming languages that have a string datatype will have some string functions although there may be other low-level ways within each language to handle strings directly. In object-oriented languages, string functions are often implemented as properties and methods of string objects. In functional and list-based languages a string is represented as a list (of character codes), therefore all list-manipulation procedures could be considered string functions. However such languages may implement a subset of explicit string-specific functions as well.

For function that manipulate strings, modern object-oriented languages, like C# and Java have immutable strings and return a copy (in newly allocated dynamic memory), while others, like C manipulate the original string unless the programmer copies data to a new string. See for example Concatenation below.

The most basic example of a string function is the  function. This function returns the length of a string literal.

 * e.g.  would return 11.

Other languages may have string functions with similar or exactly the same syntax or parameters or outcomes. For example, in many languages the length function is usually represented as len(string).

Run-length encoding
Run-length encoding (RLE) is a form of lossless data compression in which runs of data (sequences in which the same data value occurs in many consecutive data elements) are stored as a single data value and count, rather than as the original run. This is most useful on data that contains many such runs. Consider, for example, simple graphic images such as icons, line drawings, Conway's Game of Life, and animations. It is not useful with files that don't have many runs as it could greatly increase the file size.

RLE may also be used to refer to an early graphics file format supported by CompuServe for compressing black and white images, but was widely supplanted by their later Graphics Interchange Format (GIF). RLE also refers to a little-used image format in Windows 3.x, with the extension rle, which is a Run Length Encoded Bitmap, used to compress the Windows 3.x startup screen.

Example

For example, consider a screen containing plain black text on a solid white background. There will be many long runs of white pixels in the blank space, and many short runs of black pixels within the text. A hypothetical scan line, with B representing a black pixel and W representing white, might read as follows:

WWWWWWWWWWWWBWWWWWWWWWWWWBBBWWWWWWWWWWWWWWWWWWWWWWWWBWWWWWWWWWWWWWW

With a run-length encoding (RLE) data compression algorithm applied to the above hypothetical scan line, it can be rendered as follows:

12W1B12W3B24W1B14W

This can be interpreted as a sequence of twelve Ws, one B, twelve Ws, three Bs, etc.,

The run-length code represents the original 67 characters in only 18. While the actual format used for the storage of images is generally binary rather than ASCII characters like this, the principle remains the same. Even binary data files can be compressed with this method; file format specifications often dictate repeated bytes in files as padding space. However, newer compression methods such as DEFLATE often use LZ77-based algorithms, a generalization of run-length encoding that can take advantage of runs of strings of characters (such as BWWBWWBWWBWW).

Run-length encoding can be expressed in multiple ways to accommodate data properties as well as additional compression algorithms. For instance, one popular method encodes run lengths for runs of two or more characters only, using an "escape" symbol to identify runs, or using the character itself as the escape, so that any time a character appears twice it denotes a run. On the previous example, this would give the following:

WW12BWW12BB3WW24BWW14

This would be interpreted as a run of twelve Ws, a B, a run of twelve Ws, a run of three Bs, etc. In data where runs are less frequent, this can significantly improve the compression rate.

One other matter is the application of additional compression algorithms. Even with the runs extracted, the frequencies of different characters may be large, allowing for further compression; however, if the run lengths are written in the file in the locations where the runs occurred, the presence of these numbers interrupts the normal flow and makes it harder to compress. To overcome this, some run-length encoders separate the data and escape symbols from the run lengths, so that the two can be handled independently. For the example data, this would result in two outputs, the string "WWBWWBBWWBWW" and the numbers (12,12,3,24,14).

What is it?
The programmers refer to the “backslash (\)” character as an escape character. In other words, it has a special meaning when we use it inside the strings. As the name suggests, the escape character escapes the characters in a string for a brief moment to introduce unique inclusion. That is to say; backlash signifies that the next character after it has a different meaning.

Examples in Python
Single quotes Output: That's my bag. This example used (\') to print the single-quote in the string.

Double quotes Output: "Python" This example used (\") to remove the backslash and put the quote in the string.

Newline character Output: applied programming A newline character is used to write the words in a new separate line.

Backslash Output: applied\ programming This example prints a single backslash.

Space Output: applied programming This example adds a space between the words.

Backspace Output: appliedprogramming This example used "\b" to remove the space between the words.

Hexa value Output: PYTHON This example used \xhh to convert hexa values to a string. Output: Nancy said "Hello World!" to the crowd. This example uses "\x" to indicate the following two characters are hexadecimal digits, "22" being the ASCII value for a double-quote in hexadecimal.

Octal value Output: PYTHON This example used \ooo to convert the octal value into a normal string.

Key terms
Concatenation - The joining of two character strings. Also referred to as as ‘concat’.

Control Characters - Used to perform actions rather than to display a printable character on screen. Easily understood examples include 'Escape', 'Backspace' and 'Delete'.

Escape Sequence - A combination of characters that has a meaning other than the literal characters contained therein.

Fixed Length String - A string with a pre-determined, static length.

Iteration - The repetition of a process in order to generate an outcome.

Prefix - A string A = a1, a2, …an has a prefix Â = a1, a2, … am when m ≤ n. A proper prefix of the string A would not be equal to itself (0 ≤ m < n).

Run-Length Encoding (RLE) - a Form of data compression in which a stream of data is given as the input (i.e. "AAABBCCCC") and the output is a sequence of counts of consecutive data values in a row (i.e. "3A2B4C").

String - An array of characters typically surrounded by quotation marks.

String Literal - A type of literal in programming for the representation of a string value within the source code of a computer program.

Substring - Occurs when one string is a prefix of a suffix of an original string, and equivalently a suffix of a prefix.

Suffix - Any substring of an original string that includes the original string’s last letter, including itself. A proper suffix of a string is not equal to/the same as the string original string itself.

Variable Length String - A string where the length can vary and is often determined by user input.

title: Applied Programming/Strings


text:
Wikijunior:Dinosaur Alphabet

Wikijunior Dinosaur Alphabet

title: Wikijunior:Dinosaur Alphabet


text:
Wikijunior:Dinosaur Alphabet/Z

Z is for Zuniceratops

title: Wikijunior:Dinosaur Alphabet/Z


text:
Wikijunior:Dinosaur Alphabet/A

A is for Apatosaurus

title: Wikijunior:Dinosaur Alphabet/A


text:
Wikijunior:Dinosaur Alphabet/B

B is for Brachiosaurus

title: Wikijunior:Dinosaur Alphabet/B


text:
Wikijunior:Dinosaur Alphabet/C

C is for Ceratosaurus

title: Wikijunior:Dinosaur Alphabet/C


text:
Wikijunior:Dinosaur Alphabet/D

D is for Diplodocus

title: Wikijunior:Dinosaur Alphabet/D


text:
Wikijunior:Dinosaur Alphabet/E

E is for Edmontosaurus

title: Wikijunior:Dinosaur Alphabet/E


text:
User:N4cwc/sandbox

Who invented it?
Researchers from Stanford and UCLA created the Internet in 1969 as a project funded by the US Department of Defense to create what was then known as the ARPANET.[?]

How does it get power?
The Internet consists of [A LOT] of devices. Each device that supports or uses the Internet, is powered by electricity.

How does it work?
The word "Internet" comes from the phrase "interconnected computer network." How do you explain decentralization? A lot of routers forwarding messages from one device to others.

Should I go over 5 layers/abstractions?

When you visit a website in your browser, your computer sends a message (HTTP request) to the website's server. The server responds with its own (HTTP response) message, including the webpage (HTML file). In this exchange, your computer and the website server are not directly physically linked. Instead, the messages are forwarded across neighboring routers until they reach their target.

How dangerous is it?
Most directly, it is not dangerous...

Talk about scale of the internet. The essential internet tasks of processing, storing, and transmitting data consume energy. Some facts about internet and energy. Not to mention the production of hardware for the internet. The production of energy due to the Internet's demand contributes to climate change.

Social dangers - not sure what is acceptable to put in the book. Since infrastructure, commerce are now largely on the internet, hacking and data leaks can put us in greater danger. Potential for disinformation, harassment, etc. on social platforms. Surveillance.

What does it do?
It connects computers.

How does it vary?
Again emphasize the decentralization of the internet. It is not owned by anyone, but supported by a lot of entities. There is a lot of freedom given to those parties on how to do the things they do as long as communicating devices are using compatible hardware and protocols?

From the first message sent over the internet, until [?], all data was sent through telephone lines (dial-up?) Eventually, infrastructure was built specifically for the internet, connecting routers with copper cable and fiber optical cable. Fun fact, underwater cables! Mobile devices are also

The Internet is used for a wide variety of purposes. Each different application of the internet has its own range of requirements, which may be best fulfilled using different protocols. While most are familiar with the World Wide Web (HTTP), the Internet also supports video calling and streaming, multiplayer video gaming, ... Each of these applications may use different protocols, transferring their data in different ways.

How has it changed the world?
Allowed the spreading of information, communication at a much greater scale and speed.

So much of the world's activity is now on the Internet.

Internet's potential as an equalizing force. Increased visibility for anyone due to speed and range of internet, particularly social media. But it could actually increase inequality and centralization.

What idea(s) and/or inventions had to be developed before it could be created?
Computers are the end devices on the internet. telephone system and infrastructure was originally used to link routers. Radio waves are used to transmit with mobile devices.

title: User:N4cwc/sandbox


text:
Talk:A-level Biology/Microbiology and Biotechnology

"But, all viruses are very harmful and disadvantageous to the living organisms that are attached with. All viruses cause infectious diseases to living organisms." I removed these sentences because there are viruses that do not harm their hosts. https://www.pbs.org/wgbh/nova/article/endogenous-retroviruses/ N4cwc (discuss • contribs) 04:58, 22 February 2021 (UTC)

A useful book?
A-level Biology/Microbiology and Biotechnology seems a useful topic for a Wikibook. Is there any more content for this book? I did some minor wordsmithing on the first paragraph but it seems clear this entry needs more substantive work: better paragraphing, some references. Redwidgeon (discuss • contribs) 22:27, 26 April 2022 (UTC)


text:
LPI Linux Certification/Determine and configure hardware settings

101.1 Determine and configure hardware settings
(LPIC-1 Version 5.0)

Weight: 2

Description: Candidates should be able to determine and configure fundamental system hardware

Key Knowledge Areas:
 * Enable and disable integrated peripherals.
 * Differentiate between the various types of mass storage devices.
 * Determine hardware resources for devices.
 * Tools and utilities to list various hardware information (e.g.,  , etc.).
 * Tools and utilities to manipulate USB devices.
 * Conceptual understanding of,   and.

The following is a partial list of the used files, terms and utilities:


text:
User talk:N4cwc

Welcome
Welcome to Wikibooks, N4cwc!

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

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

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

  Getting help   Made a mistake?   Goodies, tips and tricks
 * Read the Using Wikibooks book for a friendly introduction to the project, or our help pages for more information.
 * You can get friendly help from the community in the user assistance room or our IRC channel.
 * Upload freely licensed files to Wikimedia Commons. You may request permission to upload fair use files locally. Please include author and source information and a non-free use rationale for non-free files.
 * You can restore a previously saved version.
 * Pages should follow the  naming convention.
 * Need to rename a page? Use the move tab (is available once your account is 4 days old - until then, ask for help).
 * To request a page be deleted, add to the top of the page.
 * Was a page you made deleted? Please read the deletion policy, and check the deletion log to find out why. Also check the RFD archives if applicable. You can request undeletion at WB:RFU, or ask the administrator who deleted the page.
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Leaderboard (discuss • contribs) 08:52, 22 February 2021 (UTC)

title: User talk:N4cwc


text:
ICT4 Elderly/Tools to back-up data and documents

Contents of the module
 * Tools that enable backing-up data and documents (e.g. Google Drive, Dropbox, HD, USB);
 * Advantages and disadvantages of backing-up data and documents;
 * Different types of data - different types of backing-up;
 * Security of backed-up data.

Learning objectives
 * Participants will be able to understand why data storage, backup, and security of data are important;
 * Participants will be able to understand data storage, backup, and security methods for data;
 * Participants will be able to understand best practices for research data storage, access control, migration to newer storage media, and security of research data;
 * Participants will be able to identify an approach to creating a data storage, backup, and security plan according to their needs.

Learning outcomes
 * Participants will be able to understand that there are different types of backup operations which you can implement to safeguard your data: full backups, incremental backups, differential backups, mirror backups and online/remote backups;
 * Participants will be able to understand that data loss is an emerging threat but there are certain procedures that can mitigate it;
 * Participants will be able to understand that backed-up data should also be properly secured;
 * Participants will be able to get familiar with free and payable back-up services.

Learning scenario
 * Interactive demonstration of different types of data backing-up.

Evaluation
 * Evaluation consists of successfully backing-up different sorts of files.

Following this module learners will:
 * Participants will be able to understand that there are different types of backup operations which you can implement to safeguard your data: full backups, incremental backups, differential backups, mirror backups and online/remote backups;
 * Participants will be able to understand that data loss is an emerging threat but there are certain procedures that can mitigate it;
 * Participants will be able to understand that backed-up data should also be properly secured;
 * Participants will be able to get familiar with free and payable back-up services.

Introduction of the training
Backup in computer systems In information technology, a backup, or data backup is a copy of computer data taken and stored elsewhere so that it may be used to restore the original after a data loss event. The verb form, referring to the process of doing so, is "back up", whereas the noun and adjective form is "backup". Backups can be used to recover data after its loss from data deletion or corruption, or to recover data from an earlier time. Backups provide a simple form of disaster recovery; however not all backup systems are able to reconstitute a computer system or other complex configuration such as a computer cluster, active directory server, or database server.

A backup system contains at least one copy of all data considered worth saving. The data storage requirements can be large. An information repository model may be used to provide structure to this storage. There are different types of data storage devices used for copying backups of data that is already in secondary storage onto archive files. There are also different ways these devices can be arranged to provide geographic dispersion, data security, and portability.

Data are selected, extracted, and manipulated for storage. The process can include methods for dealing with live data, including open files, as well as compression, encryption, and de-duplication. Additional techniques apply to enterprise client-server backup. Backup schemes may include dry runs that validate the reliability of the data being backed up. There are limitations and human factors involved in any backup scheme.

Backup methods

1. Unstructured

An unstructured repository may simply be a stack of tapes, DVD-Rs or external HDDs with minimal information about what was backed up and when. This method is the easiest to implement, but unlikely to achieve a high level of recoverability as it lacks automation.

2. Full only/System imaging

A repository using this backup method contains complete source data copies taken at one or more specific points in time. Copying system images, this method is frequently used by computer technicians to record known good configurations. However, imaging is generally more useful as a way of deploying a standard configuration to many systems rather than as a tool for making ongoing backups of diverse systems.

3. Incremental

An incremental backup stores data changed since a reference point in time. Duplicate copies of unchanged data aren't copied. Typically a full backup of all files is once or at infrequent intervals, serving as the reference point for an incremental repository. Subsequently, a number of incremental backups are made after successive time periods. Restores begin with the last full backup and then apply the incrementals.

Some backup systems can create a synthetic full backup from a series of incrementals, thus providing the equivalent of frequently doing a full backup. When done to modify a single archive file, this speeds restores of recent versions of files.

4. Near-CDP

True Continuous Data Protection (CDP) refers to a backup that instantly saves a copy of every change made to the data. This allows restoration of data to any point in time and is the most comprehensive and advanced data protection. Near-CDP backup applications (frequently marketed as "CDP") automatically take incremental backups at specific intervals, for example every 15 minutes, one hour, or 24 hours. They can therefore only allow restores at that fixed interval. Near-CDP backup applications use journaling and are typically based on periodic "snapshots",[13] a read-only copy of the data frozen at a particular point in time.

5. Reverse incremental

A Reverse incremental backup method stores a recent archive file "mirror" of the source data and a series of differences between the "mirror" in its current state and its previous states. A reverse incremental backup method starts with a non-image full backup. After the full backup is performed, the system periodically synchronizes the full backup with the live copy, while storing the data necessary to reconstruct older versions. This can either be done using hard links—as Apple Time Machine does, or using binary diffs.

6. Differential

A differential backup saves only the data that has changed since the last full backup. This means a maximum of two backups from the repository are used to restore the data. However, as time from the last full backup (and thus the accumulated changes in data) increases, so does the time to perform the differential backup. Restoring an entire system requires starting from the most recent full backup and then applying just the last differential backup.

Storage media

Regardless of the repository model that is used, the data has to be copied onto an archive file data storage medium. The medium used is also referred to as the type of backup destination.

1. Hard disk

The use of hard disk storage has increased over time as it has become progressively cheaper. Hard disks are usually easy to use, widely available, and can be accessed quickly. However, hard disk backups are close-tolerance mechanical devices and may be more easily damaged than tapes, especially while being transported. In the mid-2000s, several drive manufacturers began to produce portable drives employing ramp loading and accelerometer technology (sometimes termed a "shock sensor"), and by 2010 the industry average in drop tests for drives with that technology showed drives remaining intact and working after a 36-inch non-operating drop onto industrial carpeting. Some manufacturers also offer 'ruggedized' portable hard drives, which include a shock-absorbing case around the hard disk, and claim a range of higher drop specifications. Over a period of years the stability of hard disk backups is shorter than that of tape backups.

2. Optical storage

Optical storage uses lasers to store and retrieve data. Recordable CDs, DVDs, and Blu-ray Discs are commonly used with personal computers and are generally cheap. In the past, the capacities and speeds of these discs have been lower than hard disks or tapes, although advances in optical media are slowly shrinking that gap. Many optical disc formats are WORM type, which makes them useful for archival purposes since the data cannot be changed. Some optical storage systems allow for cataloged data backups without human contact with the discs, allowing for longer data integrity. A French study in 2008 indicated that the lifespan of typically-sold CD-Rs was 2–10 years, but one manufacturer later estimated the longevity of its CD-Rs with a gold-sputtered layer to be as high as 100 years.

3. Remote backup service

Remote backup services or cloud backups involve service providers storing data offsite. This has been used to protect against events such as fires, floods, or earthquakes which could destroy locally stored backups. Cloud-based backup provides a layer of data protection. However, the users must trust the provider to maintain the privacy and integrity of their data, with confidentiality enhanced by the use of encryption. Because speed and availability are limited by a user's online connection, users with large amounts of data may need to use cloud seeding and large-scale recovery.

Keywords

Information technology, Backup, Storage, Hard drive, Remote backup, Cloud, CD, Optical storage.

Learning subject/ field

→ Frist session The trainer will start the session with a group discussion about their previous experiences with data losses and backups in computer systems.

After this initial debate, the trainer will present the main ideas and different ways of back up methods. This part of the session will be supported by a slide presentation prepared in advance.

This will be followed by an in-classroom activity, where participants will discuss with each other why backup is important?

Next, participants will learn about backing up data on external an internal drive. They will learn how process of back up data works. Task: This will be followed by a practical activity. Participants will have the chance to try to make back up data on external drive and internal drive.

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

→ Second session The trainer will start the session by making a summary of the previous session and by answering questions or comments participants might have. After this, a short introduction to the goals and themes of the session will be presented.

The trainer will explain the historical background of developing remote back up data idea. The next part of the session will focus on how cloud system works and why, at the moment, they are one of most popular ways of data storage.

New discussion will be followed about convenience of using cloud storage: “How and why can cloud storage be useful for the participants and their data storage?”

Task 2: A special exercise for participants: how to make data transfer from external drive to cloud storage. They will have to show what is the best way to make this process and also explain which cloud provider is most suitable for them.

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

Session 1
The purpose of the session will be:
 * to provide an introduction to different types of backup operations which you can implement to safeguard your data
 * to facilitate data loss is an emerging threat but there are certain procedures that can mitigate it
 * to discover free and payable back-up services.
 * to motivate using cloud for storage data

Group discussion
The trainer will start the session with a group discussion about their previous experiences with data losses and backups in computer systems.

Back-up methods
After this initial debate, the trainer will present the main ideas and different ways of back up methods. This part of the session will be supported by a slide presentation prepared in advance.

This will be followed by an in-classroom activity, where participants will discuss with each other why backup is important?

Exercise
Next, participants will learn about backing up data on external an internal drive. They will learn how process of back up data works. This will be followed by a practical activity. Participants will have the chance to try to make back up data on external drive and internal drive.

Homework
Participants should watch video below and comment https://www.youtube.com/watch?v=p3q5zWCw8J4

Debriefing
After this exercise, the trainer will wrap-up the session with a debriefing moment and a small evaluation of the session. Participant will be included in debate about learning approach.

Evaluation
Participants will answer a small questionnaire to evaluate the session.

Overall duration of the session
2 hours

Session 2
The purpose of the session will be:
 * to provide an introduction to remote backup service (cloud)
 * to facilitate working with data backup approaches
 * to discover different providers of cloud storage
 * to motivate participants of using cloud services

Review of the previous lesson
The trainer will start the session by making a summary of the previous session and by answering questions or comments participants might have. After this, a short introduction to the goals and themes of the session will be presented.

Introduction to the theme of the session
Trainer will introduce the topic of current popular way of data storage - remote backup services or cloud backups. Trainer will show how does it work, benefits and how to carefully choose most suitable provider of cloud services.

Excercise
The trainer will explain the historical background of developing remote back up data idea. The next part of the session will focus on how cloud system works and why, at the moment, they are one of most popular ways of data storage.

New discussion will be followed about convenience of using cloud storage: “How and why can cloud storage be useful for the participants and their data storage?”

Task 2: A special exercise for participants: how to make data transfer from external drive to cloud storage. They will have to show what is the best way to make this process and also explain which cloud provider is most suitable for them. After this exercise, the trainer will wrap-up the session with a debriefing moment and a small evaluation of the session.

Homework
Watch and comment Cloud Storage - What is The Cloud and How Does it Work? How It Works Explained and How to Use Types https://www.youtube.com/watch?v=3WANMc8EqPM

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


text:
ICT4 Elderly/Tools for sharing and collaboration

Contents of the module
 * The concepts of e-sharing and e-collaboration: main types and tools, key characteristics;
 * Tools that enable sharing and collaboration in documents (e.g. Cloud, Google Documents, Google Spreadsheets, Google Presentations, Asana, Basecamp, Doodle, Slack etc.);
 * Advantages and disadvantages of using those alternatives;
 * Ethical, security and copyright issues of online sharing and collaboration.

Learning objectives
 * Participants will understand how the usage of various online collaboration and sharing tools, can improve their learning, leisure and other social activities processes;
 * Participants will understand how technology redefines the idea of collaboration;
 * Participants will understand that having great online collaboration and document sharing tools can enable them to work and communicate together, regardless of their physical presence.

Learning outcomes
 * Participants will be able to use participatory tools, project management tools and synchronisation tools;
 * Participants will be able to identify alternative tools to those presented in class after self-initiating the search for their preferential tool;
 * Participants will know how to set-up online collaboration tools and what settings must be considered;
 * Participants will know how to use online collaboration tools on mobile devices;
 * Participants will know how to use social media collaborative tools (blogs, forums, Wiki, etc.);
 * Participants will know how to use online calendar system (introduction to different concepts, shared calendars).

Learning scenario
 * Videos;
 * Team work;
 * Interactive demonstrations.

Evaluation
 * Practical exercise: creating accounts and project to Online collaboration platform (e.g. Basecamp, etc.);
 * Practical task – calendar set up, collaborative 4:00 work.

Following this module learners will:
 * Participants will be able to use participatory tools, project management tools and synchronisation tools;
 * Participants will be able to identify alternative tools to those presented in class after self-initiating the search for their preferential tool;
 * Participants will know how to set-up online collaboration tools and what settings must be considered;
 * Participants will know how to use online collaboration tools on mobile devices;
 * Participants will know how to use social media collaborative tools (blogs, forums, Wiki, etc.);
 * Participants will know how to use online calendar system (introduction to different concepts, shared calendars).

Introduction of the training
Collaborative software or groupware is application software designed to help people involved in a common task to achieve their goals. One of the earliest definitions of collaborative software is "intentional group processes plus software to support them".

In terms of the level of interaction it allows, collaborative software may be divided into: real-time collaborative editing platforms that allow multiple users to engage in live, simultaneous and reversible editing of a single file (usually a document), and version control (also known as revision control and source control) platforms, which allow separate users to make parallel edits to a file, while preserving every saved edit by every user as multiple files (that are variants of the original file).

Collaborative software is a broad concept that overlaps considerably with computer-supported cooperative work (CSCW). According to Carstensen and Schmidt (1999) groupware is part of CSCW. The authors claim that CSCW, and thereby groupware, addresses "how collaborative activities and their coordination can be supported by means of computer systems."

The use of collaborative software in the work space creates a collaborative working environment (CWE).

Finally, collaborative software relates to the notion of collaborative work systems, which are conceived as any form of human organization that emerges any time that collaboration takes place, whether it is formal or informal, intentional or unintentional. Whereas the groupware or collaborative software pertains to the technological elements of computer-supported cooperative work, collaborative work systems become a useful analytical tool to understand the behavioral and organizational variables that are associated to the broader concept of CSCW.

Calendaring software is software that minimally provides users with an electronic version of a calendar. Additionally, the software may provide an appointment book, address book, and/or contact list. These tools are an extension of many of the features provided by time management software such as desk accessory packages and computer office automation systems. Calendaring is a standard feature of many PDAs, EDAs and smartphones and also of many office suites for personal computers.

Project management is the practice of initiating, planning, executing, controlling, and closing the work of a team to achieve specific goals and meet specific success criteria at the specified time. The primary challenge of project management is to achieve all of the project goals within the given constraints. This information is usually described in project documentation, created at the beginning of the development process. The primary constraints are scope, time, quality and budget. The secondary—and more ambitious—challenge is to optimize the allocation of necessary inputs and apply them to meet pre-defined objectives.

Social software, also known as social apps, include communication and interactive tools often based on the Internet. Communication tools typically handle the capturing, storing and presentation of communication, usually written but increasingly including audio and video as well. Interactive tools handle mediated interactions between a pair or group of users. They focus on establishing and maintaining a connection among users, facilitating the mechanics of conversation and talk. Social software generally refers to software that makes collaborative behaviour, the organisation and moulding of communities, self-expression, social interaction and feedback possible for individuals. Another element of the existing definition of social software is that it allows for the structured mediation of opinion between people, in a centralized or self-regulating manner. The most improved area for social software is that Web 2.0 applications can all promote cooperation between people and the creation of online communities more than ever before.

An online spreadsheet is a spreadsheet document edited through a web-based application that allows multiple persons to edit and share it with the world. With the advent of web 2.0 technologies such as Ajax around 2005, a new generation of online spreadsheets began to emerge. Equipped with a rich Internet application user experience, the best web based online spreadsheets have many of the features seen in desktop spreadsheet applications. Some of them have strong multi-user collaboration features. Some of them offer real time updates from remote sources such as stock prices and currency exchange rates. Online applications are now becoming known as "Cloud Apps".

Application sharing is an element of remote access, falling under the collaborative software umbrella, that enables two or more users to access a shared application or document from their respective computers simultaneously in real time. Generally, the shared application or document will be running on a host computer, and remote access to the shared content will be provided to other users by the host user. To transfer one application from one computer to another, the application must reside on only one of the machines connected with each other.

Keywords

Collaborative software, Application sharing, Online spreadsheet, Social software, Project management.

Learning subject/ field

The lecture will begin with a group discussion on the topic of their usage of sharing platforms and their previous experience in that area. It is very important that the lecturer and the participants get an initial idea of the content and an insight for the practical use of sharing platforms.

The lecturer will give a theoretical outline at the beginning of the lecture on sharing tools and collaborations platforms. The content will be very clear and structured: - pre-existing activity - idea that is implemented online through dedicated tools and other applications. The idea of using sharing tools and collaboration platforms is to transfer more information in a faster and more efficient way. Part of the content will be dedicated to the security of personal data and other important information dissemination polls. Data security is very important part of this lecture.

Task: The participants will be divided into 4 groups. Each group will arrange a certain amount of information on a pre-agreed topic. In the next step, they will select the most appropriate platform or tool for information sharing. In the third step, they will share the collected information with other groups. The goal of the assignment is for participants to be able to choose the most appropriate tool or platform and use it properly to disseminate information.

After successfully completing the task, the participants will have time to discuss jointly the modus operandi, security, different possibilities of using various tools and platforms for disseminating information.

The purpose of the session will be:

 * to provide an introduction to participatory tools, project management tools and synchronisation tools
 * to facilitate how to set-up online collaboration tools and what settings must be considered
 * to discover identify alternative tools to those presented in class after self-initiating the search for their preferential tool
 * to motivate to use social media collaborative tools

Group discussion
The lecture will begin with a group discussion on the topic of their usage of sharing platforms and their previous experience in that area. It is very important that the lecturer and the participants get an initial idea of the content and an insight for the practical use of sharing platforms.

Theory
The lecturer will give a theoretical outline at the beginning of the lecture on sharing tools and collaborations platforms. The content will be very clear and structured: - pre-existing activity - idea that is implemented online through dedicated tools and other applications. The idea of using sharing tools and collaboration platforms is to transfer more information in a faster and more efficient way. Part of the content will be dedicated to the security of personal data and other important information dissemination polls. Data security is very important part of this lecture.

Exercise
Task: The participants will be divided into 4 groups. Each group will arrange a certain amount of information on a pre-agreed topic. In the next step, they will select the most appropriate platform or tool for information sharing. In the third step, they will share the collected information with other groups. The goal of the assignment is for participants to be able to choose the most appropriate tool or platform and use it properly to disseminate information.

Discussion
After successfully completing the task, the participants will have time to discuss jointly the modus operandi, security, different possibilities of using various tools and platforms for disseminating information.

Homework
Learn how to use google drive and find alternatives How to use Google Drive

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 30 min


text:
ICT4 Elderly/Explore - into action

Contents of the module
 * Explore cultural and natural heritage everywhere;
 * Information tools;
 * Navigation tools;
 * Mediaguides (Types, Registration, Usage);
 * Gamification: paper chase with digital tools.

Learning objectives
 * Raising awareness of tools and services;
 * Foster information skills;
 * Facilitate mobility (orientation, finding locations, get there by using public transport).

Learning outcomes
 * Teach how to identify personally interesting cultural or natural sights, events...;
 * Present how to find specific locations by using navigation tools;
 * Teach how to use digital tools and services (gudes) for visitors in museums, cities, cultural sights etc.;

Learning scenario
 * Participants are asked to talk about apps they use while traveling and their experiences in using media guides (e.g., in a museum);
 * Participants are introduced to the functionality and how to handle different media guides;
 * Participants are divided into teams to plan a discovery tour for one of four different target groups;
 * Participants visit and discover a sight / attraction in the city where the training takes place using digital tools and services;
 * Participants evaluate the digital guide they use in different categories (easily accessible, easy to use, usefulness);
 * Participants are led into discussion on how they evaluate the potential and limitations of digital and virtual instruments for themselves and for other target groups like elderly and people with limited mobility;

Evaluation
 * Assignments;
 * Ongoing evaluation;
 * Assessment (test/quizzes);
 * Feedback exercises.

Following this module learners will:
 * Raise awareness;
 * Participants be capable to present the possibilities and give an overview of existing technologies and future trends.

Introduction of the trainin
Mobile devices are excellent tools to explore interesting places and information locally and / or virtually. In this module, participants will discover and experience different applications such as media guides and virtual journeys. Numerous cities, sites to visit and nature parks all over the world today offer media-guided tours that visitors can carry out locally with their own mobile devices (BYOD) or devices they can rent. In addition, there are now very varied and valuable offers in the virtual world. Virtually it is possible to travel to places and to get to know things, that are not reachable in the real world or only with immense effort. This module aims at rising interest and awareness of digital offers and services which provide guidance and give information on cultural and natural sites or heritages.

Particularly interests and digital skills in the areas of information literacy (research) and mobility (finding places) are required and promoted. Participants will also come into contact with new technologies such as Augmented Reality and Virtual Reality. Participants can explore digital instruments in three different experience spaces:
 * Indoor (e.g. museum)
 * Outdoor (e.g. City Guide, Nature Park)
 * Virtual (Online, 360°, VR)

Depending on the conditions where the training is carried out, different spaces can be tried out within the scope of the training. A visit to a museum or exhibition nearby (if possible) can be arranged to try-out it’s media guide. Alternatively, or in addition, virtual tours using VR glasses can be organized. As a result, participants will be familiar with various digital tools for exploring cultural and natural attractions and will be able to introduce other people to the possibilities of these instruments.

In addition an outlook can be given how a digital tour / media guide can be developed in a creative and entertaining way by yourself – e.g. using of a virtual tour (w/ google expeditions) or a digital scavenger / treasure hunt. (w/ actionbound)

Keywords

Information, Navigation, Culture, Nature, AR, VR, Media guide, BYOD.

Learning subject/ field

→ First session

Introduction

The first session begins with a presentation of the structure and sequence of the module by the trainer, followed by a group discussion as an introduction. The participants report where and how they have already used digital guides on mobile devices and what their experiences were with them.

Input

After this initial debate, the trainer presents application areas and possibilities to use digital instruments locally in museums, nature parks etc. but also virtually. Cultural and natural sights as well as distant places can be explored in an individual way (interest, preferences, sequence of exhibits, pace …) and made accessible to people with handicaps / impairments (hearing, sight, mobility).

The Trainer also gives input on different media types: text, audio, image, video, 360° video, AR and VR.

The trainer emphasises for which persons / target groups the offers are suitable. Personal interests (nature, culture), requirements and limitations (ability, availability, mobility, impairments) will be taken into account.

For the virtual sector different providers and platforms will be presented. The trainer gives indications where to find these offers and how to use them: Arte VR, Video platforms: youtube, vimeo; Google arts and culture, Google expeditions etc.

Videos, live demonstrations and / or a slide presentation can be used for this purpose.

Exercise

The input by the trainer will be followed by a group activity where participants plan real and virtual visits at a museum and journeys for different personas / target groups using digital instruments.

Four scenarios are given:
 * Explore a museum locally
 * Explore a museum virtually
 * Explore a distant place / city locally
 * Explore a distant place / city virtually

The Trainer supports the groups by providing information and links. The results of the small groups will be presented in the big round.

Discussion

After this exercise it will be discussed how helpful or beneficial digital and virtual instruments are and how they might change the visitor’s experience. What do the participants think - will there be more or less visitors to museums and exhibitions? What opportunities do digital technologies offer for different people, what are challenges and risks? The trainer will wrap-up the session with a debriefing moment.

→ Second session : Hands on - into Action

There are three options to implement the 2nd session: Two are local trips / excursions, the third is a virtual journey. Depending on where and under what conditions the training takes place, the requirements of the participants and the scope of the training, it is possible to conduct only one or more of the three options:
 * Excursion – visit a museum and use a digital media guide
 * City Tour – Explore interesting places nearby
 * Virtual Journeys e.g. to museums, distant places

In the second session, participants will learn how to navigate and be guided by digital instruments and applications, and experience how to get information about specific locations, exhibitions, etc. On the excursions, the participants reflect on various questions which are then discussed with the group: How easily accessible and well to use (user experience) are the tested digital instruments? How useful are they? Have they found contents according to their interests? Following the excursions, there will be a discussion round summarizing the first and second sessions and discussing the potential of digital instruments for discovering interesting places and topics for different groups of people. Participants are encouraged to express their questions, doubts, ideas and feelings. The discussion is led by the question, how do they assess the potential and limitations of digital and virtual instruments for themselves and for other target groups like elderly and people with limited mobility? The trainer finally will wrap-up the module with a debriefing moment.

→ (Optional) Third session : How to create guided tours – real and virtual

Session 1
The purpose of the session will be:
 * to provide an overview of applications to discover cultural and natural sights
 * to discover the variety of virtual offers and their potential
 * to experience concrete examples of these applications

Group discussion
The participants are asked to talk about apps they use while traveling and their experiences in using media guides e.g. in a museum: What kind of apps do you use while travelling? Have you ever dig a virtual journey (VR)? Where and how have you already used guides on mobile devices? What were your experiences? This is important to establish a learning field where both trainer and participants come together to share experiences, knowledge and ideas.

After this initial debate the trainer briefly summarises the contributions and introduces the objectives and the structure of the sessions.

Application areas and types of digital media guides
The trainer presents application areas for media guides and gives examples for illustration:
 * traveling (Berlin GoingLocal)
 * in museums (Louvre, British Museum)
 * in (nature) parks (Central Park, NY)

With regard to the subsequent group task, the trainer should also provide information on which persons / target groups the offers are suitable for. Personal interests (e.g. nature, culture), requirements and restrictions (e.g. ability, availability, mobility) will be taken into account.

This part should be supported by videos, a slide presentation prepared in advance or with live demonstrations. Links: see link collection at the bottom and separat table (xlsx-file)

Functionality
The trainer gives an introduction to the functionality of media guides and gives input on different media types (audio, image, video, 360° video, AR/VR).

Handling and operation
The trainer explains how to use media guides:

1. in a museum:
 * connecting to a wifi hotspot
 * triggering of the content with numbers, QR codes, NFC, beacons, markers, positioning (GPS) etc.

2. virtual: Overview of Platforms and Applications
 * Arte VR
 * Video platforms: youtube, vimeo etc.
 * Google arts and culture
 * Google expeditions

This part of the session can be supported by a slide presentation prepared in advance and live presentations.

Exercise
The participants form groups of 3-4 persons. The splitting is organized by the participants themselves or with prepared lots.

The trainer formulates the task
Each group plans a discovery tour for one of four different target groups by researching suitable platforms presented beforehand:

The trainer's input in the previous explanatory section must make it clear which offer is suitable for which group of people.

Participants must pay attention to 3 points:
 * personal conditions / handicaps
 * area of interest
 * technology

Trainer can provide links/solutions or help only on demand

Group activity
The participants form groups of 3-4 persons. Each group plans a discovery tour for one of four different target groups (selection by lots pre-prepared in advance) by researching on suitable platforms previously presented:

Scenario 1: person with interest in culture or nature and which is mobile / able to visit a touristic place, museum, exhibition, nature park -> multimedia guide in museum or exhibition

Scenario 2: person with interest in culture but not able to visit a museum, exhibition etc. locally (immobile or too far away) -> virtual Tour: e.g. Louvre, Museum of Natural History, Natural History Museum

Scenario 3: person with interest in new / distant places - able to make journeys -> City/Tour-Guide Berlin App, Malta App, Actionbound App

Scenario 4: person with interest in distant places / nature - not able to make a journey Virtual journey -> Google Expeditions, Arte VR, 360° videos

The trainer gives recommendations and assists the search for offered.

Group presentation
Each group presents the digital tour they planned. The presentation can be oral, with flipchart or digital, as a live demo.

Group discussion
How will digital and virtual offerings change the visitor’s experience? What do you think - will there be more or less visitors to museums and exhibitions?

Overall duration of the session
1 hour and 35 min

Session 2
The purpose of the session will be:
 * to discover new digital technologies for guided visits and virtual tours
 * to experience the possibilities and functionalities of digital guided tours / visits and virtual journeys
 * to facilitate participants to introduce other persons into these digital instruments

Excursion
There are three options do do an excursion using digital instruments.

Option 1: Visit a museum or exhibition and using media guide (if available)
The participants visit a museum, exhibition or gallery etc. (60 – 90 min) This can be done individually or as a group activity. The trainer can accompany the group. The participants shall evaluate the digital guide they use in different categories: How the media guide was. (It is recommended to the participants to take short notes on their impressions during the visit.)
 * visible
 * easily accessible
 * well to use
 * useful

Option 2: use a digital city guide (if available)
The participants explore new places by using a city guide (app) or doing a treasure hunt (with the actionbound app) (60 – 90 min) The participants shall evaluate the digital guide they use in different categories: How the media guide was.
 * easily accessible
 * well to use (user experience)
 * useful (recommendations of POI’s, commercial offers etc.)

Option 3: Virtual Exploration
Participants discover foreign places and cultural offers with tablets or / and in VR. → preparation

It is important to prepare technical infrastructure in advance:
 * Devices: Smartphones, Cardboards or VR glasses, (Tablets and Laptops)
 * Apps pre-installed, or time to install at the beginning of the session (BYOD)
 * Earphones
 * internet connection

→ discovery (60 – 90 min)

Each participant defines a certain topic and according to her or his interests: nature, arts, culture etc. After that they discover various opportunities and contents in these areas on different platforms:
 * Arte VR
 * Video platforms: youtube, vimeo etc.
 * Google arts and culture
 * Google expeditions

They could ask questions to the trainer and the group. The trainer helps with the usage of the devices and supports finding suitable offers with recommendations and a list of links.

Group Discussion
After the exercise, participants describe what they have visited during the excursion and share and discuss their impressions with the group. The discussion is led by the questions how participants assess the potential and limitations of digital and virtual instruments for themselves and for other target groups like elderly and people with limited mobility:
 * Have they found contents according to their interests?
 * Was the tool or technology easy accessible and easy to use?
 * What were expectations and how they match with the experiences they had during the (virtual) excursion?

Debriefing
To wrap up the training scenario (sessions 1 and 2), the trainer will facilitate a debriefing moment where participants are encouraged to reflect their experiences of exploring cultural and natural sights using digital instruments. They can express their questions, doubts, ideas and feelings about the topics introduced.

Overall duration of the session
1 hour and 25 min

title: ICT4 Elderly/Explore - into action


text:
Oberon/V2/OCH

MODULE OCH; (*NW 7.6.87 / 15.2.91*) IMPORT OCS, OCT, OCC; CONST (*instruction format prefixes*) F6 = 4EH; F7 = 0CEH; F9 = 3EH; F11 = 0BEH; (*object and item modes*) Var = 1; VarX = 2; Ind = 3; IndX = 4; RegI = 5; RegX = 6; Abs = 7; Con = 8; Stk = 9; Coc = 10; Reg = 11; Fld = 12; LProc = 14; XProc = 15; CProc = 17; IProc = 18; Mod = 19; (*structure forms*) Undef = 0; Byte = 1; Bool = 2; Char = 3; SInt = 4; Int = 5; LInt = 6; Real = 7; LReal = 8; Set = 9; String = 10; NilTyp = 11; NoTyp = 12; Pointer = 13; ProcTyp = 14; Array = 15; DynArr = 16; Record = 17; TYPE LabelRange* = RECORD low*, high*: INTEGER; label*: INTEGER END ; VAR lengcode: ARRAY 18 OF INTEGER; PROCEDURE setCC(VAR x: OCT.Item; cc: LONGINT); BEGIN x.typ := OCT.booltyp; x.mode := Coc; x.a0 := cc; x.a1 := 0; x.a2 := 0 END setCC; PROCEDURE AdjustSP(n: LONGINT); BEGIN (*ADJSPB n*) IF n <= 127 THEN OCC.PutF3(-5A84H); OCC.PutByte(n) ELSE OCC.PutF3(-5A83H); OCC.PutWord(n) END END AdjustSP; PROCEDURE move(L: INTEGER; VAR x, y: OCT.Item); BEGIN IF (y.mode = Con) & (y.a0 <= 7) & (y.a0 >= -8) THEN OCC.PutF2(L+5CH, y.a0, x) (*MOVQi*) ELSE OCC.PutF4(L+14H, x, y) (*MOVi*) END END move; PROCEDURE load(VAR x: OCT.Item); VAR y: OCT.Item; BEGIN IF x.mode # Reg THEN y := x; OCC.GetReg(x); move(lengcode[x.typ.form], x, y) 		END END load; PROCEDURE moveBW(VAR x, y: OCT.Item); BEGIN IF (y.mode = Con) & (y.a0 <= 7) & (y.a0 >= -8) THEN OCC.PutF2(5DH, y.a0, x) 		ELSE OCC.Put(F7, 10H, x, y) (*MOVXBW*) END END moveBW; PROCEDURE moveBD(VAR x, y: OCT.Item); BEGIN IF (y.mode = Con) & (y.a0 <= 7) & (y.a0 >= -8) THEN OCC.PutF2(5FH, y.a0, x) 		ELSE OCC.Put(F7, 1CH, x, y) (*MOVXBD*) END END moveBD; PROCEDURE moveWD(VAR x, y: OCT.Item); BEGIN IF (y.mode = Con) & (y.a0 <= 7) & (y.a0 >= -8) THEN OCC.PutF2(5FH, y.a0, x) 		ELSE OCC.Put(F7, 1DH, x, y) (*MOVXWD*) END END moveWD; PROCEDURE Leng(VAR x: OCT.Item; L: LONGINT); VAR y: OCT.Item; BEGIN IF L <= 7 THEN OCC.PutF2(5FH, L, x) (*MOVQD*) ELSE y.mode := Con; y.a0 := L; (*MOVZBD*) IF L <= 255 THEN y.typ := OCT.sinttyp; OCC.Put(F7, 18H, x, y) 			ELSE y.typ := OCT.inttyp; OCC.Put(F7, 19H, x, y) 			END END END Leng; PROCEDURE MoveBlock(VAR x, y: OCT.Item; s: LONGINT; param: BOOLEAN); VAR L: INTEGER; z: OCT.Item; BEGIN IF s > 0 THEN IF param THEN s := (s+3) DIV 4 * 4; AdjustSP(s) END ; IF s <= 16 THEN OCC.Put(F7, 0, x, y); OCC.PutDisp(s-1) (*MOVMB*) ELSE z.mode := Reg; z.a0 := 1; OCC.PutF4(27H, z, y); (*ADDR y,R1*) z.a0 := 2; OCC.PutF4(27H, z, x); z.a0 := 0; (*ADDR x,R2*) IF s MOD 4 = 0 THEN L := 3; s := s DIV 4 ELSIF s MOD 2 = 0 THEN L := 1; s := s DIV 2 ELSE L := 0 END ; Leng(z, s); OCC.PutF1(14); OCC.PutByte(L); OCC.PutByte(0) (*MOVS*) END END END MoveBlock; PROCEDURE DynArrBnd(ftyp, atyp: OCT.Struct; lev: INTEGER; 			adr: LONGINT; varpar: BOOLEAN); VAR f, s: INTEGER; x, y, z: OCT.Item; BEGIN (* ftyp.form = DynArr *) x.mode := Stk; y.mode := Var; IF varpar & (ftyp.BaseTyp = OCT.bytetyp) THEN IF atyp.form # DynArr THEN Leng(x, atyp.size-1) ELSE y.lev := lev; y.a0 := adr + atyp.adr; y.typ := OCT.linttyp; atyp := atyp.BaseTyp; IF atyp.form # DynArr THEN IF atyp.size > 1 THEN z.mode := Con; z.typ := OCT.linttyp; z.a0 := atyp.size; load(y); OCC.Put(F7, 23H, y, z); (* MULD z, Ry *) z.mode := Con; z.typ := OCT.linttyp; z.a0 := atyp.size-1; IF z.a0 < 8 THEN OCC.PutF2(0FH, z.a0, y) (* ADDQD size-1, Ry *) ELSE OCC.PutF4(3, y, z) (* ADDD size-1, Ry *) END END ELSE load(y); OCC.PutF2(0FH, 1, y); REPEAT z.mode := Var; z.lev := lev; z.a0 := atyp.adr + adr; z.typ := OCT.linttyp; load(z); OCC.PutF2(0FH, 1, z); (* ADDQD 1, Rz *) OCC.Put(F7, 23H, y, z); (* MULD Rz, Ry *) atyp := atyp.BaseTyp UNTIL atyp.form # DynArr; IF atyp.size > 1 THEN z.mode := Con; z.typ := OCT.linttyp; z.a0 := atyp.size; OCC.Put(F7, 23H, y, z) (* MULD z, Ry *) END ; OCC.PutF2(0FH, -1, y) (* ADDQD -1, Ry *) END ; OCC.PutF4(17H, x, y) (* MOVD apdynarrlen-1, TOS *) END ELSE LOOP f := atyp.form; IF f = Array THEN y.lev := -atyp.mno; y.a0 := atyp.adr ELSIF f = DynArr THEN y.lev := lev; y.a0 := atyp.adr + adr ELSE OCS.Mark(66); EXIT END ; OCC.PutF4(17H, x, y); ftyp := ftyp.BaseTyp; atyp := atyp.BaseTyp; IF ftyp.form # DynArr THEN IF ftyp # atyp THEN OCS.Mark(67) END ; EXIT END END END END DynArrBnd; PROCEDURE Trap*(n: INTEGER); BEGIN OCC.PutF1(0F2H); OCC.PutByte(n) (*BPT n*) END Trap; PROCEDURE CompareParLists*(x, y: OCT.Object); VAR xt, yt: OCT.Struct; BEGIN WHILE x # NIL DO 			IF y # NIL THEN xt := x.typ; yt := y.typ; WHILE (xt.form = DynArr) & (yt.form = DynArr) DO 					xt := xt.BaseTyp; yt := yt.BaseTyp END ; IF x.mode # y.mode THEN OCS.Mark(115) ELSIF xt # yt THEN IF (xt.form = ProcTyp) & (yt.form = ProcTyp) THEN CompareParLists(xt.link, yt.link) ELSE OCS.Mark(115) END END ; y := y.next ELSE OCS.Mark(116) END ; x := x.next END ; IF (y # NIL) & (y.mode <= Ind) & (y.a0 > 0) THEN OCS.Mark(117) END END CompareParLists; PROCEDURE Assign*(VAR x, y: OCT.Item; param: BOOLEAN); VAR f, g, L, u: INTEGER; s, vsz: LONGINT; p, q: OCT.Struct; xp, yp: OCT.Object; tag, tdes: OCT.Item; BEGIN f := x.typ.form; g := y.typ.form; IF x.mode = Con THEN OCS.Mark(56) END ; CASE f OF 				Undef, String: | Byte: IF g IN {Undef, Byte, Char, SInt} THEN IF param THEN moveBD(x, y) ELSE move(0, x, y) END ELSE OCS.Mark(113) END | Bool: IF param THEN u := 3 ELSE u := 0 END ; IF y.mode = Coc THEN IF (y.a1 = 0) & (y.a2 = 0) THEN OCC.PutF2(u+3CH, y.a0, x) 					ELSE IF ODD(y.a0) THEN OCC.PutF0(y.a0-1) ELSE OCC.PutF0(y.a0+1) END ; OCC.PutWord(y.a2); y.a2 := OCC.pc-2; OCC.FixLink(y.a1); OCC.PutF2(u+5CH, 1, x); OCC.PutF0(14); L := OCC.pc; OCC.PutWord(0); OCC.FixLink(y.a2); OCC.PutF2(u+5CH, 0, x); OCC.fixup(L) END ELSIF g = Bool THEN IF y.mode = Con THEN OCC.PutF2(u+5CH, y.a0, x) 					ELSIF param THEN OCC.Put(F7, 18H, x, y) (*MOVZBD*) ELSE OCC.PutF4(14H, x, y) 					END ELSE OCS.Mark(113) END | Char, SInt: IF g = f THEN IF param THEN moveBD(x, y) ELSE move(0, x, y) END ELSE OCS.Mark(113) END | Int: IF g = Int THEN IF param THEN moveWD(x, y) ELSE move(1, x, y) END ELSIF g = SInt THEN IF param THEN moveBD(x, y) ELSE moveBW(x, y) END ELSE OCS.Mark(113) END | LInt: IF g = LInt THEN move(3, x, y) 				ELSIF g = Int THEN moveWD(x, y) 				ELSIF g = SInt THEN moveBD(x, y) 				ELSE OCS.Mark(113) END | Real: IF g = Real THEN OCC.Put(F11, 5, x, y) 				ELSIF (SInt <= g) & (g <= LInt) THEN OCC.Put(F9, lengcode[g]+4, x, y) 				ELSE OCS.Mark(113) END | LReal: IF g = LReal THEN OCC.Put(F11, 4, x, y) 				ELSIF g = Real THEN OCC.Put(F9, 1BH, x, y) 				ELSIF (SInt <= g) & (g <= LInt) THEN OCC.Put(F9, lengcode[g], x, y) 				ELSE OCS.Mark(113) END | Set: IF g = f THEN move(3, x, y) ELSE OCS.Mark(113) END | Pointer: IF x.typ = y.typ THEN move(3, x, y) 				ELSIF g = NilTyp THEN OCC.PutF2(5FH, 0, x) 				ELSIF g = Pointer THEN p := x.typ.BaseTyp; q := y.typ.BaseTyp; IF (p.form = Record) & (q.form = Record) THEN WHILE (q # p) & (q # NIL) DO q := q.BaseTyp END ; IF q # NIL THEN move(3, x, y) ELSE OCS.Mark(113) END ELSE OCS.Mark(113) END ELSE OCS.Mark(113) END | Array: s := x.typ.size; IF x.typ = y.typ THEN MoveBlock(x, y, s, param) ELSIF (g = String) & (x.typ.BaseTyp = OCT.chartyp) THEN s := y.a1; vsz := x.typ.n; (*check length of string*) IF s > vsz THEN OCS.Mark(114) END ; IF param THEN vsz := (vsz+3) DIV 4 - (s+3) DIV 4; IF vsz > 0 THEN AdjustSP(vsz*4) END END ; MoveBlock(x, y, s, param) ELSE OCS.Mark(113) END | DynArr: s := x.typ.size; IF param THEN (*formal parameter is open array*) IF (g = String) & (x.typ.BaseTyp.form = Char) THEN Leng(x, y.a1-1) ELSIF y.mode >= Abs THEN OCS.Mark(59) ELSE DynArrBnd(x.typ, y.typ, y.lev, y.a0, FALSE) END ; IF g = DynArr THEN OCC.DynArrAdr(x, y) 					ELSE OCC.PutF4(27H, x, y) 					END ELSE OCS.Mark(113) END | Record: s := x.typ.size; IF x.typ # y.typ THEN IF g = Record THEN q := y.typ.BaseTyp; WHILE (q # NIL) & (q # x.typ) DO q := q.BaseTyp END ; IF q = NIL THEN OCS.Mark(113) END ELSE OCS.Mark(113) END END ; IF OCC.typchk & ~param & ( ((x.mode = Ind) OR (x.mode = RegI)) & (x.obj = OCC.wasderef) (* p^ := *) 						OR (x.mode = Ind) & (x.obj # NIL) & (x.obj # OCC.wasderef) ) THEN tag := x; tdes.mode := Var; tdes.lev := -x.typ.mno; tdes.a0 := x.typ.adr; IF x.obj = OCC.wasderef THEN tag.a1 := - 4 ELSE tag.mode := Var; INC(tag.a0, 4) END; OCC.PutF4(7, tdes, tag); (* CMPD tag, tdes *) OCC.PutF0(0); OCC.PutDisp(4); (* BEQ continue *) OCC.PutF1(0F2H); OCC.PutByte(19) (* BPT 19 *) END ; MoveBlock(x, y, s, param) | ProcTyp: IF (x.typ = y.typ) OR (y.typ = OCT.niltyp) THEN OCC.PutF4(17H, x, y) 				ELSIF (y.mode = XProc) OR (y.mode = IProc) THEN (*procedure y to proc. variable x; check compatibility*) IF x.typ.BaseTyp = y.typ THEN CompareParLists(x.typ.link, y.obj.dsc); IF y.a1 = 0 THEN y.a1 := OCC.LinkAdr(-y.lev, y.a0); y.obj.a1 := y.a1 						END ; y.mode := Var; y.lev := SHORT(-y.a1); y.a0 := 0; OCC.PutF4(27H, x, y) (*LXPD*) ELSE OCS.Mark(118) END ELSIF y.mode = LProc THEN OCS.Mark(119) ELSE OCS.Mark(111) END | NoTyp, NilTyp: OCS.Mark(111) END END Assign; PROCEDURE FJ*(VAR loc: INTEGER); BEGIN OCC.PutF0(14); OCC.PutWord(loc); loc := OCC.pc-2 END FJ; PROCEDURE CFJ*(VAR x: OCT.Item; VAR loc: INTEGER); BEGIN IF x.typ.form = Bool THEN IF x.mode # Coc THEN OCC.PutF2(1CH, 1, x); setCC(x, 0) END ELSE OCS.Mark(120); setCC(x, 0) END ; IF ODD(x.a0) THEN OCC.PutF0(x.a0-1) ELSE OCC.PutF0(x.a0+1) END ; loc := OCC.pc; OCC.PutWord(x.a2); OCC.FixLink(x.a1) END CFJ; PROCEDURE BJ*(loc: INTEGER); BEGIN OCC.PutF0(14); OCC.PutDisp(loc - OCC.pc + 1) END BJ; PROCEDURE CBJ*(VAR x: OCT.Item; loc: INTEGER); BEGIN IF x.typ.form = Bool THEN IF x.mode # Coc THEN OCC.PutF2(1CH, 1, x); setCC(x,0) END ELSE OCS.Mark(120); setCC(x, 0) END ; IF ODD(x.a0) THEN OCC.PutF0(x.a0-1) ELSE OCC.PutF0(x.a0+1) END ; OCC.PutDisp(loc - OCC.pc + 1); OCC.FixLinkWith(x.a2, loc); OCC.FixLink(x.a1) END CBJ; PROCEDURE LFJ*(VAR loc: INTEGER); BEGIN OCC.PutF0(14); OCC.PutWord(-4000H); OCC.PutWord(0); loc := OCC.pc-4 END LFJ; PROCEDURE PrepCall*(VAR x: OCT.Item; VAR fpar: OCT.Object); BEGIN IF (x.mode = LProc) OR (x.mode = XProc) OR (x.mode = CProc) THEN fpar := x.obj.dsc ELSIF (x.typ # NIL) & (x.typ.form = ProcTyp) THEN fpar := x.typ.link ELSE OCS.Mark(121); fpar := NIL; x.typ := OCT.undftyp END END PrepCall; PROCEDURE Param*(VAR ap: OCT.Item; f: OCT.Object); VAR q: OCT.Struct; fp, tag: OCT.Item; BEGIN fp.mode := Stk; fp.typ := f.typ; IF f.mode = Ind THEN (*VAR parameter*) IF ap.mode >= Con THEN OCS.Mark(122) END ; IF fp.typ.form = DynArr THEN DynArrBnd(fp.typ, ap.typ, ap.lev, ap.a0, TRUE); IF ap.typ.form = DynArr THEN OCC.DynArrAdr(fp, ap) ELSE OCC.PutF4(27H, fp, ap) END ELSIF (fp.typ.form = Record) & (ap.typ.form = Record) THEN q := ap.typ; WHILE (q # fp.typ) & (q # NIL) DO q := q.BaseTyp END ; IF q # NIL THEN IF (ap.mode = Ind) & (ap.obj # NIL) & (ap.obj # OCC.wasderef) THEN (*actual par is VAR-par*) ap.mode := Var; ap.a0 := ap.a0 + 4; OCC.PutF4(17H, fp, ap); ap.a0 := ap.a0 - 4; OCC.PutF4(17H, fp, ap) ELSIF ((ap.mode = Ind) OR (ap.mode = RegI)) & (ap.obj = OCC.wasderef) THEN (*actual par is p^*) ap.a1 := - 4; OCC.PutF4(17H, fp, ap); IF ap.mode = Ind THEN ap.mode := Var ELSE ap.mode := Reg END; OCC.PutF4(17H, fp, ap) ELSE tag.mode := Var; tag.lev := -ap.typ.mno; tag.a0 := ap.typ.adr; OCC.PutF4(17H, fp, tag); OCC.PutF4(27H, fp, ap) END ELSE OCS.Mark(111) END ELSIF (ap.typ = fp.typ) OR ((fp.typ.form = Byte)&(ap.typ.form IN {Char, SInt})) THEN IF (ap.mode = Ind) & (ap.a1 = 0) THEN (*actual var par*) ap.mode := Var; OCC.PutF4(17H, fp, ap) ELSE OCC.PutF4(27H, fp, ap) END ELSE OCS.Mark(123) END ELSE Assign(fp, ap, TRUE) END END Param; PROCEDURE Call*(VAR x: OCT.Item); VAR stk, sL: OCT.Item; BEGIN IF x.mode = LProc THEN IF x.lev > 0 THEN sL.mode := Var; sL.typ := OCT.linttyp; sL.lev := x.lev; sL.a0 := 0; stk.mode := Stk; OCC.PutF4(27H, stk, sL) (*static link*) END ; OCC.PutF1(2); OCC.PutDisp(x.a0 - OCC.pc + 1) (*BSR*) ELSIF x.mode = XProc THEN IF x.a1 = 0 THEN x.a1 := OCC.LinkAdr(-x.lev, x.a0); x.obj.a1 := x.a1 			END ; OCC.PutF1(22H); OCC.PutDisp(SHORT(x.a1)) (*CXP*) ELSIF (x.mode < Con) & (x.typ # OCT.undftyp) THEN (*CXPD*) OCC.PutF2(7FH, 0, x); x.typ := x.typ.BaseTyp ELSIF x.mode = CProc THEN OCC.PutF1(0E2H); OCC.PutByte(x.a0) (*SVC n*) ELSE OCS.Mark(121) END (*function result is marked when restoring registers*) END Call; PROCEDURE Enter*(mode: SHORTINT; pno: LONGINT; VAR L: INTEGER); BEGIN IF mode # LProc THEN OCC.SetEntry(SHORT(pno)) END ; OCC.PutF1(82H); (*ENTER*) IF mode = IProc THEN OCC.PutByte(0C0H) ELSE OCC.PutByte(0) END ; IF mode # Mod THEN L := OCC.pc; OCC.PutWord(0) ELSE OCC.PutByte(0) END END Enter; PROCEDURE CopyDynArray*(adr: LONGINT; typ: OCT.Struct); VAR size, ptr, m2, tos: OCT.Item; add: SHORTINT; PROCEDURE DynArrSize(typ: OCT.Struct); VAR len: OCT.Item; BEGIN IF typ.form = DynArr THEN DynArrSize(typ.BaseTyp); len.mode := Var; len.lev := OCC.level; len.typ := OCT.linttyp; len.a0 := adr + typ.adr; load(len); IF (size.mode # Con) OR (size.a0 # 1) THEN IF add = 4 THEN OCC.PutF2(0FH, 1, size) END; (* ADDQD 1, size *) OCC.PutF2(0FH, 1, len); add := 3; (* ADDQD 1, len *) OCC.Put(F7, 23H, len, size) (* MULD size, len *) ELSE add := 4 END; size := len ELSE size.mode := Con; size.typ := OCT.linttyp; size.a0 := typ.size END END DynArrSize; BEGIN add := 3; DynArrSize(typ); (* load total byte size of dyn array *) OCC.PutF2(0FH, add, size); (* ADDQD 3 or 4, size *) m2.mode := Con; m2.typ := OCT.sinttyp; m2.a0 := -2; OCC.Put(F6, 7, size, m2); (* ASHD -2, size *) ptr.mode := Var; ptr.lev := OCC.level; ptr.typ := OCT.linttyp; ptr.a0 := adr; load(ptr); ptr.mode := RegX; ptr.a1 := -4; ptr.a2 := size.a0; tos.mode := Stk; OCC.PutF4(17H, tos, ptr); (* loop: MOVD -4(ptr)[size:D], TOS *) OCC.PutF2(4FH, -1, size); OCC.PutDisp(-4); (* ACBD -1, size, loop *) OCC.PutF3(-31D9H); OCC.PutDisp(0); OCC.PutDisp(adr); (* ADDR adr(FP) *) OCC.FreeRegs({}) END CopyDynArray; PROCEDURE Result*(VAR x: OCT.Item; typ: OCT.Struct); VAR res: OCT.Item; BEGIN res.mode := Reg; res.typ := typ; res.a0 := 0; Assign(res, x, FALSE) END Result; PROCEDURE Return*(mode: INTEGER; psize: LONGINT); BEGIN OCC.PutF1(92H); (*EXIT*) IF mode = LProc THEN OCC.PutByte(0); OCC.PutF1(12H); OCC.PutDisp(psize-8) (*RET*) ELSIF mode = XProc THEN OCC.PutByte(0); OCC.PutF1(32H); OCC.PutDisp(psize-12) (*RXP*) ELSIF mode = IProc THEN OCC.PutByte(3); OCC.PutF1(42H); OCC.PutDisp(0) (*RETT 0*) END END Return; PROCEDURE CaseIn*(VAR x: OCT.Item; VAR L0, L1: INTEGER); VAR f: INTEGER; r, x0, lim: OCT.Item; BEGIN f := x.typ.form; IF f # Int THEN IF f = Char THEN x0 := x; OCC.GetReg(x); OCC.Put(F7, 14H, x, x0) (*MOVZBW*) ELSIF f = SInt THEN x0 := x; OCC.GetReg(x); OCC.Put(F7, 10H, x, x0) (*MOVXBW*) ELSIF f # LInt THEN OCS.Mark(125) END ; f := Int END ; IF (x.mode IN {VarX, IndX, RegX}) OR 				(x.mode # Reg) & (x.lev > 0) & (x.lev < OCC.level) THEN x0 := x; OCC.GetReg(x); OCC.PutF4(15H, x, x0) (*MOVW*) END ; L0 := OCC.pc+3; (*fixup loc for bounds adr*) lim.mode := Var; lim.typ := OCT.inttyp; lim.lev := 0; lim.a0 := 100H; OCC.GetReg(r); OCC.Put(0EEH, SHORT(r.a0)*8 + 1, x, lim); (*CHECK*) OCC.PutF0(8); OCC.PutWord(0); L1 := OCC.pc; (*BFS*) lim.mode := VarX; lim.a2 := r.a0; OCC.PutF2(7DH, 14, lim) (*CASE*) END CaseIn; PROCEDURE CaseOut*(L0, L1, L2, L3, n: INTEGER; 			VAR tab: ARRAY OF LabelRange); VAR i, j, lim: INTEGER; k: LONGINT; BEGIN (*generate jump table*) IF n > 0 THEN OCC.AllocBounds(tab[0].low, tab[n-1].high, k) 		ELSE (*no cases*) OCC.AllocBounds(1, 0, k) 		END ; j := SHORT(k); OCC.FixupWith(L0, j);     (*bounds address in check*) OCC.FixupWith(L1-2, L2-L1+3); (*out of bounds jump addr*) OCC.FixupWith(L1+3, j+4); (*jump address to table*) i := 0; j := tab[0].low; WHILE i < n DO 			lim := tab[i].high; WHILE j < tab[i].low DO 				OCC.AllocInt(L2-L1); INC(j) (*else*) END ; WHILE j <= lim DO 				OCC.AllocInt(tab[i].label-L1); INC(j) END ; INC(i) END ; OCC.FixLink(L3) END CaseOut; BEGIN lengcode[Undef] := 0; lengcode[Byte] := 0; lengcode[Bool] := 0; lengcode[Char] := 0; lengcode[SInt] := 0; lengcode[Int] := 1; lengcode[LInt] := 3; lengcode[Real] := 1; lengcode[LReal] := 0; lengcode[Set] := 3; lengcode[String] := 0; lengcode[NilTyp] := 3; lengcode[ProcTyp] := 3; lengcode[Pointer] := 3; lengcode[Array] := 1; lengcode[DynArr] := 1; lengcode[Record] := 1 END OCH.

title: Oberon/V2/OCH


text: Template:PD-USGov

title: Template:PD-USGov


text:
LPI Linux Certification/Linux as a virtualization guest

Detailed Objectives
(LPIC-1 Version 5.0)

Weight: 1

Description: Candidates should understand the implications of virtualization and cloud computing on a Linux guest system.

Key Knowledge Areas:
 * Understand the general concept of virtual machines and containers.
 * Understand common elements virtual machines in an IaaS cloud, such as computing instances, block storage and networking.
 * Understand unique properties of a Linux system which have to changed when a system is cloned or used as a template.
 * Understand how system images are used to deploy virtual machines, cloud instances and containers.
 * Understand Linux extensions which integrate Linux with a virtualization product.
 * Awareness of cloud-init.

The following is a partial list of the used files, terms and utilities:
 * Virtual machine
 * Linux container
 * Application container
 * Guest drivers
 * SSH host keys
 * D-Bus machine id


text:
LPI Linux Certification/Graphical Desktops

Detailed Objectives
(LPIC-1 Version 5.0)

Weight: 1

Description: Candidates should be aware of major Linux desktops. Furthermore, candidates should be aware of protocols used to access remote desktop sessions.

Key Knowledge Areas:
 * Awareness of major desktop environments
 * Awareness of protocols to access remote desktop sessions

The following is a partial list of the used files, terms and utilities:
 * KDE
 * Gnome
 * Xfce
 * X11
 * XDMCP
 * VNC
 * Spice
 * RDP


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LPI Linux Certification/Accessibility

Detailed Objectives
(LPIC-1 Version 5.0)

Weight: 1

Description: Demonstrate knowledge and awareness of accessibility technologies.

Key Knowledge Areas:
 * Basic knowledge of visual settings and themes.
 * Basic knowledge of assistive technology.

The following is a partial list of the used files, terms and utilities:
 * High Contrast/Large Print Desktop Themes.
 * Screen Reader.
 * Braille Display.
 * Screen Magnifier.
 * On-Screen Keyboard.
 * Sticky/Repeat keys.
 * Slow/Bounce/Toggle keys.
 * Mouse keys.
 * Gestures.
 * Voice recognition.

title: LPI Linux Certification/Accessibility


text:
LPI Linux Certification/Localisation and internationalisation

Detailed Objectives
(LPIC-1 Version 5.0)

Weight: 3

Description: Candidates should be able to localize a system in a different language than English. As well, an understanding of why  is useful when scripting.

Key Knowledge Areas:
 * Configure locale settings and environment variables.
 * Configure timezone settings and environment variables.

The following is a partial list of the used files, terms and utilities:


text:
LPI Linux Certification/System logging

Detailed Objectives
(LPIC-1 Version 5.0)

Weight: 4

Description: Candidates should be able to configure rsyslog. This objective also includes configuring the logging daemon to send log output to a central log server or accept log output as a central log server. Use of the systemd journal subsystem is covered. Also, awareness of syslog and syslog-ng as alternative logging systems is included.

Key Knowledge Areas:
 * Basic configuration of rsyslog.
 * Understanding of standard facilities, priorities and actions.
 * Query the systemd journal.
 * Filter systemd journal data by criteria such as date, service or priority.
 * Configure persistent systemd journal storage and journal size.
 * Delete old systemd journal data.
 * Retrieve systemd journal data from a rescue system or file system copy.
 * Understand interaction of rsyslog with systemd-journald.
 * Configuration of logrotate.
 * Awareness of syslog and syslog-ng.

Terms and Utilities:

title: LPI Linux Certification/System logging


text:
LPI Linux Certification/Fundamentals of internet protocols

Detailed Objectives
(LPIC-1 Version 5.0)

Weight: 4

Description: Candidates should demonstrate a proper understanding of TCP/IP network fundamentals.

Key Knowledge Areas:
 * Demonstrate an understanding of network masks and CIDR notation.
 * Knowledge of the differences between private and public "dotted quad" IP addresses.
 * Knowledge about common TCP and UDP ports and services (20, 21, 22, 23, 25, 53, 80, 110, 123, 139, 143, 161, 162, 389, 443, 465, 514, 636, 993, 995).
 * Knowledge about the differences and major features of UDP, TCP and ICMP.
 * Knowledge of the major differences between IPv4 and IPv6.
 * Knowledge of the basic features of IPv6.

The following is a partial list of the used files, terms and utilities:
 * IPv4, IPv6
 * Subnetting
 * TCP, UDP, ICMP
 * TCP, UDP, ICMP


text:
LPI Linux Certification/Persistent network configuration

Detailed Objectives
(LPIC-1 Version 5.0)

Weight: 4

Description: Candidates should be able to manage the persistent network configuration of a Linux host.

Key Knowledge Areas:
 * Understand basic TCP/IP host configuration.
 * Configure ethernet and wi-fi network using NetworkManager.
 * Awareness of.

The following is a partial list of the used files, terms and utilities:


text:
LPI Linux Certification/Basic network troubleshooting

Detailed Objectives
(LPIC-1 Version 5.0)

Weight: 4

Description: Candidates should be able to troubleshoot networking issues on client hosts.

Key Knowledge Areas:
 * Manually configure network interfaces, including viewing and changing the configuration of network interfaces using.
 * Manually configure routing, including viewing and changing routing tables and setting the default route using.
 * Debug problems associated with the network configuration.
 * Awareness of legacy  commands.

The following is a partial list of the used files, terms and utilities:


text:
LPI Linux Certification/Configure client side DNS

Detailed Objectives
(LPIC-1 Version 5.0)

Weight: 2

Description: Candidates should be able to configure DNS on a client host.

Key Knowledge Areas:
 * Query remote DNS servers.
 * Configure local name resolution and use remote DNS servers.
 * Modify the order in which name resolution is done.
 * Debug errors related to name resolution.
 * Awareness of.

The following is a partial list of the used files, terms and utilities: